in what ways has the course of metropolitan growth and federal policies over the past half century had a negative impact on the poor of the central cities --notably, poor african americans?

I need a critical essay on the book Pocahontas The Evolution of An American Narrative. This essay needs to be 10 pages long and I dont need any extra things like end notes, or sign page, I only need a works cited page at the end.

Thank you

Research Question: How effective have land use planning policies been on the abilitiy of states to control sprawl?
Introduction: state research question, state importance of question and topic, use nonpeered reviewed materials to lay out case for study. At the end of Introduction, have several paragraphs on what your study finds, how it finds it and why it is important. (say what you plan to tell us, tell us, then repeat what you said).
Literature Review Section: layout the peer reviewed studies on subject. Use major headings and subheadings to organize paper(goal is to support your reasoning for hypothesis. Present hypothesis in this section.
Examples of Hypotheisis:
In comparing states, the greater the population, the more likely the state to adopt good land use policies.
In comparing states, the greater the number of homes built, the more likely the state to adopt good land use policies.
In comparing states, the greater the number of acres of farmland, the more likely the state to adopt good land use policies.
Research Design and Methods Section: Layout the data collection tools, the validity and reliability of study, sources of data, potential errors or biases(always cite the sources of data) State statistics to be used and outline what is expected for findings based on hypothesis. Put details in appendix such as actual survey, sampling technique, or interviews (obviously this paper will rely on secondary data)
Results Section: Explain findings and compare hypothesis. Use charts and graphs to illustrate numerical results. Must expalin everything in charts. Use PAR(Public Administration Review) format for displaying results, Be thorough.
Conclusions Section: Answer the research question. Re-state results in general terms. Suggest future research and research questions. Problems with design or methods that may have impacted results.
References: Use PAR style. Only cite references used in paper. Use websites, and other nonpeer reviewed sources as peripherals.
Appendices: Must reference materials in appendix. Label with letters A-Z.
On a seperate piece of paper type research question, Hypothesis, Dependent Variable (Y), Independent Variable (X) Unit of Analysis.

There are faxes for this order.

5pp., MLA, consistent argument, and counter-argument are important, no more than 3 cites in a paragraph, please email in WORD format, the following are exact instructions, THANKS!...


What was the most effective argument made by the anti-slavery movement of the early 19th century, and why?

Using: "Narrative of the life of Frederick Douglass, an american slave"

First, your job is to act as if you have no other evidence than this text, and so you must read it carefully and try to formulate a convincing answer.

As you consider how to make your argument, you may also consider:
How did slaves portray themselves as sympathetic
How did slaves portray themselves as strong and. admirable characters?
What kinds of readers did they seek to influence?
What kinds of vivid scenes or language were used to persuade readers?
How did they convince their readers that their stories were true?

Then develop an argument. For example, you might argue that "the most effective argument against
slavery was to evoke the sympathy of whites with descriptions of the slaves'' suffering at the hands of
their masters.''''1 The rest of the paper would be devoted to proving that argument by using quotes from
the documents.

Make sure to incorporate a counter-argument that answers possible objections to your main
argument. For example, you might explain near the end of the paper that "One might argue that the
best argument against slavery was to invoke the universal rights of man. As James Forten argued, the
notion that "God created all men equal" affects African-Americans as well as white men (Doc. 1)."
After discussing why a rational, legal argument about rights might be more convincing than your
argument about sympathy, explain why your main argument still holds true.

Keep in mind that this is a work of history. Your job is to examine the 19th century, which was very
different than the modem U.S. You need to use the evidence of these texts as the foundations for your
argument, not your personal beliefs - don''t assume that they thought the same way that we do.

Citations: You MUST cite all quotes and other ideas that you get from the readings. DOUGLASS, you may write
(Douglass, p. 115) and give a footnote listing which edition of the book you''re using.
? Papers MUST be double-spaced and word-processed or typed
? Late papers will be penalized 4 points per day
" No papers sent via email
GOOD LUCK!

Topic Question- A critical comparison of the works of Richard Wright, Ralph Ellison, Langston Hughes and James Baldwin reflecting the "black experience in American culture" as seen by them in their works and as analyzed by critics of their works. (At least four works by each author) - use critical and scholary studies.

Requirments- intext citation
do not give any of your own opions
little but some direct quoting and paraphrazing
a thesis stmt.
stay away from internet sources
Heading should read: Erin Befort
Doug McGrath
Research Paper
November 20, 2002

I. Introduction(8-10) sentence
A.Difine/Eplain ur topic
B.Background or historico Information (summary)
C.General Thesis--State ur position
II. Opposing View (12-14)
A. 1st opposing view
1.explain in ur own words
2.One Quote form research
3.Relevance-tell how relevance(how it tie-in)
B. 2nd opposing view
1.explain in ur own words
2.One Quote form research
3.Relevance-tell how relevance(how it tie-in)
C. Thesis with plan of develope (Athough---AIDS---Because of _________,____________,and____________.
III. First, General Thesis (Use 2 General statement of each)
1st. General Statement
A.Explain B.Use 1 qoute(who agree with you)
2nd.General Statement
A.Explain B.Use 1 qoute(who agree with you)
IV. Second,General Thesis (Use 2 General statement of each)
1st. General Statement
A.Explain B.Use 1 qoute(who agree with you)
2nd.General Statement
A.Explain B.Use 1 qoute(who agree with you)
V. Finally,General Thesis (Use 2 General statement of each)
1st. General Statement
A.Explain B.Use 1 qoute(who agree with you)
2nd.General Statement
A.Explain B.Use 1 qoute(who agree with you)
VI.Recomendation or Solution (ex.there are two solution to reduce AIDS in African American community are).
First Solution
A. Explain
B. Quote
Second Solution
A.Explain
B. Quote
VII. Conclusion

Thank You For Ur Time

This is a request for a Masters Level quality one of a kind costume ten page research paper that is to be 320 words per page. I do understand that your company provides 275 words per page so it is vital that I receive at least 275 per page, as I must interlace many of my own words with that of your professional writer.
Format Style: To be written in a style ? as if the reader was reading a non-fiction short life story type novel. (ten pages)

Would need your company to provide me with one editor/writer to write a quality, one-of a-kind costume research paper with heavy experience in writing Academic Research papers @ Masters College level ? focus areas: Sociology; Social Psychology; with a strong emphasis on Race and Ethnic Relations;
Requires in depth research on: The trends - how people would be divide and ranked within a given society in our American History beginning with 1960.

Although I will be providing your writer with certain information while this writing request is in progress - it does however, require the writer to conduct research independently and be the ?stronger? more ?creative? writer. I will provide insight to the life of this main character, yet, I do not want it to be ?copied & paste? into the paper, I would however want it to be included and weave into this paper by the talents of your professional writer. The insights provided are not in any specific or particular order; they are important and will be included by the writer as the writer develops the story.

My costume research paper will require your professional writer to ?create a life story?, a nonfiction, written in the voice of one Irish female individual during the 1960?s while she is raised in The Bronx, New York ?

There are many additional themes happening in the context of this writing request - -
it needs to include creating her life story by communicating to the reader ?How the main character comes to identify herself?. How does she remember her neighborhood, her grade school, her church? Your writer needs to be able to create a story including extended family members{their first names are not to be included}only identify them as her uncle, aunt, cousins, relatives. Include friends, identify their ethnicity. This paper should read as if it were an ?ETHNIC AUTOBIOGRAPHY?. Creating a story that will explain how certain factors has shaped the main character?s understanding of how she came to identify herself. (many different themes to be included) This is extremely important for the reader to understand how the environment around her and as well as the history of the 1960s shapes her identity and her relationships with other members of other ethnic groups during her life time. As I have already indicated this paper must include how people would be divide and ranked within a given society in our American History beginning with 1960s.

The most significant issue in America in terms of Identity is Race and perhaps religion. As you may understand race leads to Racism. This creative writer needs to keep in mind our American 300 year history of racial injustice. This writer will not write on those injustices that has occurred over time, only to keep in mind of those injustices. A world that is driven by at one level, commonality and also driven by difference. Your writer will need to express that message within this story. This writer will be required to weave into this story the absolute truth as it was happening during the sixties, which was: influx of immigrant to America and clearly in all societies at the time there was unequal distribution of valued and scarce resources and clear division between African American and non-African Americans. Lots of tension. This story is to include those difference, not that this little girl understood what was happening, after all this story begins as she attends grade school. {I will provide more information about this girl at the bottom of this research order). She only understands everyone in her neighborhood consider themselves to be a Yankee.

This paper isn?t to be written in a tone that the reader feels the seriousness and stress of it all, this isn?t what the paper is about. Yes, keep it real, but just like in real life, Life has humor. Whenever possible the writer will attempt to create this story showing the funnier side to life. Your writer needs to understand that when people begin to feel defeated they will oftentimes turn to humor and music to smooth the experience of it all, helps to survive it all. The main character of this story feels the oneness with other groups in her neighborhood by a few factors, yet mostly through the music ?Motown? even when there is tension between them.
This Irish girl grows up in The Bronx at a very interesting time in our history, civil rights movement.

Its important that the writer share with the reader about the ?beat? of the nation yet -- without writing a chronological order of the movement - merely shed some informed information about what was their fight about? Talk about Martin Luther King, Jr. briefly, and what role did the president play in all this? What rights did the African American Community finally have signed by the president, now on paper in the late 60s? Requires research. These are very important facts & also briefly explain the ?mind? set of many African Americans, which may have included: ?okay, it?s on paper now, where is mine?? ?why do I need to continue waiting?? The message is more important to me that a history lesson. What was the ?beat? of white groups and blacks groups during this period in time. Briefly explain that time in history without turning this section into a history ?lesson?. Lots of difference during this period yet, for the main character of this story ? her neighborhood was heterogeneity, yet, she understood by her experiences she encounters with her friends - - she does have arguments, call each other nasty names, i.e. you ?whites? or you ?blackie? yet, at the end of the day, both share the commonality ? which was the sharp pain in their stomach - both groups understood- - each of them wouldn?t have enough food that night ?there is example of homogeneous. This is a critical reality for this main character ? it is her understanding about her world. For her they aren?t very different after all; it?s the adults within her society- her world that dictates differences.
?(she isn?t a saint by any means, she too has acknowledge she holds prejudices against certain members in society, the adults) {need to remember while writing this story, without knowledge, one has confusing reactions, this is an important lesson the main character learns and must be included in paper}.

This writer while creating this story needs to be aware and link into this story certain factors which the main character is shaped and influenced by - which includes in no specific order at all - yet, these insights must be weaved into the story you create:
(1): Complicated set of relationships between subordinated groups and dominate group and explain how the subordinated group respond to that situation. They could attempt:
Assimilation, or does your research show more of a ?melting pot? relationship, or more of a ?salad bowl? very different that melting pot, salad bowl is more of Appreciate differences, we share our Americanness but we differ in our hyphens, For example: the identity of each culture continue in some form, its maintained, like in African-American,
Irish-American, Italian-American. Part of the group is clearly African and part is clearly American. Your writer will NOT give definition to these terms, the writer will however weave them into this story.

(2) Your research should tell you about Minority group are those groups that are other than the dominant group in society, is at a power disadvantage, receives less of its share of scarce resources based on their physical or cultural traits and are afforded unequal treatment by the dominate group which is the Majority and need to include it in your writing.
(3) Social Distance: your research will tell you it is a way for looking over time and it measure people patterns of prejudice and discrimination by their comfort level with other groups in specific situations, examples might be at school, next door neighbors, sitting next to each other on NYCity buses, trains. While she is growing up during grade school, does she begin to see ?intermarriages?? or does that come later on? or is there still strong distances it this area?, and when in her life time does she begin to see a more comfortable level of intermarriage? needs to be included in this paper.

(3b): Social Distancing includes: ?Tipping?, your research will tell you, its when ? at what point does a neighborhood ? once seemed to be safe & clean, tips and becomes slum.
Tipping applied to social distancing in residence, if a neighborhood is overwhelmingly white and begin to have people move in the neighborhood who are black, then most of the white people will flee, so tipping means flight, moving out of that neighborhood and the whites move into a neighborhood that looks like ?America?. The comfort level of living next door is low for many of the whites in her neighborhood, they do flee, yet, her family remins. I will supply more information below, yet, for now, your writer will need to understand that because of her mom?s affiliation with her church and also lack of money, her family does not flee. Again the writer is not to give definitions to these terms, yet, to weave it messages into the story.

(4) As this Irish girls begins to work for the first time, and through out her working experiences, Is the work situation ethically mixed? Do groups chat, get along are they more inclusive? What happens when she leaves work?, Does she socialize with another group outside her work? Need to be creative and decide what has she learned.
After your research you will come to learn that historically, social distancing has narrowed to almost zero from a time when there was huge social distance. Today in 2003, yes, we still had sizeable social distances between white and blacks, yet, the gap has narrowed. We still struggle with family members marrying outside of our ethnic group yet, today I think we are much more inclusive in that areas, we do however, have a huge problem in accepting same sex dating, marrying ? that hasn?t changed much over time. You will be required to be creative and explain to the reader a more inclusive time between workers of different groups, yet, with the understanding that certain groups will never reach the top because they aren?t perceived or identified as the ?correct? type of what it means to be ?American?. This is important to the story.

(4b)For this Irish girl, she forms many friendly relationships with other groups yet it doesn?t lead to any type of tight bond. However, the writer must tell the reader about one strong long lasting bond she develops between an African-American older women from work (which was IBM).
The main character attends the companies Christmas party. When over the loud speaker - - - sounds to the very best of Motown is head, she knows all the words and begin to sing and move to the beat. Her co-worker, an older African American women named Carol, observes and approaches her and exclaimed ?up close your not so different after all? to which the main character replies ?yeah, white people ?got? soul?. At that point laughter and a bond was shared by the two. And for years before her friend passes away, they were like family. Sharing events and doing what family do together. Her friend becomes years later ? a god mother to one of her five children.

(5) Your research on the Theories of Prejudice will lead you into Normative Theory of prejudice. This is what ever the social norms of your environment were while growing up were consistently shared and a person incorporates those views as a normal truth. For example, the main character learns from her neighborhood one afternoon when a group of motor bikers comes to her block - they cause mayhem by breaking store windows, turning the huge trash can of garbage up side down onto the sidewalks, grabbing the women in an offensive manner ? she is watching this and hears others around her expressing their views that ?all bikers are criminals and are not to be trusted?. That is the world truth she came to understand. This is also another example of how this girl is a real person living and breathing and learns to be prejudices as well. It wasn?t until she was in her twenties she personally experience the truth, bikers are individuals who came to her rescue. Their protection of her spoke volumes to the main character. {without knowledge, one can grow up with confusing reactions, distorted understanding of reality & and this is one example of what she comes to learn and is very important to be included in this paper)

(6): Your research will show you that there is a Psychological form of Assimilation: Which is: How an individual feels inside when identifying him/herself. Does a person identify him/herself as more Irish than American?, or does she embrace it all, blends it well? How does she come to identify herself? {to the writer: you will come to know this answer as you read below} {you will come to learn how her children identifies themselves}

Your writer will be the stronger creative writer and I?ll need your professional writer ? once he/she has completed the research - create most of this story independently however, I am providing some material in a list type style ? again not in any specific particular order - - of some personal information and history about the main character which your writer will be required to blend into the story he/she creates.

(1): Her first name has significance ? she is named ? Margaret-Mary. Need to conduct research on her name and very very briefly, explain its significance. I think she is named after a saint from the Roman Catholic church.
(2) She was born into a large Irish-Catholic American family, youngest of eight. She identifies her self as the ?baby? sister. She absolutely identifies herself as their sister. And that label has strong/deep meaning in her life. Don?t give siblings first names, only that she has eight of them. Her parents identify themselves more as Catholics than Irish, yet, hold onto the Irish part by teaching their children the Irish gig (irish dance) Irish songs, for example: Oh Danny Boy. Do research, talk about some foods poor families of Irish background would cook as main meals(briefly, don?t get crazy). Her next door neighborhood knowing her family well, shared every other day - - pass onto her family the Irish Ego, which is the Irish news paper, keeps the family up-to-date with events happening in Ireland. Parents didn?t have any college experience, working class. The parents never ever spoke in front of the children about any topic or subject they defined as ?not for children?s ears?. {this point must be highlighted to the reader} That was a rule in their family and wasn?t able to be negotiated - As a child ? you were not entitled to know certain ?things? the parents didn?t want to you know.
There was competition among the children who would get the empty ?chocolate? pot. When her dad would cook home made pudding, the kids would fight over the empty chocolate pot to lick it clean with a spoon.
The children would go bottle collecting. Which means scooping up old soda bottles from their neighborhood trash cans that were on the sidewalks, clean them & return the bottles to the local grocery store for a few pennies per bottle. With their earning, the siblings would divide it up and run to the candy story. These are some examples to show the reader that one could have fun and share good times and memories even without having money, the kids were very close to each other, yet, had competition with each other at the same time.
(2b) She deeply loves dogs. She identifies herself as needing a dog ? to her is brings the understanding of what it means to be human in this world. She is an animal lover.
(3): Need to conduct research and list only a few Irish movie stars and their movies, for example: James Cagney(Irish gangster actor) and Bing Crosby actor(Bells of St. Mary) Her parents identifies with those characters and while growing up the main character observes and remembers them all.
(4): Her family lived in The Bronx, New York, where their families early on had first immigrated. Her clan consisted of numerous aunts, uncles, and cousins, plus, her mom and dad. Tell briefly how every religious holiday was observed and all the children went through all the sacraments required by the Roman Catholic Church. Her family shared it all with extended family members. She learns a few things that represents being Irish, which is: Lots of wit in her Irish family. When someone dies in the family, one can expect a huge party to follow; (that?s tradition) where she listens intently to relatives and their stories they share(she learns her family history through those stories) and Irish women ?make lots of babies?. (that?s tradition as well). {To the writer of this story, will you please leave those exact works ?make lots of babies? while you are creating this story?}
Her dad was ?mark? & viewed in a negative way by others in her neighborhood because his family member who arrived here in America much earlier - were somehow involved in the ?Irish Mob?. Her dad leads a decent and religious life and in spite of being prejudices against, her dad had a sense of humor and lived his religion ? which was ?love? thy neighbor. Her dad always aspired to be a police yet, because of his family history with crime, he wasn?t to see that dream. This profoundly affected the main character. She struggle terribly within her mind over the cruel way in which her dad was treated and not accepted by society, which always seemed to keep him ?down?. She couldn?t reconcile in her mind ? why couldn?t the people just ?see? him for what he is, what he was. Long lasting impression was imprinted on her psyche due to this early observation of her world, her reality.
Money is tight and a constant theme in her childhood and her mom worked as a cook and cleaning lady for her local catholic church which the mom felt a strong connection with and a large degree of obligation to. {one reason this family didn?t flee the neighborhood sooner & needs to be added to paper}. Her older brothers work while attending school. Her parents were extremely proud people and would never consider reaching out to public assistance - - - for them; it was a sign of weakness and a form of shame. For her family it is not a question of ?what? college her and her sibling will attend, for her family the focus was to work hard and provide for each other ? to make ends meet.
(She does flee the neighborhood as an adult when her favorite older brother is murdered then the neighborhood is no longer her neighborhood as she remembers from her childhood. She also lost part of her identity when her brother is stabbed right in the heart and dies right on the spot)
The family apartment building, a six floor walk, is located only a few blocks away from Yankee Stadium. She is embarrassed to bring home any of her friends,(those who had a little bit more economically, to her walk up- this example of how the neighborhood was divided by class) ? The family consider themselves a Yankee. As does members of her neighborhood.
(5) She attends eight years of parochial school, Saint Joseph?s. Her mom works for the priest and as part payment in exchange for her services --- all eight of the children attend St. Joseph?s school free of charge. She comes to learn that Jewish people don?t love nor believe in God so all Jewish people are going ?straight to hell?. By the time she begins school ? the numbers for whites, blacks, Puerto Ricans were distributed almost equally, unlike when her older brothers attended, by far during those years ? the school had many more whites, some blacks and Spanish children were visible.

For her ? it was always the ?catholic kids? and then there was the ?other? kids who attending public school. She believed her school was better but didn?t and couldn?t explain why ? it was the truth of her environment at that time. {example of Normative Theory of prejudice. See above). As she gets older she struggles to rewrite all those ?truths? she learns as a young girl.

(6): On April 5th, 1968, as a young grade school kid, Margaret believes she is now big enough to leave the apartment without her parent?s permission; after all she is now in grade school and is convinced she can be just like her older brothers. Once she has rationalized her thinking, Margaret sneaks downstairs heading for the candy store. Safely out of sight and half way down the block she is excited to almost reach her destination when suddenly some 8 or 9 neighborhood kids jump Margaret ? kicking, punching, screaming at her ?you white trash you?. Margaret?s injuries are serious enough she lands in the hospital for the next three days. Family members never talk about the people who hurt Margaret. She attempts to make sense of her world by playing that attack over and over in her mind. All her little brain could put together was the words ?you white trash you? and Margaret remembers an earlier time when one family member describes another family member ? (who happened to be on Welfare and this was considered a ?sin? , a terrible shame to be on public assistance, this particular family was extremely poor as well and was often times called ?white trash? by other members of her very own family.)
Then with those memories in place ? Margaret begins to understand why she was beat up so badly, she rationalized the others kids somehow found out that she was poor and her family was considering the possibility of applying for welfare, she was white trash. That moment had a profound affect on Margaret. She came to identify herself as the ?poor kid?, which has a long lasting impression - - the understanding of herself and how she comes to identify herself from that day forward. She knows she is white, born to Irish parents, yet, for her more than any other factor; she feels and views herself as the ?poor kid?. Even to this day when Margaret sits to eat a meal, she will not walk away from the table until she her plate is completely empty ? she feel she must eat every bit of food on her plate, memories from childhood clings to her identity even to this day. (this is an example of Psychological form of Assimilation: how one comes to identify themselves) She doesn?t come to understand until a few years later ? now is older ? that the beating she took occurred the day after Martin Luther King, Jr. was murdered on April 4th, 1968. She comes to learn from a class discussion ? a few years later (entire neighborhood heard of her beating) that it was a time when some people were reacting to their injustices. (without knowledge, one has disrupted thinking and that has occurred for her during her life time, she struggles to rewrite in her mind that the beating was due to the fact other groups had pain and frustrations & was reacting to those injustices not because she is poor)

When she attends High School it?s a shock to her. She has left elementary school and enters a new environment without knowing many people. She exposed to many types of groups and many different type life styles. She has confusing reactions during her high school years. She somehow must rewrite the ?truths? she has leaned as a young child, now that her world becomes larger and she has experiences that are very different from her grade school days. Her high school has only a few kids who are white in a now black institution, yet, Margaret never became aware of experiences any form of prejudice against her. She simply didn?t know very many students and therefore rationalize to herself that was the reason for not being included or invited to sit w/other groups during lunch or the parties. Her catholic school friends fled or went to private school.

She had one friend who shared with her the love of playing baseball, when her other friends passed by and witness her playing with the other girl ? they began to shout out to her friend ?you fag?. Margaret unable to be brave, walks away from her friend. This is to show the reader, Margaret was just as guilty of acting out a prejudice by doing nothing and saying nothing to defend her friend.
{need to remember while writing this story, without knowledge, one has confusing reactions, this is an important lesson the main character learns and must be included in paper}.
(6): While growing up she only knows block by block, stoop by stoop. There is always competition ? turf fighting over who control this or that block. Irish, Italians against the African-Americans and Puerto Ricans.
(6b) She sees some kids in her are ?special? and they get to go on vacation, to the shore. Her vacations were spent on ?tar? beach. That is a New York expression meaning, going on top of the roof of your building and lying down on the tar top to sun bath. Explain to reader. Her family doesn?t live in a two story house, rather a six story walk up.

(7) Need to talk about who had the better houses, or lived in a better neighborhood. Groups clash over that. Do your research & include it briefly, don?t get too involved with details, it is more important to get the message across, do not include actual statistically information, just the point being made- it is more important to get the message across to the reader, not facts.

(8) Briefly tell the reader - - She marries outside her faith, yet, she never considers marring outside her race or dates outside her race. She keeps with Irish tradition & has five children. She marries a non-catholic, a man from the Jewish faith: This can be very funny writing if you?re creative enough, especially if you were to include his family reaction to their son marring outside their faith.(in-laws can switch to Yiddish when they chose to) - - (don?t get too detailed, rather on the shorter side). Margaret keeps all her early childhood Irish-catholic traditions and sees to it that she shares them with all her children, she comes to learn she is proud to say she is Irish Catholic. She becomes a democrat.

(9): She has chosen to raise her children by the shore, perhaps it is her way of rationalizing to herself that her children are now the ?special? kids who get to live and vacation down by the shore.
(10) Her children come to identify themselves as part of a Global cultural family rather than part of an ethnic group. She has taught them the Irish dance & songs and shared her wit yet, it has changed ? today it is more about being an educated person and having the best career.

(11) Margaret realizes it is about time that she too takes part in the experience of having a higher education and attends college as a mature adult?s b/c with knowledge one has more evidence of the truth and is more likely to behave in ways that are consistence with those truths.

To the writer of this paper. Will you be available to work with me on another writing assignment - around or about mid-March of 2004? Please let me know. Thanks.
When you are assigned to this project, please e-mail. I may have some additional insights to share ? or may be not, well see. Please be in touch if you need any questions answered. Thank you for your professional help Kevin R. Bell. Take care.

Economic Performance and Professional Performance (Mexican American & Chinese American)
Details:
a. How they perform?
b. Why they perform the way they do?
c. Statistical Information
d. Internal reasons
e. External reasons

TERM PAPER:
Your term papers and projects must respond to the statement given below. The statement is an accurate representation of the state of punishment and crime in America. All projects MUST include a minimum of 10 references that you used to research your project.

1.PROVIDE EVIDENCE SUPPORTING THIS STATEMENT

Statement: The American correctional system houses more inmates than any other correctional system in the world. We spend more money punishing criminals than some nations produce as income. For all this emphasis on punishment, the U.S. also has one of the highest rates of crime in the world. These few facts lead to the conclusion that something is very wrong with the American system of punishment; it is not accomplishing the goal it is designed to accomplish; the costs of the system are excessive financially, in terms of the harm done to society, and to the lives of the millions of people the American system of justice unnecessarily incarcerates.
The typical American response to the failure of the criminal justice system is the plea for more punishment. The U.S. has employed this tactic for the past 40 years with no evidence that there is a long or even short term reduction in crime that can be specifically linked to these policies of getting tough on crime.

Write 3 pages and
be sure to give a proper title for it for what is the chinese american
perspective on family maintenance? For example: what role does "family"
play in one's
life as seen in the early chinese american immigrants? how did gender
role-playing affect the chinese american experience in the early days? Etc.
etc.
Write 1 page and don't need a title for it for what is chinese american
racial stereotype? For example: what is the most comon impression
for people to think about chinese american and what makes them racial
stereotype?

Use one
Article call "Rough on Rats" by James Chan (the writer who work on my order
can find the article at the address
http://www.chsa.org/features/ching/ching_conf.htm) and
the writer who is going to work on my order needs to find the other source
(it should be between the year 2000-2004) about Chinese American racial
stereotypes on American media. Combine these 2 sources and explain how the
Chinese American racial stereotypes on American media exist from past until
now and how they change their forms.

? You are required to have an opening thesis sentence. Your first sentence will probably also be your first paragraph.

? You are required to cite from your source or sources and also annotate your bibliography.

? Since this is a "take home" project, grammatical mistakes are heavily penalized. [Use a BC tutor if you need assistance.]


Introduction:

? A thesis paragraph is not an introduction. It contains your thesis (a summary of what you will PROVE with data) and the concepts/structure you will use to prove your thesis. Your first sentence is your thesis on this assignment.

? Data that is not linked to your thesis and thesis methodology doesn?t earn points.

? You earn your grade with specific data/quotations/research that proves your thesis.

? Questions never earn points.

? Always remain in third person. [You can use 1st person in a separate introduction, a postscript, or in footnotes/endnotes.]

? You are required to site information at least 3 times using footnote or MLA rules.

? Your last paragraph can demonstrate your mastery of opposing perspectives.

? You are required to ANNOTATE a minimum of three sources on the bibliography or "works cited" page on your last page. [The purpose of this page is to provide you with an opportunity to demonstrate your mastery of your resources.]

Common Mistakes:

1.Use of straw man, a ping-pong style

2.TELLING A STORY instead of proving your personal thesis

SAMPLE PAPER:

?A Political Policy With An Economic Basis? (Packard, 83)

Lana Hayes

The mercantilist system was a major contributing factor in the American Revolution because mercantilism fostered the economic, political and cultural dependence of the American colonies on England.

The growing British Empire?s wealth depended on the possession of silver. The importation of raw materials from the America?s played a crucial role in feeding British industries and subsidizing their production costs (Funk and Wagnalls). Low production costs and cheap raw materials helped the British sell more than they bought and thereby increased their bullion reserves. From the American plantations goods like tobacco, cotton, sugar, coffee, cocoa and rice were shipped to England, while British manufactures sent back the products that the colonies didn?t have (Marshall, 18). This increased trade clearly benefited Britain. ?Between 1700 and 1763 the value of British exports to America and the West Indies multiplied fivefold, while the value of imports from those areas grew fourfold? (Marshall, 18).

Despite this growth, these gains for England meant losses for the American colonies. Colonies were designed to support and compliment the British industries, which meant complete subordination and economic control over colonies. The British, competing with other European powers, monopolized commerce in the colonies. For example, the Navigation Acts (1651-1696) and other restrictions, passed by the British government required the use of British ships in trade between Britain and the colonies (Marshall, 18). These Navigation Acts granted Britain a national monopoly of supply to the expanding colonies (Smith, 45). They were designed to keep exclusive trade with Britain, to maintain low rates on raw materials and ensure high profits from transportation and manufacture (Packard, 92). These aspects of the mercantile system imposed by England on the American colonies produced a demand for economic freedom from the colonists, and would ultimately result in the American Revolution (Packard, 34).

Mercantilism was a ?political policy with an economic basis? (Packard, 83). British control over every aspect of economic life of the colonies prevented the American colonies from participating in foreign markets that would have helped them gain a political identity and increased sovereignty (Columbia). The colonies had to abolish the industries that could compete with those in England. One example was the Wool Act in 1699, banning wool production in the American colonies. Other examples included the Iron Act of 1750 and the Hat Act in 1732, the first forbidding steel production and the manufacture of products made of iron, the second the production of hats (Marshall, 18). These restrictions triggered not only economic, but also an inevitable political conflict of freedom, which became one of the factors for the American Revolution.

The Mercantile system helped the British exert social and cultural control over the American colonies. One example was encouraging population growth. The British sought to increase the industrial profits that were dependant, in part, on a steady supply of affordable labor. They passed favorable naturalization laws to attract more immigrants into the colonies. The British encouraged marriage, freedom of religious choice, employment of servants, support of the poor, and special programs for physicians (Packard, 35). While these initiatives seemed beneficial for the population and appeared to provide cultural freedom, the roots of these policies were designed primarily to create British wealth.

The mercantilism system, despite many negative effects, was an important stage of the colonial, and British development, and provided a platform for the future economic, political and cultural freedom of the colonies, while ultimately encouraging over-dependence on the part of the British.

Bibliography
Marshall, Michael. ?From Mercantilism to The Wealth of Nations.? World and I 14 (5)

May 1999: 18. This article provides insights into British global trade and it?s role as the precursor to the Industrial revolution of the 19th century, and Technological Revolution of the 20th century. It describes the economic and political relationships between the nations in the 18th century, including England and the New English Colonies.

?Mercantilism?. Columbia Encyclopedia. Academic Search Elite. EBSCOhost. Oct. 22

2002 http://epnet.com. The information from this encyclopedia gave me the overview of the mercantile system used by England to create their wealth.

?Mercantilism?. Funk & Wagnalls New World Encyclopedia. Academic Search Elite.

EBSCOhost. Oct. 22 2002 http://epnet.com. This source includes the details about the trade between England and American colonies, British dependence on the raw materials, and Colonies position in this trade.

Packard, Laurence Bradford. The Commercial-Revolution 1400-1776. New York: Henry

Holt and Company, 1927. This book is divided into three main chapters, which cover the Commercial Revolution, Colbert?s mercantilism system, and Adam Smith?s explanation of mercantilism. The information about colonial dependence on the British states was especially useful for my research and gave me the data for my thesis.

Smith, S.D. ?British Exports to Colonial North America and Mercantilist fallacy.?

Business History 37 Jan 1995: 45. Smith, in this article, presents a detailed description of the British export system. As an example he uses wool textiles to demonstrate how the British created their wealth by using the colonies as not only a source of raw materials, but also as consumers of the product.

Compose a response to the following questions at the end of the Comparison story, Bruce Catton, Grant and Lee: A study in Contracts...

Bruce Catton (1899-1978) was a Civil War specialist whose early career included reporting for various newspapers. In 1954 he received both the Pulitzer Prize for historical work and the National Book Award. He served as director of information for the United States Department of Commerce and wrote many books, including Mr. Lincoln?s Army (1951), Glory Road (1952), A Stillness at Appomattox (1953), The Hallowed Ground (1956), America Goes to War (1958), The Coming Fury (1961), Terrible Swift Sword (1963), Never Call Retreat (1966), Waiting for the Morning Train: An American Boyhood (1972), and Gettysburg: The Final Fury (1974). For five years, Catton edited American Heritage.

"GRANT AND LEE: A STUDY IN CONTRASTS"
by Bruce Catton
?Grant and Lee: A Study in Contrast? was written as a chapter of The American Story, a collection of essays by noted historians. In this study, as in most of his other writing, Bruce Catton does more than recount the facts of history: he shows the significance within them. It is a carefully constructed essay, using contrast and comparison as the entire framework for his explanation.

When Ulysses S. Grant and Robert E. Lee met in the parlor of a modest house at Appomattox Court House, Virginia, on April 9, 1865, to work out the terms for the surrender of Lee?s Army of Northern Virginia, a great chapter on American life came to a close, and a great new chapter began.
These men were bringing the Civil War to its virtual finish. To be sure, other armies had yet to surrender, and for a few days the fugitive Confederate government would struggle desperately and vainly, trying to find some way to go on living now that its chief support was gone. But in effect it was all over when Grant and Lee signed the papers. And the little room where they wrote out the terns was the scene of on of the poignant, dramatic contrasts in American History.
They were two strong men these oddly different generals, and they represented the strengths of two conflicting currents that through them, had come into final collision.
Back of Robert E Lee was the notion that the old aristocratic concept might somehow survive and be dominant in American life.
Lee was tidewater Virginia, and in his background were family, culture, and tradition? the age of chivalry transplanted to a New World which was making its own legends and its own myths. He embodied a way of life that had come down through the age of knighthood and the English country squire. America was a land that was beginning all over again, dedicated to nothing much more complicated than the rather hazy belief that all men had equal rights and should have and equal chance in the world. In such a land Lee stood for the feeliong that it was somehow of advantage to humans society to have a pronounced inequality in the social structure. There should be a leisure class, backed by ownership of land; in turn, society itself should be keyed to the land as the chief source of wealth and influence. It would bring fourth (according to this ideal) a class of men with a strong sense of obligation to the community; men who lived not to gain advantage for themselves, but to meet the solemn obligations which had been laid on then by the very fact that they were privileged. From them the country would get its leadership? to them it could look for higher values ? of thought, of conduct, or personal deportment ? to give it strength and virtue.
Lee embodied the noblest elements of this aristocratic ideal. Through him, the landed nobility justified itself. For four years, the Southern started had fought a desperate war to uphold the ideals for which Lee stood. In the end, it almost seemed as of the Confederacy fought for Lee; as if he himself was the Confederacy? the best thing that the way of life for which the Confederacy stood could ever have to offer. He had passed into legend before Appomattox. Thousands of tired, underfed, poorly clothed Confederate soldiers, long since past the simple enthusiasm of the early days of the struggle, somehow considered Lee the symbol of everything for which they had been willing to die. But they could not quite put this feeling into words, If the Lost Cause, sanctified by so much heroism and so many deaths, had a living justification, its justification was General Lee.
Grant, the son of a tanner on the Western frontier, was everything Lee was not. He had come up the hard way and embodied nothing in particular except the eternal toughness and sinewy fiber of the men who grew up beyond the mountains. He was one of a body of men who owed reverence and obeisance to no one, who were self-reliant to a fault, who cared hardly anything for the past but who had a sharp eye for the future.
These frontier men were the precise opposites of the tidewater aristocrats. Back of them, in the great surge that had taken people over the Alleghenies and into the opening Western country, there was a deep, implicit dissatisfaction with a past that had settled into grooves. They stood for democracy, not from any reasoned conclusion about the proper ordering of human society, but simply because they had grown up in the middle of democracy and knew how it worked. Their society might have privileges, but thy would be privileges each man had won for himself. Forms and patterns meant nothing. No man was born to anything, except perhaps to a chance to show how far he could rise. Life was competition.
Yet along with this feeling had come a deep sense of belonging to a national community. The Westerner who developed a farm, opened a shop, or set up in business as a trader could hope to prosper only as his own community prospered ? and his community ran from the Atlantic to the Pacific and from Canada down to Mexico. If the land was settled, with towns and highways and accessible markets, he could better himself. He saw his fate in terms of the nation?s own destiny. As its horizons expanded, so did his. He had, in other words, and acute dollars-and-cents stake in the continued growth and development of his country.
And that, perhaps, is where the contrast between Grant and Lee becomes most striking. The Virginia aristocrat, inevitably, saw himself in relation to his own region, He lived in a static society which could endure almost anything except change. Instinctively, his first loyalty would go to the locality in which that society existed. He would fight to the limit of endurance to defend it, because on defending it he was defending everything that gave his own life its deepest meaning.
The Westerner, on the other hand, would fight with an equal tenacity for the boarder concept of society. He fought so because everything he lived by was tied to growth, expansion, and a constantly widening horizon. What he lived by would survive of fall with the nation itself. He could not possibly stand by unmoved on the face of an attempt to destroy the Union. He would combat it with everything he had, because he could only see it as an effort to cut the ground out from under his feet.
So Grant and Lee were in complete contrast, representing two diametrically opposed elements in American life. Grant was the modern man emerging; beyond him, ready to come on the stage was the great age of steal and machinery, of crowded cities and a restless burgeoning vitality. Lee might have ridden down from the old age of chivalry, lance in hand, silken banner fluttering over his head. Each man was the perfect champion for his cause, drawing both his strengths and his weaknesses from the people he led.
Yet it was not all contrast, after all. Different as they were ? in background, in personality, in underlying aspiration ? these two great soldiers had much in common. Under everything else, they were marvelous fighters. Furthermore, their fighting qualities were really very much alike.
Each man had, to begin with, the great virtue or utter tenacity and fidelity. Grant fought his way down the Mississippi Valley in spite of acute personal discouragement and profound military handicaps. Lee hung on in the trench at Petersburg after hope born fighter?s refusal to give up a long as he can still remain on his feet and lift his two fists.
Daring and resourcefulness they had, too: the ability to think faster and move faster than the enemy. These were the qualities which gave Lee the dazzling campaigns of Second Manassas and Chancellorsville and won Vicksburg for Grant.
Lastly, and perhaps greatest of all, there was the ability, at the end, to turn quickly from the war to peace once the fighting was over. Out of the way these two men behaved at Appomattox came the possibility of peace of reconciliation. It was a possibility not wholly realized, in the year to come, but which did, in the end, help the two sections to become one nation again? after a war whose bitterness might have seemed to make such a reunion wholly impossible. No part of either man?s life became him more than the part he played in their brief meeting in the McLean house at Appomattox. Their behavior there all succeeding generations of Americans in their debt. Two great Americans, Grant and Lee ? very different, yet under everything very much alike. Their encounter at Appomattox was one of the great moments of American history.

Cited info Stragies for Successful Writing:A Rhetoric, Research Guide, Reader and Handbook, 6th Edition by James A. Reinking, Andrew W. Hart, and Robert von der Osten


*** QUESTIONS 3-4
3. Why do the differences between Grant and Lee recieve more extended treatment than the similarities? Why are the similarities discussed last?
4. How would you characterize Catton's attitude towards the two men? Refer to specific parts of the essay when answering.

I would like for the references to be current, dated no later than the 1990s. I also do not want the majority of the references to be Internet sites, try to incorporate textbook references as well. The Comprehensive Paper MUST address the following:

The population of minorities categorized as learning disabled and placed in special programs has increased over the last ten years, particularly African-American children. Identify and evaluate the factors that relate to the increasing population of African-American children placed in special programs.

This assignment is for hala ONLY. Hala, please follow the following guidelines EXPLICITLY.
Below are the ASSIGNMENT plus STYLE GUIDE.:
http://pegasus.cc.ucf.edu/~rcassane/paper_for.htm

----------------------------------------------------------

Paper for "Islamic Origins of Spanish Florida's Ft. Musa"

Read the article I put on reserve titled, "Islamic Origins of Spanish Florida's Fort Musa" by Samory Rashid. This article makes the case that the African and black Spanish population of colonial Florida has its origins in Islamic North and West Africa. It directly challenges both articles you read in African American Heritage of Florida (Landers "Traditions of African American Freedom and Community in Spanish Colonial Florida" and Hall's "African Religious Retentions in Florida")

You are to write a 2 page paper that examines all three articles (You should group Landers and Hall together opposed to the Rashid article). Which author(s) make the most compelling case? You are to critique the interpretations and especially the evidence of each author. It would be helpful if you identify which author uses direct evidence and which author may be speculating from the sources.

(Do not write a summary of the reading, your paper must be analytical and interpretive in nature in order to get full credit) Be sure to print up my style page.




STYLE GUIDE


1. Limit the number of direct quotes. Students often compile sentences full of direct quote from sources instead of writing sentences themselves. Too many quotes may cause a lower letter grade. Also you should never end a paragraph with a quote. The last sentence of each paragraph should be a conclusion sentence that essentially states what the point of the paragraph is about. Further more, when you use quotes, you need to follow every quote you use with a sentence explaining why the quote you used is applicable to the point you are trying to make. Do not assume the reader is in your head and understands why that quote is important. It is paramount you explain yourself fully and completely. Do not assume anything.

2. You are to use correct style, spelling and grammar at all times. All papers are expected to be written in expository style, meaning in the most professional manner and without the use of 1st, 2nd or 2nd person plural (i. e. I, you, me, my, mine, or we). Your paper must be in 3rd person. You must use the rules of formal writing and do not write as if you are writing in a familiar style. To be sure to avoid obvious grammar and style mistakes then purchase a copy of William Strunk, Jr. and E. B. White's Elements of Style. A link to the purchase information is here.

3. Your papers must be typed with fonts no larger than 12pt, double spaced and stapled with no covers. Papers must be in hard copy, no disks will be accepted nor will printer or computer problems translate into the ability to turn in a late paper with no grade repercussions. A paper successfully turned in via email in word or word perfect format can be accepted with prior approval. All late papers will be marked down one letter grade for every calendar day it is late.

4. All papers are expected to have introduction, body and conclusion paragraphs. Additionally, every paper must have a thesis statement that conforms to this specific assignment. Your thesis statement must be specific and direct and must correspond as an answer to the question the assignment requires you to answer. Vague and general thesis statements that do not indicate a position or overall direction of the paper will suffer a lower grade. If anything previously mentioned is lacking or poorly developed in your paper, it will result in a lower grade.

5. Finally your paper must specifically and directly address the question for this assignment. Deviation from the question or ambiguity in answering the question will result in a low grade.

6. Unless you use outside sources you do not need a bibliography or works cited page. If you are using materials assigned in class then be sure to include a page number and reference to the title and/or author. If you are using materials outside the required class reading then you are to make some citation in footnotes/endnotes, APA, or MLA or some alternative citation style with the inclusion of a bibliography or works cited page.

There are faxes for this order.

Book:

Chan, et al., eds., Aiiieeeee! An Anthology of Asian-American Writers.


Response Essay:
It?s your responses to your reading. You may write a straightforward, first-person response focused on a formal aspect of a work or you may write using a completely different approach. The criteria for these essays are as follows:

Does the essay reflect that:
- you have done the reading?
- thought about that reading beyond mere plot summary?
Is there a discernible thesis to your essay, and is it adequately focused for the essay?

Essay must be proofread.

We will offer more for this one!!

this is to be regarding the literature and art of the harlem renaissance. It needs to focus on the importance and role of literature and art. Mahor figures involved and significant black artist such as W.E.B. Du bois, jean toomer, Countee Cullen, Alain Locke, Langston Hughes and Zora Neale Hurston. Artist such as Aaron douglas, Palmer Hayden and Robert Brathe.
Major literary accomplishments from the writers to include The crisis magazine, The new negro, Cane and any other important literature that the writers produced.
How this redefined african american expression and gave way to celebrating their heritage.
How the patron such as Dubois and Locke promoted other black artists with support in the magazines and works. How white patrons help support artist monetarly and publicly.
This was a way that blacks protested through their artistic and creativity

Book resources:
Rhapsodies in black, Art of the harlem renaissance

Major Black American Writers, through the Harlem Renaissance; Harold Bloom ed.

Aaron Douglas- Art, Race, and The Harlem Renaissance, Amy Kirschke

Harlem Renaissance Art of Black America, Mary Campbell

key points
cultral movement became known as "the new negro mvement" and later the harlem renaissance

Jean toomer Cane published in 1923

Van Vechtens major white promoter of many black artists

Langston hughes grew up wealthy and educated, moved to New york to study engineering at Columbia University, dropped out against father wishes to pursue writing career- first book published in 1926, the weary blues

All of the literary writers had a wide range of subject matters but they had a common theme relating to their race.

Zora Neale Hurston was considered harsh and shrewed in her writing style. very controversial, famous for writing How it feels to Be Colored Me

WEB Dubois formed NAACP, editor of Crisis Magazine which supported many black artists such as Aaron Douglas. Dubois believed in educated blacks should help educat the uneducated blacks


there are numerous websites with information.

Book resources:
Rhapsodies in black, Art of the Harlem renaissance

Major Black American Writers, through the Harlem Renaissance; Harold Bloom
ed.

Aaron Douglas- Art, Race, and The Harlem Renaissance, Amy Kirschke

Harlem Renaissance Art of Black America, Mary Campbell

key points
cultural movement became known as "the new negro movement" and later the
Harlem renaissance

Jean Toomer Cane published in 1923

Van Vechtens major white promoter of many black artists

Langston Hughes grew up wealthy and educated, moved to New York to study
engineering at Columbia University, dropped out against father wishes to
pursue writing career- first book published in 1926, the weary blues

All of the literary writers had a wide range of subject matters but they had
a common theme relating to their race.

Zora Neale Hurston was considered harsh and shrewder in her writing style.
very controversial, famous for writing How it feels to Be Colored Me

WEB Dubois formed NAACP, editor of Crisis Magazine which supported many
black artists such as Aaron Douglas. Dubois believed in educated blacks
should help educate the uneducated blacks


there are numerous websites with information.

The article review should be double spaced, 500-750 words, in 12 pt., Times New Roman font. Additionally, the review should summarize the scope, thesis, and content of the article as well as any theoretical or methodological concerns present in the work. The review should also be critical and include an analysis of how well the article highlights or resolves issues within the discipline of Africana Studies or contemporary problems facing African people.

The Article review should answer the following questions:
NOTE: Reviews should be in ESSAY format.

1. What is the scope, or subject, of the article? (10 points)
a. Example:
i. Ludo De Witte examines the catastrophic series of events, state actors, and foreign agents that ultimately led to and were responsible for the assassination of Patrice Lumumba, the first popularly elected prime minister of the Congo.




2. What is the authors thesis? (10 points)
a. Example:
i. The assassination of Patrice Lumumba occurred at the behest and full logistical, military, and operational support of Belgium, America, and the United Nations, who each colluded to bring about the colonial re-conquest of this central African nation.



3. What is the authors approach/methodology? (10 points)
a. Example:
i. De Witte employs historical analysis, the use of primary sources, to draw on an array of evidence in support of his thesis, including the personal and official correspondence of Patrice Lumumba, the United Nations, and the Belgian Parliament, diplomatic records, intelligence service reports, newspaper accounts, diaries and memoirs of state officials, and oral histories.


4. Does the evidence support the thesis? Why, or why not? (5 points)
a. Example:
i. Given the evidence that De Witte provides, it appears that Belgium, America, and the United Nations are indisputably culpable for Lumumbas assassination. Brussels orchestrated Lumumbas transfer to his enemies, Moise Tshombe and Joseph D. Mobutu, in the Katanga province. From that point forward, Lumumbas death was a certainty. Americas role in the political and military developments leading to the assassination of Patrice Lumumba could not have been the result of Cold War politics, as Krushchev felt that the Soviet Union had no immediate interests in the Congo and believed that Lumumbas imprisonment and murder played into the hands of other African and Asian countries with communist sympathies. Finally, the United Nations is equally culpable in bringing about the murder of Patrice Lumumba. Under then UN Secretary General Dag Hammaskjold, the international organization intentionally withheld diplomatic protection from Lumumba during his attempt to reestablish control of his government in November 1960.


5. What are the implications of the study? Query for future research? (5 points)
a. [This is your space to provide critique and analysis of the article/chapter in question.]


6. Grammar and Punctuation (10 points)


Note:

1. Do not use contractions in formal reviews (e.g., dont, isnt, cant, theyre, etc.). Spell the words out.

2. Do not use first person personal pronouns in your review (e.g., I, In my opinion

There are faxes for this order.

WORKING FOR SOCIAL CHANGE IN THE EARLY CHILDHOOD FIELD/ RISING POVERTY IN THE NATION'S YOUNG FAMILIES

Scholarly paper should include the following components:

Purpose statement is focused on the number of families who are living in poverty today. This study will address the key concepts such as, escalation of poverty in children and families; children face tremendous life challenges; poverty can negatively impact a child's mental and physical health; and poverty has both direct and indirect impact on children. This study will also target specific areas to examine; homelessness and its implications and residential instability.

Based on the problem statement: The US Census Bureau (2010) reported that, for the three consecutive years, the number of people living in poverty has been increasing and reached 46.2 million or 15% of the total population. Overall poverty rate for all US families went up from 9.8% in 2007 to 11.7% in 2010 (Conrad N. Hilton Foundation, 2012).
________________________________________________________________________________________________

This paper should also include the following components: Purpose statement based on the problem statement should note no more than 350-400 words.

1. demonstrate how the scholarly resources in the literature review
relate to and are relevant to the purpose statement
2. demonstrate how the scholarly resources in the literature review fulfill the purpose statement by offering different perspectives and insights to the purpose identified
3. demonstrate how the scholarly resources in the literature review are similar to or different from one another
4. demonstrate how the scholarly resources in the literature review create a solid, evidence-based argument to support the purpose of the study
5. demonstrate how the scholarly resources in the literature review have implications for social change
6. demonstrate how the scholarly resources in the literature review stimulate new questions for future research
7. demonstrate how scholarly resources in the literature review offer resources included in the reference list that I can study
____________________________________________________________________________________________

The literature review should include one seminal classic professional journal article written at least ten years ago and by an important scholar in the early childhood field; three current articles written within the past five years from primary sources published in professional peer reviewed journals; one secondary source or article related to, "Rising Poverty in the Nation's Young Families," one internet source related to "Helping Hands"

a) include a list of five professionals that I would be fortunate to collaborate with to learn from professionally

b) Brief summary of each person in the early childhood field who's focus is on, young families/ children; poverty; homelessness; education disparity

c) What can these five professionals bring to a doctorial project

ESSAY: WHITE PRIVILEDGE
10 sources for research paper
1. Stewart, T. L., Latu, I. M., Branscombe, N. R., Phillips, N. L. and Ted Denney, H. (2012), White Privilege Awareness and Efficacy to Reduce Racial Inequality Improve White Americans? Attitudes Toward African Americans. Journal of Social Issues, 68: 11?27. doi: 10.1111/j.1540-4560.2012.01733.x
2. Branscombe, N. R., Schmitt, M. T. and Schiffhauer, K. (2007), Racial attitudes in response to thoughts of white privilege. Eur. J. Soc. Psychol., 37: 203?215. doi: 10.1002/ejsp.348
3. Raising White Privilege Awareness and Reducing Racial Prejudice: Assessing Diversity Course Effectiveness. http://top.sagepub.com/content/34/4/231.short#cited-by
4. Awareness of White Privilege among White Counseling Trainees. http://tcp.sagepub.com/content/29/4/548.short

5. The discourse of denial: how white teacher candidates construct race, racism and ?white privilege?. http://www.tandfonline.com/doi/abs/10.1080/13613320500110519#.UyLCSvldUxE
6. The Color of Supremacy: Beyond the discourse of ?white privilege?. http://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.2004.00057.x?journalCode=rept20#.UyLCVPldUxE
7. White Privilege and Looking Relations: Race and Gender in Feminist Film Theory. Jane Gaines. Cultural Critique , No. 4 (Autumn, 1986) , pp. 59-79. Published by: University of Minnesota Press. Article DOI: 10.2307/1354334. Article Stable URL: http://www.jstor.org/stable/1354334
8. Race, power, and multicultural counseling psychology: Understanding white privilege and color-blind racial attitudes. Neville, Helen A.; Worthington, Roger L.; Spanierman, Lisa B.
Ponterotto, Joseph G. (Ed); Casas, J. Manuel (Ed); Suzuki, Lisa A. (Ed); Alexander, Charlene M. (Ed), (2001). Handbook of multicultural counseling (2nd ed.). , (pp. 257-288). Thousand Oaks, CA, US: Sage Publications, Inc, xviii, 926 pp.
9. The Role of Attitudes Toward White Privilege and Religious Beliefs in Predicting Social Justice Interest and Commitment. Nathan R. Todd. Elizabeth A. McConnell. Rachael L. Suffrin. http://link.springer.com/article/10.1007/s10464-014-9630-x
10. Seeing White: An Introduction to White Privilege and Race By Jean Halley, Amy Eshleman, Ramya Mahadevan Vijaya

Research Methods and Techniques

At some point in the life of I/O Psychologists, we will be called to conduct empirical research activities.
Three main areas of research activities involve measurement, research design and analysis. Measurement involves measuring the extent to which variables form expected relationships; this may also include research questionnaires, measures of reliability and validity.
Research design involves establishing systematic procedures to obtain information related to factors of interest; this may include hypothesis testing, experiments, quasi experiments, field studies, and surveys.
Analyses are performed to determine, describe and identify relationships that may exist across between scores and across different measures; these may include analyses of correlation and regression.

The purpose of this section is to acknowledge major considerations involved in the conception, design, execution, analysis, and reporting of psychological research.

Discuss a research method or statistical technique with which you are familiar.
Describe the method(s) of design and analysis. Explain the context or purpose for which the method is used. Provide a description of the results yielded from the technique ? what did the data tell you?
Describe any downfalls of said technique ? what was the technique unable to tell you?
If applicable, acknowledge the scientist to whom this analysis is attributed. Please feel free to give any additional information that would facilitate understanding of your discussion.
Your response should be at least 300 words and reference a minimum of two (2) articles.
Readings
Textbooks: https://secure.coursesmart.com/login
User:: lynneboisrond (at) yahoo.com
Pass: Rigelq93
1. Textbook:
Koppes, L. (Ed) (2007). Historical perspectives in industrial and organizational psychology. Mahwah, NJ: Erlbaum.
Chapter 5: A History of I-O Psychology Educational Programs in the United States

Summative Assignment Case Studies ? Choose One

2. Articles:
Child, J. & Smith, C. (1987). The context and process of organizational transformation ? Cadbury Limited in its sector. Journal of Management Studies, 24(6), 565-593
(EBSCOhost Accession Number: AN 4554250).

Knights, D. & McCabe, D. (1999). 'Are there no limits to authority?': TQM and organizational power. Organization Studies, 20(2), 197-224. (EBSCOhost Accession
Number: AN 1999-05835-002).

Levine, H. & Rossmoore, D. (1993). Diagnosing the human threats to information technology implementation: A missing factor in systems analysis illustrated in a
case study. Journal of Management Information Systems, 10(2), 55-73. (EBSCOhost Accession Number: AN 9607292031).

Pan, S., Pan, G., & Hsieh, M. (2006). A dual-level analysis of the capability development process: A case study of TT&T. Journal of the American Society for
Information Science & Technology, 57(13), 1814-1829. (EBSCOhost Accession Number: AN 22893723).

Prins, S. (2006). The psychodynamic perspective in organizational research: Making sense of the dynamics of direction setting in emergent collaborative processes.
Journal of Occupational & Organizational Psychology, 79(3), 335-355. (EBSCOhost Accession Number: AN 22557999).

Saka-Helmhout, A. (2007). Unravelling learning within multinational corporations. British Journal of Management, 18(3), 294-310. (EBSCOhost Accession Number: AN
26260657).

Recommended Readings

1. Articles:
Cascio, W. & Silbey, V. (1979). Utility of the assessment center as a selection device. Journal of Applied Psychology, 64(2), 107-118. (EBSCOhost Accession
Number: AN 5112753).

Murphy, K., Dzieweczynski, J., & Yang, Z. (2009). Positive manifold limits the relevance of content-matching strategies for validating selection test batteries. Journal of
Applied Psychology, 94(4), 1018-1031. (EBSCOhost Accession Number: AN apl-94-4-1018).

Recommended Websites

Academy of Management: www.aomonline.org

The Academy of Management (the Academy; AOM) is a leading professional association for scholars dedicated to creating and disseminating knowledge about
management and organizations.

American Management Association: www.amanet.org

American Management Association (AMA), and its international affiliates, is an organization that provides training solutions for individuals, teams, organizations and
government agencies. This website offers seminars, webcasts, podcasts, articles and white papers, live and online training sessions. Visit this website for a review of
their comprehensive portfolio of twenty-one training subject areas.

American Psychological Association: www.apa.org

The American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With 150,000 members,
APA is the largest association of psychologists worldwide. Visit this website to explore issues relating psychological topics, publications, the psychology help center,
news and events, research, education, careers and membership.

American Society of Training and Development: www.astd.org

American Society of Training and Development (ASTD). ASTD is the world?s largest professional association dedicated to the Training and Development field. Visit this
website for ASTD conference and events, social networking, certifications, career management, research and publications, learning circuits and education programs.

Bureau of Labor Statistics: Occupational Employment Statistics: http://www.bls.gov/OES/

The Occupational Employment Statistics (OES) program produces employment and wage estimates for over 800 occupations. These are estimates of the number of
people employed in certain occupations, and estimates of the wages paid to them. Self-employed persons are not included in the estimates. These estimates are
available for the nation as a whole, for individual States, and for metropolitan and non-metropolitan areas; national occupational estimates for specific industries are
also available.

Organization Development Network: www.odnetwork.org

The Organization Development Network is an international professional association of organization development practitioners. Our members come from all 50 states of
the USA, Canada, Mexico, Puerto Rico, and around the world. Some are external consultants; others work within their organizations to promote healthy change. They
may specialize in such areas as human resources, training, leadership or talent development, change management, strategic planning, and a broad range of initiatives
designed to make organizations more effective.

Society of Industrial and Organizational Psychology: www.SIOP.org.

Society of Industrial and Organizational Psychology (SIOP), a division of APA, is a membership organization that provides invaluable and reliable resources for
professionals, students and educators. Visit this website for information about membership, meetings and conferences, services, publications, jobs, and learning
resources.

Society for Human Resource Management: www.shrm.org

Society for Human Resource Management (SHRM) is an organization geared to assist individuals in the Human Resource profession. Visit this website for information
on HR disciplines, certificates and certifications, awards and scholarships, HR jobs, legal issues, templates and tools, publications, research, education, conferences,
communities and advocacy.

Topic:

Write about the politics of African American hair. Can hairstyle make a political statement about African Americans? Do the concepts "good hair" and "bad hair" exist today? How does hairstyle connect to a Frame of Reference? Think about the chapter in Color Complex, King, Schlesinger, Booker T. Washington, and DuBois. Think of the cultural differences between words such as "perm" and "relax."

Guidelines:
Papers should be 5-7 pages. Typed, double-spaced, 12 point font, MLA style. Thesis should be in first paragraph. You are trying to defend or assert something in your thesis.

1. First Paragraph- State your thesis. I need to know what the paper is about. If I do not know what the paper is about, I will read no further and give you an F.

2. Second Paragraph- Discuss why you are writing about this topic. Translated, why is this topic important? Coupled with the thesis, this should take up at least a page.

3. Write about three sub-topics that will prove your thesis. Write know more than two pages about each. A good paper should have pros and cons about the subtopic over a two-page space.

4. End your paper by summarizing it in a page or so. It should include the main topic and restating why the three subtopics are essential to explaining your thesis.

5. Make sure you have access to Rules for Writers by Hacker and The Elements of Style by Strunk and White. You can not do an acceptable paper without consulting these two books. I will take off points for grammatical errors.

6. You should use the MLA Style. Failure to use the correct style results in an automatic ten point reduction in grade. Failure to give at least FIVE FULL PAGES (with one sentence on page six) results in an automatic grade of 59.

7. Grading is as follows: 50% of the paper is based on quality of writing; 25% is based on research; 25% based on quality of critical thinking.

You are to identify a total of five research databases (or collections of research-based evidence) that are relevant to a significant clinical nursing issue that is important to you.You may search for these in various locations, e.g., the Internet, an intranet at work, print publications, etc. You may NOT choose the databases that are already familiar to you ? MEDLINE, PUBMED (which also indexes MEDLINE), GOOGLE SCHOLAR, and CINAHL. Instead, you are expected to expand your knowledge of evidence-based sources. Places to help you begin include your textbook (Houser, J. 2015. Nursing research: Reading, using, and creating evidence (3rd ed.). Sudbury, MA: Jones & Bartlett), which lists databases and websites that report research. Submit the descriptions using the format below:


My Topic of interest: African Americans and stroke.

Describe briefly your topic of interest (15 possible points):

#1 Database (or collection) (30 possible points):
Title of source:

Location of source (URL):

Owner or publisher:

Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:

Explain how the source relates to your topic of interest:

#2 Database (or collection) (30 possible points):
Title of source:

Location of source (URL):

Owner or publisher:

Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:

Explain how the source relates to your topic of interest:

#3 Database (or collection) (30 possible points):
Title of source:

Location of source (URL):

Owner or publisher:

Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:

Explain how the source relates to your topic of interest:

#4 Database (or collection) (30 possible points):
Title of source:

Location of source (URL):

Owner or publisher:

Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:

Explain how the source relates to your topic of interest:

#5 Database (or collection) (30 possible points):
Title of source:

Location of source (URL):

Owner or publisher:

Describe (in your own words) the research database or collection of research including the purpose and the subject matter it covers:

Explain how the source relates to your topic of interest:

Geography 171: TERM PROJECT (SPRING 2010)??"Creative Destruction in the Wake of Urbanization

Worth 20% of the course grade.
Due April 8th/9th in your discussion section (or before that??"please make arrangements with your teaching assistant.)

This project will require you to think like an urban geographer. Your job is to produce 7 type-written pages that will consist (in part) of some original research (some more investigative reporting and analysis!) on an American city of your choice. The Five Boroughs of New York City, however, are off limits. New York City-area municipalities, like Newark, New Rochelle, Levittown, or the Oranges, however, are perfectly okay to study.

Between the late 1970s and 1990s an incredible gale of creative destruction transformed North American cities up and down the urban hierarchy. Fifty years of egalitarian state intervention (in existence from the 1910s onward) had created a policy regime that regulated and taxed businesses as well as the upper and middle classes so as to provide a social safety net and other public infrastructures that would enhance social reproduction. Gradually, however, capitalists, politicians, and an ever-increasing proportion of the electorate came to believe that such heavy state intervention was stifling innovation and burdening families through taxation. They began clamoring for the restructuring and dismantling of government programs, many of which specifically provided financial assistance to urban municipalities and residents. In response, many cities had to cut back on social services and infrastructure maintenance (becoming less managerial in the process) and started to instituted economic development programs that would try to attract new investors and tourists as a way to pick up the slack (hence becoming more entrepreneurial.) Many cities thus experienced erosions in public services for people who were poor, elderly, homeless, or living with temporary or permanent disabilities and a concomitant explosion of privately funded charitable organizations and other not-for-profit groups intended to help those same populations. At the same time, however, city governments and business organizations launched massive public relations campaigns intended to create for their towns the image that they were not only safe but great places for capitalists to invest and the elite to live. They even entered into public-private partnerships that would create new festival marketplaces, convention centers, museums, galleries, aquariums, ballparks and other sports venues and other facilities intended mainly for an upscale clientele. While some cities led the way in pioneering this path toward neoliberalization, others struggled to follow suit. By the decade of the 2000s, however, the physical landscape, social structure, and cultural meaning of large cities and small towns all across the country had been irrevocably changed.

For this essay, we would like you to write about some aspect of this story as it is (or hasnt) played in the city that you choose to study. Since 1970, what has this city (its government, businesses, not-for-profits, and citizens) done to become more entrepreneurial, to foster a better business climate, and to cater to the elite? What changes have been made to the physical environment, to the job market, and to the image of the town/city as a result? Most importantly, have these changes been all for the good? What problems have been created as a result in terms of environmental injustice, employment gaps, and the silencing of dissenting ideas and opinions?

This is actually a very good time to be trying to answer questions like this. The recession has laid bare the pitfalls of neoliberalization because the problems once experienced only by the most disadvantaged members of the population have spread to the middle and upper class through layoffs and business failures. They can no longer be ignored or dismissed as issues that pertain only to certain social or racialized groups. Further, within most cities, city councils and other governmental bodies are arguing over what to do in response to these problems. How can cities be refashioned in more egalitarian ways? Finally, thirty years of elite-oriented investment has left obvious marks on the city. One need only to think about the transformation of New York Citys Time Square and 42nd Street during this period??"from X-rated movie houses, strip clubs, sex shops, and cheap hotels and apartments to family-oriented theatres, restaurants, and high-end retail establishments. Police surveillance and public ordinances have also dislocated the homeless, prostitutes, and panhandlers. And, while this might all be viewed as a good thing, it has only displaced these activities and people to other areas, and has been the opening salvo in the erection of public policy that has since been used to curtail free speech and political demonstrations in places like Central Park and to evict residents from their homes to make way for gentrification.

STEP 1: Pick your city. It can be your hometown, a place you want to move to, a place youve visited . . . whatever. The ONLY restriction is that it cant be New York City and you need to be able to find evidence of neoliberal, creative destructive trends.

STEP 2: Start looking for evidence of the above mentioned trends. Have there been any neighborhoods that have been declared as historic districts? Are they become sites for gentrification? Has the city branded certain neighborhoods as improvement districts or as special areas like Little Italy? Has the city partnered with banks or other major corporations to create a new stadium? Have major improvement been undertaken to restore urban parks or historic architecture? Has the city condemned old warehouses or docks along the waterfront, cleared them out, and created tourist and festival-oriented waterfront parks and shopping districts? Have homeless and mentally ill people seemed to disappear? Have building-mounted security cameras seem to have sprouted everywhere?

STEP 3: Pick a development (a project, a trend) from STEP 2. Think about the ways in which it might have been good for a city. See if you can find data that argues for the positive externalities it is supposed to have generated, e.g. tax revenue available for the city to spend on other projects. But, look also for evidence of negative externalities??"the problems that such projects/trends can create. This may require you to get away from official websites like those run by the city, a local development corporation, or a business organization and to places like the blogosphere. In fact, a great place to try to find who might be protesting or complaining about such projects is Twitter or by looking at search histories on Google. What is the history of the project/trend? What changes did it cause to the physical environment? How did it get incorporated into images and the branding of the city? Why might those changes cause problems?

STEP 4: And this is VERY critical, essential, MANDATORY??"you need to consult the academic literature to see what geographers have written about projects and neoliberal developments like these. To help, we are posting an article on Blackboard: Hamnett, Chris. 2003 Chapter 31: Urban Forms in Cloke, P, P. Crang, and M. Goodwin (editors) Introducing Human Geographies (London: Hodder Arnold): 425-438. Not only does Hamnett discuss many aspects of the trend toward neoliberalization, but he does so with a lot of important geographical concepts that weve talked about in class and that Marston and Knox explore in your text. Hamnett, however, will not be enough. You need to find and discuss at least one other geography journal article (published after 1995 at least) that helps you understand recent neoliberal and creative destructive trends.

STEP 5: Write an essay about what youve learned. As always, it needs to have:

1) An introduction, trajectory statement and conclusion. There NEEDS TO BE AN ARGUMENT!
2) A DESCRIPTION of neoliberal trends as they have/havent played out in your town/city
3) An explanation, in LOCAL TERMS, as to why the town/city felt these changes/projects to be necessary. What did it do to promote them? Stop them from happening? You might want to INTERVIEW people in the town/city and incorporate quotes and the information they provide within your paper.
4) An analysis of positive and negative externalities generated by these changes/projects using COURSE and JOURNAL CONCEPTS of YOUR CHOICE
5) References and a bibliography containing as many sources as necessary to make and support a PLAUSIBLE argument. Quantity of citations/references, however, should be no substitute for the QUALITY in terms of the way that you use these sources. We will be grading this section based on whether or not these references are cited in the appropriate places and will be assessing whether or not they help further the argument.
6) MAPS and GRAPHICS: we need to know WHERE these developments have taken place. Moreover, you need to be using the maps as a way to help talk about the positive and negative externalities they might be generating on adjacent neighborhoods or areas. Extra credit (up to 2 points) will be given for maps that YOU create by plotting data, much as you did for Assignment #1.
7) an argument, a logical structure, and must be free of grammatical and typographical errors.
8) STYLE??"is it well written and properly formatted (12 pt. font, one-inch margins?)

Finally, make certain that you do NOT plagiarize from other sources. No direct copying and if you paraphrase the ideas of others, make certain you cite them as sources. Any evidence of plagiarism will be automatic grounds for failure of this assignment??"and given that its worth twenty percent, you cant afford it!

If you have any problems or questions, please feel free to ask your TA or Dr. Mosher.

Good luck AND TRY TO HAVE FUN WITH IT. Youve got a lot of latitude with this essay and you should be able to pick cities that interest you and explore problems/issues found in them that intrigue you. The best essays always result when students make choices that reflect things that they care about or are interested in. So, if you are concerned about the environment??"talk about the ways in which creative destruction has impacted the environment. Or if its social injustice, you might talk about infrastructure and accessibility to resources. Or if its culture/nightlife and the lack thereof, you might explore it. Etc, etc, etc, etc. Further, it is perfectly okay to build upon your previous assignments.

There are faxes for this order.

Overall Learning Objective
This PAPER is about the understanding of assessing and developing the survey research methodology within an educational setting. (Use survey research method to determine attitudes and behavioral intentions of the students in a university regarding their acceptance of e-learning.) This paper has three parts; Abstract(1 page)+29 pages for first part, 25 pages plus 15 annotated references for second part, and 5 pages for the last part.(Total 75 pages) (Template of the paper is in Appendix A)
The first part, the breadth component, will identify the differences between three important research paradigms. Then, define, compare, and contrast various types of research methodologies with a particular emphasis on survey research methodology, using a selected bibliography to evaluate the methods.
Second part, the depth component will present the strengths and weaknesses of the survey methodology, evaluate data collection instruments and sampling strategies, and outline the key steps that must be taken to ensure successful use of the approach. This part will also include 15 annotated literature review including particularly relevant studies and dissertations (I have attached some literatures, you may have to find the rest), and an assessment of the research methods and findings covered in the literature, which may be applied to my dissertation.
The third part, application component will provide details of how the survey research method will be specifically used in my thesis work.(to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning???This can be done by identifying a problem for the research, the research purpose, research questions, theoretical foundations of the proposed research, and the methodology used to conduct the research.


PART 1: The Breadth Component
Breadth Objectives
The objectives of this part are to:
1. Identify the differences between positivist, constructivist, and pragmatic research paradigms.
2. Define a wide range of commonly used quantitative and qualitative research methods in social and behavioral sciences, with a particular emphasis on survey research methodology.
3. Compare and contrast the survey research methodology against other research approaches.

Breadth Demonstration
For a demonstration, I will prepare a bibliography covering the survey and other research methodologies, and write an essay of approximately 30 pages that meets all the objectives I have outlined above.

Breadth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally & Company.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among Five Traditions. Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Maxwell, J. A. (1996). Qualitative research design: An iterative approach. Thousand Oaks, CA: Sage Publications.
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.

PART 2: The Depth Component
Depth Objectives
The objectives of this part are to:
1. Present the strengths and weaknesses of the survey methodology.
2. Evaluate data collection instruments and sampling strategies used in the survey research.
3. Delineate key steps that must be taken to ensure successful use of this approach.

Depth Demonstration
For the annotated bibliography, I will prepare a minimum of 15 annotated literature reviews including particularly relevant studies and dissertations that apply similar research methodology dissertations (I have attached some literatures, you may have to find the rest). Then, I will prepare a written assessment essay of approximately 25 pages on how this research method may fortify my dissertation research design.

Depth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Celik H. (2008).What determines Turkish customers' acceptance of internet banking? The International Journal of Bank Marketing, 26(5), 353-370. Retrieved from ProQuest Central database.
Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.
Fink, A. (2002). The survey handbook. Thousand Oaks, CA: Sage.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Li, Y. (2006). Certified health education specialists' opinions regarding direct third party reimbursement for health education services. Retrieved from ProQuest Digital Dissertations. (AAT 3228771)
Murrey, C. (2009). Beliefs and attitudes regarding health-enhancing behaviors in African American and Caucasian women. Retrieved from ProQuest Digital Dissertations. (AAT 3355023)
Petherbridge, D. T. (2007). A concerns-based approach to the adoption of Web-based learning management systems. Retrieved from ProQuest Digital Dissertations. (AAT 3269445)
Ratten, V., & Ratten, H. (2007). Social cognitive theory in technological innovations. European Journal of Innovation Management, 10 (1), 90-108. Retrieved from ProQuest Central database.
Reynolds, R. B. (2008). A study to determine first year medical students' intention to use electronic health records. Retrieved from ProQuest Digital Dissertations. (AAT 3310126)
Tan, X. (2006). Understanding information systems developers' modeling method continuance: A theoretical model and an empirical test. Retrieved from ProQuest Digital Dissertations. (AAT 3216340)

PART 3: The Application Component
Application Objectives
The objectives of this part are to provide details of how the survey research methodology will be used to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning. In this section I will:
1. Identify a problem of the research, the purpose of the research, the research questions, and the research hypotheses.
2. Present the theoretical foundations of the proposed research model and hypotheses.
3. Explain the methodology used to conduct the research and provide an overview of the target population, data collection and analysis of the data.

Application Demonstration
In this paper, approximately 5 pages, I will design a prototype of the proposal by identifying a problem for the research, the research purpose, research questions, research hypotheses, theoretical foundations of the proposed research, and the methodology used to conduct the research.

Application References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Altinay, L., & Paraskevas, A. (2008). Planning Research in Hospitality and Tourism. Oxford: Butterworth Heinemann.
Babbie, E. ( 1999). The basics of social research. Belmont, CA: Wadsworth
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Dooley, D. (2001). Social research methods (4th ed.) Upper Saddle River, NJ: Prentice Hall.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Gall, M. D., Gall, J. P., & Bong, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Newman, I., & Benz, C. R. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale, IL: Southern Illinois University Press
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.
Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). New York: Harper & Row.




Appendix A

PAPER TEMPLATE

ABSTRACT
Breadth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract.

ABSTRACT
Depth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract.

ABSTRACT
Application
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract.


TABLE OF CONTENTS
BREADTH 1
Level 1 Head 1
Level 3 Head 1
Another Level 3 Head 2
Another Level 3 Head 3
DEPTH 4
Annotated Bibliography 4
Literature Review Essay 5
Level 3 Head 6
Another Level 3 Head 7
APPLICATION 8
Level 1 Head 8
Level 3 Head 8
Another Level 3 Head 9
Discussion 9
REFERENCES 11



BREADTH

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Level 1 Head

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Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Depth . . .

DEPTH

Annotated Bibliography

Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.

Each annotation should be a page or page and a half long. This paragraph should contain a summary of the research method and its findings. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a critical assessment of the article. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a statement about the value of this article for your research agenda or your profession generally. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Next annotation reference entry here
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. And so on
Literature Review Essay

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccccccccccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeeeeeeeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnnnnnnnnn oooooooooooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffffffffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvvvvvvvvv wwww xxxx yyyy zzzz. AAAAAAAAA bbb cccc ddddddddddd eeee ffff ggggggggggggg hhhh iiii jjjjjjjjjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttttttttttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Application . . .


APPLICATION

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 1 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Discussion

The discussion should show how te project has been informed by the theories in the Breadth component and/or the research in the Depth component. It should be about 10 pages. aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz
And so on to the reference list . . . .

REFERENCES

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53, 27. doi: 10.3200/CTCH.53.1.27-31

Csikszentmilhalyi, M. (1996). Creativity. New York: Harper Collins.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Lee, J. (2003). Implementing high standards in urban schools: Problems and solutions. Phi Delta Kappan, 84(6), 449-455.

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, 115, Stat. 1425 (2002).

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Restak, R. M. (2001). The secret life of the brain. Thousand Oaks, CA: Richard M. Restak and David Grubin Productions, Inc.

Silver, A. (2003). Missing links: On studying the connection of arts education to the public good. Arts Education Policy Review, 104(3), 21-26.

There are faxes for this order.