Ok my paper is on the Civil Right Movement.

Identify a significant historical event that occurred between 1945 and 2008 that has had positive and/or negative consequences (e.g., the Truman Doctrine, the Arab-Israeli Six-Day War, 9/11, the war in Afghanistan, etc.) and defend your selection as a significant contemporary event. The paper should include the following:
Identify and describe the historical event.
Analyze the historical and contemporary causes of the event.
Analyze different historical interpretations of this event.
Evaluate the positive and negative outcomes of this event.
The final paper should be 8-10 pages in length and use proper APA formatting.

You are required to find 10 references, 5 of which need to be scholarly, and provide annotations for all 10. All references must be cited in APA format. An approximate length for this bibliography is between 1-3 pages. Submit this assignment in a Word document.

Civil Rights Movement

One of the most significant events in history is The Civil Rights Movement. This movement has made a big statement in shaping Americans in working and creating a new foundation. The American Civil Rights Movement (1955-1968) refers to reform movements in the United States aimed at abolishing public and private acts of racial discrimination against African Americans. In 1966, the rise of the Black Power Movement that lasted from 1966 to 1975. The Civil Rights Movement includes racial dignity, economic and political self-sufficiency, and freedom from white authority. Several scholars refer to the Civil Rights Movement as the Second Reconstruction, a name that is said to the Reconstruction after the Civil War. Also Segregation of white and black children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to black children the equal protection of the laws guaranteed by the Fourteenth Amendment even though the physical facilities and other factors of white and black schools may be equal.

Each question should be no more than 3 pages (around 2.5 pages)

Question 1:
How does Thomas Bender use an extroverted conception of space to re-think American history and American imperialism? What do you think the stakes are in thinking about history and geography together?


Readings: Bender, T. 2006. A Nation among Nations: Americas Place in World
History. New York: Hill & Wang: Introduction & Chapter 4.

http://books.google.com/books?id=wQHlrIz4gpYC&printsec=frontcover&dq=thomas+bender+%22america%27s+place+in+world+history%22&source=bl&ots=5nAo1j3Zke&sig=YRs4uCa5AelOg17dF-w4rIFKsSk&hl=en&ei=1NzHTLiMEIG-sAOlybXUDQ&sa=X&oi=book_result&ct=result&resnum=2&ved=0CBwQ6AEwAQ#v=onepage&q&f=false

Introduction: P.3-14
Chapter 4: P.182-245( there are plenty of pages missing, see if you can find them)

Question: 2
Gail Bederman and Anne McClintock both show imperialism as it worked through race, class, gender together. Drawing on an example of your choosing from Bederman, McClintock or the film "Race the power of an illusion," discuss how these three categories were formed in relation to one another.


Readings: Bederman, G. 1995. Manliness & Civilization: A Cultural History of Gender
and Race in the United States, 1880-1917. Chicago: University of
Chicago Press: Chapters 1& 5.
http://books.google.com/books?id=Mq0iqm4gNucC&printsec=frontcover&dq=:+A+Cultural+History+of+Gender+and+Race+in+the+United+States,&hl=en&ei=KePHTLnDNYK6sAPo8umPDQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCkQ6AEwAA#v=onepage&q&f=false

Chapter 1: P. 1-44
Chapter 5: P.173-215 (pages missing)

McClintock, Anne. 1995. Imperial Leather: Race, Gender and Sexuality in
the Colonial Contest. London: Routledge: 1-17.

Introduction P. 1-17 Postcolonialism and the angel of progress( cant find on google book)



Question: 3
Drawing on specific examples from course readings, discuss how Said develops a dynamic conception of culture. How do you think this speaks to Cabral's argument about culture in anticolonial revolution? Where do you think Said and Cabral might agree or disagree?

Readings: Said, E. 2002. The Clash of Definitions. In Reflections on Exile and Other
Essays. Cambridge, MA: Harvard University Press: 569-590.



_____. 1993. Empire, Geography, and Culture. In Culture and
Imperialism. New York: Vintage Books: 3-14.
(Both cant found online)

Cabral, A. 1973. National Liberation and Culture. In Return to the Source:
Selected Speeches of Amilcar Cabral. New York: Monthly Review
Press: 39-56.


No outside sources are needed other than course readings.

There are faxes for this order.

The Many Costs of Racism
Summarizing and Augmenting Joe Feagin and Karyn McKinney

In the paper, do the following:

1. What are the many costs of racism? Summarize the key arguments that Joe Feagin and Karyn McKinney make in The Many Costs of Racism.

2. Think about what you have seen, heard, or experienced in your own life regarding race relations and racial/ethnic inequality. Provide at least four pieces of evidence that provide additional support to Feagin and McKinneys general argument. Make it clear how these examples support their argument.

3. Drawing on The Many Costs of Racism, discuss the multiple ways in which people of color cope with, respond to, and/or resist racism.

4. Discuss the many ways in which white people (with or without government programs) can work to reduce racial inequality in America.

There are faxes for this order.

I am a white male and live in coos bay Oregon . A predominantly white city.


Final Project: Race, Ethnicity and Cultural Diversity Issues in Your Community


Resources: Appendix A.



Write a 1,400- to 1,750-word autobiographical research paper that analyzes the influences of race, ethnicity and cultural diversity issues as it relates to your community. In your paper, write your first-person account of how human interactions in your community have been racialized, addressed, and handled. For the community, you may consider relations within your neighborhood, local government, service groups, clubs, schools, workplace, or any environment of which you are a part.


Answer the following questions and provide examples:

o Do members of your community look like you? In what ways do they look the same or different?

o How do leaders within your community treat people who are like you? How do they treat people who are different?

o How do other members of your community treat people who are like you? How do they treat people who are different?

o Do your textbooks or work manuals contain information by or about people like you?

o Do the local media represent people like you? If so,in what ways?

o What are some similarities and differences between you and the people who are in leadership positions in your community? How do you think minority group interests are represented within your community?

o If you could resolve any inequities within your community, what would you change? How and why?

o Which main concepts from the text relate to race, ethnicity and cultural diversity in your community? Apply some of these concepts to your project and integrate them into your written assignment.

Include the following elements in your paper:

o The thesis addresses racial, ethnic and cultural diversity issues in your local community. The thesis statement should appear within the first two paragraphs of your paper, clearly outlining the core premise and main focus that your paper will be about. All other material then flows from your main thesis statement, supported by ideas, relevant facts, personal interviews and additional researched information. Cite reference sources (at least three credible sources) using APA format.

o The content is comprehensive and accurate.

o The paper itself draws on your personal experiences with and opinions about cultural diversity in your community.

o Three sources are used, and at least two sources are community members, leaders, or representatives from a local community organization.

o Students must personally interview at least two community sources for data for this final project. (Suggestions include but are not limited to-local newspaper editor or reporters, local community leaders of any type, e.g. Rotary Club, Elks, Knights of Columbus, Lions Club, Chamber of Commerce members, any local group such as Historical Society, Garden Club, Business Roundtables, Business Groups, Womens Groups, NAACP Groups, any local ethnic or LGBT (lesbian-gay community groups), PTA Groups, other relevant groups with local leaders who you can personally interview to garner their views and ideas on local cultural diversity issues).

o The paper is written in first-person (the I vantage) point of view, with an autobiographical approach.

o Text concepts are applied to your observations.

o Assignment questions are answered.

o The paper includes perspectives from supporting sources, and includes proper reference source citations, including at least three references in a list at end of final paper using APA style format.

o The conclusion is logical, flows from the body of the paper, and reviews the major points.

o Paragraph transitions are present.

o The tone is appropriate.

o Sentences are well-constructed.

o The paper, title page, and references follow APA standards.

o Rules of grammar, usage, and punctuation are followed.

o Spelling is correct.

o Use creativity as feasible in your writing.

This is a general review paper for the whole semester that need to draw as broadly as possible on the material from the class.
two questions that need around 700 words each,combined less than 1500 words.
I wrote part of the first question and provided data for remaining part, please modify it for me and continue writing it.
For the second question I provided many data/resources, please make use of them to complete the paper, thank you so much

First question:
A central debate within political psychology has always been, when framed in extreme terms, concerns the extent to which political elites can and do manipulate the general public, as opposed to the extent to which they must pander to the preferences of the mass public. Framed more modestly, this debate pits the view that the mass public is mainly responsive to elite initiatives, against the view that elites actions are strongly influenced by the publics preferences. Discuss this question critically, drawing broadly upon material from throughout the course.

My starting: Do people really know what effect a specific policy will bring to their life? Most people get their idea from their party id or from the information they received through speeches from political figures. They are not analyzing the policy but submitting their consensus to the political agent they choose to decide for them. This delegation provide the power for the political elites to decide for the public, the decision they made is not really for the preference of the public but for the value of their party. The party filters voices and creates a set of value for the supporter to follow. The political leaders decisions will get support from their partisans regardless of negative results that may arise from their action. As a result public preference may be undermined.
The reason that elites can manipulate the general public is the existence of strong party identification. From the symbolic predisposition theory, we know that people usually get their political preference from their party id, and Party id are acquired early in life and are pretty stable through life. The American Voter shows that party identification is acquired in pre-adult life, and parental party identification has a strong influence on children. It is a powerful element for elite to make use of. Political leaders can
I. The American Voter theory
The long-term effects of attitude changes during the impressionable years
Generational effects
Changes in response to:
Events, like 9/11, assassination of JFK
The zeitgeist (spirit of the times), like the 60s
Generations
A birth cohort
A generational unit

Milgram experiment obedience to authority
Intellectual context: 1950's [Freud, learning]
Emphasis on formative early experiences + persistence through life

Process of political socialization (Hyman)
A man is born into his political party.
Lewinsky: aggregate change: minor
individual change: party polarization
especially in attentive public
Weak or absent predispositions
Primaries
New candidates
Unfamiliar issues
Phase 4: The new look (Kinder)
Telling the voter what to think
Persuasion
Telling the voter what to think about
Agenda-setting
Framing
Priming

even elites are not working well, aggregate change is minimum.
Deindividuation: lose conscience and good sense
Mass media can persuade gullible masses of anything

Public rational in aggregate, less rational individually
Attentive public as signal, rest of public as noise
Problem: attentive public most partisan, least open to change
Vietnam, Iraq wars
------------------------------------
Second question:
Mass political violence, whether wars or genocides or massacres, typically is executed by ordinary people at the direction of political elites. Taking up just the elite side of the equation, how do you now view the various psychological factors at play; e.g., individual personality, group dynamics, cognitive biases, group prejudices, etc.?

Resources
3. Ego psychology
Unconscious conflicts =
unacceptable impulses vs. superego, ego
Produce anxiety
Emotion drives thought (rationalization)
The public interest
Rationalization of private motives
Ego Defenses
Reduce conflict and anxiety
Partially express impulse
Key ego defenses for political psychology
Projection
Reaction formation
Identification with the aggressor
Splitting
How diagnose conflicts and defenses, if unconscious?
Inappropriate affect
Tension and conflict
Indirect expression of the forbidden
4. Object Relations Theory
Parents as introjected objects
Transitional objects teddy bears give security
Emotionally charged political symbols
Christ on a cross, the flag, 9-11
Freuds essays on society
Civilization and its discontents (1930)
Inevitability of destructive instinct
Options none pretty
Introject, be miserable
Turn outward, prosocial aggression
Hostility against outgroups
Late 19th century Italy
Explicit elitism
Conservative sociologists: Mosca, Michels, Pareto
Inevitability of rigidly stratified society: iron law of oligarchy
Elites retain support through ideology, duping masses (Pareto)
Residue: Underlying central unstated element: Dont challenge
Derivatives: Sophistic arguments used to sell it
Contemporary versions
of such derivations (misleading ideologies)
False consciousness/legitimizing myths
Political left on gullible masses: Thomas Frank
Not economic interests
Distracted by moral values
Mass Society Theory:
Germany in mid 19th century: traditional pre-industrial society
Deference to aristocracy
Strong religious life
Cozy villages
Close family relations
To World War I (1914)
Remained authoritarian empire
Rapid industrialization and urban growth
Large corporations and accumulation of capital
Labor unions and class polarization
Large bureaucracies
Germany, WWI to 1933
After WW I. collapse
Abrupt change of regime left unstable Weimar democracy
Economic depression, hyper-inflation, abortive revolution
Nazi regime elected in 1933
Mass society theory
Effort to explain rise of Nazism and fascism
Fromm (Escape from Freedom), Kornhauser
Rapid industrialization, urbanization produced:
Loss of community and political belonging
Alienated mass population

1930s: Mass society theory
The appeals of fascism
Revive order (economy, bureaucracy)
Recapture traditional society (kinder, kuchen, kirke)
Subservience to authority and hierarchy, strong military
Nationalism: a new nationally-centered identity, sense of belonging
Rise of mass media (radio, movies) facilitates Nazi propaganda
1930s: Mass society theory
Contemporary version
Parallels of mob psychology and mass society
Loss of normal community
Individuals are suggestible
Produces desire for tradition, religion, community
Mob-like swings behind strong leadership


On War (1931-2)
Origin: Individual violence through group force
Civilization replaced overt force with law
Why is the rule of law inadequate?
Why is human history an unending series of conflicts?

I. Realistic group conflict theory
Idea: Conflicts of interest ----> prejudice -----> antagonistic behavior
Real resources
Rational choice/self-interest
Common sense, often manifest content of prejudice
Realistic group conflict contd
Classic case: V O Key Jr.: Southern Politics
Black concentration produces sense of threat
Slave revolts
And racially conservative politics
Data: Maps
II. Personality theories
Pathological personalities: the bigoted personality
The Authoritarian Personality (1950)
Marxist/psychoanalytic perspective
Focus on anti-semitism (funded by AJC)
The Authoritarian Personality
Theory of origins
Strict, punitive child-rearing
Resentment toward authority
Repressed and displaced toward other targets
Projected onto others
The Authoritarian Personality
Nine personality traits; e.g.,
Authoritarian submission
Authoritarian aggression
Power and toughness (projection of weakness)
Contempt for tender, imaginative
Specific items developed from case studies
Fascism) scale
Effects of the Authoritarian Personality
Ethnocentrism
Glorify ingroup
Anti-minority antagonism
Anti-semitism
Racial prejudice
Glorify regime
Anti-dissenters
Anti-civil liberties
Totalitarian, undemocratic systems
Critiques
Politically biased: ignored leftwing (Stalinist) authoritarianism
Methodology: may not be personality, but class




III. Working class authoritarianism (Lipset)
Working class life
economically insecure, frustrating
unstimulating environment
Effects on personality
resentment, aggression
unsophisticated view of society and politics (Lane....)
Political attitudes
economic issues: left [class interests]
non-economic issues: rightwing
A bit elitist
IV. Social learning and conformity
Sociocultural prejudice is learned
Like political socialization
Anti outgroup separate from pro ingroup
Pettigrew theory:
Strong norms > conformity to subculture
Jim Crow South
Bennington students
Weak norms>personality (auth pers)
Southern anti-semitism
North on race


V. Groupthink -- Irving Janis
Key concept: Group cohesiveness:
Face to face, positive valuation of group, clear norms
Influences group members
Think consistency theories
Benefits of cohesive groups
Cohesive groups usually valuable
Mutual liking
High morale, worker satisfaction
Mutual influence, consensus
High productivity
V. Groupthink -- Irving Janis
Negative effects
Strong conformity pressures
Deviants: attempt to influence, expel resisters
Stereotype outsiders and outgroups
Dangers of groupthink covered in readings
Mutual liking: Overestimate collective wisdom of the group
Mutual influence: Pressures toward uniformity
Reject dissenters
Ignore outside criticism
III. Loewenbergs Heinrich Himmler
Goal: analysis of a single individual
Data: youthful diary = as good as it gets
Most plausible inferences
Control freak <----anxiety about impulse control
Hardness, aggression <----- repressed rage against father
Condescension toward soft/weak/impulsive <-------projection of sexuality
= extreme defenses
So
good-bad world
III. Loewenbergs Heinrich Himmler
Proud of: obedience, control own revulsion at killing
Less plausible inferences
schizoid personality
conflict over id with mother
germany x incest fantasies
rescue fantasies < protect mom
gastrointestinal disturbances
Quasi-scientific inferences
wheres the conflict and tension?
no rage: dog that didnt bark
brother as control group
hypnotized girl
what ego defenses used?
Alternative: anti-semitism as cultural product?
I. Examples
Bosnia, Rwanda, Iraq, USSR, Nanking
II. Holocaust
Germany most civilized nation on Earth
Fell apart after WW I (Loewenberg)
Early 1930s: 5 minority parties
1932-3: 5 elections, Nazis always plurality
1933: Hitler installs self as Chancellor, begins imprisoning undesirables
III. Elimination of European Jewry
Gradual
1935: Nuremberg Race Laws
1938: Krystallnacht the Night of Crystal
1939: Curfew, euthanasia begins
1941 (apparently): Decision to eliminate
1945: 6 million Jews died (63% of European Jewry)
IV. Categories of explanation
Brewster Smiths map:
Personality/motivation
Situation
Learned predispositions
V. Personality/motivation
Authoritarian personality
National character
Scapegoating and displaced aggression
Individual idiosyncracy: Himmler, Hitler
Problem: Millions of ordinary Germans served; all pathological?
Eichmann: I was just doing my duty.
VI. External situation
Conformity
Mob psychology
Conformity in ambiguous situations
Conformity in clear situations (Asch)
Requires clear group norm
Requires consensus
External situation (contd)
Obedience to authority (Milgram)
Bureaucratization of evil
Observers predicted little obedience; surprised
Conditions for obedience diffusion of responsibility, legitimate authority, distance from authority, authorities consensus
The policy process (Kelman)
In real world, power/authority more complex
Authorization, routinization, dehumanization
VII. Choosing a target: learned predispositions
Choice of target unexplained above
Back to political socialization and learned prejudices
Goldhagens eliminationist anti-semitism
In 19th century, conservatives openly anti-semitic
Earlier emperors prevented its expression
Weimar in 1920s weak
Nazi rule eliminated constraints
Controversial
VIII. No one-stop shopping: Kristen Monroes conditions
Ethnic divisions in society
Definition of outgroups as the other:
stereotyping; scapegoating
Legitimizing ideology:
Quasi-scientific
Demonizing, dehumanizing/distancing
Specific contextual factors: inflation, war, etc.
Perhaps requires perfect storm
Charismatic, single-minded leader?
Compliant army, police, bureaucrats?
The unexplained: Sudden nature of genocidal events?
Sinclair Lewis: It Cant Happen Here 1935
All too plausible
George Frederickson: History of racism
Scientific/biological racism
Race is innate, indelible, unchangeable
Not merely attitudes, but practices, structures
Seeks to establish permanent group hierarchy
Fs Overtly racist regimes
Five conditions
Explicitly racist ideology
No intermarriage/racial purity
Mandated social segregation
Outgroup excluded from power
Minorities poor
Germany, Jim Crow, apartheid
Hitler made world unsafe for ORRs
Phase 1:The great propaganda scare
The Fine Art of Propaganda (1939)
Tricks of the trade
Father Coughlin
Psychological assumptions
Mass exposure
Highly attentive, isolated public
Gullible public
Massive effects

Write a 4-page paper. After reading the 3 articles answer the discussion question. For this paper use the articles below to help aid in answering the discussion question/writing the paper. You must quote from the articles in order to substantiate your points. Use APA format. Do Not Use Outside Sources!

Discussion Question:
1.Did you notice any common themes in the (3) articles and/or conflicts or tensions apparent between the ideas of the different authors (Ferrigno, Cunningham & Curry, and Guo & Sork) of the articles?


Teaching for Empowerment
Liberatory Pedagogy, Social Change and Gender Dynamics
Jennifer Ferrigno et al

Introduction
It is not sufficient to incorporate inclusive language, nor is it sufficient to promote more participation of women. It is necessary to look at and revise the entire approach. (Vzquez & Diez, 2000).
This empirical study addressed the following question: How empowering are popular education pedagogies for women and learners of diverse cultural backgrounds? It was born of organizing experiences with women from El Salvador, where the teaching methodology is practiced actively by social justice and community-based organizations, and from work with immigrant communities in the San Francisco Bay Area.
Through interviews with teachers and organizers in both the San Francisco and El Salvador,
observations of classrooms, and analysis of curricula from a range of organizations, the study
critiqued a pedagogy that espouses critical thinking as a means of learner empowerment. The
study concluded that popular education is not inherently empowering. Rather, popular education
offers a framework that can lead to empowerment only if practiced with conscious intent and
constant questioning on the part of teacher and learnerquestions about the process of learning,
classroom environment, gender, culture, and unexamined assumptions of the learner and teacher.
The study found that for women popular education is no more empowering than traditional
education when its implementation is devoid of a gender analysis or lacking in attentive tactics to
increase womens participation. But when the multi-layered dynamics of power and gender are
addressed, popular education can indeed promote profound change in learning and student
empowerment. The insights from the organizations and teachers in the study also offered
concrete ideas on how to promote an empowering classroom that leads to change in learners,
teachers, and communities. Most of all, the study suggests that popular education is most
effective in fulfilling its goal of empowerment and transformation when its purposes and
implementation are subject to constant analytical and practical scrutiny.

Critical Theory Underpinnings
Popular education proponents claim that its methods and theories are emancipatory, that they
give students voice, and that by empowering students, the educators bring about change in
society (Freire, 1987; Giroux, 1993; McClaren, 1989) hooks recounted that popular education
enabled her to see herself as a subject, and that while it was incomplete in its analysis of gender
and race, it created a foundation for her to see herself as an actor and an agent for social change,
promoting ideals of liberation in her own classroom (1994).
Popular education was born out of Marxist theory during social upheaval in Latin America.
Consequently, post-feminist and postmodern critiques observe that popular education is rooted in
a Western, linear, and oppressive ideology devoid of social analysis of power beyond class, and
that popular education is not inherently appropriate for non-Western cultural contexts, nor
necessarily empowering for women of any culture (Ellsworth, 1992; Lather, 1992; Thompson,
1995; Vasquez & Diez, 2000). According to Elizabeth Ellsworth, a critic of popular education
and critical pedagogy, Empowerment, student voice, dialogue, and even the term critical
are repressive myths that perpetuate relations of domination (1992). Vzquez and Diez for their
part generated a list of concerns about popular education from a practitioners view, and they
took issue with the assumption that it was empowering for women simply by virtue of its values.
Instead, they argued, educators and theorists must reevaluate the basic premise of popular
education. Given that popular education is a transformative methodology, it too should be
subject to constant transformation (2000).
Many postmodern educators remind us that we are in need of more, not less, pedagogical
approaches geared towards combating oppression (Lather, 1992); though they do not suggest that
existing liberatory theories are necessarily unreceptive to constructive critique. The progressive
aspirations that run through Modernism continue to contribute to social change, and this change
applies to shifting realities. Critical pedagogy, a legacy of Modernism, should be analyzed within
a discourse that regards issues of power, justice and inequality as ongoing narratives that are
central rather than subsumed in a meta-narrative that generalizes experience and voice (Giroux,
1991). Freire too particularly insists that popular education should be subject to adaptation and
change
Experiences and practices can be neither exported nor imported. It follows that it
is impossible to fulfill someones request to import practices from other contexts.
How can a culture of a different history and historical time learn from the
experience of another, given that it is impossible to export or import practices and
experiences?. I am not denying the validity of foreign practices. Nor am I
negating the necessity for interchange. What I am saying is that they should be
reinvented. (1987, p. 132).
Critical Believers: The Participants Speak for Themselves
Teachers from El Salvador and the San Francisco Bay Area were the focus of the study. Both
areas have a rich tradition of applying popular education as an organizing and educational
strategy, and participants were very critical of their own practice, as Ana Ligia, the coordinator
of a popular education organization in El Salvador noted
There are experiences of popular education over in Brazil where the whole theory
of Paolo Freire was born; that is not our own experience here. That is to say it is
enriched with this information, but starting from the conditions in which we live
or in which people live in rural areas here it is not possible [to apply it directly].
So there has been a whole process initiated to reconceptualize popular education
and what it means for us here and now.
Teachers in both contexts argued that popular education could be used as a guide, but that the
individual contexts needed to be carefully analyzed in order to adjust the approach. On the other
hand, when the popular education techniques were coupled with intentional, individualized
design, teaching could take on a transformational dimension. In several cases participants, while
deeply critical of popular education as a panacea, were also quick to demonstrate how much of this to be true while teaching Latina women in a leadership development program in San
Francisco. Prior to the training series, the women in this program were often passive, quiet, and
uncertain of their ability to be a voice in their classroom or their community. After a few
sessions, according to field notes, she observed a shift in voice in the classroom
I looked around the room and realized that there was so much interaction and
lively discussion everyone was talking during small group sessions, appreciably
and managing the content with great intellect. I was the only one in the room that
was relatively quiet... I realized the power that exists when exercises are designed
specifically for quiet people to have space and to have voice.
In Tecoluca, El Salvador remarkable improvement in learning and personal empowerment
occurred for dozens of women in a literacy project, due in no small part to their teacher,
Esmeralda, who was trained in classical popular education methodology. One student describd
the impact of Esmeraldas class on a fellow participant
It is really lovely what they [students] have achieved. Maria developed the
confidence to stand up and speak in front of one hundred people. She has the
confidence to read. It is really remarkable how far she has come from being
afraid to talk aloud.
In the case of the National Network for Immigrant and Refugee Rights, a group in San
Francisco, organizers found that they were most successful in raising complex topics with groups
when using real-life connections. This was well depicted in the immigration history clothesline,
where participants were asked to create images (using photos, drawings, newspaper clippings,
etc.) that shared where their personal and family history fit on the continuum (see image
below).The lesson was transformational in several ways it acknowledged the histories of
individuals, looked critically at a historical trend of oppression toward immigrants, and led those that wished to engage in action-oriented events to work to impact local, state, and national legislation and attitudes toward immigrants. The activity was designed with popular education methodology at its core, yet it was adapted to meet the characteristics and needs of the participants. In addition to individual empowerment, popular education can have an effect on bringing communities from different sectors together to problem solve and bring about change. The NNIRR curricula explicitly facilitated dialogue between communities on the inflammatory topic of race and immigration in the United States and made a difference in empowering communities fighting for immigrant and civil rights.
Critical Themes
The themes that emerged from this study indicate that popular education is only a framework
that must be augmented to reflect the learner reality. In order for the pedagogy to meet the needs
of the unique learner and sociological setting of each classroom, the premise for its application
must be willing to depart from the sociopolitical roots of its formational theoretical
underpinnings, which met the needs of a different society and student population. The practical
tools that popular education offers are valuable. Combined with other tools and analysis, its principles provide a venue for dialogue, greater student participation, reflection and analysis
about ones situation, and problem solving for social action. Popular education is powerful, but it
cannot be used as a standalone method for classroom facilitation. The educator must do the work
to fill in the blanks, and, above all, be self-reflective and critical about the process itself. Equipo
Maiz, the leading popular education institute in El Salvador gets this message across in their
promotional materials (see image below left).
Qu queremos? lists the reasons why Equipo Maiz utilizes popular education
What do we want?
To explain difficult issues in a simple way.
To offer an enjoyable way to analyze the reality of our home, group, community
and the country.
To form opinions so that each group can affect what happens in their home, group,
community and country in order to bring about changes.
In order for educators to facilitate an empowering process for women through popular education, a number of recommendations emerged from the study. To break down the dynamics of oppression in society, teachers intentional about addressing how gender and cultural hegemony are reflected in the classroom will have greater potential for success in fulfilling the goal of empowering their students.
Recommendations for Educators and Curriculum
Developers
Three categories of recommendations were drawn from the study to facilitate more meaningful participation of women. The first category calls for educators to rethink practices and theoretical inspirations for teaching, to ensure that transformational pedagogy is itself actively changing.
The second presents practical and logistical considerations. Sometimes barriers to participation include subtle and seemingly insignificant requirements we might not even realize are limitations for our students. The third category focuses on ways to develop intentional curriculum to encourage teachable moments when issues of power are reproduced in the classroom. We must constantly dialogue about power and how it is reproduced by our behaviors in the classroom and in our lives. Great care should be taken when raising complex topics such as gender and sexism and its impact on women in the classroom, but when facilitated sensitively, dialogue can result in action and change for women and men.
1. General analytical approach of popular education.
Drawing from Equipo Maiz experience and their reflections on the challenges and discrepancies of popular education, educators should reflect on theory and practice as they understand it, and think critically about how it might be transformed through a gender or racial justice lens.
Be careful that the process does not simply tokenize participation, or address
concerns of the learner population in a cursory way. Again from Equipo Maiz, simply adding politically correct language or increasing numbers of participants, for example
ensuring a high number of women, is not sufficient. The premise, curriculum, and
behaviors of educators and learners can perpetuate and reproduce power dynamics if
not carefully addressed.
Consider the motives and goals of the chosen teaching methodology and, most
importantly, look for potential unexamined assumptions that could lead to unintended
repetition of power inequities.
2. Practical considerations: classroom setting, logistics, participant needs.
Provide childcare to help women who are still the primary caretakers of children and
who would not be able to participate otherwise.
In addition to mixed gender groups and trainings, look for opportunities to have
women-only spaces for learning.
Facilitate women getting to the meetings support for them if their partners are
reluctant, help them find transport to meetings.
Be careful of how the room is arranged, and look out for a tendency for men and
women to sit together, with the women more often in the back of space and farther
away from center of rooms focus.
In report-backs from small groups, require that at least one woman from each group
present maybe even two.
3. Awareness and use of teachable moments.
Use the gender dynamics as teachable moments, track the behaviors that come up
in mixed groups, and take the time at the end to show what was going on. Leave time
for dialogue and analysis of the causes and potential solutions.
Incorporate gender and cultural issues into content. There is a way to look at gender
and socio-cultural dynamics from the lens of almost any subject.
Make note of how often men and women report back compared to their percentage in
overall classroom demographics.
When facilitating, ensure that women are speaking as often as men, and call on more
women if that is not the case. Comment to the class what you are doing, with the
intent that the vocal men and are aware of how often they feel entitled to speak versus
women.
Establish a list of values for the meeting participation at the beginning of the class,
asking participants to help create the list. If it is not brought up, add to the list, those
who speak up often should think about how often and if their participation is
inhibiting others and then use this value to point out conduct throughout the
session.
Conclusion
Gender and culture are among the most complex issues facing critical educators today. While
popular education has endured ongoing scrutiny that has sculpted and reshaped its premise, many
scholars agree that it remains a powerful means for empowerment and the realization of
democratic ideals. Nonetheless, popular education must continue to move through cycles of
change, and critique from gender and cultural perspectives can serve to deepen popular
educations foundations. Freire repeatedly asserted that this was his precise intention. The
findings of this stud can inform educators who wish to maintain a practice that is relevant for
their students. There is a danger in applying popular education unquestioningly, for it can be disempowering, particularly for women. Critical theorists, modern and postmodern pedagogues
alike, agree that the pedagogys assumptions should be called into question and reshaped to
incorporate the subtle and unique profiles of students and societies in which it is applied. It is
hoped that this study and the inspiring and critical views of educators interviewed herein,
contributes to and enriches such an ongoing dialogue.





Adult Education for Social Change
Guo & Sork
Purpose of the Study
The role of adult education for social change and community development has been addressed by a number of adult educators (Lindeman, 1926; Freirie, 1970; Cunningham, 2000). However, in an immigrant country like Canada, the changing demographics in recent years have posed both challenges and new opportunities for further development in adult education. The 2001 Census of Canada (Statistics Canada, 2003) reveals that as of May 15, 2001, 18.4 per cent of the total population were born outside the country, and that 13.4 per cent identified themselves as visible minorities. As new citizens to Canada, they need educational programs to help them navigate the complex paths that citizenship entails and to upgrade their language, knowledge and skills to fully participate in Canadian society. This research attempts to address the role of adult education programs in bringing about social change through community development initiatives at an immigrant community organization in Vancouver, Canada, called SUCCESSUnited Chinese Community Enrichment Services Society. It focuses on: (i) the historical development of SUCCESS, (ii) the provision of programs and services for adult immigrants, (iii) major changes in SUCCESS, and (iv) the social forces behind the changes.
Theoretical Framework
This study was informed by three theoretical constructs: (i) adult education for community change, (ii) inclusive citizenship, and (iii) program planning as the negotiation of power and interests. As early as in the 1920s, Lindeman (Brookfield, 1987) deliberated on the social role of adult education. He viewed adult education as an agency of social progress and the most reliable instrument for social actionists. An early Canadian example of community development was the Antigonish Movement led by Moses Coady and Jimmy Tompkins (Welton, 2001). After Lindeman and Coady, critical adult educators such as Freire (1970) and Cunningham (2000) further advanced the role of adult education for social transformation and emancipatory learning. Freire (1970) argues that adult education is an important tool to raise peoples critical consciousness through action and cultural reflection, or praxis. Cunningham (2000) regards social movements and social learning as a major source of alternative knowledge production. Community development is an important site where such learning can take place.
As part of its social role, adult education is also deemed an important forum for building inclusive citizenship. Citizenship can be defined as membership in a socio-political community which comprises four dimensions: legal status, rights, identity, and participation (Bloemraad, 2000). Traditional liberals advocate a culturally neutral state (Rawls, 1971). Critics of such a paradigm claim, however, that the ideal of a culturally neutral state embodies an oppressive illusion (Kymlicka, 1995; Young, 1995). It promotes a universal citizenship, which ignores differences and perpetuates oppression and inequality. Consequently they propose differentiated citizenship as an alternative model. As to the best approach for promoting citizenship, Derwing (1992) suggests a community-based, learner-centred model in which members of cultural and linguistic communities are involved in every aspect of programs.
This call for a high level of learner involvement in programsincluding the planning of programsinvokes the work of Cervero and Wilson (1994, 1996) who argue that program planning is fundamentally a process of negotiating power and interests among people who have varying degrees of influence over the shape and substance of programs because of asymmetrical power relations. Cervero and Wilson propose the ideal of substantively democratic planning as a means to level the playing field when planning actorsbecause of their social relations [and varying degrees of social capital]are unlikely to have equal influence over important planning decisions.
We argue in this paper that in the case of SUCCESS, the development and character of the programs offered was determined not so much by the interactions of individuals in planning groups representing the interests of various stakeholders, but rather by the changing nature of Canadas immigration policy, the shifting character of the immigrant population, and government funding.
Research Design
The central guiding question for this research was: How did a community-initiated voluntary organization such as SUCCESS respond to changing needs of an ethnic community in a multicultural society? Two major qualitative research methods were used to conduct this study: document analysis and personal interviewing. The selection of research methods derived from the nature of this research as an interpretive study, and its attempts to understand peoples lived experience with the organization. The document analysis included SUCCESS annual reports, newsletters, minutes of annual general meetings, important speeches, and program brochures. Twenty interviews were conducted with the Executive, Board members, and Program Directors. Time and resources did not permit interviews with clientele, so their views of this organization were not represented here. In addition to the two major methods, site visits and participant observation were used as complementary methods to help contextualize what was read and heard about the organization. A four-stage process of analysis was developed: (i) identifying main points, (ii) searching for salient themes and recurring patterns, (iii) grouping common themes and patterns into related categories, and (iv) comparing all major categories with reference to selected theoretical constructs to form new perspectives. This four-stage process assured frequent interplay between the data and theory.
Findings
To illustrate how SUCCESS emerged as a key adult education provider for new immigrants and how its programs and services evolved in response to changing circumstances, we focus on two areas: the circumstances of its founding and development, and how it remained responsive to a changing policy and immigration context.
A Brief History of SUCCESS
SUCCESS was founded in 1973 in response to the failure of government agencies and mainstream organizations to provide accessible social services and adult education programs for Chinese immigrants. The development of SUCCESS can be summarized in three stages (Guo, 2002). Stage One, from 1973-1979, saw the establishment of the Chinese Connection Project, a demonstration project funded by Health and Welfare Canada to bridge the gap between social service agencies and the needs of newly-arrived Chinese immigrants primarily from Hong Kong. During this stage, the organization mainly provided basic settlement services and language assistance. Specific services include, for example, ESL classes and information on Canadas education and health care system. This project also involved making direct referrals of immigrants to other service providers and providing translation services to help them navigate unfamiliar bureaucracies and organizations.
Stage Two, from 1979-1989, was a developing and maturing stage during which there was a large increase in Chinese immigrants from Hong Kong due to the Sino-British Agreement on the future of Hong Kong. This increased demand led to substantial increases both in the volume of services and budget. Another change that occurred during this period was tat immigrants were settling in a broader geographic area beyond the Chinatown area (located in downtown Vancouver) and this led to establishing two branch offices outside Chinatown. During this maturing stage SUCCESS won a number of awards from the Chinese community and mainstream organizations in recognition of its contributions to community development. Another noteworthy development during this period was a growing advocacy role in response to instances of discrimination in national and local media. Two major racist incidents occurred when the Chinese were slighted in the media. In the first incident, a national TV news magazine erroneously portrayed second and third-generation Canadian citizens of Chinese descent as foreign students taking educational opportunities away from white Canadians at taxpayers expense. In the second, CBC Radio broadcast the Dim Sum Diaries, which satirized the accents of new Chinese immigrants and stereotypes of their behaviour. SUCCESS participated in a national campaign against the first and led a protest against the second resulting in apologies and withdrawal of programs.
Stage Three, from 1989-1998, was characterized by expansion and transformation. By the time it celebrated its 25th anniversary in 1998, SUCCESS had become a well-established multi-level service agency providing a wide range of programs and services to both Chinese and non-Chinese immigrants. During this period, the make-up of the immigrant population shifted with increasing numbers coming from other regions including Taiwan and Mainland China. The lead up to the handover of Hong Kong to China in 1997, produced a substantial influx of immigrants from Hong Kong. The changing composition of immigrants required SUCCESS to alter its program offerings to include, for example, more programs suited to professional and business immigrants and the growing numbers of Mandarin speaking immigrants.
From this brief summary, it can be seen that SUCCESS was constantly responding to changing needs and to the gaps left by government and mainstream organizations who were not developing programs for this group.
Major Changes in SUCCESS
SUCCESS experienced tremendous changes between 1973 and 1998. These changes were manifested in the growth of the organization, the expansion of programs and services, and changes in its mandate.
First, the fiscal growth of SUCCESS during its first 25 years was most evident. When it was founded in 1973, the organization only employed four full time professional social workers. By 1998, it had a professional team consisting of over 200 people. At its initial stage, it was funded by less than 100,000 dollars a year; when it reached its 25th anniversary, its annual budget has reached 8 million dollars. The number of clients receiving its programs and services skyrocketed from its initial 2,000 client contacts a year to over 200,000 by 1998. Physically, the organization has grown from the very beginning in a 300-square foot office in Chinatown to an organization with multiple Service Building of its own.
Other important changes were seen in its programs and services. In the 1970s, its lack of resources limited its provision to basic settlement services such as language interpretation and information services. By the 1990s, it was providing a whole range of programs including airport reception, settlement services, language training, counseling services, small business development and training, employment training and services, and group and community services. It was no longer just a single-focus organization providing only settlement services; it has become a well-established multi-service community organization. Some of these programs have remained constant throughout this 25-year period because the needs have remained more or less unchanged. For example, ESL programs within the Language Training and Settlement Services area have remained important for all non-English speaking immigrants to help them acquire the language skills necessary for full participation in society. Programs in the Business Development and Employment Training areas are responding to increases in the number of business and professional immigrants. Its holistic approach helps immigrants become competent, socially, culturally, linguistically, and economically.
Further changes which were not as noticeable as the former two were those in its mandate. SUCCESS was established in 1973 as a demonstration project, which was supposed to end in three years. Its mandate was mainly to help non-English speaking Chinese immigrants through providing basic immigrant settlement services with the assistance of bilingual social workers who could speak both English and Chinese. Its situation in 1998 demonstrated that SUCCESS had become a multicultural and multiethnic organization. Its clientele comprised immigrants from non-Chinese ethnic backgrounds, including those from mainstream society. To reflect the demographic changes of its clients, its professional team has also become ethno-culturally inclusive. Their programs and services were made available in many languages other than Cantonese and English.
This study has demonstrated that the changes which took place in SUCCESS touched many aspects of the organization. SUCCESS has grown exponentially and strong enough to be noticeable not just in the Chinese community but also in mainstream society. It played multiple roles with a three-pronged focus: providing professional services and adult education programs, advocating on behalf of immigrants, and facilitating citizenship education and community development. One of the most important contributions was that it helped build a community for adult immigrants where they felt they belonged.

Discussion
This study deconstructs the evolvement of SUCCESS by highlighting three major social forces that have contributed to the changes of SUCCESS, including changes in immigration policies, the changing profile and needs of immigrants; and government funding.
First, the profile of immigrants has changed owing to changes in Canadian immigration policies, such as the adoption of the immigration point system in 1967, the introduction of the business immigrant category in the 1980s, and the opening of the immigration division in the Canadian Embassy in Beijing in the 1990s. One consequence of the most recent policy change was the increase of Mandarin-speaking immigrants from China.
The point system contributed to the formation of a cultural mosaic in Canada. In response to the growing linguistic and cultural diversity in Canada, the Liberal government of Pierre Trudeau formalized an official policy on multiculturalism in 1971. The main goal of this policy was to encourage integration of immigrants into Canadian society without the loss of their cultural assimilated into the dominant culture, the image of multiculturalism in Canada was characterized by cultural pluralism and diversity. For immigrants, this meant that they were not expected to give up their cultural identity to become fully integrated into society. For immigrant service societies like SUCCESS, this meant that education was to be used to help with this integration while avoiding cultural homogenization. So for SUCCESS, the challenge became identifying strategies to assist with integration while creating and maintaining social spaces where immigrants felt at home.
Second, the needs of newly-arrived immigrants differed from their early counterparts and SUCCESS responded to meet these changing needs. For example, to make its programs and services more accessible to new immigrants, especially those from Taiwan and Mainland China, SUCCESS established Mandarin service centres and hired Mandarin-speaking staff members in each office. In the 1990s, many new arrivals were professional and business immigrants and SUCCESS introduced employment and small business training programs, in addition to its settlement services and language training programs. It is clear that the organization was sensitive and adaptive to changing community needs.
Another force that influenced th changes in SUCCESS was government funding. In Canada, the three levels of government that provide services are federal, provincial and municipal. Immigration policies are the jurisdiction of the federal government and, until recently, the federal government has been the primary funding source for immigrant services. But funding becomes more complicated when programs address needs that are typically in the provincial or municipal jurisdiction. For example, in Canada, education and health are both provincial responsibilities and municipal governments often cooperate with these two senior levels to provide local services. In recent years, the funding that has historically been provided for immigrant services by the federal government has been passed down to some provincial governments.
Government funding made it possible for SUCCESS to provide more services to help immigrants with their settlement and adaptation. At the same time, through the funding process the government was able to legitimize its policies and exercise a form of social control. For example, when the government granted funding to SUCCESS, it could stipulate what programs the Society should provide with that fund, where to provide them, and to which group(s). Since SUCCESS needed the funding to benefit its group members, it appears that the organization was able to overcome the negative part of this 'double-edged sword' process. Because a large proportion of SUCCESS's budget came from its fundraising, this made SUCCESS less dependent on government funding and more difficult for the government to exert political influence. This explained why SUCCESS was able simultaneously to continue and expand its partnerships with the government while successfully advocating for social change.


Implications for Adult Education
This study has several implications for adult education. First, it exemplifies the role of adult education in social transformation. Second, it demonstrates that communities are important sites for emancipatory learning and social action. Third, it shows the important role that voluntary organizations can play in building an inclusive citizenship organization where marginalized citizens feel they belong. In the context of SUCCESS, its role in citizenship education was two-fold: building a facility where adult immigrants can acquire necessary skills and knowledge in order to become a participatory citizen and sensitizing mainstream organizations about their service approaches and changing public attitudes towards immigrants. Cervero and Wilson (1994, 1996) have provided a new way of understanding the political dynamics of program planning. The case of SUCCESS provides a new challenge in employing their planning theory to better understand the complex interplay of needs with organizational structures, with funding patterns and priorities and macro political considerations. The cases of planning analyzed by Cervero and Wilson largely are of single programs with reasonably well defined temporal boundaries sponsored by single organizations. The experience of SUCCESS contextualized the complexities of program planning in a socially, culturally and politically diverse environment.
Now in its 32nd year, SUCCESS remains a growing, successful organization that enjoys substantial support in the community. But its success has also made it easy for governments to shift responsibility to the voluntary sector for providing responsive immigrant services. Although it is easy to conclude from this study that such an approach represents enlightened public policy in an age of budgetary restraint and downloading all manner of services, a more critical perspective is that forcing the voluntary sector to take on a larger and larger role in service provision is inconsistent with a national commitment to an equitable, multicultural society. SUCCESS has demonstrated that a voluntary association can be an extremely effective provider of immigrant services, but how transferable the SUCCESS model is remains an important unanswered question.





Learning within a social movement
Cunningham & Curry
Introduction
Urban arena's have become theaters where major conflicts around class, race, ethnicity are performed. Haymes (1995) has argued that reclaiming cities through gentrification provides an urban battleground for disenfranchising African Americans and their cultural contributions and ownership of the city. Haymes' cultural critique suggests a "pedagogy of place" for Black urban struggle as one way for urban restructuring. On the other hand, Krumholz and Clavel, (1994) while recognizing class, race and ethnicity as factors, present a highly rational plan for "reinventing cities." Haymes' analysis is based on a Black collective cultural struggle for "place" while Krumholz and Clavel see the lead being taken by professional urban equity planners. The research objective was to look for empirical evidence that poor persons, many with limited formal education, could educate themselves to the task of reinventing the city. A secondary question was to document how the education of adults occurs within a social movement.
We chose to investigate the social movement that had occurred most recently in Chicago. Chicago was chosen because:
1. The civil rights movement chose Chicago for its first northern campaign under Martin Luther King; 2.It is a major U.S. metropolis in which a Black mayor was elected from a third party platform, The Harold Washington Party; and 3.) Chicago has over the last 40 years developed a rich tapestry of community based organizations. Thus the Empowerment Zone (EZ) precipitated a grass roots movement among primarily Blacks and Latinos in a kind of organic uprising of the poor along with progressive organizations located in the base. We begin by describing the development of the Chicago EZ, we then analyze interviews of the learning of 15 African Americans within social movements; finally, we draw some conclusions.

Methodology
We used a case study approach in our research. We had access to all documents and minutes of meetings leading up to the establishment of the EZ and direct access to CBO's participating in the EZ. We chose residents to interview who had been active in the EZ process.
Our questions included: How did these grassroots' people bond together to accomplish their goal? How could they put aside their own organization's needs to develop a collaborative representing all of their interests? How did they learn to find needed data sources, and examine and interpret census tract data? And how did they learn to manage the politicians, the speculators, the consultants? How could Blacks and Latinos learn political solidarity within this historical context?
Those interviewed had the following demographic characteristics: All were African Americans between 35 and 60 years of age (mean=43). One-third had not graduated from high school; one-third had some college; and the final third were divided into college graduates (3) or masters completed (2). Ten(66%) earned between $9,000 and $20,000; 3 earned between $20,000 and $35,000, and 2 earned about $40,000. Thirteen (87%) had stayed in the community and two came back into the community. All but one had children with 9 being a single head of household.

Empowerment Zone
The Clinton-Gore Empowerment Zone strategy was contained in the Omnibus Budget Reconciliation Act that was passed into law in July 1993 with implementation slated for January, 1994. However, in December, 1993 a HUD African American speaker at the city wide attended annual banquet of the Chicago Workshop on Economic Development (CWED) gave Chicago community based organizations (CBO's) a jump start by 1) giving them the guidelines early and 2) challenging them as a community to develop a bottom up proposal for sustainable development of their communities.
CWED, a CBO of 45 community organizations, had developed out of the political activity of Chicago's social movements. In particular, the 1983 successful organizing of the Black and Latino community to elect Harold Washington, a stunning upset to the Chicago Democratic Party, meant that an increasingly sophisticated group of leaders and CBO's were active and in place.
Phase I. In the next 100 days with CWED in the lead, there was a mass mobilization of Blacks and Latinos around such initiatives as youth, education, economic development, health, human services, affordable housing and human capacity building. In the community we studied, over 30 meetings were held in this phase. And in communities all over the south and west side of the city, the same thing was occurring. Literally hundreds of meetings occurred in this first 100 days. They met in churches, block clubs, field houses, schools, community centers, businesses, and in the philanthropic community. The CWED director alone attended 150 meetings.
Phase II. By March 1994, the Communities moved into the collaborative stage. The EZ proposal required bottom up community partnerships so at this time from 4 to 30 communities came together in various collaboratives. Again, dozens of meetings were held with up to 200 at a meeting. Here, competing ideas developed in the various communities were debated and a reoccurring concern that Black and Latinos must find solidarity was discussed. At this time, Mayor Richard Daley appointed an ad hoc committee from the community, and business to select from the community's proposals those to be designated. Three clusters were developed out of the strongest of the 33 proposals presented by the collaboratives at a meeting attended by over 300 community members. Four days later, three other viable collaboratives, with less developed plans, were designated as Enterprising Communities (EC) and added to the EZ because of their poverty level and the political pressure exerted by those who had not made the final cut.
Phase III. This phase brought the three clusters and the three ECs together city-wide to form one Chicago proposal and six strategic plans, one for each entity. Six city wide meetings were held with from 200 to 600 in attendance to hammer out the final community proposal.
It was at this time that the CWED led groups discovered that the City had its own EZ plan already written naming the Urban Land Institute, the former Model Cities, and the city's endorsed CBO's as the recipients of the EZ money. When CWED asked for a copy of the plan they were refused but invited to come to City Hall and examine it there. Armed with a scanner and connected electronically to CWED, the pages were scanned out. As the pages emerged, communities were telephoned to see if required participation of all CBO's had been met. In the end CWED documented the non-involvement of the majority of CBO's and compelled the City Planners to negotiate their proposals. At this time a 30 member EZ/EC coordinating council, equally divided between city and community appointees, was charged with developing the final plan and spelling out its governance. The plan of the community to have an elected committee of 30 equally divided between the community and the city was subsequently turned down by the City Council with the defection of a majority of black alderpersons from the 12 wards involved. In the end, a 21 member board with two community members selected and appointed by the alder-persons was put in place. Chicago became one of six cities with an approved EZ/EC.

The Anatomy of Learning in Community
Interview data were collected by asking the persons to tell us about themselves and how they became committed to the community. Most interviews flowed without interruption except for an occasional clarifying question. Interviews averaged about two hours and were both audio and video taped. Audio tapes were transcribed; the data were then analyzed for themes.
Four themes emerged from the interview data: A defining movement, creating knowledge and self reliance, communities and culture, and learning from one another.
A defining moment. All of the interviewees described an event which committed them to actively struggle for social change and to collective struggle. LH (p3) described her transformation from a personal to a social goal.
"It was like something wouldn't let me walk away. It would not let me rehab the building, rent it out, walk away. It was just something that wouldn't let me do that. It was and still is an emotional experience."
Or MB (p2) who, as a young mother, learned that fires were being set in her neighborhood by persons hired by slum landlords. The goal was to get insurance on buildings that had been allowed to deteriorate ...
"I was a young mom who lived in this community who was doing my thing---. I lived two doors away from the last building went down with fire in our community and 13 babies got burned up. It started me to ask some questions about what's going on in the neighborhood. Why are we having these fires. Though I didn't know I was doing research then but I guess I was researching. Only to find out that people had a lot of knowledge about what they perceived be happening to the community and why. And that I was the one that was uneducated about what was going on. -- I mean you know, you know, young girl, walking around in the community raising my kids --- but really not living in the community. In the community but not in the community."
Or GB (p3) who experienced a cultural transformation when as an adult he was taken to the DuSable Museum.
"It was set up in her house. There were spears all over. The first thing that came in my mind was Tarzan in Africa. But she began to make a presentation about the art works and the value of it and how the relation of it - to African culture, how it relates to us. The music, the math. And you know my mind just began to expand. I just wanted more . I just needed to know more about myself and about my race and about my people. You know all this stuff was new to me and it was hitting me too fast. It was hitting all of us too fast."
These defining moments were labeled as turning points in the persons' life.
Creating Knowledge and Self-reliance. It was poor people who began to see housing and transportation issues in a different way than city planners:
"You're doing housing development, you're not doing organizing. I said "Takes organizing to do the kind of development that we're doing. -- we wasn't doing just pure bricks and mortar. People were learning to control their environment. How to look at things differently. How to turn negative forces into positive forces so that they can use that as a resource to turn their lives around." MB (p11).
We went in and said,
"Well we will help you, but we are not going to do this for you. 'Cause we ain't got the time to do it for you. And if you don't want to do that, then we outta here. You have got to take a front row seat on this. You've got to walk side by side with the technical people we bring here. You've got to learn how to talk and articulate with HUD. You got to learn the regulations and the rules. We have to do this as a collective or we're not doing it. -- What they failed to see was, what is now on the horizon as sexy and new, and that is the holistic approach. Not to physical land development as community development. But human capacity development --- building the capacity for servicing the human being." MB (p10).
This person summarized her work as a new model by saying:
"Now, I can articulate this now, I didn't know what the hell we were doing then, I mean, you know. I can't tell you what we were doing. If you had asked me to say it like I'm saying it now, I would not be able to say it that way. Because we were doing work and we were creating, if you will, what was happening at that moment. We were teaching each other through our creation, what this model would produce." MB (p6)
One person became a border crosser when she as a black teamed up with a Mexican community in a creative act of self-reliance. This type of creativity was reported by several interviewees.
"We had an opportunity to employ a hundred people from our community at a place called Morrison-Knudson. I convinced Olive Harvey (a local community college) to do the training if we could find money. Mexican Community Committee had training dollars, so I agreed to give them some of our slots if they gave me their money so we could train everybody so they all could get the jobs." LH (p.6)
Community and Culture. Among those interviewed we found no "lone rangers." The emphasis was on community and African-American culture.
What was the community articulation, as a collective, and people tried to always separate me from my community by saying, "oh, Mattie, you're different."
"Oh no. I live right next door to Regina. How am I different. And Regina lives right next door to Irene, and right across the street from us is Mr. Chaney. Now how are we different? I don't get it. What separates me from my neighbors when we're talking about the same issues? What impacts the house next to me or across from me? What impacts their children? What impacts their seniors, their mothers? What impacts their wives and their daughters is the same thing that impacts me. So how am I different? I don't get it." MB (p12).
MB did not see herself as different and she had expectations of others as well.
"We helped them buy the building. We helped them finance the building. We walked them through the whole redevelopment of the property and the minute the last redevelopment, the payout was paid out the lawyers turned it over and we walked away. That building, I think, was one of things that we shouldn't have done. We should not have walked away that soon. Because they got the property. They still have the property. They're still managing to live there. But they have not used the resources at their control to empower other people in their community. And that was one of our, that was one of the commitments that they made when they started this project. That they would help someone else to do what they had done. And they haven't done that. A little pissed off with `em about that."
Learning from each other. How did residents learn. Some used self directed study.
"But we come home late at night and do research. Do our studying on the law. Every one of us had a chore to do. Every one of us mothers, after we put our kids to bed, had to go through these documents and read these legal documents so that when we got back to court --- we could stand toe to toe to them and tell them we knew what our rights were and how we, as not only community residents and people who lived in that building were collective in our movement to get something done." MB (p3).
E and T described Phase I.
"We're doing, we're doing a lot of the work. I know as I sit in the different EZ meetings. there is a lot of work going on and these meetings start at about 6 and they more than likely will go to about ten, eleven o'clock at night. So people are really working hard to try to get the base ready to try to build you know jobs, businesses, schools, cause we have a day care program in the works in this. And it's all grass roots. All these people---" EC (p9).
These four themes appeared over and over in the interviews. The energy, activity and emotion brought about through collective problem solving, and the changes this activity made in the interviewees' lives gives us a small glimpse into the potential of learning at the edge of social movements.

Conclusions
The EZ was a mechanism to mobilize the community to learn for self-reliance. Bottom up leadership is possible when the conditions are right. The Chicago base community had been developing through social movements over the last three decades. These data support Haymes' view that poor people can reinvent cities by building solidarity among cultural groups and by reappropriating their place in the city. Poor people construct their learning by taking advantage of their own cultural tools. Sophisticated organic intellectuals committed to their class produced and disseminated their own knowledge gained from a critical examination of their experience.
In this Chicago experience, the hundreds of pages of strategic plan developed by over a thousand poor residents suffered a major set back by the limited vision of a handful of their own Black alderpersons. The lesson here is that reinventing government takes place both on the ground by mobilizing ordinary people as well as the demanding of accountability of elected officials in the political arena.
There are several implications for adult educators. First the deficit discourse used by educators to describe the poor denies us access to utilize community assets (Kretzmann and McKnight) as a basis for education. We would be more successful if we would either go out into the community, or bring the community into our classrooms. Second, institutional segmented adult education is not as robust for poor persons as problem centered non-formal approaches. Third, contexts and process appear to be as important for learning as content within a social movement.

write an argumentative paper of approximately 10 pages. Start considering now which topic you might most enjoy writing about. Possibilities include topics

The Declaration of Independence
Dictatorship, Democracy, and Development
Mancur Olson
Power and Interdependence
Robert O. Keohane and Joseph Nye
Universal Declaration of Human Rights
United Nations
It's the Zip Code, Stupid
Kate O'Beirne
Give Me Liberty or Give Me Death
Patrick Henry
The USA Patriot Act: We Deserve Better
Robert A. Levy
The Rights of Terrorists
Economist
Hot Nights in the City: Global Warming, Sea-Level Rise and the New York Metropolitan
Janine Bloomfield
Impact of the Global Media Revolution
Steve Bell
Operation Enduring Liberty
David Cole
A Culture of Achievement
George W. Bush
Gay Unions Put Kerry Campaign Asunder
Donna Brit
Hate Radio
Patricia J. Williams
The key to doing well on this Final Project is to choose a topic that will hold your interest and that is of great significance to you. The primary goal of this project is to write a paper that demonstrates your ability to communicate your individual views according to the concepts covered in the course.

You are to select one or two of the readings from the list above and write about how the concepts of freedom, justice, equality and fairness are presented in those readings. Incorporate how your personal views also relate to the readings and the concepts.

You may use external sources, and you may use more than two of the readings. However, in order to insure a clear focus, you will want to have only one or two of the readings as your primary focus. For example, you may wish to write about the role of government to provide security for all citizens and use the articles on the Patriot Act and Operation Eduring Liberty to highlight examples of the affect of security on certain freedoms, the application of justice, and the perceptions of equality and fairness.

In particular, address the following questions:

What is the thesis of the reading(s) you are writing about? That is, what is (are) the author(s) trying to convince the reader of?
Does the author argue successfully for this thesis? When addressing whether an author successfully addresses the thesis, you are essentially showing why the author is convincing, or why s/he is not.
The overall structure of the paper should be as follows:

Introduction

Body

Conclusion

The more fine-grained structure will vary. However, if you were to follow the general structure described in this guide, you would certainly be on the right track:

The Final Project: Your Guide


The Final Project is an argumentative paper and has three parts:

Introduction (thesis statement + argument summary)
Body (your arguments)
Conclusion (summary of what you did + thesis statement again)


First Step: Introduction

What's it about? How will you argue? The introduction itself has two general parts, requiring two things. First, you should state what you will argue for or against. Secondly, you will tell me how you will go about arguing. You do this by briefly outlining the arguments found in the body of the paper.

Example: I will argue that capital punishment cannot be justified using cogent, consistent argumentation.

Thesis: I argue this by showing that the only reasonably fathomable justification for capital punishment is vengeance. While vengeance may provide temporary relief to family or friends of victims, it conflicts with another principle which most proponents of capital punishment strongly adhere to.

The principal is this: inflict pain only insofar as it directly furthers our more morally virtuous goals, like the aim of protecting the innocent from immediate harm. As I will show in Section 3, anyone who accepts this principle must reject capital punishment, since support for capital punishment violates the principle.

How to formulate your topic sentence/thesis statement:

So, you have read the articles, and have perhaps done other side readings. What has struck you as particularly interesting, in relation to freedom and justice? What do you have an opinion about that interests you strongly enough to write several pages on the topic?

To answer this, you will be formulating a topic sentence, or thesis sentence. For example:
Examples: Topic Sentences/Thesis Statements

I will argue here that the No Child Left Behind Policy is detrimental to our educational system.

or

This paper argues that the Patriot Act violates certain rights and freedoms pertaining to privacy. I will describe these violations here, and show why the Patriot Act should be modified, or eliminated.



Remember: this is essentially the sentence that tells me what the paper is going to be about. This means telling me what you are going to argue for or against.

Second Step: Body (Show Your Arguments!)
This part contains your arguments. So, let's say you're arguing in this paper that the Patriot Act leads to the violation of certain privacy rights. And let's say you told your reader that you were going to argue that the act is discriminatory. Then, perhaps your argument will go something like this:

The Argument

Premise One
According to the No Child Left Behind Policy, students must fit into one of the following racial categories in order to enroll: White (Not Hispanic); Black (Not Hispanic); Asian, Native Hawaiian or Other Pacific Islander; American Indian or Alaska Native; and, Hispanic.

Premise Two
But not all potential students fit into one of these categories (McGettigan 2003).

Premise Three
Given that not all potential students fit into one of these racial categories, the policy exercises discriminatory bias toward those who are forced to classify themselves in one of these somewhat arbitrary categories.

Conclusion
Hence, the policy is discriminatory. (This is your thesis!)



This is a clear argument. However, an important element is missing; some people might think (without having reflected too deeply on the issue) that the racial categories provided in premise one are exhaustive, covering all possibilities. But this isn't the case. So it's up to you to show which categories are excluded. This will make up the rest of the body in this paper.

And yes, the conclusion should be restated here. Even though you have already said what it is.

Labels?


Remember that if you wish to label your arguments with premise headings, as I have done, you are free to do so. But it certainly isn't necessary.


Final, Third Step: Bore Me!

Conclusion: Be Repetitive

(a) What did you do again?
(b) How did you do it again?


I know, you've already given me your argument. But provide a summary now. This helps you keep a clear focus, and it helps the reader see the clarity of your points. So, tell me again what you argued, and how you argued it. To tell me what you argued, give me your thesis statement in different words, explained in a way not identical to how you have already explained it. This also helps you think through your point in a different way, or from a different angle.

(a) I argued here that ...
(b) I did this by showing how ...


Summary

So, the three parts are:

Introduction

Thesis statement
What you will argue
How you will argue it: arguments summary
Body

All your arguments
Conclusion

Summary of what you did
Repeat the thesis statement in other words

There are faxes for this order.

This paper is for a law school senior thesis paper in International Human Rights. It must have endnotes/footnotes included but no minimum amount. The writing style should be similar to that of a LAW REVIEW ARTICLE. Citiation style is known either as "Blue Book" citation or "ALWD" citation within the legal community.

The title of my paper is "Moral Cleansing with Blood: The Effect of U.S. War on Terror on the Iraqi LGBT community in Iraq."
My overall research question to be answered is: "Does the US, unable to establish law and order in Iraq, bear some responsibility for the execution of gay Iraqis?"
The thesis should explain US responsibility in allowing religious fundamentalist to gain power and their creation of new laws that violate human rights of gays and lesbians in Iraq and the surge of religious fundamentalist which are going around killing gays and lesbians just for being gay and the failure of the US military to stop or try to stop these people. All should be addressed WITHIN THE CONTEXT OF HUMAN RIGHTS TREATIES AND DECLARATIONS. There are several news articles from the NY Times and other sources. If there are law review articles please use those as well.
The paper should should explain something to the effect that because of the failure of the U.S. government to establish a functional democracy after its 2003 war on terror and its failure to monitor/prevent human rights violations in Iraqi, hundreds of Iraqi LGBT(lesbian, gay, bi, transgendered) members are being tortured and killed by Shiite government official groups and religious fundamentalist groups.
The paper should be mostly policy based, but not 100% policy. You must use and cite to all applicable Human Rights Declarations/Treaties and their specific treaty articles numbers. Some of the applicable treaties include: The Universal Declaration of Human Rights UDHR- Article 2, 3, 7, 9,12, 27, 55; The Cairo Declaration of Human Rights in Islam; Convention Against Torture- Article 1(1),2(2), 4(1), 16; 1948 Geneva Convention- (prevention and punishment of the crime of genocide); International Covenant on Civil and Political Rights (ICCPR), -Ratified by Iraq in January 1971; International Covenant on Economic, Social and Cultural Rights (ICESCR)-Ratified in Iraq in 1971; International Convention on the Elimination of All Forms of Racial Discrimination (CERD); Convention on the Elimination of All Forms of Discrimination against Women (CEDAW); and the Hague Convention. This is not an exhaustive list.
The paper should include some background on the reason behind the US invasion of Iraq, despite its International Law violation and President Bush's unmerited argument of "anticipatory-self defense." Include the failure to implement a workable stabilization plan in Iraq for post war period prior to invasion as one of the reasons for the chaos in Iraq.
This paper should also discuss the duties that the US assumed by deciding to invade Iraq. These duties can be found by researching the Hague Convention and 1948 Geneva Convention. Duties such as duty to protect rights and not leave the country worse than when it started.
The bulk of the paper should cover the overall thesis and answer the research question which is that because the US invaded Iraq without a plan, and gays and lesbians are being tortured and killed due to the new rise in government power failure of the US to prevent attacks on LGBT community in Iraq and the how the US is implicitly sending a message to the new Iraqi government
The paper should begin with background information about living conditions for LGBT members before the US invaded Iraq and how different they are now. Use 2-3 personal accounts by Iraqi citizens who say that Iraq is worst for them now than it was when Saddam Hussein was in power.
Be sure to include how the US military is also directly contributing to the human right violations by harrassing and torturing gay civilans in Iraq during insurgency raids and inspections. Address how the world is looks to America to be epitomize human rights and we violate them while trying to spread democracy.
The paper should end with some SMALL section of how to resolve the problem the US has created in light of current presidential candidates possible withdraw of troops in Iraq.
The paper should begin with an introduction SECTION (1-1.5 pages)that outlines the sections of the paper. The paper should be divided into sections Part I,Part II, etc....

Below I have outlined some subheadings and issues that I planned to include in the paper. These are just as reference to give you an idea of my direction.

US Failure to Prevent Attacks and Assist Citizens
A. No Public Denouncement by the U.S. State
Department to correct militia behavior
B. No prevention methods or monitoring for Human
Rights violations established
C. Limited Asylum Granted to LGBT members into US

Implicit US Support of Current Iraq Gov.
A. Limited intervention in election process and
failure to prevent Islamic ideals in constitution
B. US government reluctant to condemn religious
leader Sistani because he backed the creation of an elected Iraqi government
C. Account of U.S. military officials repeatedly
turning down pleas for gays who show up in Green Zone in Baghdad.
D. US State Department doing nothing
US Failure to Lead by Example
A. Treatment of LGBT community in the US
B. Treatment of Iraqi Military POWS during this war
C. Treatment of Iraqi gay and lesbian civilians by
the military

Conclusion and Solutions for the problem
A. Creation of gay safe houses and other military protection against LGBT attacks
B. Establish working committees to investigate U.S. military behavior on the battlefield
C. Overall enforcement of international law policies in US and abroad.

Answer the following question in essay form:

The story of problems faced by non-whites gaining full access and participation in American society is a long one. What sort of racial and cultural barriers did African Americans face during the "Jim Crow" era? How did scientific and cultural spokesmen justify these limitations in terms of race and American character? In what ways James Weldon Johnson, in "The Autobiography of an Ex-Colored Man", shed light on the problems and/or complicate the issues?

Typed, double-spaced, Times New Roman, multi-paragraph essay.

I submitted this abstract and proposal to my instructor, and it was returned with the requested corrections as indicated in bold blue print on the proposal itself. I am sending it in for these corrections and the guidelines specified below: (abstract and proposal emailed to [email protected])
Guidelines for typing and abstracting my Nursing Proposal:

Typing: In preparing the thesis, the Publication Manual of the American Psychological Association (the latest edition) (APA) is to be followed, except where the following directions take precedence:

Paper: 8.5 x 11.

Font: Times Roman, 10-12 size font.

Spacing: The text should be double-spaced. Single spacing may be used where appropriate for itemized data, footnotes, reference list., etc.

Margins: The margin on the left side of all pages must be at least 1.5 . Top, bottom, and right hand margins must be at least 1.25. Photos, tables, and figures must all come within the above margins. Chapter heading should be 2 from the top of the page.

Footnotes: Footnotes, if used, should be consistent with APA manual.

Hanging References: The reference list should be typed using a hanging-indent format with the first line of each citiation flush with the left margin and the second and following lines indented 3 spaces from the left margin.



On the paper itself, I have noted the changes needed in Blue print. I have also listed them below. You will find them at:

1). Abstract-Check your format for use of underline, bold, etc.


2). Chapter 1- NEED THE CONCEPTUAL DEFIINITION OF VARIABLES HERE: CALORIES (ENERGY INTAKE), EXERCISE (ENERGY OUTPUT), KNOWLEDGE, KNOWLEDGE OF THE BALANCE BETWEEN DIET AND EXERCISE.

INSTRUCTOR SAYS THAT I HAVE NOT REALLY RELATED THE CONCEPTS TO THE THEORY.


Under significance to nursing: NEED TO USE ORIGINAL SOURCE HERE PER INSTRUCTOR
And
INSTRUCTOR SAYS THIS SECTION IS UNDERDEVELOPED-WANTS MORE HERE. I NEED A COPY OF ANY STUDY USED HERE FOR MY REFERENCES


3). Chapter 2:
PER INSTRUCTOR: I NEED AN INTRODUCTION TO THIS CHAPTER, INDICATING WHAT THE KEY WORDS WERE AND WHAT THE TIME FRAME (YEARS) WERE FOR THE SEARCH. I THEN NEED TO TELL THE READER HOW THE CHAPTER IS ORGANIZED AND SORT THE STUDIES BELOW INTO CATEGORIES, USING HEADINGS.
SEARCH ENGINES USED: CINAHL, PUBMED, MEDLINE, GOOGLE SCHOLAR, MSN, NIH, CDC

KEYWORDS USED:DIET, EXERCISE, OVERWEIGHT, OBESITY, WEIGHT MANAGEMENT, PHYSCIAL FITNESS, NUTRTION, EDUCATION


TIME FRAME FOR STUDIES:1996-2005

And

Under gaps in literature:
Instructor says: I NEED MORE DETAIL HERE


4). Chapter 3: Instructor says: I NEED MORE DETAIL HERE

And under Hypothesis: NEED TO DISCUSS IN RELATION TO THE RESEARCH QUESTION


REFERENCES: NOT SURE IF CORRECT


FORMAT AS STATED ABOVE



This paper is my Proposal-the first 3 chapters of my thesis and the Abstract-I have submitted it to my instructor, and it was returned with the above corrections needed. I need to resubmit it for approval so I can go out and gather the research to complete Chapter 4 and 5 of the Thesis. I will mail the paper to you at [email protected]
Thank you


There are faxes for this order.

Multicultural education seeks to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups. Multicultural education tries to create equal educational opportunities for all students by changing the total school environment so that it will reflect the diverse cultures and groups within a society and within the nation's classrooms. Multicultural education is a process because its goals are ideals that teachers and administrators should constantly strive to achieve.

Based on background reading materials and other scholarly sources, write a paper about multicultural education. In this paper it should include:

What are the goals of the multicultural education?

How to achieve the goals of the multicultural education?

Which aspects of the total school environment need to be transformed?

Expectations:

Your assignment is to address with your personal view point, as well as specific responses to the above questions.

Provide an introductory and concluding paragraph for the paper.

(double spaced with font size of 12)

Be sure to cite all references if you have.

Follow APA format.

Background Readings

1.http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk1.htm

2.http://www.edchange.org/multicultural/initial.html

3.http://depts.washington.edu/centerme/view.htm

4.E:modulesmodule02
ew directions in ME.pdf

AFTER READING THE BOOK PERSEPOLIS YOU SHOULD BE ABLE TO CLEARLY ARTICULATE WHAT MARJANE SATRAPI'S PHILOSOPHY TOWARD POWER WAS, AND HOW SHE PUT THOSE BELIEFS INTO ACTION. THIS SHOULD BE ITERATED AS PART OF THE INTRODUCTION OF THIS PAPER. THIS PAPER IS ONE IN WHICH YOU THE RESEARCHER ARE TO FIND ANOTHER INDIVIDUAL, WITH WHOM YOU WISH TO COMPARE TO MARJANE SATRAPI IN ETIOLOGY, GLOBAL PROLIFERATION, POLITICAL RESPONSE, TREATMENT, ETC. NOW YOU CAN IMAGINE WHO WAS ATTEMPTING TO ACTUALLY PRACTICE SOMETIME BEFORE 1970(!!!!!) THE KIND OF PHILOSOPHY THAT HAS BEEN EXEMPLIFIED BY MARJANE SATRAPI. READ THE BOOK PERSEPOLIS IN SUCH A WAY THAT WILL ALLOW YOU TO YOU TO UNCOVER MARJANE SATRAPI'S PHILOSOPHIES AS THESE INTERSECT WITH THE WAYS OF SEEING THAT ANOTHER INDIVIDUAL HAVING SOME CONNECTION WITH REBELLION AGAINST POWER ALSO HAS. LOOK FOR THE WAYS OF SEEING THAT INFORM THE APPROACH OF THEIR INTERACTIONS WITH PEOPLE. IDENTIFY WHERE WE SEE THE TRACES OF THESE PHILOSOPHIES(SOMETIMES THEY MAY BE EXPLICIT AS IN THEY MAY ACTUALLY BE QUOTED BY THE FIGURE, BUT OFTEN THEY MAY BE ONLY IMPLICIT--SO YOU WILL HAVE TO SEE AND MAKE THE CONNECTIONS) IN YOUR RESEARCH ON THIS FIGURE.

IN THIS PAPER, SELECT A FORMER SETTING(SOMETIME BEFORE 1970) A SPHERE, SUCH AS THE INSTITUTIONS OF RELIGION, EDUCATION, ECONOMICS, MEDICAL, OR POLITICAL, AND RESEARCH HOW THIS CHOSEN INDIVIDUAL CONDUCTED LIFE WITHIN THAT SPHERE SUCH AS A MEDICAL, POLITICAL, EDUCATIONAL, RELIGIOUS, ECT. ONE. TO DO THIS, YOU WILL HAVE TO KNOW HOW SOME DIMENSION OF THE SPHERE WAS WORKING BEFORE YOUR RESEARCH SUBJECT ATTEMPTED TO CHANGE THIS SPHERE AND HOW YOUR CHOSEN INDIVIDUAL HAD ORIGINALLY DEALT WITH THIS SPHERE. IDENTIFY A SPECIFIC POLICY AND "READ" ITS UNDERLYING PHILOSOPHY. WHAT BELIEFS, VALUES, AND ASSUMPTIONS(ABOUT PEOPLE, LIFE, ECONOMIC, POLITICAL, EDUCATIONAL, RELIGIOUS AND PHYSICAL HEALTH) SEEM TO HAVE BEEN MOTIVATING--JUSTIFYING---RATIONALIZING--THE POLICY YOU HAVE SELECTED. IDENTIFY THESE CAREFULLY! NOW, HOW DID THE POLICY CHANGE IN THE PAST AS THE BELIEFS/VALUES/ASSUMPTIONS BECAME MORE INLINE WITH MARJANE SATRAPI'S PHILOSOPHY OR HOW DID THE ATTEMPTED CHANGE FAIL?

TO REPHRASE THIS ASSIGNMENT: PLEASE WRITE A PAPER IN WHICH YOU ARGUE FOR OR AGAINST THE CHANGES CREATED BY AN INDIVIDUAL FROM THE PAST WHO WAS CHALLENGING POLITICTS TOWARDS THOSE WITHOUT POWER, SO THAT THESE POLICIES BECAME MORE IN LINE WITH MARJANE SATRAPI'S PHILOSOPHIES. TO BEGIN WITH, FOCUS ON ONE OF THE INSTITUTIONS OF OUR COUNTRY. THESE INSTITUTIONS MIGHT BE FINANTIAL, POLITICAL, MEDICAL, EDUCATIONAL, OR RELIGIOUS AND RESEARCH HOW YOUR SUBJECT WORKED TO CHANGE THAT INSTITUTION. DO YOU THINK, FOR INSTANCE, THE AVERAGE POOR PERSON IN THE US WOULD HAVE BENEFITED FROM MARJANE SATRAPI'S KIND OF POWER STRUCTURE IN RELATIONSHIPTO THE EFFECTIVELY DISENFRANCHISED IN THE NINETEENTH CENTURY? TAKE A STANCE IN RELATION TO MARJANE SATRAPI'S AND THE NEWLY EXTENDED INDIVIDUAL'S POSITION AND THEN ARGUE FOR THAT POSITION BY USING SPECIFIC EXAMPLES FROM THE BOOK AND VARIOUS SOURCES WHICH YOU WILL CHOOSE. IN THIS WAY, YOU CAN EMPLOY CONTROVERSY WHILE STILL RESEARCHING THE FACTS.

REMEMBER THAT THE READERS WILL PROBABLY NOT HAVE READ YOUR SOURES. THUS, YOU WILL AGAIN NEED TO USE SPECIFIC PASSAGES FROM THE TEXT TO ILLISTRATE YOUR UNDERSTANDING OF YOUR SUBJECTS AND TO ARGUE FOR YOUR WAY OF SEEING. THIS IS AN ANALYTICAL PAPER NOT A PERSONAL PAPER.

THIS IS WORD FOR WORD THE ASSIGNMENT THAT WAS GIVEN TO ME. THIS PAPER MUST INCLUDE TWO LONG QUOTES, TWO SHORT QUOTES, ATLEAST FOUR DIFFERENT CITATIONS PER PARAGRAPH(!!!!), AN ATTENTION GRABING INTRODUCTION THAT INCLUDES A CONTROVERSAL AND POWERFULLY STATED THESIS. THIS PAPER MUST BE EIGHT PAGES NOT INCLUDING WORKS CITES PAGE, AND IT MUST CONTAIN ATLEAST 10(!!!!!) SOURCES. THERE CAN ONLY BE 5 WEB SOURCES, AND THESE CAN ONLY BE .EDU AND REPUTABLE .ORG SOURCES. THERE MUST BE BOOK SOURCES AND MAGAZINE ARTICLE SOURCES, AND ONE SOURCE FROM THE NEW YORK TIMES, AS WELL AS COMPUTER DATABASE SOURCES. THESE SOURCES MUST BE CITED PROPERLY BOTH IN THE TEXT AND ON THE WORKS CITED PAGE. THIS PAPER MUST ALSO HAVE A DEFINATE CONCLUSTION.

THIS PAPER WILL BE TURNED INTO TURN IT IN.COM SO PLAGARISM IS NOT ACCEPTABLE. THIS PAPER WILL ALSO BE THOROUGHLY PROOFED FOR PLAGARISM IN OTHER WAYS! HAVE FUN!

List the title of your research paper.

The Introduction Section describes to the reader the following information:
Brief overview of the organization.
Background Information Organizationtion ??" (40 points) - This Section describes to the reader the following information:
Detailed description of organization.

Historical information pertaining to organization.

Analysis of the Positive and Negative Impact the of the Organization has had on the Community Section :
The positive impact the organization has had on community relations - to include short-term outcomes.

The negative impact the organization has had on community relations - to include short-term outcomes.



Analysis of the Long-term Effects of the Organization has had on the Community Section
How did this event/person/organization change the community. (The community may be a local community or statewide, nationally or internationally).

Has this organization had a historical long-term effect on community relations. Why or Why Not?

The community's reaction to the organization.


Summary Section

The paper must deal with Black slaveholders in the United States from the 1600s to the dawn of the Civil War. More specifically, currently there are mainly two arguments suggesting why blacks owned other blacks: the first is given by Carter G. Woodson thesis which suggests blacks owned other blacks due to humanitarian reasons (to protect relatives, child and the like) while the other argument, written by best by Larry Koger in *Free Black Slave Masters in South Carolina, 1790-1860* that black slave owners were no different than white masters and were involved in owning slaves out of a commercial desire to make money.

Also, I want this paper's introduction to open up with some type of dialogue about Edward P. Jones' *The Known World*. It is a 2004 Pullitzer prize winner for FICTION. It's a fictitious novel about black slaveowners and their slaves in Virginia and how they deal with the fragile notion of freedom, going from being slaves to becoming slave owners to being sold back into slavery, etc. This book sort of reopened the debate I am writing about. Please pepper the intro with it. I think it would be a great way to invite readers into the story.

Now my contention against a backdrop of both the prevviously mentioned arguments is that although both of them are valid, I feel that there were also other factors in involved such as: 1. the meaning of freedom (in the North compared to the South, 2. Ideological shifts during times of war (i.e, enlightenment ideals, American Revolution, Abolition of slavery, Civil War 3. racial/social factors such as mulattoes, blacks and Africans (i.e, world views, where was the person born in Africa, America, first-second-third generation, etc.

Please consider these works:

1. Larry Koger. *Black Slaveholders in South Carolina, 1790-1860*.

2. Carter G. Woodson, "Free Negro Owners of Slaves in the United States in 1830," Journal of Negro History vol. 9 (January 1924), p. 42.

3.Ira Berlin. *Many Thousands Gone: The First Two Centuries of Slavery in North America*.

4. Sherrill D. Wilson. *New York City's African Slaveowners: A social and Material Culture History*.

5. David Roediger and Marian H. Blatt. *The meaning of slavery in the North.*

6. Edward P. Jones. *The Known World"*

Prepare a 1750-2450-word research paper that analyzes the influences of race as it relates to your community. Write an autobiography about how human interactions in your community have been racialized or gendered. For the community, you can consider relations within your neighborhood, local government, service groups, clubs, schools, workplace, or any environment of which you are a part. In your paper, be sure to answer the following core questions and provide examples:

? Do members of your community look like you? In what ways do they look the same or different?

? How do leaders within your community treat people who are like you? How do they treat people who are different?

? How do other members of your community treat people who are like you? How do they treat people who are different?

? Do your textbooks/work manuals contain information by or about people like you?

? Do the local media represent people like you? If so, in what ways?

? What are some similarities and differences between you and the people who are in leadership positions in your community? Do you feel minority group interests are represented within your community?

? If you could resolve any inequities within your community, what would you change? How and why?

? Which theories from the text relate to racial or gender issues? Apply these theories to your project.



? Ensure the following elements are included:

? The thesis addresses racial and gender issues in your local community.

? The content is comprehensive and accurate.

? The paper itself draws on your personal experiences with and opinions about cultural diversity in your community.

? Three sources are used, and one source is a community member, leader, or representative from a local community organization.

? The paper is written in first-person point of view, with an autobiographical approach.

? Textbook theories are applied to your observations.

? Assignment questions are answered.

? The paper includes perspectives from supporting sources.

? The conclusion is logical, flows from the body of the paper, and reviews the major points.

? Paragraph transitions are present.

? The tone is appropriate.

? Sentences are well-constructed.

? The paper, title page, and references follow APA guidelines.

? Rules of grammar, usage, and punctuation are followed.

? Spelling is correct.

This class is online so the teacher has never met us but i live in Yonkers NY

Part 1 - 3 pages
" In our daily political debats, we can identify the three main social justice theories within the distributive pardigm:
a. Liberal Individualism
b. Market Individualism
c. Social Democrat

Assess the strengths and weakness of these three theories of justice in terms of its philosphical principles and their manifestation of institutional arrangements. Your response may be structured around the following questions:
1. How do various social justice theories conceptualize fairness?
2. How do these theories postulate the role of the state in a just society?
3. What are two ot three critical analysis/understandings you gained from the readings, lectures, and classroom discussions about these theories?

Part 2 - 2 pages
Drawing from the Afrocentric paradigm, your own experience, or other readings you have done, discuss possible alternative views of justice not captured by the 3 theoretical frameworks above."

For part 1, please pull from the following sources (not all need to be included). Please notify me if you do not have a source available in your resources (or my notes are not sufficient) and I will fax and email you materials. Aside from getting more information on Communitarianism, please do not use any other additional/ outside sources.

Sohng, S. (2004). A brief overview of contemporary theories of social justice. Justice lecture notes October 04, pp. 1-13.
* these will be faxed to you Sunday 9/10.
Rawls. J. (1997). Justice and Equity, In L. Pojman & R. Westmoreland (Eds.), Equality: Selected Readings (pp.183-190). New York, NY: Oxford University Press.

Reisch, M. (2002). Defining social justice in a socially unjust world. Families in Society: The Journal of Contemporary Human Services, 83, 343-354.

Isbister, J. (2001). Capitalism and justice, Chapter 1 and 2 (pp. 3-29). Bloomfield, CT: Kumarian Press.

Young, I. (2003). Political Responsibility and structural injustice. Paper presented at the Political Theory Workshop, Princeton University, Princeton, New Jersey. December.

Rizvi, F. (1998). Some thoughts on contemporarytheories of social justice. In B. Atweh, S. Kemmis, and P. Weeks (Eds.), Action research in practice (pp.48-55). London: Routledge.

West, C. (1999). Race and social thory. The Cornel West Reader (pp. 251-265). New York: Basic Books.


For part 2 - please pull from the following sources.
West, C. (1999). Race and social theory. The Cornel West Reader (pp.251-265). New York: Basic Books.

Shiele, J. (1997) The contour and meaning of Afrocentric Social Work. Journal of Black Studies 27, 800-819.

Omi, M., & Winant, H. (1994) Racial Formation. In Racial formation in the United States: From 1960s to the 1990s (pp. 53-76). New York:Routledge.

Would also like to briefly discuss Communitarianism as another alternative social justice model. May need further research, but I found helpful work by Gordan Hughes, entitled - Communitarianism and the Future of Social Policy: Radiacl Communitarianism, Community Safety and Social Justice. But I cannot find a complete citation... may have been published in 1996. If you can not find appropriate literature on this topic, it is ok to omit from the paper.

Helpful documents will sent both via fax and email. Please contact me if you need further assistance in accessing sources listed above. It particular sources are difficult to locate, such as the Young article, it is appropriate to omit, as I can add in additional sources once I recieve the paper.

All APA, no minimum number of quotations. Mainly looking for interpretation of the readings and own "sense-making" in relation to the concepts and theories presented in class.
There are faxes for this order.

Trace the major eras or periods of personnel administration since the American Revolution. Include the strengths and weakness of each era and be sure to describe the selection practices predominant in each era. Describe the effect each era has had on the development of personnel issues such as employee rights, recruitment, classification, compensation, benefits, training and labor relations. Also, be sure to discuss the values important in each era, and give examples demonstrating how values, such as responsiveness, administrative efficiency and individual rights, might some times conflict with certain functions of personnel administration.

The course I?m enrolled in is History 280: An Introduction to African American History. It provides a survey of African American History from the earliest importation and migration of Africans to North America through the present day.

The essay question for this particular paper is: ?What do you think of David Oshinsky?s title ?Worse Than Slavery?? To what extent does this phrase capture Oshinsky?s main point? If so, to what extent do you agree with it? Do you think better/ worse are useful concepts in evaluating this history?

We were assigned to read, on various class sessions, pages 1-222 so the information provided in this paper needs to be from these specific pages. Oshinsky tells a graphic story of the system adopted after the civil war in the south. He explains in detail how conflict labor was used as a form of replacement slavery against the blacks in Mississippi and throughout the south. Convict leasing and the system inside the Parchman farm were both ways in which white southerners used the criminal justice system to maintain power over newly free blacks. White southerners relied on the criminal justice system in order to preserve the patterns of race relations and to create new patterns. One of the ways they did this was to create black codes and the goal of these codes was to control the labor supply and to keep the higher position of whites in southern society. This is just a brief introduction about the book and what we learned.

This paper is only to include information taken from David Oshinsky?s novel ?Worse Than Slavery? as mentioned above. The majority of this paper should reflect ?MY? own ideas, but including timely quotes is, of course a positive. I'm not sure if you have this book or not so I tried downloading the book online and searching for an online version, but i was unsuccessful so I apology for that.

Anyways, I believe that is all the information needed for this paper. If you have any questions please feel free to e-mail me at: [email protected]. Thanks.

Focus of the Reflective Paper

The primary function of human resource management is to increase the effectiveness and contribution of employees in the attainment of organizational goals and objectives. Consider all the areas of Human Resource Management:

EEO and Affirmative Action,
Human resources planning, recruitment, and selection,
Human resources development,
Compensation and benefits,
Safety and Health, and
Employee and labor relations.

Submit a Reflective Paper in which you explain how these aspects work together to perform that primary function. Are any aspects more important than the others? Why or why not? How do you believe the HRM role can be optimized for shaping organizational and employee behavior?

The Reflective Paper must: (a) identify the main issues in the chosen area, (b) demonstrate new learning that has occurred, (c) include class activities or incidents that facilitated learning and understanding, (d) identify specific current and/or future applications and relevance to the workplace of a non-profit employee, and (e) reflect the potential impact to their future career plans or even in their personal life at home. The emphasis of the Reflective Paper should be on parts 'd' and 'e,' and on the application of new learning. Explore, in depth, the benefits of the new learning and understanding that has taken place.

Writing the Reflective Paper

The Reflective Paper:

Must be eight double-spaced pages in length and formatted according to APA style as outlined in your approved style guide.
Must include a cover page that includes:
Name of paper ? Life of a Non-Profit Employee
Student's name
Course number and name - Human Resources Management (BAL1127A)
Instructor's name
Date submitted
Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must use APA style as outlined in your approved style guide to document all sources.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in your approved style guide.

Materials Used In Class

Ivancevich, J. (2010). Human resource management (11th ed.). Boston: McGraw-Hill. ISBN: 9780073381466

Witlin, S.J., & Sloane, J. (2003, Fall). The Supreme Court's recent affirmative action decisions may provide some guidance for the workplace. Employment Relations Today, 30(3), 85.

This paper is my final paper for the class so please do your best!
The following are the instructions for the essay.

The title of the course is Human Agency and Community in a Globalizing World. Ben Barbers argument about the twin processes of Jihad and McWorld and Amaratya Sens argument about identity and violence encapsulate many insights into the processes and meanings of globalization, while many works from this semester explore how individuals and communities are impacted by, resist, are responsible for, and/or seek to shape these processes.

Write a paper in which you draw on Barber and Sen (both must be cited at least once) to make an interesting and compelling argument about people in a changing world. You should use three additional works from the second half of the semester and no more than one of the three can be a film; WITH PRIOR APPROVAL, you may use one work from the first half of the semester, but you must present a compelling argument to me first.

Option 2 ??" In Dreams from My Father, Obama recognizes how he is shaped by his family and how he feels constrained by his racial identity; Amartya Sen similarly reminds us that everyone is someone else. At the same time, Obama speaks of the ability to recreate oneself and declares my identity might begin with the fact of race, but it didnt, couldnt end there (111).

Write about the ways you have been shaped by your family, feel constrained by social norms, and try to recreate yourself. As in the previous question, you may want to focus on issues of gender, economic behaviors and beliefs, family dynamics, or racial, ethnic, or religious identity. Dont forget that the course texts are important. The course texts should be used not just as quick comparisons and fleeting allusions, but to delve deeply into issues of agency (or lack of agency) about creating oneself, the power of social norms, the decision-making over whether to step forward, etc.


Your paper should be about six pages, although you are welcome to use more. A good essay will be insightful, well-organized, tightly argued, narrowly focused, and demonstrate a strong grasp of the material.

A bad essay states the obvious, is really vague, has paragraphs that go on for pages, and reads like you stayed up late the night before it was due writing it.

Papers must be e-mailed to me by 4 pm on May 3.
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So my take on this prompt is this.
Using the readings we've discussed in class (which I will email to you after finishing the order) explain how you believe in having a multifaceted identity (sen) instead of just one that's inculcated into us by our family or society.

I already began writing the essay and so below I will copy down my notes and thoughts in which I further explain myself. I also already have some quotes chosen, and my ideas of why I chose them, that you should use.
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Intro-

Talk about Mexicos social fixations on business
Reflecting on Obamas thoughts in Father whatever I also disagree that a person should be limited by one identity presdisposed to him.

Alike Obama, I also grew up in a society that has a firm culture with constraining social norms, religious

Body-

Americans value hard work in life. I guess that thats what illegal immigrants come to the United States for, an opportunity to better themselves and start from nothing. (front and back of the house) All of this, however, starts with the process of organizing the people most affected by the industrys abuses, not just to change individual conditions but to adopt new practices and make new policy. (Sen 45) This quote illustrates the mentality of the Americans and their caring towards rights and opportunities for the most affected. In Mexico the people who have power and are generally on top want to maintain it that way. People with power will abuse it in order to gain more and push the rest of the people aside. (Back of the House, Front of the House)

Prostitutes in India are addicted to meth like I was addicted to the easy going culture of having a siesta here and there, letting time solve our issues and not push ourselves. I had to leave Mexico in order to find people, not generalizing of course, with larger goals than their next day. I had to leave Mexico like the prostitutes in India fled the brothels and their addiction to meth for something better. Momm wanted to leave the brothel. Bernie Krisher of American Assistance for Cambodia set her up in Phnom Penh twice more, but each time she ran away after a few days, desperate to get back to her meth supply. (Kristof 39) (Rescuing Girls Is the Easy Part)

Ancient social structures are collapsing under the weight of new money. Bonds of caste and religion and family have frayed; the panchayats, village assemblies made up of elders, have lost their traditional authority. (Kapur 2) This quote talks about the rapidly changing India of the 21st century. Indias markets opened to the United States capitalism in the 90s inviting many investors and huge companies to a brand new consumer base. Indias economy grew quickly and allowed people to have steadier jobs and finances. Money was an incredibly important factor to the tearing down of walls in between socioeconomic classes. Money and business served as an equalizer and brought opportunities to the poor. (How India Became America)

Using the reading Identity And Violence by Amartya Sen talk about how when people create casts and discriminate a group of people or classify them as a certain way, it only evokes more violence since groups will be polarized and have opposing ideologies. For these reason I believe that allowing your identity to be composed of more than one background is best. Through living in the United States instead of Mexico I understood the importance of hard work and self-value which changed the ideology previously inculcated in me by the Mexican Society and their norms. I believe that by bringing back capitalism and globalization into Mexico, we will break down the walls that divide socioeconomic classes. New businesses and money will create equality as it did in India. More money for the people in the back of the house of Mexico will allow the poor people to become educated and better themselves. In exchange, the violence in Mexico might decrease dramatically as the poor people wont have the need to kill or work for crooked businesses in order to provide for their families. Less violence will elevate national stability and welcome international investors into Mexico as their faith would be restored, this is especially important to the touristic industry of Mexico. (Import quote from Indias economy bettering after helping the poor here) I am willing to create this change in my country as I am not limited to what my society does and how they abuse the poor. I am an entrepreneur who seeks change and cares about social impact. I decide what my own identity is, and I will take it upon myself to teach this new ideology of being open with others individual identifies in order to help our country grow. Change is sparked by one, but initiated at the bottom.

Body/Conclusion-

Studying in the United States and branching away from the social norms that I was taught in Mexico of abuse of others rights in return of personal financial growth I will develop as a person and create a more complete identity. I will return home and grant opportunities to the lower working class in order for the whole country to grow and prosper.

Capitalism, it turns out can achieve what charity and good intentions sometime cannot. (Annan 187) This quote talks about capitalism and microfinance helping women rights in India. In my personal case studying in the United States, Ive learned that creating business opportunities in third world countries helps out the people being abused and in economic despair. In Mexico, the reintroduction of fair and eual capitalism into our social norms will help the poor people and drug dealers, as it did the women in India. (Microcredit: The Financial Revolution)
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So my logic in this is for you to start talking about me living in Mexico in a wealthy family and society. Explain how society has norms and fixations that make people fine with abusing the lower socioeconomic classes. Talk about how even though Mexico does have capitalism we don't give opportunities to the working classes to succeed and better themselves.

Then talk about how I agree with Sen and his views on a multifaceted identity and so I decided to study in Babson College in the United States. I learned entrepreneurship and the importance of hard work. Now I want to bring it back home with me in order to help out the country and economy as a whole by offering a more equal future to the poor.

Conclude with a more assertive answer of the prompt. Talk specifically about how I was impacted by my multifaceted identity. We need to remember that the purpose of the essay is to talk about how I have changed and not what I want to do with my self made identity.

F.Y.I
After each quote that I chose I wrote the title of the text in which I found it in between () so look for that in order to read more about the texts in relation to the quote.

I leave it up to you to choose the order of the texts and quotes that I chose above.

Finallly, you have to use all of the reading I'll list below, and send though email afterwards:
How India Became America
Microcredit: The Financial Revolution
Rescuing Girls Is the Easy Part
Back of the House, Front of the House
Jihad vs. McWorld
Identity And Violence
(The last two texts are the most important as they are the ones that carry the overall idea. You need to quote and cite each at least once. In my brainstorm/roughdraft above I already gave you four plausible quotes.)

This essay decides whether I pass or fail the course... GOOD LUCK! Thank You!
Roberto.
There are faxes for this order.

Introduction:

The following are directions to write the narrative description of your field project. It should be written in APA (6th edition) format, appropriately noting in-text citations, references, etc. You may attach as appendices any charts, tables, or other materials (labeled with the source identified per APA format). The document should be a minimum of 7 pages and no more than 10 pages, not including the cover sheet, reference page(s), and appendices. Use the headings in the outline below as the headings for your written paper.

Task:

A. Cover Sheet
1. Include a cover sheet with the following information:
Name of the community/population & health issue (Title)
(women Vets/Hypertension)
Your name and student ID #
Date of submission
HGT Community Health Practicum
Name of school

B. Assessment
1. Describe the community where you performed your fieldwork. In your description, identify each of the following items:
Geographical area (e.g., county, city, town) (Houston,TX)
Area size (total veterans enrolled 131,988 women vets: )
Population size(women vet of OEF/OIF: Women Veterans of Operation Enduring Freedom, Operation Iraqi Freedom and Operation New Dawn (OEF/OIF/OND)
Women make up nearly 11.6 percent of OEF/OIF/OND Veterans.
57.4 percent of women OEF/OIF/OND Veterans have received VA health care; of these, 89.8 percent have used VA health care more than once.5
Nearly 51.3 percent of female OEF/OIF/OND Veterans who used VA care during FY 2002-2011 were born in or after 1970 (aged 43 or younger) compared to nearly 48 percent of male OEF/OIF/OND Veterans.6

Demographics (OEF/OIF Veterans: served on active duty in a theater of combat operations after November 11, 1998)
Physical and social environment (Returning Combat Veterans
The Michael E. DeBakey VA Medical Center is grateful to the men and women who risk their lives to fight terrorism in Afghanistan, Iraq, and many other places around the world. The VA has developed special programs to serve the nation's newest Veterans - the men and women who served in Operations Enduring Freedom & Iraqi Freedom (OEF/OIF) ??" by assisting them with a smooth transition from active duty to civilian life. VAs goal is to ensure every seriously injured or ill serviceman and woman returning from combat receives easy access to benefits and world-class service.

2. Create a community genogram/profile reflecting the health status of the community.
Note: This should be included as an appendix.
3. Discuss the health concern you studied in your fieldwork. Include the following:
Background in relation to Healthy People 2020 (2010) and local public health data that characterizes this health concern (In FY 2009 and FY 2010 PTSD, hypertension, and depression were the top three diagnostic categories for women Veterans treated by VHA.2

Data from national, state, and/or local level related to the health concern
4. Describe the population of interest affected by the health concern you studied in your fieldwork. In your description, include each of the following components:
Gender
Age
Demographics including socioeconomic status and educational level
a. Describe how this health concern is linked to a health inequity for the population of interest.
b. Use data to support your conclusion.
5. Describe the community resources and partners (e.g., mission, activities, Web sites) currently involved with the health concern. (hypertension groups within VA, pharmD collaboration with MD to manage hypertension, nutrition/dietary involvement, MOVE program to manage weight)

C. Diagnosis
1. Discuss aspects of the health concern not being addressed despite the efforts of the partners involved.

D. Outcomes Identification
1. Describe the ultimate outcome(s) or goal(s) for improvement related to the health concern.

E. Planning
1. Recommend nursing actions to improve the health concern.
Note: Use the Minnesota intervention wheel as an aid in selecting the broad areas for nursing action.
2. Explain how you and other nurses might work with the community and the population of interest to improve the health concern.
Note: Select primary and secondary prevention activities only.
3. Discuss potential public and private partnerships that could be formed to implement your recommendations.
4. Discuss the overall objective(s) for implementing these activities.
5. Create a timelines for expected outcomes.

F. Evaluation
1. Explain how you would evaluate whether the efforts to improve the health concern were effective.
Include in your explanation the tools you might use to do this evaluation.

G. Conclusion
1. Reflect on how your perspective of the communitys health and the national, state, and local efforts toward a healthier population has changed as a result of your fieldwork.

H. Supplemental Materials
1. Include supplemental materials at the end of your paper.
Reference pages in APA format
Appendices as needed, including your genogram



I. If you use sources, include all in-text citations and references in APA format.


Customer is requesting that (rbwpenn) completes this order.

The research proposal must be at least 15 pages not including the references page. You will need to use 15 sources that are dated from 2006 to present 2011. Also statistical data must be used/incorporated.


I will use a mixed research method to help explain why there are so many black males in special education. I will support my hypothesis by using article, journals, observational studies, and statistical data to help illustrate my findings. The articles and journals will give an explanation of the quantitative variables such as learning styles, referral process, I.Q. testing, cultural diversity, lack of early intervention plan, and poverty are instrumental in labeling young black males as special education candidates. Participants that will be involved in the research will be students ranging from grades K-12. Statistical data will be used to show how African American males represent the majority of students in special education considering that they are a small percentage of the student population. The data will show how African American males are victims of racial inequality and racially culturally basis test. I will compare data from the National Education Data Base System to compare the number of blacks as well as minorities in special education oppose to white students around the country.

Format should follow:

Title page
Table of content
Abstract
Chapter 1: Introduction
1. Statement of the purpose of the research of study
2. Statement of reaserach questions
3. Limitation of the proposed research
4. key terms

Chapter2: Review Literature
1. Insert major headings relevant to identifying the different segments of the literature review.
2. Statement of the research hypothesis

Chapter 3: Method
1. Participants
2. Instrumentation
3. Procedure
4. Data analysis

References
Appendices

The Quantitative Research Plan is based on Health Care Disparities in Rural America. (Primarily Mississippi). The problem is many Americans in rural areas are not given choices of quality affordable health insurance and access to quality health care and prevention in rural America must be improved.

The Final Project should include the following:

Title
Introduction
A. Opening statement
B. Background of the study

a. Summary of the literature framing history of the project, using 5 articles related to the problem
b. Gaps and/or deficiencies in prior research
c. Importance of present study
i. Why the study should be pursued
ii. For whom is it important
C. Problem statement
D. Purpose of the statement
a. Research design (experimental, quasi-experimental, or non-experimental)
b. Theory tested or described
c. Intent (describe, compare, relate)
d. Variables (independent, dependent, controlling, intervening)
E. Research question(s) and hypotheses
a. Research question(s)
b. Null and alternative hypotheses for each research question, including how each of the variables will be operationalized

F. Nature of the study
a. Design
i. Paradigm (quantitative)
ii. Design
1. Experimental, quasi-experimental, or pre/non-experimental
2. Specific design (e.g., pre-post test control group, time-series, etc. See Campbell & Stanley 1963.)
iii. Rationale for the design
b. Methodology
i. Population
1. Definition
2. Size, if known, or approximate/estimated size
ii. Sampling
1. Type of sampling
2. How the sample will be drawn
3. Sample size and why chosen in relation to population size
iii. Instrumentation and materials
1. Identify instrument
2. Establish reliability
3. Establish validity
iv. Data analysis plan: indicate what analytical tools will be applied to each set of data collected.
c. Limitations
i. Potential design and/or methodological weaknesses of the study
ii. Explain how the weaknesses will be addressed
iii. Threats to validity and how they will be potentially addressed in the study
d. Ethical Concerns
i. Describe your proposed procedure for providing informed consent and any ethical concerns you may need to address.

G. Significance of the study

a. Practical contributions of the study
b. For whom the study is important
c. Implications for social change

Fact: I am not really sure what sociological issue can be talked about for this geographical area so I am asking for this help and have provided you with the information I have been given.

Problem: Needed a literature review about a neighborhood issue that is part of the background information presented below. I was thinking single parent families but you may find something better. Use 2-3 outside readings preferable sociological studies about one issue relating to this neighborhood and social mobility (San Leandro, California). Based on the background information I have sent you please focus on one sociological issue using 2-3 sources. This is a literature review only. Perhaps single parent families or if you see a better sociological topic to focus on for this community please feel free to develop a different idea. I just need to have three sources and all need to be APA cited. This is the Literature review part of a big paper.

Assignment: 3 page literature review on one issue relating to neighborhoods and mobility. Use the literature and be sure to cite this using APA.

EXAMPLE: (For example, in my zip code 94109, we deal issues of wealth neighboring urban poverty. I might look up research on segregation in San Francisco. I might also find an article on urban poverty in San Francisco. I will discuss the main point of both articles and relate them to our discussion of racial inequality)

BACKGROUND:
San Leandro is a small suburban city located in the county of Alameda in the American state of California. The city of San Leandro has an estimated population of around eighty four thousand nine hundred and fifty, according to current estimates of the United States bureau of Statistics Census. The city of San Leandro City is one of the major cities in California and has the greatest number of white residents relative to other cities. The average number of Whites (31,946) exceeds the average population of African Americans (10,437), Native American (669), Asian (25,206) and Pacific Islander (642), other races (16, 050) and Latino/Hispanics (23,237 (American Fact Finder 2010). For every ninety-three male residents in the location there are one hundred female residents. An average of one hundred females exceeding the age of eighteen match an estimated eighty-nine males of the same age. The average household income for the residents of this city is slightly above fifty one thousand dollars while that of families falls in the region of sixty thousand dollars. The male residents earn an average of forty one thousand dollars compared to females who bring in thirty three thousand four hundred dollars in income. The entire citys per capita income is twenty three thousand eight hundred and ninety-five dollars, divided between four and a half percent of the citys families and about six and a half of the citys population deemed to be living below the line of poverty (American Fact Finder 2010). The number of individuals living below the level of poverty is inclusive of 7.3 percent of individuals that are aged eighteen years and 6.5 percent of older people whose age exceeds sixty-five years.
San Leandro has a notable presence of single female householders who have children. The household distribution statistics indicate twenty-nine percent of all households being single person households. Female householders with children make up six percent of all the households in comparison to two percent that comprise of male householders with children. This indicates a financial strain on the part of women who have to single handedly cater for the needs of their families (American Fact Finder 2010). These figures also indicate the presence of a flourishing family life in the city with married couples that have children making up twenty one percent of the households and married couples that do not have children being twenty six percent. This indicates that the number of families that practice family planning is significant.
There seems to be a generally equal distribution of resources for both males and females in the city of San Leandro. Although males earn incomes that slightly exceed those earned by their female counterparts, statistics indicate that they earn it the hard way, with a majority of them working in the construction and service industries. There is a slight disparity in the expenditures of males and females in the city. With the presence of single parent households that females head, it is an indication that most of the income earned by females finds use in catering for the family. The statistics paint the city as an area occupied by generally affluent Hispanics, with most of them being homeowners. In terms of economic disparities, the city has a relatively small percentage of people living below the poverty line (American Fact Finder 2010). The city also has enough facilities in terms of education and the health sector although this will merit an address in future because of its notable yearly population growth since the year 2000. For San Leandro city to achieve Race, gender and social equality, it needs systemic changes in social interaction modes and in policy at all levels of the city. As the American Fact finder website illustrates, this includes public services, work, home, media and at school. The American fact finder demonstrates that white and black students attending high school in affluent environments have minimal chances of dropping out of school relative to those attending schools in poor environments. Evidently, the most critical element in bearing on the success rate of students was the affluence of the school and not the racial aspect of the student body. Students attending racially mixed schools scored a high performance relative to students attending all-black schools. Therefore, the distances in the quality of school between all-black schools and racially mixed schools are increasing at the higher education level. As a result, it can be arguably said that absence of the spatial segregation of minorities, most social ills characterizing urban poverty in the city of San Leandro would not exist.
With the deep rooted Race, gender and social factors perpetuating ethnicity, economic inequality, ethnic and racial conflict, educational inequalities, the city is in a tremendous need of reframing the issues and create strategies for change. Framing issues of gender equality is reflected through social justice and human rights. It permits men to view participation in gender issues as actions helping to improve human rights at all levels within the city. This framework of human rights offers a solid instrument for fighting ethnicity, economic inequality, ethnic and racial conflict, educational inequalities in the city.


Below are links to signle parent literature studies as I need 2-3 outside sociological studies as part of this literature review. I have included a couple below but certainly you are welcome to find your own or concentrate on a totally different sociological issue that I am not seeing.

POSSIVLE SOCIOLOGICAL STUDIES to use:
These articles are about Single Parent Families.
The Single-Parent Family: A Social and Sociological Problem
Jane K. Burgess
The Family Coordinator
Vol. 19, No. 2 (Apr., 1970), pp. 137-144
Published by: National Council on Family Relations
Article Stable URL:
http://www.jstor.org/stable/582443
found at
http://www.jstor.org/discover/10.2307/582443?uid=3739560&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=21102799134293


http://www.prb.org/pdf10/single-motherfamilies.pdf

http://ronaldg.bol.ucla.edu/Rons_UCLA_Homepage/Reese,_Balzano,_et_al,_1995_files/Reese,%20Balzano,%20Gallimore%20%26%20Goldenberg,%201995.pdf

http://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=7493

Film Analysis on "In the Heat of the Night" (1967) Answer the following questions....
1. What theories concerning prejudice and discrimination apply to the people in this movie and why? Give specific instances that support your findings.
2. What does this movie seem to indicate about race relations in the north and the south? why?
3. How realistic is this presentation about northern and southern behavior, given our present knowledge of history?
4. What differences do you find between this movie and the television series "In the Heat of the Night"? In another words, how has the television series changed the appearances of race relations in Sparta, Mississippi? What are the reasons for these changes in the characters and their behaviors?