KU The Development of Early Newborns Infants and Two Year Olds Project

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Description

Child Book Project

  • Introduction
  • Before beginning the assignment, go to the Early Childhood High School Pathways Program and Courses Learning Resource Center. Once there, click the High School Pathways Program Course Resources tab in the Resources box. There you will find a template for this Child Book Project assignment. Download, review, and use the template as you complete this assignment.

One of the most enjoyable and rewarding experiences you can have is sharing a book with a young child. Children enjoy exploring books by touching them, looking at them, and listening to them being read aloud. The reader’s enthusiasm and tone of voice, as well as the circumstances under which the book is being read, are crucial to the child’s enjoyment of story time.

Exploring Books

When you share books and stories with infants, toddlers, and two-year-olds, you’re supporting their development in many different ways. First, reading is an excellent way to strengthen language skills and vocabulary, giving children the opportunity to learn new words to describe objects, animals, feelings, colors, shapes, and experiences. As they grow, they’ll begin to mimic the animal sounds and repetitive phrases commonly found in children’s stories. Exploring books also helps infants to develop their fine motor skills. A baby may grasp the book, feel its texture, shake it, toss it, or chew on it. In addition, reading involves pleasant interaction between the young child and an adult or older child, reinforcing its appeal.

Books are an essential part of any education program. The area of your classroom dedicated to reading should be cozy and inviting. A child-size rocking chair, cushions, pillows, and other inviting furnishings are excellent choices for the space. Books shouldn’t be limited to this area only, however. Looking at books should be encouraged in any area of the classroom.

Selecting Books

When you select books for your reading area, there are many factors you must keep in mind. The books you choose must be developmentally appropriate and depict a wide range of characters from diverse backgrounds. Once you have an appropriate collection of books, it’s essential to rotate the books on your shelves so that each week there’s a new selection from which the children may choose. While rotation helps to hold the children’s attention, you’ll also want to keep a stack of much-loved favorites nearby for repeated readings.

Reading and Age Groups

While a young infant may be capable only of focusing on a bold picture and enjoying the sound of your voice, older babies and toddlers need more interaction during reading time. Each age group has its own set of needs, and the following guidelines will help you choose books that are developmentally appropriate.

Young Infants (Birth–9 Months Old)

Books for young infants should have the following characteristics:

Illustrated with bold, simplistic pictures

Durable and washable

Constructed of heavy cardboard, vinyl, plastic, or cloth

Made with pages that are easy to turn, such as board books

Interactive, including folds, flaps, and textures to feel and manipulate

Wordless or include one to two words on each page

Mobile Infants (10–17 Months Old)

  • When choosing books for older infants, remember the following:
  • Books for this age group should be sturdy.
  • Older infants are attracted to pictures of things that are recognizable and easily named.
  • Wordless books should show familiar objects that may be counted or named.
  • Older infants enjoy rhyming and repetition.
  • Older infants are beginning to choose books based on content.

Content should be simple, involving topics such as animals, babies, and families.

Books should include one to two words or one short phrase of three to five words on each page.

Toddlers (18–23 Months Old)

  • Toddlers are ready for books with the following qualities:
  • Simple plots and a few simple or short phrases (three to five words) words on each page
  • Topics such as families, animals, feelings, or daily routines
  • Pictures that introduce the concepts of size, shape, and color
  • The alphabet illustrated with uncomplicated, colorful pictures
  • Familiar songs, stories, or finger plays that invite participation
  • Stimulating activities such as finding and pointing out hidden objects

2-Year-Olds

When choosing books for 2-year-olds, look for books that contain the following:

Familiar songs, stories, or finger plays that invite participation

  • Diverse characters
  • Stories about themselves or children similar to themselves
  • More detailed pictures depicting the characters and their experiences
  • Concepts such as size, shape, number, and color
  • One to two short phrases (three to five words) on each page
  • Remember, when choosing books for any age group, it’s important to consider whether or not the books you’re choosing show children and families from a variety of cultural backgrounds and with diverse abilities.

The Child Book Project

The Child Book Project is a hands-on activity that relates to early childhood education.

Goal

  • The goal of this project is to help you expand your understanding of the material contained in your textbook and study guide and to apply your knowledge to some practical situations in an early childhood education environment.
  • Procedure
  • This is a project of discovery. You’ll find five age- and developmentally appropriate books that you would use with infants, toddlers, and 2-year-olds. Note: No purchase of any book is necessary to complete this assignment.
  • Once you’ve chosen your five books, you’ll compose a list of the books. You’re required to select one book intended for young infants (birth–9 months old), one for mobile infants (10–17 months old), one for toddlers (18–23 months old), and two for 2-year-olds.
  • Finding Books
  • Finding books can be done online, and now YouTube and other websites have readings of many favorite and new children’s books. First, look at this website for ideas on good books for infants and toddlers: Great Books to Read to Infants and Toddlers. Don’t ignore favorites that have been around for decades—they remain popular for a reason.

Be sure to search for infant/toddler age groups on sites such as these:

Amazon

Barnes and Noble

International Children’s Digital Library

Storyline Online

Caldecott Medal & Honor Books, 1938–Present

Newbery Medal Books

Select your books, then search for them on YouTube or other sites for readings so that you can experience them fully.

NOTE: No purchase of any book is necessary to complete this assignment.

Taking Notes

For each book you select, make notes to compile the following information:

The title, author, publisher, illustrator, and year of publication. Double-check all information for spelling and accuracy.

A brief summary of the book’s content, including characters, setting, plot, illustrations, rhyme, theme, and anything else you believe your instructor should know about the book. Your summary of the book must be written in your own words; do not copy, quote, or paraphrase the book publisher’s or book seller’s synopsis of it.

Record at least three features of each book that you believe make it appealing to infants, toddlers, and 2-year-olds. Be specific and share your honest assessment of the book’s appeal.

  • Writing Your Paragraphs

After you’ve collected all the information for each book, begin writing your assignment.

  • Create a title page. Your title page will include your name, your student number, the course name and number, the project name and number, and the date of submission for the exam. Center this information in 12-point Times New Roman font on the first page of the assignment.

Format your paper. Format your paper using 12-point Times New Roman font. Set the margins at a standard 1 inch on all sides. Set your line spacing as double. Because you’ve given your information on the title page, no header is necessary.

  • Your completed assignment will be in essay format, consisting of 12 fully developed paragraphs that include the following:

Paragraph 1: An introduction that previews for the reader what you’ll be writing about. Explain how you located and selected your five books and include your thesis statement as the last sentence of this paragraph. A thesis statement tells the reader what the purpose of the essay is and provides insight into what the body of the essay will discuss. This paragraph must be at least three to five sentences.

  • Paragraph 2: A summary, in your own words, of the book selected for young infants (birth–9 months old. This summary should provide the reader with a clear understanding of the book’s characters, setting, plot, and theme. In other words, what’s the book about? Be specific. This paragraph must be at least three to five sentences.

Paragraph 3: Describe one reason why the book would be appealing to young infants. What would young infants like about this book? Why would this book be enjoyable to them, and why would they prefer this book be read to them repeatedly? Next, identify one reason why parents would select this book for their young infant. From a parent’s perspective, why is this book appealing? Why would parents prefer this book? Finally in this paragraph, explain one reason why caregivers would pick out this book to read to young infants. From the caregiver’s perspective, why would they select or prefer this book over other books available to young infants? Why would they find it necessary or important to share this book with young infants? Your responses in this paragraph should be fully developed and should include specific details and examples as needed to support your opinions. This paragraph must be at least three to five sentences.

  • Paragraph 4: A summary, in your own words, of the book selected for mobile infants (10–17 months old). This summary should provide the reader with a clear understanding of the book’s characters, setting, plot, and theme. In other words, what’s the book about? Be specific. This paragraph must be at least three to five sentences.

Paragraph 5: Describe one reason why the book would be appealing to mobile infants. What would mobile infants like about this book? Why would this book be enjoyable to them, and why would they prefer this book be read to them repeatedly? Next, identify one reason why parents would select this book for their mobile infant. From a parent’s perspective, why is this book appealing? Why would parents prefer this book? Finally in this paragraph, explain one reason why caregivers would pick out this book to read to mobile infants. From the caregiver’s perspective, why would they select or prefer this book over other books available to mobile infants? Why would they find it necessary or important to share this book with mobile infants? Your responses in this paragraph should be fully developed and should include specific details and examples as needed to support your opinions. This paragraph must be at least three to five sentences.

  • Paragraph 6: A summary, in your own words, of the book selected for toddlers (18–23 months old). This summary should provide the reader with a clear understanding of the book’s characters, setting, plot, and theme. In other words, what’s the book about? Be specific. This paragraph must be at least three to five sentences.

Paragraph 7: Describe one reason why the book would be appealing to toddlers. What would toddlers like about this book? Why would this book be enjoyable to them, and why would they prefer this book be read to them repeatedly? Next, identify one reason why parents would select this book for their toddler. From a parent’s perspective, why is this book appealing? Why would parents prefer this book? Finally in this paragraph, explain one reason why caregivers would pick out this book to read to toddlers. From the caregiver’s perspective, why would they select or prefer this book over other books available to toddlers? Why would they find it necessary or important to share this book with toddlers? Your responses in this paragraph should be fully developed and should include specific details and examples as needed to support your opinions. This paragraph must be at least three to five sentences.

Paragraph 8: A summary, in your own words, of the book selected for two-year-olds. This summary should provide the reader with a clear understanding of the book’s characters, setting, plot, and theme. In other words, what’s the book about? Be specific. This paragraph must be at least three to five sentences.

Paragraph 9: Describe one reason why the book would be appealing to 2-year-olds. What would 2-year-olds like about this book? Why would this book be enjoyable to them, and why would they prefer this book be read to them repeatedly? Next, identify one reason why parents would select this book for their 2-year- old. From a parent’s perspective, why is this book appealing? Why would parents prefer this book? Finally in this paragraph, explain one reason why caregivers would pick out this book to read to 2-year-olds. From the caregiver’s perspective, why would they select or prefer this book over other books available to 2-year-olds? Why would they find it necessary or important to share this book with 2-year-olds? Your responses in this paragraph should be fully developed and should include specific details and examples as needed to support your opinions. This paragraph must be at least three to five sentences.

Paragraph 10: A summary, in your own words, of the book selected for two-year-olds. This summary should provide the reader with a clear understanding of the book’s characters, setting, plot, and theme. In other words, what’s the book about? Be specific. This paragraph must be at least three to five sentences.

Paragraph 11: Describe one reason why the book would be appealing to 2-year-olds. What would 2-year-olds like about this book? Why would this book be enjoyable to them, and why would they prefer this book be read to them repeatedly? Next, identify one reason why parents would select this book for their 2-year-old. From a parent’s perspective, why is this book appealing? Why would parents prefer this book? Finally in this paragraph, explain one reason why caregivers would pick out this book to read to 2-year-olds. From the caregiver’s perspective, why would they select or prefer this book over other books available to 2-year-olds? Why would they find it necessary or important to share this book with 2-year-olds? Your responses in this paragraph should be fully developed and should include specific details and examples as needed to support your opinions. This paragraph must be at least three to five sentences.

Paragraph 12: A conclusion that tells the reader what you’ve learned from this assignment. What has this project taught you about choosing books for infants, toddlers, and 2-year-olds? How will you be able to apply this information in your own personal or professional life? This paragraph must be at least three to five sentences

Kutztown University of Pennsylvania Reflection Essay

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Description

Make it better and more interseting

In this class, we have explored writing, language, and communication in great detail. We have written in various genres (think about your unit 1 and unit 2 projects), engaged with others’ ideas and experiences, communicated in digital and print contexts, and practiced drafting and revision. You also have a world of personal experiences related to your writing, school work, and professional work. This last assignment is an opportunity to showcase all of this!
You will bring together the different views about writing/language we’ve explored, put them into conversation with your own experiences as a writer and rhetorician, and communicate them to a specific audience. You will be creating your own personal definition of writing!

Another way to think of this assignment is that this is your opportunity to join the conversations we have been exploring all semester. In Unit 1, you reflected on your own experiences with language and discourse. Then in Unit 2, you read several texts about language and writing, listened rhetorically, and then put those voices into conversation with each other. Now, in Unit 3, you are going to enter the conversation by creating your own original text for a public audience–that is, a specific audience beyond this classroom.

Task:
You will write a text for a public audience that covers at least 4 claims about writing/rhetoric/language and a thorough explanation for each claim. You can frame these 4 claims as “lessons” you learned in the class, or as advice you have for other people based on your experiences (note: the advice should not be about passing the class, but about writing/rhetoric/language). Look over our reading assignments this semester and you’ll see that many of them explore lessons the author learned, or advice the author has for other writers. That’s what you are going to do here. How you decide to frame your claims will largely depend upon the specific audience you choose for your project. For example, if your audience is comprised of incoming 1101 students, then your claims will look/sound different than if your audience is made up of professional writers.

Your project should have at least an introduction or a conclusion and a title. Depending upon the genre you choose for this project, you need decide if you will include an introduction, conclusion or both along with your 4 claims. You might use an introduction that frames the claims and prepares your reader for what follows and/or a conclusion that helps tie up loose ends and provides closure–it depends on the genre (see below). Either way, you should frame the 4 claims/lessons you discuss and/or explain your reason for writing (in a way that makes sense for the genre, audience, purpose–again, see below). In other words, how can your audience make sense of your 4 claims together? Since your introduction or conclusion should be written to your specific audience, you should clearly describe what you want them to do, see, or believe as a result of reading your claims. What do you want them to do with these claims? That should be addressed in an introduction or conclusion–which genre you choose will impact whether an introduction or conclusion (or both!) is more appropriate.

You should also choose a title that interests your audience and gives them an idea of what to expect from your work. The title of your project does not need to mirror the title of the assignment (so, not “My Personal Definition of Writing”). What title is appropriate for the content, purpose, genre, and audience of your work? Remember, titles often forecast what a document is about, so you’ll probably want to write the draft before you settle on a title that describes what your draft is about.

Purpose:

  • To a degree, you will get to choose your purpose. Similar to what is explained above, your purpose will largely depend upon the specific audience you choose for your project. In part, this depends on whether you want to talk about lessons you’ve learned, advice you have for beginning writers, thoughts that relate to more advanced writing or professional writing, or something else. You might think of your purpose as debunking common myths about writing, or you might choose to demystify the writing process for your audience, or you might provide advice to your audience. In other words, you have to write about 4 claims, but “why” you are writing your claims for your audience is up to you. But you do need to name your purpose for writing in your topic proposal and stick to it.

Audience:

  • You get to pick your audience. As explained above, this is a very important decision because your audience impacts what you write and your purpose for writing. Who do you want to write for? Maybe incoming freshmen? Maybe this is a text you see being distributed to 1101 students on the first day of class? Maybe it’s a text that will be distributed at the writing center? Do you want to write for students like you–first-generation college students, Black students, multilingual writers? Maybe you want to write to students in your major, professionals in your field of study, or middle school students? Just remember that whoever you are writing for is a public audience–meaning that it is an audience beyond our classroom and there will be people in this audience that you don’t know personally. This might be an audience that you have some familiarity with (i.e., incoming 1101 students or an audience related to your culture) or an audience that is more unfamiliar to you (i.e., readers of FIU News or elementary school students). Whatever audience you select, your audience can’t be “everyone” — pick a specific group of people that will be interested in and benefit from your perspectives and then write for them.

Genre:

  • You also get to pick your genre, as long as it’s a written text and it is at least 1000 words long. You also want your genre to make sense given your specific purpose and audience. The genres that will be most effective for an audience of incoming 1101 students might be different than the genres that would be effective for a younger audience or an audience in a non-academic space. You can look back at texts we read in Unit 1 and Unit 2 and choose to use one of those genres, including op-eds, articles, and blogs. Whatever genre you choose, you should write a text that looks and acts like that genre. (In other words, you can’t write a 5-paragraph essay and say it’s an article–what do articles look like? What do they do that 5-paragraph essays don’t do?) Use examples from the genre you’ve chosen and use them as a model. In the past, some example genres students have used include a blog, an article in the FIU newspaper, a magazine article, a “how to” article, a review, an open letter, an essay, a narrative, etc.

Consider the visual aspects of the genre you choose and make appropriate rhetorical choices. Will you use subheadings? Bulleted lists? Would it be effective to incorporate different colors or font types? Does the genre you chose typically include images? Will you organize your writing into paragraphs, columns, or something else? Similar to the choices you will make regarding your claims, your purpose, and your audience, the visual design of your project requires you to make purposeful, thoughtful decisions. Put simply, you want your purpose, your audience, and your genre to make sense together and complement one another.

Other Requirements:

  • Claims + Explanations: As explained above, your personal definition of writing should include at least 4 claims about writing/rhetoric/language. Along with each claim, you need to include an explanation that expands upon that claim. While your genre will inform the choices you make, your claims should be explained and/or defended using your experiences in this class along with your personal perspectives and/or experiences beyond this class. A minimum requirement of this project is that you make at least one reference to a class reading or assignment in support of each claim. In other words, you must draw connections between the claims you are choosing and the experiences you had in this class. You are also invited to bring in personal, cultural, and/or professional experiences as they relate to each claim.
  • Make sure that your claims work together in some way. This will better serve your audience and purpose. It’ll also help you make connections between your claims. Your introduction and/or conclusion will help your reader see those connections, too.
  • Since each claim will be clearly stated as a sentence before, after, or alongside each corresponding explanation, place that sentence in bold so that I can clearly find the 4 claims.

Don’t know what your claims should be?

The following questions are designed to help you consider your specific claims. You do not need to use these questions–they are just a list of questions to help you brainstorm what your four claims might be about.

You could focus all four claims on one question and really dig deep, or choose a couple different questions. Try to make sure that all of it works together, though, so that your document works as a whole.

  • What writing activities or projects from this semester were especially significant for your understanding of writing?
  • What is something you thought about writing at the start of our semester that you now understand differently?
  • What personal writing experiences do you regularly engage with and what purpose/role do they serve in your life? (e.g., social media, diary/journal writing, letter writing, scrapbooking, poetry, etc.)
  • What is the role of peer review in the writing process?
  • What is the relationship between reading and writing?
  • What is the relationship between linguistic diversity and effective communication?
  • What do you believe constitutes good or effective writing in the classroom?
  • What should be the role of digital writing in the classroom?
  • What practices should be central to the writing classroom?
  • What do you believe constitutes good or effective writing in your professional life?
  • What is the relationship between writing and social action?
  • What is the relationship between writing and personal expression?
  • How do writers construct ethos/credibility with their audience?
  • What is the role of giving, receiving, and responding to feedback in writing?
  • What is the importance and purpose of drafting in writing?
  • What is the importance and purpose of brainstorming and/or planning in writing?
  • What attitudes and habits do successful students have?
  • How does language/discourse affect our writing? Or identity as writers?

Criteria for Success:

This writing project will be evaluated based on the following questions:

  • Purpose: Are the chosen audience and genre appropriate for the message? Is the purpose for writing clear to the reader? Does the purpose remain consistent throughout the entire project? (15%)
  • Genre: Does the writer effectively employ genre conventions? Does the genre the student chose for this project make sense given the specific audience and purpose of the project? Does the writer use an introduction/conclusion/title in accordance with chosen genre conventions to frame the four claims? (15%)
  • Audience: Does the text effectively appeal to and meet the needs of the chosen audience? Is the audience consistently addressed throughout the entire project? (15%)
  • Explanations: Is each claim stated and explained so that its significance and meaning is easily understood? Does each explanation provide examples and/or ideas that would be relatable and understandable to the chosen audience? Does the project provide detailed, in-depth, thoughtful ideas writing, language, and/or communication? Does the project contain 4 claims/lessons, which are all easily identified? (30%)
  • Support: Does the project bring in specific and accurate references to ENC 1101 texts and assignments to support claims? Does the student use their own words, ideas, and experiences to support each claim? (20%)
  • Mechanics: Does the project show evidence of thorough proofreading and editing? (5%)

Reflection is an important part of any learning we do. You’ll often be asked to reflect in your college career and in the professional workplace. Reflections are a space where you can think about what you learned, what you did, and what you’d do differently. For example, if you play sports, you know that teams often meet to discuss how a game went, what you learned from the experience, and what needs to be done differently next time. In the work place, you may be asked to explain the work you’ve done in the last month to your boss, what challenges you faced, what solutions you found, and what you recommend going forward. In the school setting, reflections not only help you, the student, consider what you learned, but they help the teacher understand the unseen work that you did.

You’ve worked hard to learn new concepts, understand a new genre, write and revise your essay–and I want to know how it went. I’d like you to write a short 250-300 word reflection about this project and the revision process.

Importantly, I want you to organize this reflection to paragraphs, and have each paragraph focus on ideas you want to share.

Here are some questions your reflection might address:

  • Comment on the process of writing the first draft. What was the most challenging part of writing this project? In what ways did genre inform the decisions you made as you wrote? In what ways did your audience and purpose inform the decisions you made as you wrote?
  • Comment on the revision process and your attempts to improve your project. What did you work hardest on to revise in this project? For example, was there a comment readers gave you that you worked especially hard to address? What comment or feedback did you get (and from whom) that helped you understand something about this project or your own writing? What did you change as a result of the feedback?
  • Comment on the final product or the unit as a whole. What do you hope I will notice about your essay? Is there a section or element that you want to point my attention to? What would you have changed if you had more time to work on this? What skills do you think you learned most during this unit? (This can be something new you learned or a skill you improved.)

You may be honest in your reflection. Anything you say here will not affect your grade on the project at all.

Note: There are two new questions that you haven’t had to answer in past reflections.

San Diego State University Artifacts at the Louvre Museum Analysis

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Description

read over the Gallery Guide which can be found below the Module 9 content area on the left. Once you have done that you will write a discussion section entry using the following guidelines:

1. Go to http://www.louvre.fr/en/selections

and scroll down and click through the pages to view the works of art in the Louvre collection that they are highlighting on the website

and/or 

https://www.moma.org/collection/works?&with_images…

and look at the works that are currently on view at the Museum of Modern Art in New York. 

2. Select a total of 3 (three) artworks from either or both sites that you are interested in and would like to describe and analyze using the terms and concepts from the course discussed in the textbook and in the gallery guide. Each work should be from a different medium. (Sculpture, painting, metal-smithing, video, etc.) 

PLANNING YOUR (VIRTUAL) VISIT (While this document talks about going to an actual physical museum, I am asking you to use the online resources for Exercise E.)Museums are storehouses of our cultural treasures. Some focus on specific times and cultures. Galleries frequently change the artwork they display, and offer special exhibitions showcasing the work of contemporary and local artists. Artworks in a gallery are often for sale, but works owned by a museum are held in its care long term. Ask your professor what museums and galleries are located in your area. Artworks can also be seen all around you: for example, a sculpture in your local park, or art in government buildings or in the gallery on your school campus. Often, museums were built by renowned architects, and are therefore works of art in themselves. As museum staff take pride in their collections, and are concerned for the valuable objects in their care, museums often have strict rules. The architecture itself can also be somewhat forbidding. Don’t let such rules, or a building’s imposing facade, make you feel unwelcome, however: the artwork is there for you to appreciate! Let yourself wander through the museum, stopping to consider works that intrigue you. Everyone’s taste is unique, and it is better for you to focus on a few works than to overwhelm yourself trying to understand the museum’s entire collection in one day. When you come upon an artwork you would like to write about or sketch, stop and consider what it is that drew you to it. Do you love it? Hate it? Do you find it beautiful or ugly? Are you curious about the characters in the scene? Or are you confused by what the artist is trying to say? Use the textbook, class notes, and museum labels to help you understand the artwork. But do not forget to take ample time to look at it in detail. You can make the most of your visit to a local art museum or gallery if you plan ahead. Based on what your teacher advises, choose a museum to visit. Research the items below online before you go so that you can make the most of your time with the exhibits. What to take with you: First and foremost, read your assignment carefully before you go, and take it with you. Take a notebook and pencils, too, so you can make sketches of the works (including details that interest you). Some museums do not allow pens, so check first before taking one. Many museums do not allow you to take photographs, but if you have already printed out an image from the museum website, you can use this as a reference, or you may find a postcard of the work in the museum gift shop. While you are there: Museum and gallery projects often require you to study one work in detail, or to compare and contrast two works. The experience of seeing works in a museum or gallery is the best way to enjoy and learn about art. Take a little time to look at other works, not just the ones you are studying for your assignment. Artworks displayed in the same room may well be by the same artist, or from the same era or culture. You may notice something in these pieces that will inspire extra ideas for your assignment. Practical considerations: Check the museum website for information about opening hours, transportation, parking, entrance fees, and whether such items as backpacks and cameras are allowed inside the museum (and if not, where you can check them). Some museums do not charge for entry but may charge for a special exhibit: check the website for details. Many museums that charge have free or reduced-price admission on specific days. Artwork labels: There are usually labels next to each artwork. These labels contain useful information about the work, which can help you write a really great assignment. Do not forget to make notes of the details given in the labels. The museum bookstore and website will help you find more material about the artwork you select. Museum and gallery dos and don’ts: You may want to get close to a work to study a particular detail, but remember to be courteous to other visitors who may want to see the work at the same time. Never touch a work of art, because doing so can damage it. Do not take photos unless you are sure this is allowed. If in doubt, ask. Some museums permit visitors to take photos if flash is not used. Finally, although food and drink are not allowed in the exhibition spaces of museums and galleries, many have a café or restaurant. FORMAL/VISUAL ANALYSIS OF WORKS OF ARTA work of art is the product of the dynamic interrelationships between the various art elements and principles as they are utilized by the artist. As you engage with a work of art, ask yourself why the artist made such choices. By looking more closely at artworks and trying to identify the elements and principles of art that have been used to create them, we may further understand the artist’s intended vision and will notice how the artwork often reflects the time and place from which it came. Elements of ArtLine: Do you see any outlines that define objects, shapes, or forms? Are lines used to emphasize a direction (vertical, horizontal, diagonal)? Describe the important lines: are they straight or curved, short or long, thick or thin? How do you think the artist utilized line to focus attention on certain objects, forms, or people? Are any invisible lines implied? For example, is a hand pointing, is the path of a figure’s gaze creating a psychological line, or is linear perspective used? Do the lines themselves have an expressive quality, as in Van Gogh’s Starry Night? Light: If the work is a two-dimensional object, is a source of light depicted or implied? Is the light source natural or artificial? Do the shadows created by the light appear true to life, or has the artist distorted them? In what way does he or she depict such shadows—through line, or color? If the object shown is three-dimensional, how does it interact with the light in its setting? How do gradations of shadows and highlights create form or depth, emphasis or order in the composition? Color: Which colors are predominantly used in this depiction? If the object is black and white, or shades of gray, did the artist choose to do this because of the media he or she was working in, or do such shades create a certain mood or effect? Color can best be described by its hue, tone, and intensity (the hue is its basic shade, for example blue or red). Does the artist’s choice of color create a certain mood? Does he or she make use of complementary colors—red/green, violet/yellow, blue/orange—or analogous ones (those next to each other on the color wheel)? Does the artist utilize colors that are “warm” or “cool”? In which parts of the work? Is atmospheric perspective—in which cool colors recede, creating a blurred background, and warm, clear colors fill the foreground—used? Do you notice any visual effects, such as optical color mixing? Texture: What is the actual texture on the surface of the object? Is it rough or smooth? What is the implied texture? Are patterns created through the use of texture? Shape: What shapes do you see? If the work has a flat surface, are the shapes shown on it two-dimensional, or are they made to appear (illusionistically) three-dimensional or volumetric? If the work is a three-dimensional object, how volumetric is its shape? Is it nearly flat, or does it have substantial mass? Is the shape organic (seemingly from nature) or geometric (composed of regular lines and curves)? Can you see any implied shapes? In representations of people, how does shape lend character to a figure? Are these figures proud or timid, strong or weak, beautiful or grotesque? Form: Did the artist choose geometric or organic form, or a combination of both? Why do you think the artist made these choices? Volume and mass: Has the artist used volume or mass to express any feelings or communicate any ideas? Is the work a closed or open volume? Space: How does the form created by shape and line fill the space of the composition? Is there negative, or empty, space without objects in it? If the artwork is three-dimensional, how does it fill our space? Is it our size, or does it dwarf us? If the piece is two-dimensional, is the space flat, or does it visually project into ours? How does the artist create depth in the image (by means of layering figures/objects, linear perspective, atmospheric perspective, isometric perspective, foreshortening of figures)? Time and motion: Does the artwork in some way communicate the passage of time? For example, it may tell a story or narrate a series of events. Consider whether the work involves motion (implied or actual) in any way. Remember that even a static artwork, such as a painting or a sculpture, can express motion. Value: Are there any significant value changes (i.e. changes in the degrees of darkness or lightness) in the work? If so, why do you think the artist used value in this way? Principles of ArtArtists utilize the elements of art to produce these design principles. Emphasis: The emphasis of a work refers to a focal point in the image or object. What is your eye drawn to? Does the artist create tension or intrigue us by creating more than one area of interest? Or is the work of art afocal—that is, the viewer cannot find a particular place to rest the eye? Is there a psychological focus created through the elements of art? Scale and proportion: What is the size of all the forms and how do they relate proportionally to one another? Did the artist create objects larger in scale in order to emphasize them? Or was scale used to create depth? Are objects located in the foreground, middle ground, or background? Look at the scale of the artwork itself. Is it larger or smaller than you expected? Balance: Balance is produced by the visual weight of shapes and forms within a composition. Balance can be symmetrical—in which each side of an artwork is the same—or asymmetrical. Radial balance is when the elements appear to radiate from a central point. How are opposites—light/shadow, straight/curved lines, complementary colors—used? Rhythm: Rhythm is created by repetition. What repeated elements do you see? Does the repetition create a subtle pattern, a decorative ornamentation? Or does it create an intensity, a tension? Identify the type of rhythm used: is it simple repetitive rhythm, progressive rhythm, or alternating rhythm? Does the rhythm unify the work, or does it, on the contrary, seem a group of disparate parts? Unity and variety: Is the artwork unified and cohesive, or disordered and chaotic? How does the artist use the elements to achieve this? Consider the work in terms of both its composition and the concepts it explores, which can also unify an artwork. Is there diversity in the use of elements that creates variety? Consider value, texture, color, shape, and other elements of art. How does the artwork combine aspects of unity and variety? Pattern: Can you identify any repetition of an element (such as shape, value, or color) in the artwork that creates a pattern? A design repeated as a unit is called a motif. Can you see any motifs in the work? Media and TechniqueIs the object two- or three-dimensional? What limitations, if any, might the chosen medium create for the artist? Drawing: Consider the materials utilized: pencil, silverpoint, chalk, charcoal, crayon, pastel, ink, and wash. Was the artist able to make controlled strokes with this medium? Would the tool create a thick or thin line? One that was defined or blurred? Was the drawing intended to be a work of art in itself, or is it a study for another work, a peek into the artist’s creative process? Painting: How did the type of paint affect the strokes the artist could make? Was it fresco, oil, tempera, watercolor, encaustic, acrylic, or some other type of paint? Was it a fast-drying paint that allowed little time to make changes? What kind of textures and lines was the artist able to create with this medium? Does it create a shiny or flat look? How durable was the medium? How was the paint applied to the surface: with a brush, a palette knife, dripped, or sprayed? Printmaking: What is the process the artist undertook to create this work? Did the artist need to engrave or etch? Did the medium require a steady hand? Strength, or patience? Visual communication design: What format did the designer select (poster, book, advertisement, etc.)? Is the work color or black and white? How does the artwork combine text and images? Sculpture: Is the sculpture high or low relief, or can we see the object in the round? What challenges did the material present to the artist? Was the work created through a subtractive process (beginning with a large mass of the medium and taking away from it to create form), or an additive one (in which sculptors add material to make the final artwork)? What tools did the artist use to create the form? If the form is human, is the artwork life-size? Architecture: Does the building represent the work of a community or the power of a leader? How was it constructed? What was the structure’s intended use? How does it fit with its surroundings? Is it a domineering or welcoming structure? Traditional craft media: Is the work made of ceramic, glass, metal, fiber, wood, or some other material? Why do you think the artist chose this material? Photography: Was the photograph taken digitally, or using film? Is it in color or in black and white? What is the subject matter? Film or video: Is the film in color or in black in white? Is it silent or is there sound? How is it displayed in the gallery? Alternative media: Does the work emphasize ideas rather than the physical product? Is there a physical product? The work could be conceptual, or temporary—a performance by an artist, for example. Are you as the viewer involved in the work? Perhaps you are walking through an installation or environment created by the artist.      Modes of AnalysisConsider whether any of the following ways of analysing an artwork can be applied to the subject of your assignment: Formal and stylistic analysis: Does the work clearly depict objects or people as we would recognize them in the world around us (is it representational)? Alternatively, is its subject matter completely unrecognizable (is it non-objective)? To what degree has the artist simplified, emphasized, or distorted aspects of forms in the work (or abstracted it)? Does this artwork have a unique style? Or can you identify characteristics that it shares with other artworks by the same artist, from the same period or place, or belonging to the same artistic group or movement? Iconographic analysis: Are there things in the work that you can interpret as signs or symbols? For example, is there anything that suggests a religious meaning, or indicates the social status of somebody depicted in the work? Labels often provide good information about iconography. Biographical and psychological analysis: Would information about the life of the artist help you to interpret the work? Do you think the artist’s state of mind (happy, depressed, anxious) has affected the artwork? Again, labels are often a good source of biographical detail. In some museums volunteer docents are available to answer questions about an artist’s life and works. Feminist and gender studies analysis: Is the role of women in the artwork important? Is the artist commenting on the experience of women in society? Is the artist a woman? How does the gender of the artist affect his or her work? How does your own gender affect your experience of viewing the artwork? Contextual analysis: Would you understand the work better if you knew something about the history of the era in which it was created, or about religious, political, economic, and social issues that influenced its creation?  

Bellvue University Evolve Recovery Center at Toms River Service Learning Project

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Entry 5: Narrate your experiences on the project in a minimum of 500 words. Be sure to relate your project experiences briefly to specific ideas in each of the week’s readings. Ideally, you will synthesize ideas from these readings. You may also briefly reference ideas from earlier weeks of the course, as well as up to four additional sources you have found in your own research. Cite at least 2 articles and/or readings from the course in this entry. 

This week reading : 

Letter from a Birmingham Jail, M.L. King, April 16, 1963

Why We Must Judge Roger Berkowitz

The Domain of Justice M. Adler, Chapter 24

Federalist Paper No. 10, [22 November] 1787, James Madison, Founders Online 

[Write your entry here]

  • Entry 6: Narrate your experiences on the project in a minimum of 500 words. Be sure to relate your project experiences briefly to specific ideas in each of the week’s readings. Ideally, you will synthesize ideas from these readings. You may also briefly reference ideas from earlier weeks of the course, as well as up to four additional sources you have found in your own research. Cite at least 2 articles and/or readings from the course in this entry. 

This week reading : 

Rugged Individualism: Two of the Greatest Threats to this Distinctively American Value, David Davenport, Gordon Lloyd, Hoover Institution, 2017

When in Doubt – And There’s Always Doubt – Be Your Best, Jack Bowen, Institute of Sports Law and Ethics, 2015

  • [Write your entry here]

Entry 7: Narrate your experiences on the project in a minimum of 500 words. Be sure to relate your project experiences briefly to specific ideas in each of the week’s readings. Ideally, you will synthesize ideas from these readings. You may also briefly reference ideas from earlier weeks of the course, as well as up to four additional sources you have found in your own research. Cite at least 2 articles and/or readings from the course in this entry.

This week reading 

The Constitution of the United States: A Transcription, Read Articles 1-3, James Madison, National Archives

The Federalist Number 47, [30 January] 1788, James Madison, Founders Online

The Federalist No. 51, [6 February 1788],  James Madison, Founders Online

extra material which you already done for me : Entry 1: “Selection of the Service Learning Project.”The service-learning projects are important because they help students apply different skills while helping others. Additionally, the service-learning projects allow the students to build their resumes while still in school, which may give them a chance to get a good job after school. For this assignment, the service-learning project chosen is giving presentations on violence and drug prevention. Violence refers to any extreme form of aggression, including murder, assault, or rape (Dahlberg &Krug, 2006). On the other hand, drugs refer to any substances that may harm or cause addiction to the user. Examples of such drugs include cocaine, bhang, and alcohol. This project is direct-service learning, where individuals receive service in the form of a person-to-person.To present violence and drug prevention, I will be volunteering in Evolve Recovery Center at Toms River. The employer of the organization is Michelle Gross. This organization is a drug and alcohol rehabilitation centre that deals with alcoholic outpatient programs by helping alcoholic addicts, among other drug dealers, return to sober living (Evolve Recovery Center, 2021). The organization provides a road to recovery for the addicts. I learned about this organization while in high school when it ran alcohol and drug prevention campaigns in the community. In the organization, I would have counselling sessions with the patient, and I will also be involved in the organization’s campaigns that deal with drug abuse prevention.Some of the life experiences that have influenced the selection of this project are growing up in a family where there was violence and drug abuse. While growing up, my father was one of the few in the neighbourhood who abused drugs. Some of the drugs he used include alcohol, which he abused, making him very violent in the family. He was not only violent in the house, but he also engaged in fights with other individuals in the neighbourhoods. Another reason for choosing this project is the increase in juvenile crimes. Now and then, we hear about young children charged with crimes due to drug abuse. I am confident that this project will help reduce substance abuse among the people involved. Reduction in substance abuse will subsequently lead to a decrease in violence. All these experiences are negative, and therefore presenting violence, and drug prevention can help eliminate these experiences on other individuals who may be victims.The community and individual responsibility affected my selection of the violence and drug prevention service-learning project. Our community is suffering as a result of violence. Cases of murder and rape are reported now and then. Therefore, it is my responsibility as an elite community member to solve the problems affecting my community. I am optimistic that presenting the violence and drug prevention will help reduce such people; members of the community will be enlightened on some of the things they can do to reduce the rates of violence and drug or substance abuse (National Crime Prevention Centre, 2009). Ambition also affected the selection of the project since I like socializing one-to-one with people and helping people solve their problems no matter how pettish or more significant they may be. My project is essential since it will help build my resume and improve my communication and problem-solving skills. Additionally, the project will be helpful to the community since it aims at preventing violence and drug abuse in the community.ReferencesDahlberg, L. L., & Krug, E. G. (2006). Violence a global public health problem. Ciência & Saúde Coletiva, 11(2), 277-292.Evolve Recovery Center. (2021, September 20). Toms River, NJ, recovery center | Evolve recovery center. https://www.evolverecoverycenter.com/toms-river/?g…National Crime Prevention Centre (Canada). (2009). School-based drug abuse prevention: promising and successful programs. Her Majesty the Queen in Right of Canada.Entry 2: Write an entry of 400 words minimum explaining how your project relates to at least two of the course objectives. See the complete list of course objectives in the course syllabus. Be sure to explain why you think these objectives are important. Label this entry “Service Learning Project Objectives.” Cite at least 2 articles and/or readings from the course in this entry.Note: The purpose of this entry is not to tell what you think the objective of your SLP is; rather, it is to relate your project to the course objectivesRemember, it is your job as a student to demonstrate learning based upon the assigned course materials.[Write your entry here]My service-learning project is on violence and drug prevention. Violence and drug prevention are classified as an act of engaged citizenship since it aligns with the United States civic virtue of fostering neighborhood relations when the community converges to identify drug and violence prevention strategies. In addition, violence prevention helps create a secure environment amongst the renowned engaged citizenship acts (Bosin, 2019). Therefore, my project on service-learning aligns with the course objectives that outline that at the end of the course, one should be able to understand the obligations of individual citizens in fostering engaged citizenship and evaluate how individual acts of engaged citizenship impact the community. This paper will discuss how the project aligns with these course objectives. One of my measures to foster violence and drug prevention is that I will be volunteering in Evolve Recovery Center at Toms River. The organization is a rehabilitation center that facilitates drug prevention (rehabilitation of alcoholics and other drug users) (“Evolve Recovery Center,” 2021). One of the course objectives is to understand individual citizens’ obligations in fostering engaged citizenship. Conversely, the individual duties of engaged citizenship are volunteering or participating in community activities (Bosin, 2019). Therefore, alongside volunteering, my commitment will be to be involved in counseling sessions and participate in drug abuse prevention campaigns, which is my duty as an American citizen to foster engaged citizenship. Another course objective is assessing the impacts on the communities of my acts of engaged citizenship. The life experiences that encouraged the selection of violence and drug prevention projects were because the family and neighborhood I grew up in comprised of violence and drug abuse. Besides, there is a significant increase in juvenile crimes in the community. Therefore, through participation in violence and drug prevention volunteering to help with counseling in the rehabilitation centers, I am optimistic that it will help reduce the rate of substance abuse in the community and aid in violence prevention. The rise of juvenile cases is mainly due to increased substance abuse amongst children who then resolve to violent activities such as rape and theft (Dahlberg & Krug, 2006). My act of engaged citizenship facilitates services at the rehabilitation center. Violence and drug prevention campaigns help reduce the number of individuals who participate in substance abuse and reduce violence cases in the community (Putnam, 2000). In conclusion, my violence and drug prevention project realigns with the course objectives. My acts of engaged citizenship in the project include volunteering in the rehabilitation center and participating in the violence and drug prevention campaign. The measures help enlighten individuals on the downsides of substance abuse and persuade them to join in the fight against such practices in the community. Through the process, I am optimistic that it will reduce the rate of substance abuse and the number of violence cases, resulting in a safer and more engaged community.ReferencesBosin, S. (2019). Civic Virtue | Learning to Give. Learningtogive.org. https://www.learningtogive.org/resources/civic-vir…Dahlberg, L. L., & Krug, E. G. (2006). Violence a global public health problem. Ciência & Saúde Coletiva, 11(2), 277-292.Evolve Recovery Center. (2021, September 20). Toms River, NJ, recovery center | Evolve recovery center. https://www.evolverecoverycenter.com/toms-river/?g…National Crime Prevention Centre (Canada). (2009). School-based drug abuse prevention: promising and successful programs. Her Majesty the Queen in Right of Canada.Putnam, R. D. (2000). Bowling Alone: America’s Declining Social Capital. In Culture and Politics (pp. 223–234). https://doi.org/10.1007/978-1-349-62965-7_12Entry 3: Narrate your experiences on the project in a minimum of 500 words. Be sure to relate your project experiences briefly to specific ideas in each of the week’s readings. Ideally, you will synthesize ideas from these readings. You may also briefly reference ideas from earlier weeks of the course, as well as up to four additional sources you have found in your own research. Cite at least 2 articles and/or readings from the course in this entry. Remember, it is your job as a student to demonstrate learning based upon the assigned course materials.[Write your entry here]My experience as a volunteer was terrific, mainly because it allowed me to contribute to the nation by dealing with one of the most significant problems, drug addiction facing Americans. Organizational values and culture also facilitated my experience At Evolve Recovery Center Evolve (Recovery Center, 2021). Before I joined the organization, I was a bit skeptical, especially about the commitment of rehabilitation centers to focus on the good of the patients. According to many people in the community, drug addicts are not patients but criminals who should be punished just like drug traffickers. As a volunteer, I learned that this is not the case since addiction is a problem that is usually contributed by other underlaying psychological and mental problems. I also learned that addicts are not weak and immoral people as most people paint them. I interacted with many who, in my opinion, are the strongest people I have ever met due to the fight they put up against their problems. Most people also perceive addiction as a problem affecting specific ethnic communities, especially those of low economic status. However, this is not the case since I helped addicts from various ethnic and racial communities, and after interacting with them, their problem was not contributed by who they are or their culture. However, drug addiction is common in poor neighborhoods where residents turn to criminal activities, including drug trafficking, as a source of income (Knight, 2017). Therefore, due to other problems such as depression, many residents end up engaging in drug abuse, which makes poor neighborhoods a hotspot for addicted individuals. Nevertheless, one must understand that the perception that only people from specific ethnic communities are affected by drug addiction stems from the fact that a majority of the poor population comes from minority Asian, African American, and Latino populations. This makes people from these communities more prone to drug abuse and addiction. In my opinion, the problem of drug addiction further shines a light on existing racism and discrimination in American society. Therefore, it should encourage people to help the affected. In addition, it should be a challenge for every leader to do as much as they can while in power to eliminate the problem permanently.Evolve Recovery Center intensely engages in drug abuses prevention through campaigns. To effectively address the problem, the center focuses on research to determine current trends and areas that should be addressed. As a volunteer, I learned that the problem of drug addiction among teenagers is very serious, mainly due to access to the internet and technology. Alcohol and bhang are the main drugs abused by teenagers. Though these drugs do not have severe impacts compared to other hard drugs such as cocaine and heroin, they might result in severe health and social impacts if abused for a long time (Matthews, 2015). Moreover, they might serve as a stepping stone to abusing hard drugs and death having severe immediate impacts. Therefore, learning about current trends in drug abuse and addiction will help me understand and deal with the problem in my community and nation in a better way.ReferencesEvolve Recovery Center. (2021, September 20). Toms River, NJ, recovery center | Evolve recovery center. https://www.evolverecoverycenter.com/toms-river/?g…Knight, B. (2017). Rethinking Poverty (p. 184). Policy Press.Matthews, D. (2015, September 21). The case against equality of opportunity. Vox. Retrieved March 28, 2022, from https://www.vox.com/2015/9/21/9334215/equality-of-…Entry 4: Narrate your experiences on the project in a minimum of 500 words. Be sure to relate your project experiences briefly to specific ideas in each of the week’s readings. Ideally, you will synthesize ideas from these readings. You may also briefly reference ideas from earlier weeks of the course, as well as up to four additional sources you have found in your own research. Cite at least 2 articles and/or readings from the course in this entry. Remember, it is your job as a student to demonstrate learning based upon the assigned course materials.[Write your entry here]As mentioned above, I learned a lot about the Centre’s view of its patients and other affected individuals in the community. Unlike general opinion, centers such as Evolve Recovery Center are focused on helping patients live normal lives more than their focus on earning a profit. I found out that the center was determined to provide services in line with its mission statement of providing help every step along the way to ensure recovery. The center employed knowledgeable and experienced individuals determined to provide services that promote recovery of the mind, body, and spirit. This applies to volunteers who must meet certain specific requirements, including a set of values such as integrity and honesty. The institution understands that rehabilitation and recovery are crucial elements, and patients should be helped to establish a foundation to ensure they can remain clean in the long term. The center can guarantee happiness in the patients’ daily lives by achieving this. The center also applies researched strategies that promise better results for the patients. For instance, it applies an individualized treatment plan comprising the individual, group, and family counseling. This allows the staff to identify personal risk factors and challenges and develop specialized solutions (Dahlberg & Krug, 2006). Family counseling allows family members to understand how they can support through speaking and creating a conducive environment that will help their kin achieve and maintain sobriety. Evidence-based treatment also includes regular exercise and nutrition, which are essential in promoting physical and mental recovery. The institution gives patients enough recreational time for meditation and personal reflection to ensure spiritual recovery.Evolve Recovery Center understands that drug addiction is not a problem specific to specific ethnic communities. Therefore, the institution welcomes patients from all races and has established a conducive environment free of discrimination and racism for maximum recovery. The center has also established a Veteran and Military Services Program that assures former and current soldiers (Evolve Recovery Center, 2021). During my service, I encountered several former soldiers who were proud of their success since they joined the institution. According to the soldiers, they were skeptical before they joined the problem because they believed no one would be able to help them since they had not been at war and did not understand what they went through. However, they confessed that the staff who helped them allowed them to deal with their problems by focusing on the good in their lives. Therefore, they are committed to advising other soldiers to join the program and turn their lives around. Other patients also confessed that they were opposed to joining the institution because they did not perceive their additions as a problem until it led to divorce and financial problems. This prompted them to act, and since they joined, they have managed to remain sober for months. As a volunteer, I learned that most people in the community who have a drug addiction do not know or are in denial. Therefore, helping them realize and accept they have a problem sets them on the recovery journey.ReferencesDahlberg, L. L., & Krug, E. G. (2006). Violence a global public health problem. Ciência & Saúde Coletiva, 11(2), 277-292.Evolve Recovery Center. (2021, September 20). Toms River, NJ, recovery center | Evolve recovery center. https://www.evolverecoverycenter.com/toms-river/?g…

 

GCU The Doctor Needs to Understand the Local Medical Environment Discussion

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In order to implement an evidenced based project the nurse must understand the health care system at the local level. The nurse must have an idea of the resources that are available, the demographics and patient population that are affected and the make up of the leadership team at the health care system. According to my preceptor, having the support of leadership is imperative in trying to implement any changes to the organization. The nurse must also understand the leadership style of those in charge of the organization. Transformational leaders inspire both patients and other health providers to achieve common goals that lead to better health outcomes and realization of program goals and objectives (Sfantou et al, 2017). There are various leadership styles, and having a clear understanding of the leadership style of the leaders of the organization, will guide the nurse in presenting and evidenced based proposal that they will be receptive to.

The key to transformational change or any change is to have leadership that is able to understand it, support it, explain it, and move the organization to commit to it (Cowell et al, 2018). I will take into consideration what my preceptor has advised when conducting this project. I will get an understanding of what the nurses are reporting that is leading to turnover, create and evidenced based solution and then present the idea to the leaders of the organization regarding how best to solve the issue. Observing or inquiring about the leadership style of the leaders of the organization will be helpful in creating a proposal that will be positively received. (Nicole)

Understanding the healthcare system at the local level when planning an EBP project is necessary, especially when planning for effective implementation. It facilitates an essential understanding of the available resources for the implementation of the process, and the readiness of the care providers for the implementation of the project is essential in improvising the project’s success (Theobald et al., 2018). Conducting research at the local level facilitates how the implemented EBP would improve the patient care process. It elaborates on the availability or the inadequacy of the necessary resources for facilitating the EPB and ensures that the healthcare facility can effectively facilitate the implementation process.

An effective research process further focuses on understanding the patients’ values and the readiness of the nurses and other care providers to implement the Evidence practice (Sutton et al., 2020). It facilitates effective education for the nurses and the patients in the implementation process to ensure that the nurses and the patients receive the necessary information relating to the implementation of the EBP. While focusing on introducing the PPE in the health system, it is necessary to conduct research at the local level to determine if there are enough resources to facilitate the introduction of the PPE in the care process. It is further necessary to conduct efficient education to sensitize the nurses and the patient on the importance of introducing the PPE in the care practice.

The considerations that I would make in the change project include the involvement of the nursing practitioners, the patients, and the health agencies in implementing the project. The involvement of the various stakeholders in implementing the EBP is essential in facilitating the success of the EBP (Sutton et al., 2020). It ensures that the necessary in the implementation process as it facilitates the success of the project at various levels. The involvement of the health agencies would be essential in ensuring that the best standards and processes are adhered to in the implementation process. The involvement of the patients and nurse, especially through the education process, facilitates the ability of the healthcare practitioners to engage the necessary education to the implementation teams, consequently resulting in more acceptability of the projects.(Margaret)

There are a number of reasons that make having an understanding of the healthcare system important when looking at implementing evidence-based practice (EBP) at the local level. EBP is a problem solving approach that compiles and uses the best available evidence and expertise, that leads to safe patient care and outcomes (Yoo et al, 2019). Knowing the basis of EBP practice it is essential to understand your local healthcare system to be able to fully implement and carry out these practices. What may work for one community may not work for another. A key player in determining the basis of a community is by evaluating local social determinants of health (SDH). These determinants can be described as non-medical factors that influence health outcomes (World Health Organization (WHO), 2022). These conditions are shown in the places where people are born, grow, work, live, and age (WHO, 2022). Nurses and healthcare personnel should take into consideration what factors influence each of these conditions and implement EBP off these findings. This will help guide the direction of implementation and help to ensure the practices implemented will work within the community.

When reflecting on my local community and capstone project there are various factors I can take into consideration. I need to look at the population I will be serving, the type of work they do, and be culturally aware. Many people in my community work in the Trona mines and oil fields surrounding the town. This work includes manual labor and many long days working and using your hands. Many individuals do not want to be out of work for a long length of time, making it easier and more convenient for them to come to their local clinic and have carpal tunnel surgeries performed. An influx of WALANT procedures has been seen due to this. My preceptor made it a point for me to take into consideration that this population of people often “tough things out” and may not show or state that they are in pain. I will have to pay close attention to this and fully evaluate each individual to ensure their pain is adequately controlled during surgeries. (katherine)

Topic DQ2…………………………………………………………………

Udod & Wagner explain that “Kurt Lewin (1951) is known as a pioneer in the study of group dynamics and organizational development. He theorized a three-stage model of change (unfreezing-change-refreezing model) in order to identify and examine the factors and forces that influence a situation” (Force Field Model and The Unfreezing-Change-Refreezing Model, para.1). Lewis is known to have theorized the basics of the change theory and others like Lippitt, Watson, and Westley (1958) modified the theory with additional steps and processes (Udod&Wagner, n.d.).

Lippitt, Watson, and Westley’s theory called the planned change model uses a seven-step process instead of three; “(1) diagnosing the problem; (2) assessing the motivation and capacity for change in the system; (3) assessing the resources and motivation of the change agent; (4) establishing change objectives and strategies; (5) determining the role of the change agent; (6) maintaining the change; and (7) gradually terminating the helping relationship as the change becomes part of the organizational culture” (Udod & Wagner, n.d. Planned Change, para.1).

The planned change model is suited to my change project because the steps in this model focus on the population that is affected by the change placing emphasis on communication skills, establishing rapport, and strategizing problem-solving skills (Udod & Wagner, n.d.). (Rie)

Imogene King’s Theory of Goal Attainment focus on attainment of certain life goals. According to King, the patient is a social being who has three fundamental needs: the need for health information, the need for care that seeks to prevent illness, and the need for care when the patient is unable to help him or herself. Furthermore, it explains the importance of the nurse-patient relationship, working together to set and achieve goals. King’s theory is not far from patient center care. By involving the patient in their care makes them responsible for their care.

Kurt Lewin’s Theory identifies three concepts which are driving forces, restraining forces, and equilibrium. The focus is of change entails creating the perception that a change is needed, then moving toward the new, desired level of behavior and finally solidifying that new behavior as the norm. Driving forces are forces that push in a direction that causes change to occur. Therefore, facilitating change push in the desired direction, being positive. Now, restraining forces are those forces that counter driving forces which can hinder change because they push the person in the opposite direction. This causes a shift in the equilibrium which also opposes change. Equilibrium is a state of being when the driving forces and restraining forces are equal.

The Lewin theory driving force make the most sense for implementing evidence base practice intervention for my change project. Developing change of a new process in can bring about change that will have positive patient outcome. I hope to bring about changed to help decrease mediation errors as well as bringing awareness and education. My preceptor uses this same approach which resulted in changed process within the organization she works. (Nicole)

Roger’s Five-Stage Change Theory involves awareness, interest, evaluation, implementation, and adoption (Nursingworld, 2021). Stage 1 involves imparting knowledge in terms of the reason for change, how it will occur, and who will be involved (Nursingworld, 2021). Stage 2 involves persuading the employees to accept change by relaying essential information and note that attitudes, both favorable, and unfavorable, are formed (Nursingworld, 2021). Stage 3 is deciding whether to ultimately adopt the change by analyzing data and implementing a pilot study or trial of the new processes triggered by the change (Nursingworld, 2021). Stage 4 is actually implementing the change on a more permanent or established basis as the organization evolves to accommodate the change, and stage 5 includes confirming the adoption of the change by the employees responsible for and affected by the change (Nursingworld, 2021).

Lewin’s Change Theory is a three-step model based on the premise that behavior is a dynamic balance of forces working in opposition (Nursingworld, 2021). This theory includes three main steps, which are known as the unfreeze, change, and refreezing stages. The unfreezing stage involves altering behavior to unfreeze or agitate the equilibrium state (Nursingworld, 2021). This stage is necessary especially if there is resistance to change because it helps to overcome adversity and achieve conformity. The second step is to change, which involves the movement of the employees to a new level of equilibrium. This stage helps employees view change from a new perspective, to work together to achieve desired outcomes of change, and to facilitate consistency among management and employees (Nursingworld, 2021). The last stage is the freezing stage, which is known for attaining equilibrium with the newly desired behaviors. Stage 3 occurs after change is implemented so that new behaviors and desired outcomes can be integrated into the organization (Nursingworld, 2021).

For my own topic and subsequent implementation of EBP, I believe Roger’s Five-Stage Change Theory would work best. This is because I would first need to educate the appropriate people on what lateral violence is and why there is such a reason for change. In addition, I will have to state how I believe the change will occur and who will be involved with the process. Second, I would need to show the statistics to nurses and nurse managers and directors to shift their attitudes to see why this change is essential and give them a greater understanding of how the prevalence of lateral violence affects the nursing profession profoundly. Third, those in charge of implementing EBP will determine if this is something they would be willing to adopt into their facility based on the information I am presenting them. The last two steps include the actual implementation and adoption of the EBP if they choose that is a need for their hospital.(Ashley)

CRJ 565 Saint Leo University DRNC Leadership Practicum Essay

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DRNC Leadership Practicum

DRNC Scenario for CRJ-565 Leadership in Criminal Justice

This Leadership Practicum centers around the Democratic-Republican National Convention theme. This practicum is worth 10% of the final grade, and involves a case study analysis that is to be submitted at the end of Module 6.

Background

The following story is a fictional account of planning and preparation leading up to the mythical Democratic-Republican National Convention (DRNC) event in Miami, Florida. The story is loosely based on an amalgamation of real life occurrences in the lead up to the Free Trade Area of the Americas conference in Miami, Florida in 2003. The names of all the characters in the story are fictional.

As you read the story, keep in mind what contemporary criminal justice issues are likely to arise. At the end of the story, you will be asked to respond to several questions related to this scenario.

Miami-Dade Police has been designated as the lead local agency and lead operational planner for the event security. This policy differs significantly from the 2003 FTAA in which the City of Miami was designated as the lead local agency. Director Melanie Duncan is the head of the Miami-Dade Police Department. In turn, Director Duncan has designated Major Louis Warren as the Incident Commander and lead planner for the Department’s DRNC mobilization.

Since this event meets the criteria of a National Special Security Event (NSSE), the U.S. Secret Service has been designated as the lead coordinating agency with overarching statutory authority for the planning and execution of the event. Supervisory Special Agent Samantha Salerno has been appointed as the lead agent in-charge for the event.

Case Study – Innovation and Stagnation at the Miami-Dade Police Department

The police departments of the City of Miami and of Miami-Dade County have had their share of experience with civil disturbances over the last 40 years. There were the race riots in 1968 (Liberty City Riot), 1980 (McDuffie Riot), 1982 (Luis Alvarez Riots), and 1989 (Lozano Riots) in the Liberty City and Overtown areas. Then there was the Elian Gonzalez civil disturbance in April 2000.

In each of these incidents, segments of local minority communities (either African-American or Cuban) rioted as the result of some perceived injustice against their ethnic groups. The riots resulted from either police shooting young black men, or from the federal government deporting a young Cuban boy back to his home in Cuba.

One incident of civil unrest – the 1980 “McDuffie Riots” was particularly destructive. Three days of rioting in Liberty City, Overtown, Brownsville, and Coconut Grove, resulted in 18 deaths and over 180 serious injuries. The damage caused by the rioting was estimated at $100 million and was thought to have caused the permanent loss of over 3,000 jobs in the black communities of Miami. Morale among the rank and file of both major police departments in the County were at an all-time low.

The McDuffie incident is also significant, in that it led to the innovation of the modern Mobile Field Force (MFF) model for police response to civil unrest. The “Miami-Dade” model, as it is commonly referred to, was actually a co-invention by officers from the City of Miami Police Department (MPD) and the Dade County Public Safety Department (now called the Miami-Dade Police Department – MDPD).

In effect, both police departments had sustained considerable injury and damage, both physically and to their reputations as a result of these civil disturbances. Much of the damage resulted from lack of aggressive response from the officers who had been shell-shocked from the community’s reaction to the killing of Arthur McDuffie, and the resulting not-guilty verdict of the involved officers.

Ironically, it was during the difficult times of the post-McDuffie period that many innovations, such as the Mobile Field Force concept were born. It did not take long before the MFF concept was put to a test with the 1982 “Luis Alvarez/Overtown” riots and again in 1989 with the “Lozano” riots. In both cases, the field forces worked marvelously, as both civil disturbances were quickly quelled.

By the time that the Mobile Field Forces were used to quell the Elian Gonzalez disturbances in 2000, the MDP and MDPD had become renowned for their innovative crowd control practices. The subsequent innovation of Special Event Response Teams (SERT) as an intermediary response to peaceful or marginally disobedient crowds further added to the MDPD’s expert standing among national and global police departments.

In 2001, the MDPD hosted a week-long Disorder Management Symposium that was attended by commanders and supervisors from departments throughout the United States, as well as a few from other nations. The MFF concept (and later the SERT model) has been adopted by police departments across the nation as the best way to deal with large and unruly crowds.

The Free Trade Area of the Americas Conference (FTAA)

The FTAA agreement between the United States and the majority of Latin American and Caribbean nations had come about as the result of global economic meetings between the heads of state of those countries during the Summit of the Americas Conference in Miami-Dade in 1984. Like the NAFTA agreement before it, the FTAA has drawn a considerable amount of opposition from the anti- globalization “fair trade” crowd.

The violent protests against global economic structures and free trade agreements first came about in 1999, during the World Trade Organization (WTO) conference in Seattle, Washington. These riots caught the authorities by surprise and signaled a shift in the paradigm of police civil disorder management. After Seattle, there were several other violent protests by an informal anti-globalization

alliance of unionists, communists, and anarchists. These included riots in Montreal, Canada; Genoa, Italy; Cancun, Mexico; and Washington D.C. Not only were the WTO conferences being targeted, but other worldwide economic forums such as the G-8 Conference and the World Economic Forum (WEF) were also being singled out by the radical groups.

The secretariat of the FTAA decided to bring the conference to Miami, Florida in November of 2003. High-level delegations from all the participating nations of the Western Hemisphere would be converging in Miami for the one-week conference. Being aware that the conference would attract the same type of violent protestors seen at Seattle, Montreal, Genoa, and Washington D.C., both the MPD and the MDPD commenced preparations for the likelihood of very large crowds and violent protests.

Early, preliminary planning at the MDPD started as soon as the department became aware of the conference. Many of the strategic and tactical concepts that were developed for the FTAA had already been conceptualized by a select number of mid-level managers (lieutenants) who had been aware of the problems in Seattle, Genoa, and Montreal for several years. It had become obvious, that the Mobile Field Force concept that had been born in Miami-Dade would no longer work against this new type of radicalized adversaries. So when the chiefs and directors of the two police departments ordered their planners to get ready for the FTAA conference, the lieutenants who were assigned the task already had a concept in mind.

It was clear to these lieutenants that there had been a major paradigm shift in civil unrest since the time of the race riots of the 1980s. The mobile field force concept that the Miami-Dade Police had innovated in the 80s and perfected in the 90s would no longer work against this new type of opponent. The new paradigm demanded that changes be made to the tactics and weapons used by the field forces. Unfortunately, as with all change, there would be many institutional barriers to the changes that the lieutenants were contemplating.

Simply stated, the new MDPD strategic direction conceived by the small cadre of lieutenants in response to the Anarchist/anti-globalization protestors expected for the FTAA was this:

? Emphasis on the offensive rather than reliance on defense alone (i.e., do not be passive)

? Inside and outside deployment (i.e., do not put all your forces behind a fence)

? Emphasis on unit mobility, rather than the static, linear tactics of the past

? Intelligence driven (know your opponent’s every move ahead of time)

? Proactive enforcement (i.e., strike early and strike hard – don’t wait until things get out of hand)

? Matching up with the adversary: “The right tool for the right job” (There were many different

types of protestors, and protest behaviors, therefore different types of units were created to

match up against each type)

? Emphasis on strict unit discipline (to prevent being goaded into a disadvantageous skirmish)

It would take a considerable amount of persuasion by the cadre of mid-level lieutenants before the upper command staff would “buy into” these new concepts. Ironically, the first (and unanticipated)

barrier that the lieutenants encountered was resistance from the members of the Mobile Field Force Training Committee. This committee had been established in the mid-80s and was comprised mostly of sergeants, and a few lieutenants… many of whom had played roles in the early innovation of the original concept field force concept. These sergeants and lieutenants were once on the cutting edge of innovation, but for the past 20 years, very few new ideas had come to fruition. There had been a few suggestions to incorporate the use of Pepperball and other less lethal munitions into the field force tactics, but more often than not, the committee’s recommendations fell on deaf ears as the ideas were floated up the chain of command.

By 2003, the Mobile Field Force Training Committee had become a shell of its former self. It stopped innovating and had become a barrier to other peoples’ innovative ideas. That year, a sergeant from the Training Bureau made a presentation to the full committee on the incorporation of bicycle patrol officers into the field forces. Some of the lieutenants at that meeting loved the idea, but the old sergeants who had been in the committee for many years thought the idea of using bicycles was foolish. They didn’t see how bicycle patrol officers could function in the old “stomp and grind” tactics that field force was noted for.

The Mobile Field Force Training Committee had once been the cutting edge of innovation for the Miami- Dade Police Department. Now its members had become cynical and desensitized, in part because of the many rejections of its ideas over the years. The committee had become an old man’s debate society where nothing of much value ever came out. Worse yet, as the Training Bureau sergeant that proposed the bicycle idea came to find out, the committee had become a place where new ideas would come to die.

Planning for the DRNC

By 2013, most of the sergeants and lieutenants of the original Mobile Field Force Training Committee had long retired. A new cadre of veteran officers had taken their place. Many of these officers had participated on the front lines of the FTAA disturbances in 2003. The bicycle component and the Pepperball munitions that were initially rejected by the old committee had now been accepted as the norm. The FTAA mobilization had been a great success and many police departments around the country had emulated Miami-Dade’s new offensive and nimble tactics. Miami-Dade Police had regained its reputation for being considered to be at the cutting edge of mobile field force tactics.

Since the FTAA, there have been several similar large scale special events that have led to some degree of civil disturbances. The 2004 political conventions in Boston and New York City, as well as the 2008 Republican National Convention in Minneapolis and the 2012 RNC in Tampa, Florida. To prepare for the DRNC in Miami-Dade, Major Louis Warren had scoured the after action reports of all these major events. He wanted to make sure that he learned from the mistakes of his predecessors, as well as learn from their successes. Warren was a hard working manager and he would not allow himself to be unprepared for the DRNC. He promised himself that he would not leave any stone unturned as he prepared for the biggest event of his life.

Assignment Instructions

For the purpose of this assignment, you are to play the role of Major Louis Warren, the Incident Commander and principal planner of security for the DRNC. You are to consider the factors that led to successful innovations at MDPD in the past, as well as factors that blocked other innovations. As the principal planner for the DRNC, what actions would you take to encourage new ideas from the front line officers in the Department that could further improve crowd control tactics? What steps would you take to overcome barriers to new ideas?

AC African Americans Experiences with Criminal Justice System Presentation

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This week, you will prepare your Culture Project Presentation. Create a slide deck that highlights the main points and insights from your research paper using PowerPoint or Google Slides. You should then prepare an oral presentation that you will record and share. The goal of the presentation is to teach your peers about your chosen cultural group in a creative and engaging way that also demonstrates mastery of the course content.

African Americans and their Experiences with the Country’s Criminal Justice System

The plight of African Americans in the United States has been shadowed by racial impunity to some extent in all states for quite some time. This group has encountered varying amounts of discrimination across all sectors, which places them among the most impoverished and vulnerable groups in the United States. African Americans face discrimination in the justice system and difficulties accessing comprehensive immigration and health services that other minority groups frequently have an easier time accessing. A review of the experiences of African Americans in the United States today shows that this group frequently encounters challenges in various aspects of American society that can make it difficult for them to thrive in the same way that many other groups are able to.

Despite the championing for equality and progress among African Americans and other minority groups in the United States that has occurred across centuries, there are still parts of the country where these groups face other forms of discrimination. African Americans sometimes experience discrimination within the criminal justice system, which dates to the slave trades of the 16th century. The various reforms that have been put in place over the years have done little to lower disproportionately high number of African Americans in the country’s prisons. While African Americans make up just 15% of the population, they make up approximately 35% of the total number of individuals in American prisons (Hinton et al., 2018). This statistic raises questions as to whether the law may be skewed as far as the conviction of crimes or the propensity of judges to require African Americans to serve time. For example, the war on drugs is one of the main causes of the high number of African Americans who are currently in prison (Thompson, 2019; Hinton & Cook, 2020). African American youth fall into the trap of drug use and dealing at a higher rate than youth of other races, and some of those who join these rings had no options for earning better livelihoods for their families. However, the problem also reveals some of the underlying issues that contribute to more African Americans being imprisoned (Monk, 2018). These issues highlight the unspoken discrimination by the police that African Americans face each day, and many members of this group who are accused usually fail to prove their innocence before the court. African American men are also more likely to be shot by law enforcement than men of other races (Hinton et al., 2018).

Poverty, workplace discrimination, and educational inequalities are among the causes of these challenges. Currently, African Americans are considered to be one of the poorest ethnic groups in the United States. Many African Americans receive schooling that does not match the quality of the education that children of other races are more likely to receive, which contributes to this problem by denying them many opportunities to obtain stable and well-paying jobs. Poor education is also driven by discriminative funding policies that target poor schools, which are predominantly of people of color. Because students in these schools typically do not perform well on the state tests that determine funding, they are unable to get out of this cycle. Even with quality education, African Americans still face hurdles in certain companies that are slow to embrace diversity (Darling-Hammond, 2010; Monk, 2018).

Many African Americans can trace their immigration to America back to the slave trade, but there is also a substantial population that moved to the United States from Africa over the last century, which is called the Great Migration. Most of them moved to America to gain access to better economic and educational opportunities. Like many immigrants, their expectations were met with countless setbacks. For instance, they had different cultural and educational backgrounds than other Americans, including other immigrants. While America has historically been perceived as a cultural melting pot, the attitudes towards foreigners have not always been positive (Fouke et al., 2018). The need to conform to the status quo has caused misunderstandings, a general lack of trust, and eventual abandonment of some of the cultural traditions that serve as part of the identity of several members of this group (Chattopadhyay & De Vries, 2012). Negative stereotyping, bullying, and cultural profiling caused a rift between new immigrants and the rest of the African American populace, which led to a somewhat internal sibling war (Fouke et al., 2018). Many members in this group battle negative stereotypes that psychologically weigh them down, which bar them from having the ability to make worthwhile contributions to American society. For this reason, assimilation into the perceived American culture can be difficult, if not impossible, for a majority of the members. Hence, a boundary has the potential to always exist between African Americans and the rest of America (Chattopadhyay & De Vries, 2012). Being part of the American dream, therefore, demands more from the members of this group than from any other group in the US

As in most societies, the health of any group correlates with the average financial status of that group. Being able to afford medical attention is an important aspect of one’s ability to reach the best possible position in live. Many African Americans do not have a high level of family wealth that can be used to offset medical expenses, and they frequently cannot afford comprehensive care for serious illnesses. The average health of members of this group is, therefore, poorer than that of their counterparts of other races. This creates a health system based on class that further aggravates the already existing racial divide. Much has also been said about the quality of care available in black neighborhoods compared to neighborhoods that are primarily comprised of other races. Health facilities in neighborhoods that are primarily comprised of other races are frequently far better than the basic amenities provisioned for African Americans. Like education, the American healthcare system has often been criticized for being discriminatory toward African Americans, especially the poor. Most poor African Americans do not have health coverage, which often means that they cannot afford medical treatment. Accordingly, the life expectancy of African Americans is lower than their counterparts of other races (Taylor, 2019). The group also experiences a higher rate of illness, and their likelihood of death from diabetes, heart disease, and cancer is higher than it is for people of other races (Taylor, 2019). However, homicides are the biggest cause of death within the group (Taylor, 2019). African Americans are involved in gangs and gun fights more frequently than people of other races, and police brutality can also disproportionately affect African Americans. While most of these victims lose their lives on the spot, some also die because they are unable to receive urgent medical attention.

American medical practitioners are currently more aware of the country’s healthcare system’s systemic imbalances that disadvantage people of color. Practitioners are increasingly embracing diversity maintaining professionalism, regardless of one’s background. Professional codes of conduct have also been particularly instrumental in ensuring equity in service. However, there is still more to be done to ensure quality service for African Americans. Medical practitioners should work towards being culturally competent professionals. Cultural competence would likely improve areas like communication and cultural considerations in treatment. Every African American should be regarded as unique from the others and accorded a person-centered mode of treatment to ensure adequate recovery is made. Practitioners also need to understand the key principles of bioethics and effectively implement them in their careers. Bioethics will guide professional decision-making, regardless of individual differences such as culture or gender (Chattopadhyay & De Vries, 2012). The principles of beneficence and justice particularly apply to African Americans. Di Noia et al. (2013) add that practitioners need to consider culturally sensitive diets when dealing with African Americans. Finally, the research proposes understanding the Afrocentric worldview, which will influence dietary recommendations for African Americans. Practitioners should be more aware of how to respond, especially in situations of emergencies. This is because gender impacts individual experiences in different situations that may involve hygiene and sanitization, water, or healthcare access.

In conclusion, African Americans experience various types of discrimination across several aspects of American society, which work together to make their lives more difficult. Efforts should be injected into daily operations to remove bias and racism from health provision, and practitioners should not discriminate against domestic and gun violence victims due to a lack of funds. Instead, they should prioritize the wellbeing of the client and then claim payment after the patient is stable and able to make their payments. The government needs to improve health care services to the African Americans in the slums and giving them access to these services. These steps can help to bridge the gap between the current reality for African Americans and the equality we all desire.

References

Chattopadhyay, S., & De Vries, R. (2012). Respect for cultural diversity in bioethics is an ethical imperative. Medicine, Health Care and Philosophy, 16(4), 639–645. https://doi.org/10.1007/s11019-012-9433-5

Darling-Hammond, L. (2010). The flat world and education: how America’s commitment to equity will determine our future. Teachers College Press.

Di Noia, J., Furst, G., Park, K., & Byrd-Bredbenner, C. (2013). Designing culturally sensitive dietary interventions for African Americans: review and recommendations. Nutrition Reviews, 71(4), 224–238.

Fouka, V., Mazumder, S., & Tabellini, M. (2018, March 27). From immigrants to Americans: Race and assimilation in the age of mass migration. VoxEU.org. https://voxeu.org/article/race-and-assimilation-ag…

Hinton, E., & Cook, D. (2020). The Mass Criminalization of Black Americans: A Historical Overview. Annual Review of Criminology, 4(1). https://doi.org/10.1146/annurev-criminol-060520-03…

Hinton, E., Henderson, L., & Reed, C. (2018). For the Record An Unjust Burden: The Disparate Treatment of Black Americans in the Criminal Justice System. https://www.vera.org/downloads/publications/for-th…

Monk, E. P. (2018). The color of punishment: African americans, skin tone, and the criminal justice system. Ethnic and Racial Studies, 42(10), 1–20. https://doi.org/10.1080/01419870.2018.1508736

Taylor, J. (2019, December 19). Racism, Inequality, and Health Care for African Americans. The Century Foundation. https://tcf.org/content/report/racism-inequality-health-care-african-americans/?agreed=1

Thompson, H. A. (2019). THE RACIAL HISTORY OF CRIMINAL JUSTICE IN AMERICA. Du Bois Review: Social Science Research on Race, 16(1), 221–241. https://doi.org/10.1017/s1742058x19000183

MCC Television Evolution Discussion

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WHAT I WANT:
I want you to take that broad topic that I give you and narrow down the focus from that broad
topic to something about that topic in which you would like to write about. If you do not
narrow the focus from my broad topic, you lose 20 points off your earned grade (I can easily tell
this if the broad topic word appears in almost every sentence). If you write something that has
nothing to do with the broad topic I have given, it will be a zero (though I will ask you to explain
how it connects and if you can convince me that you did what I asked, I will rescind the zero).
This will be in MLA 8 style format with headers, page headers, and a title. If it is not in MLA 8,
you earn a zero.
PAGE HEADERS: student last name and the numeral of the page (Upper right hand corner of
every page)
For every missing page header, you lose 5 points. If the page header is in the wrong location,
you lose 4 points. If you lack your last name, but have the numeral of the page, you lose 3
points. If you include something in your page header that is not asked for (like your first name,
your first initial, or the word Page), you lose 2 points (unless your last name is Page, which so
far I have only had one student with that last name, then you do not lose any points). If you
have your last name, but did not put the page number, you lose 1 point. 

HEADERS: your full name, instructor’s full name, class name, date in European style (Only on
page one, on the left side/align, and starting one line space below the line that your first page
header is on).
If you do not have a full and correct header, you will lose points based on which parts you lack
or if it is in the wrong location of your paper. The MLA 8 template is under the announcements
tab.
Missing your name in your header is an automatic zero (I treat your compositions as if they
were physically in my hands. If you do not have your name where it is supposed to be in the
header, then I do not know whose composition it is, even if your name is on the canvas page or
part of your name is somewhere else on the composition).
If you miss any other element of a header (The instructors name, the class name, or the date),
you lose 5 points for each element you lack.
If your header is not where it is supposed to be, you lose 5 points.
If your header is out of order, you lose 5 points for every part out of order.
If you put an element in your header that is not asked for (like saying Journal Entry 1, the title of
your journal, or some other random thing), you lose 5 points).
If the spacing of the header is not double spaced (even if the composition is), you lose 5 points.
If your date in the header is not in European style, you lose 3 points (day month year with no
comma in the date). Ex. 23 August 2021 with no comma. 

TITLE (only on page one, center aligned, and one line below where the header stops)
NEVER have your title be either what it is you are doing or just the broad topic that I give you!!!
If your title is just the broad topic that I give (Water, Fear, Winter, etc.), you lose 5 points.
If your title is just what you are doing (Journal Entry 1, Example Essay, etc.), you lose 10 points.
If your title is both the broad topic that I give you and what you are doing (Journal Entry 1:
Water, Example Essay: Wear Seatbelts, etc.), you lose 15 points.
If you do not have a title, you lose 20 points.
Your title is the first bit of creativity your audience gets from you. If you give a boring title, your
audience will expect a boring read, and they will find it.
Do not all cap, underline, bold, or do anything different to your title that you would not do in
your composition. Any of the above will result in a loss of 10 points.
If you italicize or put quote marks around your full title, you will lose 10 points. If you italicize or
put quote marks around part of your title, but under MLA rules it is supposed to be how you
put it, you will not lose any points. If it is randomly done, you lose 5 points (You are supposed to
italicize the names of larger media titles, such as book titles, movie titles, or album titles. You
are supposed to put quote marks around smaller media titles, such as poem or short story
titles, movie chapter titles, or song titles. These rules apply for all parts of your paper). This will
probably only be something you will deal with in the essay where you are using movies;
however, you still need to have a creative title that does not just have the title of the movie. Ex.
Morally Casual Attitudes in The Great Gatsby

Any important words in a title must be capitalized. Any words that start at title, finish a title, or
start a sub-title, must also be capitalized regardless of what kind of word it is (unless it is known
to be a word that starts with a lowercase letter, like iPhone.
Words in a title that are known to not be important words are articles (a, and, the),
Coordinating Conjunctions (for, and, nor, but, or, yet, so) (FANBOYS), and prepositions (words
that demand a word or some words come after it (in, at, on, of, to, etc.). These words, if they
appear in your title, must be lowercase unless they are the first word of a title, the last word of
a title, or the first word after a colon in your sub-title.
THE COMPOSITION
The entire composition must be double spaced. If it is multiple spaced, you lose 20 points off of
your earned grade. If it is more than double spaced or if it is single spaced, you earn a zero.
Do not mess with the margins. After a decade of grading essays and having written essays going
all the way back to the 1990’s, I can spot an eighth of an inch extra space in a margin. Mess with
the margins, and you will lose 20 points.  
Any needless space lines will result in a loss of 5 points for every one that appears (students
love having blank space lines between their page header and header, header and title, title and
the composition, and WORST OF ALL between paragraphs within the composition) If in
removing the blank space lines you end up short of the overall journal minimum of one page,
you will lose both 5 points for every needless space line, and five points for every line you are
short of the above mentioned minimum. 

PARAGRAPHS
Each paragraph must have at least five strong, non-simple sentences (compound, complex,
and/or compound-complex). They must also have at least four full lines of text, including the
indention of the first line. No paragraph should go longer than three-quarters of a page. You
will lose a point for every fifth of a line you are under four lines or over three-quarters of a
page. If you are a full line below four lines or a full line above three-quarters of a page, you will
lose 5 points. These losses will continue as long as there is a violation (a one page paragraph
will lose you 15-20 points). These rules apply to all paragraphs, whether they be in a journal or
an essay. Having your journal be just one long paragraph will cost you 10 points (not including
the penalties for being too short overall or having a paragraph that is too long).
INDENT YOUR PARAGRAPHS!!!
There are two ways to indent paragraphs. Set it up before your write in Word, or do the easy
thing, which is to hit the tab button before you start a paragraph. Every paragraph that is not
indented will cost you 5 points on a journal (more than two paragraphs not indented on an
essay will result in a zero).
FONT
It must be in 12pt font. If it is in 11pt font, you lose 10 points off your earned grade. If it is >=13
pt. font or <=10 pt. font, you earn a zero.

It must be in a normal font style (Times New Roman, Calibri, Ariel, or Verdana). If it is in any
other font, but I can read it, you lose 20 points off of your earned grade. If it is in any other font
and I cannot read it (due to it looking too squiggly or it makes me dizzy), you earn a zero.
GRAMMAR
I do not grade journals as harshly in this area as I will in your essays (unless it is so egregious
that I cannot ignore it). Do know that if any text speak shows up in any part of any composition,
unless it plays a role in your descriptive/narrative essay, it is an automatic zero.
The MLA 8 template is under the announcements tab.
STYLE GUIDE AND FILE FORMAT
All final drafts of journals and essays MUST be turned in MLA style except for the
Argumentative Essay, which will be in APA.  You must submit final drafts to the appropriate
dropboxes on CANVAS by closing dates and times.  I will NOT reopen boxes once they have
closed.  It is YOUR responsibility to make sure that the assignments turned in to CANVAS are in
the correct and readable formats.  If I cannot open an essay, I cannot grade it.  All assignments
must be in .doc, .docx, or .rtf format (Use Microsoft Word, as you have free access to it every
semester you are here at MGCCC. You can either access that free code through the MGCCC
website or in the MGCCC Bookstore, though you must get a new code every semester).
WHAT I DO NOT WANT:
I do not want any stats, facts, figures, or anything that would need to be sourced. If anything
like this ends up on any journal and is sourced, it will earn a zero. If anything like this ends up 

on any journal and is not sourced, it is an academic integrity violation that may result in as little
as a zero on the assignment or as much as failure of the course (and possible expulsion from
MGCCC if this is a part of a pattern or if you are an extreme jerk to me while you are earning
your failure of my course). Read the Academic Integrity Statement in your syllabus.
Also, do not put any famous person quotes or have a dry boring dictionary definition in your
journals (or any compositions) as these are cheap high school writing devices. If either of these 

South Alabama University MLA Documentation Exercise

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Description

Assignment: Create a works cited page (with title) using the following information. The list should be formatted and alphabetized correctly. Be sure to follow directions on the accompanying sheet to get spacing, indentation, etc. correct.

If it is not stated, you will need to determine what type of source the material is and create a citation following that format. Pay attention to the examples for each type of material offered on the accompanying sheet–often source information will provide more details than are required for MLA; you will then need to weed out the extraneous information.

  • The Handbook for Academic Cheaters, a book by Toby Fulwiler and Alan Hyakawa. This book was published by Blair-Prentice Publishers, Boston, Massachusetts, in 1998.
  • An interview that you conducted with John Laflin on March 17, 2001.
  • This journal article found via the Ebsco Host database on today’s date. The article’s title is The Lethal Femme Fatale in the Noir Tradition. The author is Jack Boozer, and the article appeared in the Journal of Film and Video, Volume 51 (Fall 1999), on pages 20-35.
  • An article entitled C is for Character, by John Leo, from the weekly magazine called U.S. News & World Report. The date of the issue was 11/29/99, and it appeared on pages 34-35.
  • A journal article found on The Chronicle of Higher Education web site. The article is called Toward a Culture of Academic Integrity; it was written by Donald L. McCabe and Patrick Drinan. It originally appeared in volume 46 of The Chronicle of Higher Education on Oct 15, 1999, on page i8. But you got it online, yesterday, at the following URL: www.chronicle.com/mccabe393821.html

Worksheet on MLA parenthetical citations

Below is a fact that I decide I am going to use in my paper. All of the original bibliographic information is listed after the quote. Below this on the page there are four examples of either quotes or paraphrases of this source material. Each example is formatted differently. Which of them are correctly formatted, and which are not? For the examples that are improperly done, explain why and fix them.After you complete this, at the bottom of the sheet, write out the works cited entry, in correct MLA form, for this source.

The material I want to use, in my essay about steroids, is the following point:

“Reported cases of steroid use by athletes skyrocketed last year by an incredible sixty percent.”

This quote comes from page 33 of an article entitled Steroids in Sports. The article was written by Frank DeFord, and it appeared in the August 17, 2004 issue of Sports Illustrated magazine, on pages 32-35.

Four attempts to use the material and cite it properly. Which are incorrect? Why?

  • Steroids continue to be a major problem. In fact, reported cases of steroid use by athletes skyrocketed last year by an amazing sixty percent (DeFord 33).
  • Steroids continue to be a major problem. As sports journalist Frank DeFord has pointed out, “Reported cases of steroid use by athletes skyrocketed last year by an incredible sixty percent” (33).
  • Steroids continue to be a major problem. In fact, “Reported cases of steroid use by athletes skyrocketed last year by an incredible sixty percent.” (33).
  • Steroids continue to be a major problem, with reported cases of use by athletes rising sixty percent in the past year (DeFord 33).

Works Cited

MLA Documentation Exercise 2:

Instructions: Listed below are five sources for an imaginary essay on youth gang members, and a quote or fact from each source that will be used in the essay. You don’t need to write the essay at all; instead, you have two tasks. First, write the works cited list for this essay, correctly formatted in MLA style and in correct order, in the space provided on the second sheet. Then, look at the excerpt on page two, which quotes or refers to each of these five sources, and insert the correct parenthetical citation in the correct format for each. Here are your sources:

1) A book by Carlos Reyes called The Gang Life. It was published in New York by Basic Books in 1998.

You are going to use the following quote from Reyes:

The disturbing thing about gang culture is that it has moved beyond professional criminals and into the everyday lives of too many young people. There is an urgent need to educate youngsters about the dangers of associating with gangs.” The quote comes from page 266.

2) A book by William Bratton called Bad Boys: Gangs in the Modern American City. It was published in New York by Regan Books in 2005.

You are going to use the following item from Bratton:

“I would estimate that at least 30% of urban teenagers, and maybe as many as 50%, are themselves involved or know someone who is involved in some way with a gang.” The quote comes from page 147.

3) Robert Smith’s article entitled “The Sad Truth About Gangs” which originally appeared in the magazine Newsweek. The date of the magazine was August 24, 2004, and the article appeared on pages 24-29. You retrieved the article at the BCC library using the EBSCO database on April 10, 2006.

You are going to use the following quote from Smith:

“Increasing numbers of teenagers are associating with gangs, and this fact poses a grave threat to the young generation in the U.S. today.”

4) An article, with no author listed, called “The Growth of Gangs,” from the March 4, 2005 issue of Time magazine. The article was on pages 16-23. You didn’t need to use a database for this since you own the magazine.

You are going to use the following quote from the article:

“Gangs have already caused serious damage in the inner city, and now their influence has spread to suburban areas across the United States.” The quote comes from page 16.

5) A page entitled “Facts About Gang Members,” with no specific author listed, that you found on the American Criminology Association website. This page had a publication date of October 22, 2004. The address for the website is www.aca.org. You accessed this page on April 11, 2006.

You are going to use the following fact from this website:

“Gang membership has been linked to serious problems, including highly inflated imprisonment rates and life spans for gang members shortened to as little as half of the normal life expectancy.”

Essay excerpt

The recent congressional hearings over the spread of gang culture in the U.S. drew a great deal of attention, nationwide. While some felt the hearings painted an exaggerated picture of the influence of gangs on our young people, they did raise awareness of the fact that gangs are a serious concern in our society today. Former New York City Police Commissioner William Bratton recently suggested in his best-selling book, Bad Boys, that as many as 50% of today’s urban teenagers have some connection to gang culture, either directly, or indirectly through acquaintance with a gang member. () Although some might question Bratton’s estimate as too high, he is by no means the only one raising alarms about the spread of gangs. Even Time magazine has claimed, “Gangs have already caused serious damage in the inner city, and now their influence has spread to suburban areas across the United States” (). Even those not especially concerned about the suburbs should care about the larger social effects of the gang phenomenon. Researcher and leading expert on gangs Carlos Reyes has succinctly summarized the truly frightening side of the rise of gang culture: “The disturbing thing about gang culture is that it has moved beyond professional criminals and into the everyday lives of too many young people. There is an urgent need to educate youngsters about the dangers of associating with gangs” (). Now, more than ever, such education is vital, since the popularity of gang membership among young people “poses a grave threat to the young generation in the U.S. today” (). Aside from the behavioral problems such as violence, drug dealing, and intimidation that most people associate with gang activity, there are also potentially severe negative effects to the young gang member that many are unaware of; these potential negative effects, according to the American Criminology Association, include far higher rates of imprisonment and a dramatically shorter life span for gang members. ( ) Clearly, it is time to take notice, as a society, of the dangers of gangs, before they become even more integrated into our culture.

Works Cited

MLA Documentation Exercise 2:Instructions: Listed below are five sources for an imaginary essay on youth gang members, and a
quote or fact from each source that will be used in the essay. You don’t need to write the essay at
all; instead, you have two tasks. First, write the works cited list for this essay, correctly formatted
in MLA style and in correct order, in the space provided on the second sheet. Then, look at the
excerpt on page two, which quotes or refers to each of these five sources, and insert the correct
parenthetical citation in the correct format for each. Here are your sources:
1) A book by Carlos Reyes called The Gang Life. It was published in New York by Basic
Books in 1998.
You are going to use the following quote from Reyes:
The disturbing thing about gang culture is that it has moved beyond professional criminals and
into the everyday lives of too many young people. There is an urgent need to educate youngsters
about the dangers of associating with gangs.” The quote comes from page 266.
2) A book by William Bratton called Bad Boys: Gangs in the Modern American City. It
was published in New York by Regan Books in 2005.
You are going to use the following item from Bratton:
“I would estimate that at least 30% of urban teenagers, and maybe as many as 50%, are
themselves involved or know someone who is involved in some way with a gang.” The quote
comes from page 147.
3) Robert Smith’s article entitled “The Sad Truth About Gangs” which originally
appeared in the magazine Newsweek. The date of the magazine was August 24, 2004, and
the article appeared on pages 24-29. You retrieved the article at the BCC library using
the EBSCO database on April 10, 2006.
You are going to use the following quote from Smith:
“Increasing numbers of teenagers are associating with gangs, and this fact poses a grave threat to
the young generation in the U.S. today.”
4) An article, with no author listed, called “The Growth of Gangs,” from the March 4,
2005 issue of Time magazine. The article was on pages 16-23. You didn’t need to use a
database for this since you own the magazine.
You are going to use the following quote from the article:
“Gangs have already caused serious damage in the inner city, and now their influence has spread
to suburban areas across the United States.” The quote comes from page 16.
5) A page entitled “Facts About Gang Members,” with no specific author listed, that you found
on the American Criminology Association website. This page had a publication date of October
22, 2004. The address for the website is www.aca.org. You accessed this page on April 11, 2006.
You are going to use the following fact from this website:
“Gang membership has been linked to serious problems, including highly inflated imprisonment
rates and life spans for gang members shortened to as little as half of the normal life expectancy.”

Writing Ethics and Dilemmas Human Morality Essay

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Here is the article:

The question of morality—mainly in its trespass—is often a staple in the news. A politician may be accused of embezzling money or breaking his marital vows in an illicit affair with a co-worker. A police officer may be the focus of an investigation for accepting bribes. A priest may be faced with condemnation for molesting children. Your average Joe may have just entered a school and gunned down three instructors and five students. The list of lapses is continuous as is the call by prominent people or institutions for a return to the moral universe of the past. Like modern allegories of improper behavior, these incidents send us didactic messages on how not to behave. They become the tales of wrongdoing whose inevitable denouement is punishment of the guilty and a mandate for return to morality until the next lapse that is.

For some, the “moral universe” is clear and orderly, where moral rules are objective and must simply be adhered to. According to certain moral philosophers, humans have an innate sense of morality, an interior voice that whispers to our conscience and helps us distinguish between right and wrong. It is this voice that stops a child from shoplifting in a store or stealing a friend’s cell phone. It is this nagging voice that prevents us from doing whatever we want whenever we want. It is this very conflict within a person, the psychomachia, which forms the basis of humanity for many religions. In other words, people inherently know what is right; doing the right thing or doing the wrong thing is only a matter of choice, for people also have free-will given by God. In contrast to these beliefs of innate and universal human morality stands moral relativism, according to which morality is something that humans are conditioned to and is therefore relative and subjective. To moral relativists, there is no innate moral ground or whispering voice that forms our conscience; rather, morality depends on the situation one is put into, and every situation is relative to another.

The following hypothetical scenario can put these theories into a more tangible perspective. During a robbery at a bank, the perpetrators electronically get away with an undisclosed amount. In the process, the bank manager becomes aware of the security system penetration as well as the methods utilized by the hackers. Before calling the police, the manager has a short window of time when she can steal five million dollars without any chance of being caught and without any chance of anyone ever knowing of her crime. Will she commit the crime even if she knows she could do it with impunity? For those with moral certainty, her decision is merely a matter of utilizing the innate morality she was born with. The psychomachia, the battle in her soul, would rage between her desire for personal gain and her moral duty, but she certainly would know what is “right.”

On the other hand, moral relativists would take a different stance on this bank heist scenario. A moral relativist would say that the bank manager’s ethical dilemma is not triggered by any innate moral device, but rather it was mandated by the manager’s specific moral values as shaped by her family, religion, or other social factors. To even further solidify the subjective character of morality, the moral relativist would weave a more complex scenario regarding the punishable character of the manager’s act. What if, for instance, she were to get caught? Should she be condemned in all cases? What if she stole the five million dollars not for fancy cars, dinners, vacations, diamonds, or anything for herself? What if, instead, she stole the money to donate to cancer research, and because of her donation there was a major breakthrough in the treatment of cancer? This breakthrough would save millions of lives and billions of dollars in health care. In this case, would the bank manager still be found guilty? She would have committed an apparently immoral act yet for a moral if not honorable cause.

Moral relativists believe that objective morality does not exist; morality is induced from the outside and has to be judged by the specific circumstances of each case; it is, in essence, a set of social beliefs that becomes codified over time into a set of value standards. People learn moral standards along with ideas of proper behavior, decorum, language, style, or anything else. To substantiate their claims, moral relativists use the different cultures and traditions of the world which help explain the “relativity” of morality across the globe. Indeed, outsiders visiting planet Earth might be confused by this plurality of often contradictory norms. They may wonder, for instance, about the act of killing another human being. Why are some people who kill another human being arrested, prosecuted, and incarcerated, while others are hailed as heroes and given medals? When does killing constitute “murder”?

The answer to this debate between innate, God-given morality versus man-made, relative morality may lie in the most unlikely of places, Darwin’s 1859 publication of the Origin of Species. As is well-known, Darwin used this text to promulgate his ideas of evolution and to show how mankind evolved over time, ultimately descending from apes. Evolution, therefore, would squarely support the idea that human beings construct their own social belief systems. However, a growing number of philosophers, sociologists, and cultural anthropologists have been arguing that there exists a biological “morality device” in human beings, which has evolved over time. This morality device operates like a module in the brain that triggers the need for humans to develop more complex codes of human behavior in order for them to effectively adjust to the challenges of survival. In essence, some hidden part of our brains became active at a point in the distant past, triggering the morality device. Books such as Harvard professor Marc Hauser’s Moral Minds and Michael Tomasello’s A Natural History of Human Thinking even go so far as to claim that human beings are born with a “moral grammar” hardwired into the brain, a theory that builds on notable language theorist Noam Chomsky’s idea of an inherent “Language Acquisition Device” and an underlying “Universal Grammar” to prove humans’ biological predisposition to learning a language (Hauser, 2006; Tomasello, 2014). Thus, the human species evolved physically, mentally, and morally at the same time, roughly 50,000 years ago (Smith, 2015).

While it is tempting to believe that religion had it right all along or that people do have an innate sense of morality, a closer look at how scientists define morality significantly problematizes this quick interpretation. Many cognitive psychologists, those scientists engaged in the study of the parts of the brain in question, do not overtly claim that morality is innate; instead, they claim that morality developed along with other cognitive functions as part of larger social systems. As early man banded together for his own protection, he needed a more developed social system that would allow for greater cooperation, survival, procreation, and expansion of the species. In this way, morality was part of the process of developing stronger social bonds between individuals and their communities. With this “social intelligence hypothesis,” morality wasn’t necessarily about strict notions of right and wrong; it was merely and primarily concerned with ways of establishing specific parameters for human survival; so, for instance, these parameters may coincide with peaceful coexistence and cooperation among humans while other times “war” may be proclaimed as “necessary” or morally “justifiable.” Morality, then, could be seen as part of a human need for organization and structure. This differentiation in definitions may seem minor, yet it helps explain a great deal of human behavior.

With this definition in hand, it becomes obvious that humans may have a predisposition for morality but not necessarily a specific morality. There is no innate set of specific behavior rules that everyone is born with, for there are far too many cultural distinctions among the world’s peoples for that to be true. This hypothesis disrupts thousands of years of philosophical thought process. Plato (428BC-348BC) thought that men had knowledge of morality that was inscribed on their minds as similar to impressions left on wax, and one endeavored to “rediscover” these impressions during life (Benardete, 1991; Plato, 2011); John Locke (1632-1704) capitalized on this metaphor to argue for people being born as “blank slates” as they are socialized due to social contract theory (Locke, 2016). Even the modern-day grandfather of moral philosophy, Immanuel Kant (1724-1804), believed that morality was based on rationality, but people were forced to be moral through his so-called categorical imperative. So, whether morality was a choice, imprinted in humans by God, or applied to us by a categorical imperative, a fairly strict moral code existed. Scientists, however, are changing this narrative. They are arguing that people are biologically encoded with a predisposition for rules of governance in social interaction. In this way, we can see that morality is not about good or evil, right or wrong; morality is about individuals’ relationship with their community, and we need morality in order to function within a society. It isn’t a choice; it’s in our genes.

Theological thinkers from Martin Luther King, Jr to St. Augustine have postulated the difference between “man’s law and God’s law.” Man’s laws are imperfect and can lead to injustice, so it is the responsibility of people to fight unjust laws as King wrote in his famous missive, “Letter from Birmingham Jail.” For theologians, alluding to God has been one way that humans have interpreted and enforced morality for eons.

Scientists, however, have been using a sociological lens to interpret morality. For them, judging people by a distinct and inflexible set of moral codes is unhelpful or even unrealistic because people’s actions and moral values differ from culture to culture and situation to situation. The viewpoint of social scientists can be summarized like this: morality is not about finding an innate value system implanted by an unknown creator. It is rather about humans’—as individuals and as members of a community— constant negotiation with an existing, evolving, and relative value system. During times of relative peace, individuals may break their “moral contract” with the community (and with their religions), and for that there are consequences to be suffered. During times of instability in a community, moral lapses or crimes are far more likely to be committed by even average citizens because the social pact, the common and assumed agreement between individuals and society, has broken down or is in need of adjustment to changing circumstances. For scientists, morality is a luxury afforded to the human species, encoded in our genomic sequences, and expressed in our need for social bonding that is based on an almost instinctual understanding of fairness. Now, where the genetic code for morality comes from is an entirely other matter. Perhaps that’s a question for the theologians after all.

Here are the requirements for the essay: Times Roman, 12pt font, double spaced, titled, 2-3 pages; should include a summary, thesis, claims, and ONE developed example that has setup, support, and significance.

Topic: According to the authors, how is the issue of human morality approached by various theories? To what extent—if at all—do you agree with any of these explanations?