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For this assignment, you will focus on a case, and complete the first three steps of the critical thinking process: 1) Identification, 2) Research, and 3) Analysis.

First, read the Case Provided Below – entitled, “Grace in the Pandemic”.

Grace in the Pandemic

Grace is an online college student.  She lives at home with her father who is a professor at her college, her elderly grandmother, and her four-year -old brother. Grace, her father and grandmother have all been vaccinated.  Her younger brother is not vaccinated, as he is too young to get the vaccine. Grace is worried about her brother as he suffers from asthma.

Grace works part-time at a local restaurant.  She was furloughed during the pandemic but was rehired when the restaurant could reopen.  There are many new rules that she must follow. The rules were put into place by the restaurant owner.  All of the rules were implemented to keep patrons and workers safe during the continuing pandemic. 

Grace attended a Zoom meeting with the restaurant owner, wherein the owner personally outlined the new rules requiring lower capacity, wearing masks and social distancing.  The owner also discussed rules that specifically apply to Grace’s new role at the restaurant.  In addition to her regular duties, Grace, and all employees, must: always wear a mask while inside the restaurant, social distance, stay home if feeling ill, wash their hands often, and disinfect all tables and seats every time patrons finish their meal and leaves a restaurant.  The owner impressed upon Grace that if she could not adhere to these rules, she could not return to work. 

The owner also instructed Grace to report anyone not following the rules since the owner would not be on the property.  The owner explained that she genuinely cares about her patrons and workers, and she wants this to be a safe workplace environment.  

When Grace returned to work, she saw others following the rules outlined by the owner, most of the time.  As the weeks went on, she noticed that the rules she discussed with the owner were being implemented less and less.  Her manager now told employees to wear a mask when the public could see them, but when not visible, the manager said, “Don’t bother with a mask.  What the patrons don’t know can’t hurt them.” Also, social distancing began to disappear, and capacity was normally far above the limit the owner had set.  Some patrons complained and left, although enough stayed to keep the restaurant busy.  When Grace asked the manager why they are over capacity and not social distancing, the manager responded, “Don’t be a baby.  Either be happy with the extra tips or find another job.”  

Most evenings were busy, and Grace was now told to stop disinfecting tables and seats between customers.  The manager claimed it took too much time.

One evening, when arriving at work, Grace overheard the manager’s conversation with the owner.  While on speaker phone she heard the owner confirm with the manager that all of the pandemic policies were being followed. She asked if masks were being worn at all times, about social distancing, capacity limits, etc.  The manager lied.  He said he was strictly enforcing the wearing of masks, social distancing, capacity and hygiene rules. 

When the phone conversation was over, Grace walked away but the manager saw her.  “Hey, Grace” he shouted, “If you keep your mouth shut, we’ll be fine.”

Grace asked, “But shouldn’t the owner know?”

The manager furiously reacted, “You’ll lose your job if she finds out you and the others weren’t following the rules”  

What should Grace do?

Follow the Sample Format: Identification, Research, Analysis, and submit to this Dropbox using MLA formatting.

Complete this assignment, as follows:

Identification (one sentence in bold print)

  • State the main ethical/moral issue in question format: Should ______? or What should ______?
  • Be impartial
  • Write just one issue, not two; so, do not use the word “or.” 

Research (bulleted list)

List three topics that would be appropriate to research regarding this case and what you identified as the main ethical issue. Suppose you were the person named in the main ethical issue, and you had to make a decision about the main ethical issue, what facts would you want to discover to help you make a better decision, and where would you find it? You do not need to actually complete the research; just list the three specific topics you would research and discuss why you chose these topics.  What would you like to discover? Three distinctly different topics are required.

Analysis (chart)

Complete the analysis chart to include:

  • at least four options and four stakeholders.
  • Stakeholders are people or a business/entity that represents people.  A stakeholder cannot be a thing such as a friendship or a reputation.
  • All options must be in the control of the central person named in the main ethical issue. For example, if the issue is Should Jack report, Jill?  The first option could be -Jack could report Jill’s stealing to the boss. There are probably many more than 4 options but choose the 4 best options. All options should be reasonable ones that the person named in the main ethical issue could choose to make their decision. For example, you could NOT use, Jill could turn herself into the boss because Jill is not the central person named in the main ethical issue.
  • Once you have four options and four stakeholders filled in, complete the chart with possible consequences; briefly explain how you believe each stakeholder may be affected by each option. For example, for the option – Jack could report Jill, a possible consequence for Jack, as one of the stakeholders, is that Jack could become a victim of Jill’s scorn. For Jill, as one of the stakeholders, a possible consequence is that Jill could lose her job.

Helpful Hints:

How to Create a Chart:

  • In MS Word click on the INSERT tab
  • Click on Table
  • Create a 5 x 5 Table if you have 4 options and 4 stakeholders.  
    As you write in the squares the chart will expand to support your writing
    Include at least 4 stakeholders and 4 options

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Instructions:

  1. Choose any TWO of the following terms or concepts from our course so far: feminism, gender socialization, gender policing, oppression, privilege, social constructionism, and the personal is political.
  2. For each of the two terms/concepts you choose, (a) define it and (b) provide a “real life” example. NOTE: If you copy the definition from our course materials or from an outside source, you must also add your own words explaining that definition. See the example below for a way to do that. The real life example might be from your own life, from our course materials (readings, documentaries, One Day at a Time), or a hypothetical. Whatever you choose, it should demonstrate that what we are studying in this course isn’t just in a textbook; it has implications for you and me in our everyday worlds.

Sample Submission:

Here is an example of a high-quality submission for one term/concept. Please remember that you need to have TWO terms/concepts.

Feminist stance can be defined as one that “understands gender as a system of privilege and oppression [and that] also assumes that gender is social constructed, and is deeply interested in mapping out how, where, and to what effect” (Threshold Concepts, p 31). In my own words, I think that this means that instead of assuming that that’s just the way the world is or that difference is natural or unavoidable, a feminist stance looks for the ways that we as a society have made the rules ourselves and looks at how the rules we’ve made affect different people in different ways. Most important is that a feminist stance is often looking at ways to change the system so that more people have privilege and access. A real life example of this is the way that I used to think about child care because my mother was a stay at home mom while my dad worked outside of the house for pay. I fell into the trap of assuming that women should “naturally” take care of children because I mistakenly believed that women were “naturally” nicer and more emotional. In this class I learned to think through a social constructionism lens, meaning that men and women are socialized to behave in certain ways. If little girls are given dolls and taught how to care for dolls while little boys are given building blocks and told not to play with dolls, don’t cry, etc, then of course those boys and girls are going to grow up with those behaviors feeling “natural” even though it has more to do with how we are raised. I didn’t think about how that assumption affect not only women but their families when it came to employment and income. We’ve learned in this class about how the US is behind other highly industrialized countries when it comes to quality child care and using a feminist stance I now see the issue as about more than just “moms taking care of their kids.” I can now see that the lack of child care support is based on gendered assumptions about children and about moms and dads and the end result means that families with children face hard challenges to pay for child care often meaning that the woman in the relationship must reduce her work hours or even quit/lose her job, thereby affecting the income of the family overall.

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Huddles are such an important part of nursing – they relay pertinent information, increase safety, offer team building opportunities, promote better outcomes for the patient, and ultimately can reduce costs.

Here is your scenario:

Your nurse manager identifies that the staff on your rehabilitation unit, and particularly that you as the evening charge nurse, are resistant and oppositional to an important new patient safety strategy of implementing huddles to improve staff communication.

BRIEF SUMMARY OF CASE 

Paragraph 1  Your nurse manager meets with you, the evening charge nurse, (and with you he had previously begun a disciplinary action process because you refused to implement huddles on the shifts when you was in charge).   You now understands that you (and the staff) were wrong, and you begin to explore with the manager how better to implement huddles on your shift.

Paragraph 2  In a quarterly staff development in-service for the rehab facility’s leaders, a group of nurses and charge nurses, including you, learn about implementing change using Lewin’s five-step Stages of Change (SCM) Model. The nurse manager and you apply this model to their failed implementation of huddles.

Paragraph  3 – You return to your unit and share with the staff that you—and they—were wrong to refuse to implement huddles. You begin to start the process as a change agent.

DISCUSSION GUIDE – QUESTIONS  Worth 2 points each (16 points)

Paragraph 1

  1. How does your nurse manager know that you are ready to learn and be a part of the unit change?
  2. How was the decision to implement the huddles handled?
  3. What is the importance of a huddle?

Paragraph 2

  1. What would you do prior to implementing a staff meeting to best communicate new information to the staff?
  2. How would you describe Lewin’s Theory of Change? Can you give an example where you have used this theory?
  3. What other theories of change are you familiar with, in addition to Lewin’s?

Paragraph 3

  1. How would you manage conflict with the other unit staff?
  2. How would you handle the resistance to change as noted by the unit staff?

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Objective:

The purpose of this assignment is to assess your understanding of theories of personal identity and to develop the following skills. This assignment assumes you have a good mastery of structure, signposting, citation and bibliography.

Skills:
o Understanding Memory, Soul, and Animalist theories of personal identity

o Applying theories of personal identity to a novel case study (the Garrett case)

o Developing writing skills

Resources (found in Modules: Personal Identity, Overview).

Refer to Stich and Donaldson book, Chapter 11.

Do NOT use the internet as a source. Use the Stich and Donaldson textbook only. Use of the internet may result in your having to redo the assignment.

Task:

Write 4 paragraphs (approximately 500 words) about the following case:

Suppose that Garrett, a 35-year-old man, robs a bank and kills one of the bank guards. While driving away from the scene of the crime, Garrett loses control of his car and crashes into a brick wall. He is not wearing a seat belt, and he sustains a serious head injury which results in a total and permanent loss of memory of everything that has happened for the last 3 years. There is no chance he will ever regain his memory of these 3 years. A year after the robbery, Garrett is brought to trial.

Question: What would a memory theorist say about this case? Is the man on trial numerically identical with the man who robbed the bank? Is the man on trial morally responsible for the bank robbery and the murder? What would a soul theorist say? 

Include the following:

1. Define and explain ONE of the Memory Theories of Personal Identity (version 1, version 2, or version 3 from Stich and Donaldson Ch. 11). Definitions should be in quotation marks, word-for-word, followed by a citation. Briefly explain this Memory Theory of personal identity.

2. Explain what a Memory Theorist of personal identity would say about the Garrett case. What would their position be, and why?

3. Explain what a Soul Theorist of personal identity would say about the Garrett case.  What would their position be, and why?

4. Explain why the Soul Theorist and Memory Theorist might disagree about the Garrett case.

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Dixie’s Daughter’s Book Q & A Assignment

The point of this assignment is to teach you how to use an academic book.  Begin with the Preface/Introduction to the book.  Then work your way through each of the chapters.  So, read carefully and answer the questions thoroughly. 

TIP:  ALL OF THE ANSWERS ARE IN ORDER BY CHAPTER.

Directions:

  • After reading Dixie’s Daughters:  The United Daughters of the Confederacy and the Preservation of Confederate Culture: 
  • please answer the following questions about the book. 
  • Please note:  these are NOT simple 1-2 line answers. 
  • Your answers should be substantial information that FULLY answers the question with some brief examples to show that you read the book.  
  • YOU MAY ONLY USE COX’S BOOK to complete this assignment.   
  1. What is the “Myth of the Lost Cause’? And, explain:  who, why, and how, was this myth created and sustained.
  2. Define “Confederate Culture.”  What are the symbols associated with this culture?  What groups were responsible for this tradition?  What were their objectives?  
  3. What aspect of American history does the author NOT discuss in the book and why?
  4. Who was the UDC?  Who were its members?  Why did they become members?  And, how did the group evolve? 
  5. How does Cox characterize the “New Man?”  Be sure to discuss:  motivations, goals, and these men differed from their fathers. 
  6. Describe how women’s organizations were able to commit to monument building and fundraising?  What kind of monuments did they desire? 
  7. Describe the concept of “benevolence” as it relates to the UDC and the Progressive Era.
  8. Discuss and describe the UDC’s views on history and how they spread their ideology.  What were their views on education? 
  9. Explain and discuss vindication and reconciliation as it relates to the UDC.  Be sure to include specific examples. 
  10. According to Cox, how did the views of the UDC, and by extension, the South, change and then challenge the Civil Rights Movement?

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Religious Freedom Laws

Since the U.S. Supreme Court’s 2015 decision in Obergefell v. Hodges, legal same-sex marriage is the law of the land.

Many people are still unhappy about the decision and some fear that in complying with the law they will be forced to violate their sincere religious beliefs. You’ve no doubt heard of cases in which, for example, courts have held that refusing to bake a wedding cake for a same-sex couple is unconstitutional discrimination. This case was heard by the Supreme Court in December 2017, but the decision has not been announced as of the time I’m typing this.

In one highly-publicized case from 2013, a photographer was held to have discriminated because she refused to photograph a same-sex commitment ceremony. In this case, the New Mexico Supreme Court held that the photographer had discriminated, in violation of state law, and the U.S. Supreme Court declined to review the decision.

Since the Obergefell decision there have been well-publicized cases in which government officials who issue marriage licenses have cited religious reasons for not granting licenses to same-sex couples. Here is one example. Or here.

A fact that many have missed about the bakery or photography cases is that these cases are not about federal law, and are in fact unrelated to the question of whether same-sex marriage is or is not legal. These cases are based on state laws adopted by state legislatures that establish sexual orientation as a protected class. So in those states it’s illegal to discriminate against same-sex couples just as it’s illegal to discriminate against African-Americans or women or disabled persons. In Texas it’s not illegal to discriminate against same-sex couples because sexual orientation has not been added to the list of those protected from discrimination. So a Texas bakery can refuse service to a same-sex couple with impunity.

Texas also is challenging (and here and here) government-subsidized benefits for married same-sex couples. Texas’s argument is that the Obergefell decision mandated that the state perform same-sex marriages but did not explicitly mandate that states offer the same benefits to married same-sex couples that are offered to married opposite-sex couples. Texas officials (the governor, lt. governor and attorney general) believe that discriminating — treating same-sex couples differently from opposite-sex couples — should be the state’s choice.

Federal legislation has been introduced that, if passed, would among other things expand the Civil Rights Act of 1964 to include sexual orientation among federally-protected classes. Here is a description (from the “liberal” web site thinkprogress.org) of what this legislation would do. No one realistically expects it to pass, though

The basic anti-discrimination principle in the Civil Rights Act is that “public accommodations” (such as restaurants, theaters, hotels, etc.) cannot discriminate against members of protected classes of people. A restaurant, for example, cannot refuse to serve African-Americans or women, even if they have a sincerely held belief that African-Americans or women are undesirable. Some people’s sincerely held religious beliefs long included the belief that African-Americans were cursed by God (the biblical “mark of Cain”) and thus discrimination against them is ordained, or at least approved of, by God. That belief was an important element of the supreme court case Newman v. Piggie Park (1968). If someone’s sincere religious belief mandates that they discriminate against African-Americans and courts have said that’s not OK, should sincere religious beliefs be the basis for discrimination against other groups of people, like homosexuals? [From the Piggie Park decision:  “The free exercise of one’s beliefs, as distinguished from the absolute right to a belief, is subject to regulation when religious acts require accommodation to a society. Undoubtedly, [the restaurant owner] has a constitutional right to espouse the religious beliefs of his own choosing; however, he does not have the absolute right to exercise and practice such beliefs in utter disregard of the clear constitutional rights of other citizens.”Remember, we’re talking about laws that have to apply to everyone. No particular set of religious beliefs can bind everyone else, as we separate church and state in America.

Anti-discrimination laws generally have exemptions for religious institutions. So churches may refuse to host gay weddings if they choose. For-profit wedding chapels are not similarly protected (here’s one story from a conservative perspective and a liberal perspective) as they are generally considered to be public accommodations.

Some have asserted that the logic of forcing a baker who objects on religious grounds to baking a wedding cake for a gay marriage is the same as forcing an African-American baker to bake a cake for a KKK wedding or a Jew to bake a cake for a Nazi wedding. That’s not actually an accurate analogy. The KKK is not a protected class, because adhering to a political philosophy is not an immutable characteristic of a person. Neither is the Nazi party. Any baker, black or white, can therefore refuse to bake a cake for a KKK wedding, or any Jew for a Nazi wedding, without being accused of legal discrimination.

So, what do you think? Should any business owner, or even any government official, be empowered to deny service to same-sex couples on the basis of their sincerely-held religious beliefs?

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1. Number Analysis Program
Design a program that asks the user to enter a series of 20 numbers. The program should
store the numbers in a list and then display the following data:
• The lowest number in the list
• The highest number in the list
• The total of the numbers in the list
• The average of the numbers in the list

2. Driver’s License Exam
The local driver’s license office has asked you to create an application that grades the written
portion of the driver’s license exam. The exam has 20 multiple-choice questions. Here
are the correct answers:
1. A 2. C 3. A 4. A 5. D 6. B 7. C 8. A 9. C 10. B
11. A 12. D 13. C 14. A 15. D 16. C 17. B 18. B 19. D 20. A
Your program should store these correct answers in a list. The program should read the
student’s answers for each of the 20 questions from a text file and store the answers in
another list. (Create your own text file to test the application.) After the student’s answers
have been read from the file, the program should display a message indicating whether the
student passed or failed the exam. (A student must correctly answer 15 of the 20 questions
to pass the exam.) It should then display the total number of correctly answered questions,
the total number of incorrectly answered questions, and a list showing the question numbers
of the incorrectly answered questions.

3. Name Search
If you have downloaded the source code from this book’s companion Web site, you will find
the following files in the Chapter 07 folder:
• GirlNames.txt—This file contains a list of the 200 most popular names given to girls
born in the United States from the year 2000 through 2009.
• BoyNames.txt—This file contains a list of the 200 most popular names given to boys
born in the United States from the year 2000 through 2009.

Write a program that reads the contents of the two files into two separate lists. The user should be able to enter a boy’s name, a girl’s name, or both, and the application will display messages indicating whether the names were among the most popular.

4. Total sales
esign a program that asks the user to enter a store’s sales for each day of the week. The amounts should be stored in a list. Use a loop to calculate the total sales for the week and display the result.

5. Lottery Number Generator
Design a program that generates a seven-digit lottery number. The program should generate seven random numbers, each in the range of 0 through 9, and assign each number to a list element. (Random numbers were discussed in Chapter 5.) Then write another loop that displays the contents of the list.

6. Larger Than n (Exercise 6)
In a program, write a function that accepts two arguments: a list, and a number n. Assume that the list contains numbers. The function should display all of the numbers in the list that are greater than the number n.

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How is the Texas Constitution changed?

As you’ve read in your text, changes to the Texas Constitution are proposed by the state legislature, but can only be approved by a majority vote in a statewide election. In 2019, the legislature was able to reach a 2/3 majority in the House and Senate for ten proposed changes. Voters decided whether not to make each change in the November, 2019, election – approving nine out of ten. What other sorts of changes did legislators consider?

The Texas Constitution, in accordance with the 26th Amendment to the U.S. Constitution (Links to an external site.), allows 18-year-olds to vote.

What about people who turn 18 during an election year – before the November General Election, but after the party primary elections – generally held in March. They get to choose between Republican and Democratic nominees, but can’t take part in choosing who those nominees will be.

To change this would require an amendment to the Texas Constitution, which starts with a joint resolution in either the Texas House of Representatives or the Senate. Last session, H.J.R. 37 (Links to an external site.) would have amended our state constitution to allow 17-year-olds to vote in party primary elections as long as they turned 18 by the date of the November General Election. Earlier this year, S.J.R. 12 (Links to an external site.), by Senator Judith Zaffirini, proposed the same change.

Is that a good idea? What do you think?

(Links to an external site.)

Write an essay (2 – 5 pages, double-spaced, cited sources). Make sure your essay tells your reader:

  1. The number and author of the joint resolution proposing this amendment this year.
  2. What the proposed amendment would do.
  3. Arguments for and against.
  4. Who you think might be for it and against it.
  5. How would you vote if you were a member of the legislature?
  6. Had it passed the House and Senate, do you think Texas voters would have approved it?

Submit in Word. Cite your sources.

(Note: I have to post semester grades right after this due date. Turn this assignment in on time if you want credit!)

Additional Resources

Here’s the link to this session’s H.J.R. 12: https://capitol.texas.gov/BillLookup/History.aspx?LegSess=87R&Bill=SJR12 (Links to an external site.)

Here’s a link to last year’s H.J.R. 37: https://capitol.texas.gov/BillLookup/History.aspx?LegSess=86R&Bill=HJR37 (Links to an external site.)

This idea was also proposed in 2015 as H.J.R. 50. You can see how it did: http://www.capitol.state.tx.us/BillLookup/History.aspx?LegSess=84R&Bill=HJR50

If you look at the witness list from the hearing on H.J.R. 50, you can see who testified for and against it: http://www.capitol.state.tx.us/tlodocs/84R/witlistmtg/html/C2402015042014001.HTM

The National Youth Rights Association supports this: http://www.youthrights.org/issues/voting-age/voting-age-status-report/

A group called FairVote supports this idea as well: http://www.fairvote.org/primary_voting_at_age_17#facts_17_year_old_primary_voting

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Watch the film Thirteen Days.
The motion picture is on YouTube Movie & Shows at no cost to students. There are
ads.
You’ll be watching this film to give you a window on the events in 1963 when the
United States of America and the Union of Soviet Socialists Republics nearly collided
in a nuclear war that would have ended most of the life on this planet.
The purpose of studying the Cuban Missile Crisis is to understand presidential
leadership in a crisis. It is important for students to recognize that presidents have
the power of launching nuclear missiles that could end our lives. How and why these
situations arise is the most important aspect of a president’s war-making abilities.
The president has sole use and authorization of nuclear weapons. Next to appointing
Supreme Court Justices the president’s nuclear power is the most important of
presidential powers.
Please consider and answer all of the following questions in an essay with a minimum
of 1,200 words. You are required to do a word count of your essay and type the
word count at the end of your paper. (Do not include footnotes in the word count).
1. How did the Cuban Missile Crisis develop? What was the immediate crisis and
the role of the Castro Revolution, the U-2 Crisis, the Bay of Pigs Crisis, the Berlin
Crisis, and the Vienna Summit.
2. How did the Kennedy administration resolve the Cuban Crisis?
3. What impact did the crisis management style teach us?
4. What is the danger of having a president who believes he is the only person who
can answer problems?
5. How would Trump have handled a Cuban Missile Crisis type situation?
6. Where are we now? Is there a danger of a nuclear war today? What is the NPR
and do we need more new nuclear weapons?
There are 21 articles researched for your use. Do not use sources other than these.
You should use at least 15 articles in your paper. You need to use these articles to
answer the questions above.
https://carnegieendowment.org/2018/01/04/other-terrifying-lesson-of-cuban-
missile-crisis-pub-75161
https://cubanstudiesinstitute.us/principal/what-we-learned-from-the-cuban-missile-
crisis-2/
https://foreignpolicy.com/2012/10/19/the-9-most-important-lessons-from-the-
cuban-missile-crisis/
https://hbr.org/2013/11/how-john-f-kennedy-changed…

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Now that you have successfully discovered valuable information in the Dixie’s Daughters Book, it is time to write a formal book review.  Book reviews are helpful for conducting research.  Book reviews allow people to read a short write-up about the book and make a decision about the books usefulness for potential research or source information.  It is your job to write one of these. 

P.S. A book review is NOT a simple summary of the book.  Book reviews follow a format; so read below for the instructions.  

Instructions:

Part I

Who is the author?  What do we know about him/her?  Is she/he qualified (expert) to write about the topic?

Identify the author’s thesis.  A thesis is a statement capable of proof.   

Does the author state WHY the writing is important?  Does the writing fulfill a “historical gap?”  

Does the author state HOW he/she is going to prove the thesis?  

  • Part II
  • In this part you will give several examples of how the author substantiates his/her thesis. 
  • What proof does he/she put forward? 
  • Choose examples carefully to show how the author validates the thesis.  Be specific here.  

Part III

In this part you will determine whether you are persuaded by the author’s argument.  Using the examples from Part II, you will determine whether they in fact validate the thesis.   Use your TEXTBOOK as guide.  Does the author’s claims match or follow in line with the textbook.  (This will take you some time to flesh out.)  

  • Part IV
  • In this part you will evaluate sources and footnotes.   Are the footnotes accurate and to the point?  What sources has the author consulted?  Are both sides of the conflict represented to the same degree, or is the author relying too heavily on only one set of sources? 
  • Part V

Conclusion.  Does the author prove his/her point?  Would you recommend this book for others to read?  Why or why not?  

 

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