Humanities Homework Help

Stevenson University The Impact Covid 19 has on Mental Health Professionals Proposal

 

Directions below: Part I is attached

typed in APA Style, Please use 12 point Times New Roman font with one-inch margins all around. Use the lettered headings in the outline below as headings for your paper. Provide references (citations in text) throughout, as appropriate per the current APA style manual. Please include a “Cover Page” and “ References” page for each paper. Use the same title and running head for both papers.

Content requirements are provided below. Please address the items below in the narrative of your papers in paragraph style. Do not use a bulleted format and do not state then answer the questions. The outline is intended to guide you in what to include in each section. However, the paper is written in a narrative style.

Paper II should include

Methodology

(Total 6 pages not including Cover Page, Table of Contents, Abstract, References, Appendices)

Cover page for Paper II with same title and running head as Paper I

Table of Contents for Paper II

Abstract of Paper I (1-2 paragraphs)

III. Method
A. Variable Specification

  • State the independent and dependent variables for your study. Please limit yourself to one of each to keep things simple.
  • Provide conceptual (nominal) definitions for each. Briefly discuss how these variables fit with the human behavior theory you selected to conceptualize your study.
  • State how will you measure the independent and dependent variables (operational definitions). Describe each measure to be used. Provide information on reliability and validity if applicable. Comment on the strengths and limitations of using each measure with your intended sample. What are the diversity considerations, if any, related to sampling?
  • State the demographic data will you collect on your participants.

B. Design Specification State the specific study design you propose to use to answer your research question (i.e. true experimental, cohort, pre-post one group, etc.) It is not sufficient to only indicate longitudinal or cross sectional. State a specific design and provide a full explanation as to why you selected it and why you rejected other possible designs (i.e., why this is the best design for your situation based on research methods available and feasibility for the study within the context it would occur).

C. Participants/Sampling

  • Describe the desired demographic characteristics of the participants of your study.
  • State how many participants you propose to include in the study and justify your number.
  • Describe how you would recruit and select participants. How would you identify people who would participate? If you plan to use a random sample, how would you obtain a sampling frame? What procedures would you use to select potential participants from the sampling frame? How would you solicit potential participants? Where would you “find” them?

D. Protecting Participants from Harm

  • What level of risk does this study represent for participants (low, medium, high)? State how you would protect the privacy of the participants and otherwise protect them from being harmed in the conduct of your study. Where will you store data collected and signed consent forms? How will you prevent signed consent forms and other identifying information from being associated with individual participants when storing the data?
  • Describe the procedures you would use for ensuring informed consent from potential participants for the study. Provide a consent form that you construct for the study in the appendix of this paper.
  • What issues related to diversity need to be considered in the design of this study?

E. Data Collection and Analysis

  • Describe the procedures you will use to collect the data. For example, will you use face to face or web based surveys/questionnaires, observation guides, interview schedules, focus groups, etc.? Address any special circumstances necessary.
  • Describe how you will process the data to prepare it for analysis.
  • Make a mock table that shows how you would display your sample characteristics (i.e., demographic data on your sample)
  • Restate the research question from the literature review section and describe how you will analyze the data to answer it (i.e., what statistics will you use to answer the research question/address the hypothesis.) Indicate why you selected the statistics that you did based on the level of measurement of the data collected and the purpose of your research question.

F. REFERENCES for Paper II

G. APPENDICES
1. Formatted data collection instrument with directions for participants
2. Formatted consent form

Humanities Homework Help

US HISTORY 111 Mercy College Dobbs Ferry Emancipation Proclamation Question

 

Research paper on the Emancipation Proclamation. The paper is mainly about how the emancipation proclamation didn’t free any slaves. Also, following that much didn’t change until the 13th, 14th and 15th amendments were released. Further Instructions are on the document attached below. Please follow instructions as stated. MUST INCLUDE 4 SOURCES

NO PLAGIARISM, NO ENCYCLOPEDIA. MUST BE DONE BY SUNDAY 12PM.

Humanities Homework Help

SOCI 6180 Tulane University Human Capital Capitalism and Stratification Discussion

 

Students should choose one of the topics discussed in class and (a) begin with an introduction clearly describing the topic to be analyzed, (b) provide a summary of the parts or sub-headings of the paper, and (c) describe sources of information to be used (i.e., what books and journal articles, online data sources (Pew, GSS, census, etc.). Estimated length: 5-7 pages double-spaced. This is completed. Need help bringing the 5 pages I have to 10. This is the development and completion of the 5 pages In addition to filling out the parts or sub-headings projected in the other 5 pgs the final paper should have a conclusion that summarizes the paper and makes generalizations about the aspect of stratification examined in the paper.

here is the work that i already have

Human Capital: Capitalism and Stratification

The question of inequality, how to recognize it, and how to eradicate it has long been a discussion of scholars, politicians, and activists. And as society seemingly becomes increasingly more “progressive,” it also becomes clear that the reason behind such inequality is not understood. If there is a moral or political inequality, as Jean-Jacques Rousseau suggests, upon what is this inequality predicated? This essay will explore stratification’s role in capitalistic societies specifically through the lens of race and racism, challenge the notion of identity, and discuss the role of whiteness in the preservation of white supremacy. It will begin with defining stratification and the formation of identity. Next, it will discuss the establishment of the United States and its never-ending war against Black Americans. It will end with a discussion of whiteness and the problems with class reductionism.

Stratification and Identity

In Discourse on Inequality, Rousseau discusses two types of inequality: the first is a natural inequality, the physical differences between human bodies. It is the type of inequality that humans cannot control. The other type of inequality is moral or ethical — it is created by man, supported by man, and upheld by man to reinforce wealth and power (Rousseau, 1999). As a result, identities are constructed as a result of this inequality, and each person who participates in a civil society involuntarily participates in a classification process that determines their social standing. In these civil societies, only a few people have power, and they wield this power to create identity markers that maximize this power. This phenomenon is called stratification. As defined by Melvin Tumin, “Social stratification systems function to provide the elite with the political power necessary to procure acceptance and dominance of an ideology which rationalizes the status quo, whatever it may be, as ‘logical,’ ‘natural’ and ‘morally right’” (Tumin, 1953). This analysis has broad implications for most, if not all, ways in which humans identify themselves. Race, class, gender, sexuality — all of these identities exist as a response to social constructionism that maintains the social order. This paper, however, will focus exclusively on race and racism, how the two concepts became an instrument of capitalism, and how it perseveres today.

Before explaining the significance of race, it is important to note that race is not separate from other social identities. Kimberle Crenshaw’s idea of intersectionality explores this fact — identities overlap and intersect to cause multiple forms of discrimination and oppression. But it is not the identities themselves that cause the oppression, it is multiple systems of power that combine to create and marginalize these identities (Crenshaw, 1989). While race is a great example to study the formation of social identity, reducing inequality to one specific specification ignores how oppression targets multiple groups. As Crenshaw notes:

Intersectionality is an analytic sensibility, a way of thinking about identity and its relationship to power. Originally articulated on behalf of black women, the term brought to light the invisibility of many constituents within groups that claim them as members but often fail to represent them.

The Formation of a New Society

In Between the World and Me, Tahnesi Coates writes “Race is the child of racism, not the father” (2015). Here, he acknowledges the relationship between constructed identity and power. Racism and white supremacy are not individual issues, as most neoliberal interpretations of race would argue. They are systems — systems not only supported by current legislation but ingrained in the fabric of society. The need to classify humans according to skin color is directly related to the maximization of profits and the organization of labor.

As demand for goods increased, the demand for labor also increased in the European continent. While Europeans continued to colonize lands in the Global South, they needed labor. The Portuguese were the first to bring enslaved Africans to the Americas for labor, but by the middle of the 18th century, chattel slavery had become a primary method of labor and capital. This meant that all Africans brought to the Americas were considered property — they were not human and they had no rights (Asante, 2007). So, to discuss the formation of the United States and its purpose, it is inarguable that Black people were (and still are) a colonized group. And, if capitalism, according to Marx, is an economic system in which the mode of production based on private ownership of the means of production, then enslaved Africans are capital.

As a result, all structures and institutions that exist within the United States are designed to maintain discrimination against Black people and uphold capitalism. Racism and capitalism are inextricably linked. While, yes, white working-class people are disadvantaged from the capitalist economic system, it should be understood that these disadvantages are based on anti-blackness. Bledsoe and Wright (2018) write:

Nonetheless, we must push further to explicate the ways in which capitalism is actually dependent on anti-Blackness to realize itself, instead of understanding anti-Black racism as a Bledsoe and Wright 11 secondary effect of the economy or a phenomenon that emerges periodically. That is to say, reflections on the interlinked nature of race and capitalism must move beyond an assumption of economic causality and grapple with the ways in which anti-Blackness is actually an always-present precondition for capital accumulation.

Plus, it is important to note that as non-Black immigrants arrived in the United States, they assimilated into whiteness, involuntarily or not. The social stratification of people based on race is linked to the stratification of people based on class. Black people have always been at the very bottom. But whiteness, itself, is predicated upon Blackness — it does not exist without it. As immigrants assimilated into whiteness, they deny their own cultures to attain social capital.

Class reductionism

Thus far, this paper has discussed the formation of class in terms of Black people’s position, asserting that capitalism is inherently anti-Black. Capitalism relies on racism to prosper, but many scholars agree that the eradication of the economic system promises liberation for Black people. Class reductionism, although widely critiqued and debated, refers to the idea that all of the world’s problems are a result of class struggles. It is mostly wielded by scholars who seek to recognize that because racism is one of many tools capitalism employs, the separation of the Black and white-working class can be solved by a complete overhaul in the economic system (Halstead, 2020).

There are several issues with this: first, class reductionism ignores the power of whiteness. Whiteness is social capital — it allows for resources unattainable by those who are not white and who do not ascribe to whiteness. It is involuntary. Anti-racist action does not exist from anti-capitalist action, and vice versa. Second, racism exists within the working class. Jonathan Metzl explores this in his book Dying of Whiteness: How the Politics of Racial Resentment is Killing America’s Heartland. Poor white Americans often vote in favor of policies that actively harm them to preserve their whiteness. Those who are below the poverty line themselves invoke racial stereotypes to defend their voting choices, ignoring their own disenfranchisement (2019). Thus, it is important to recognize why class cannot be the singular mode of combating inequality. As Halstead writes:

Class reductionism arises out of a legitimate critique of neoliberal identity politics and race reductionism, but it goes too far when it claims that race is not “real” or that racism can be overcome through “class-wide” (i.e., race-neutral) demands. Anti-capitalism isn’t really anti-capitalist unless it recognizes that capital exploits workers differently and that people of color are not only exploited, they are oppressed… I would counter that the real class struggle must be color-full.

Conclusion

This paper analyzes social stratification through capitalism’s use of racism and white supremacy to maintain a labor force. While class structure is an important facet of inequality, racism and other modes of oppression cannot and should not be overlooked.

Works Cited

Bledsoe, A., & Wright, W. J. (2018). The anti-blackness of global capital. Environment and Planning D: Society and Space, 37(1), 8-26. doi:10.1177/0263775818805102

Halstead, J. (2021, February 22). Class reductionism and white identity politics in A Post-trump america. Retrieved March 10, 2021, from https://abeautifulresistance.org/site/2020/11/7/cl…

Illing, S. (2019, March 19). How the politics of racial resentment is killing white people. Retrieved March 10, 2021, from https://www.vox.com/2019/3/19/18236247/dying-of-wh…

Marx, K., & Engels, F. (2020). The Communist manifesto. Singapore: Origami Books.

Rousseau, J., Cranston, M. W., & Mill, J. S. (1999). A discourse on inequality. China Social Sciences Publishing House.

Tumin, M. M. (1953). Some principles of stratification: A critical analysis. American Sociological Review, 18(4), 387. doi:10.2307/2087551

Humanities Homework Help

DAV University True Patriotism Quote of Former First Lady Eleanor Roosevelt Essay

 

In her Book of Common Sense Etiquette (1962), former first lady Eleanor Roosevelt wrote,”True patriotism springs from a belief in the dignity of the individual, freedom and equality not only for Americans but for all people on earth, universal brotherhood and good will, and a constant striving toward the principles and ideals on which this country was founded.”

Carefully consider Roosevelt’s definition of patriotism. Then write a well-developed essay in which you argue your position on what it means to be a true patriot.

In your response you should do the following:

Respond to the prompt with a thesis that may establish a line of reasoning.

Explain the relationship between the evidence and your thesis.

Select and use evidence to develop and support your line of reasoning.

Demonstrate an understanding of the rhetorical situation.

Humanities Homework Help

NYU Bullying Negative Outcomes Health Intricacies & Academic & Health Issues Essay

 

300 words. APA format. 2 references needed and cited

Access and navigate through www.stopbullying.gov. List some of the concerns dealt with by school-aged children. Explain whether or not current antibullying prevention efforts have helped in promoting healthy and effective relationships in schools. Discuss the protective factors that may prevent children with chronic illness from psychological maladjustment. Why is it important for schools to discuss risk and protective factors when designing prevention strategies?

Explore the Stopbullying.gov website.

https://www.stopbullying.gov/

Humanities Homework Help

Stevenson University Theories of Grief Questions

 

If. someone asked you what theories or concepts define the work you do with grievers (grief) , what 3 theories would you invoke? Why?

3 scholarly references, 1 page, apa 7 format

Humanities Homework Help

New York University Socially Awkward Discussion Post

 

APA format 300 words, 2 references needed and cited

Describe what is meant by “socially awkward.” How is developing social competence a method of prevention? Explain why social competency should be connected to academic achievement and technical competency in school programs. Recommend ways for schools to promote social competency in order to develop healthy and effective relationships in their students.

Humanities Homework Help

Deleuze Illustration of cinema and Different Historical Periods Discussion

 

This is the prompt I have attached the readings, lecture notes and will attach the class recordings that will help you answer this prompt 🙂

Prompt: As we come to the end of our study of 20th century film theory, what aspects of it seem most intriguing and/or most useful to you? Think in terms of the individual theorists or of groups of theorists who are connected by their aesthetic concerns, their political concerns, or their historical situations. While your response should refer to theorists and their work with some specificity, this essay is a personal one aimed at concluding our work this module.

Please use all the feedback as usual that I have given you in the past 500-word essay questions i need help with also in terms of writing style here is a classmate’s notes: Delleuze’s idea around the relationship of time bring up an important topic that I did not really think about much. Time is composed of images added through montage and represents an indirect flow of time, something that the filmmaker can created at its leisure just by using images that don’t even have to be correlated with one another. These indeed are false continuities of movement that happen which are seen by our brains as just normal images coming one after the other. I wonder how comes that our minds just find this so normal to comprehend?

Manovich’s idea of the super-genre makes a whole lot sense creating this a wide-spread genre for all fictional film in general. The difference that he makes between the celluloid film and digital is striking and a bit shocking, yet so true. Digitalized images are all seen as just pixels by the computer program, where he states that this footage loses its privileged indexical relationship to profilmic reality. I do not know if I agree with this statement because nowadays everything is in digital format, yet we still use some of these sections, footage, images as indexical in the media especially. Not everything is reconstructed in Premiere Pro or After Effects, but I understand why because of this digital era, it is harder to trust the images. I do on the other hand like that these modern times are a materialized avant-garde through the power of the computer. Are then most contemporary films created in the studios and with the use of computers avant-garde films? What would make that clear distinction in the world that we live in right now?

As the prompt mentions this is the last essay and it is personal i hope you take back all the feeback i have gotten for my previous responses to write this last essay the prompt mentions ” what aspects of it seem most intriguing and/or most useful to you? Think in terms of the individual theorists or of groups of theorists who are connected by their aesthetic concerns, their political concerns, or their historical situations. While your response should refer to theorists and their work with some specificity, this essay is a personal one aimed at concluding our work this module.” Therefore you can go back to the previous readings for the previous 500 word film essay questions i have posted before if you want to use those theorists i hope you write this essay well. Below i have attached the class recording links of this week to help you and also the material.

class recording 1: https://drive.google.com/file/d/1KXgYjt8bM2yUUh6qM…

class recording 2: https://drive.google.com/file/d/1tAeXcqu1f6e_KuLKl…

Humanities Homework Help

West Los Angeles College Constitutional Convention Discussion

 

Respond to one of the following In at least 200 words. Responses to classmates should be at least 60 words.

Discuss republicanism including how it pertained to African Americans
and women.

or

Compare the strengths and weaknesses of the Confederation
government. Was it doomed to failure? Why?

or

Discuss the significance of the Land Ordinance of 1785 and the
Northwest Ordinances.

or

Discuss the Constitutional Convention. What were some of the
obstacles that they encountered?

or

Describe the “struggle for ratification.”