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Part II: Short Answer Essays (30 points) Instructions: You should answer ALL PARTS of each essay question, as there are multiple questions within each essay. You should also use SPECIFIC EXAMPLES throughout your essay. If you cite information from the textbook, any of the readings, any of the videos, or any website, you should include a citation. Each answer should be at least 1-2 paragraphs (5-7 sentences per paragraph). Anytime that you are asked to give examples, you want to EXPLAIN your examples, do not just list them.Each essay is worth 10 points. Essays that score well will answer ALL parts of each question. They will include specific examples to help support their answers. They will also use examples from the readings and the textbook.

Please pick 3 essay questions to answer.

1. What are some of the long-term causes of the American Civil War (1800s-1850s)? Please give at least 2 examples. What are some of the short-term causes of the American Civil War (1850s-1861)? Please give at least 3 examples. What advantages did the North and South have entering into the war? Give 2 examples. What role did American Indians play in the Civil War? What role did African Americans play in the Civil War? What role did Union women play in the Civil War? What role did confederate women play in the Civil War? What are the lasting legacies of the Civil War? Give and explain at least 3 examples to justify your answer.

2. What were 2 significant goals of the Reconstruction period? Explain why they were significant. In what way did the executive branch (under Lincoln and Johnson) and Congress differ in their visions of how the United States should be reconstructed after the Civil War? What are the “Reconstruction Amendments,” and why are they significant? What were the experiences of freedmen after the Civil War? What kinds of black codes were instituted after the Civil War and what was their purpose? What is sharecropping, and what kind of an impact did it have on freedmen? Was Reconstruction a success or failure? Give at least 3 examples to justify your answer.

3. What impact did this new industrial society have on the West? Give and explain at least 2 examples. What was the Dawes Act, and how did it impact American Indians? What factors contributed to the United States becoming a mature industrial society after the Civil War? Give and explain 2 examples. What was the “People’s Party” and what are two important aspects of their political party platform? What characteristics define the “Gilded Age” in the industrial North? Give at least 3 examples. It what ways did the Andrew Carnegie and John D. Rockefeller contribute to the Gilded Age culture? What are trusts and/or monopolies? What are the lasting consequences of the Gilded Age? Please give at least 3 examples.

4. In what ways did the lives of disenfranchised Americans, specifically African Americans, women, and American Indians, change from 1840 to 1900? For each group, you need to explain 3 significant events or moments from 1840 to 1900 that altered the status of that group, and explain why each event was significant to changing their lives. At the beginning of the 20th century (e.g. the 1900s), what major problems were still of concern for each of these disenfranchised groups (meaning, what problems existed that made them into second-class citizens)? Give at least 2 concerns for each group.

1. You must have a clear and specific thesis, stated early in your paper, preferably in the first or second paragraph. This thesis should be argumentative and should not be observational. The difference between these two types of thesis may be represented by the following examples:
Observational Thesis: “William Wells Brown’s Clotelle, Paul Laurence Dunbar’s ‘We Wear the Mask’ and W.E.B. Du Bois’ The Souls of Black Folk all provide examples of the double.” This is observational because it is obvious, and because it merely makes a statement about (i.e., it only describes) what all the texts have in common. “The double” is the object of the thesis sentence and not the subject.
Argumentative Thesis: “‘The double’ as found in William Wells Brown’s Clotelle, Paul Laurence Dunbar’s ‘We Wear the Mask’ and W.E.B. Du Bois’ The Souls of Black Folk represents the cultural predicament faced by African Americans during Reconstruction.” This is argumentative because it takes an observation (that all these texts share the figure of the double) and uses it to make an argument (i.e., a point which goes beyond the descriptive) about how that observation relates back to all the texts. “The double” is the subject of the thesis sentence (i.e., it has a verb which follows it) and not the object. An argumentative thesis takes an observational thesis to the next level. A good way to change an observation to an argument is to look at an observation and ask, “and so?” or “so what’s my point?” The best argumentative theses are the most specific: they use very specific similarities between texts as their observations, and make arguments on the basis of them.
Do not leave your thesis until the final paragraph. If you write your paper in one take, at one sitting, often you will only realize what your paper’s overall point is at the very end of your paper. I strongly recommend that you do not turn in a paper which looks like this. This means that you may have to revise your paper at least once before turning it in. If you do arrive at a thesis only at the end of your paper, a good way to fix this is to take the conclusions from your final paragraphs and apply them to your opening paragraphs, and then make sure each of your paper’s paragraphs make reference to these conclusions in turn.
2. You should refer to your thesis in each paragraph, preferably at both the beginning and end of each paragraph. Each paragraph should have what some teachers call a “topic sentence” – some sentence, usually at the beginning of a paragraph, which states that paragraph’s main point, or the point which makes that paragraph’s discussion different from every other paragraph’s discussion. But each paragraph should also have a “thesis-connecting sentence” – a sentence which connects that paragraph back to your whole paper’s main overall point, and ties each paragraph into your whole paper’s overall thesis. Each paragraph should have its own mini-discussion, of course, but each paragraph should also have some relationship to your overall argument, and you should make that relationship clear.
3. Each paragraph should include at least one quotation from your text(s). Every paragraph needs a point, and every point needs proof. The best kind of proof – the best kind of evidence that what you’re claiming is the case is, at least in your paper, actually the case – is a direct quotation from the text. Thus, every paragraph should have a quotation. Your quotations must be properly cited, complete with page numbers. They must also be incorporated and not unincorporated:
Unincorporated quotation: Frances E.W. Harper illustrates how slaves were able to transmit information under their masters’ very noses. “In conveying the tidings of war, if they wished to announce a victory of the Union army, they said the butter was fresh, or that the fish and eggs were in good condition.” (Iola Leroy, 9) These two sentences are totally separate (i.e., unincorporated) and the quotation exists as an isolated sentence with no source, dropped in like a sound bite.
Incorporated quotation: Frances E.W. Harper illustrates how slaves were able to transmit information under their masters’ very noses. “In conveying the tidings of war,” Harper writes, “if they wished to announce a victory of the Union army, they said the butter was fresh, or that the fish and eggs were in good condition.” (Iola Leroy, 9) The quotation is broken up by a clear indicator of its source, and it is made into a full sentence (i.e., incorporated) of its own.
Any paper which does not include regular quotations (preferably one per paragraph) will not receive a very good grade. Any paper which includes no quotations whatsoever will not receive a passing grade.
4. Your paragraphs should be of reasonable length. There is of course no universal rule governing the length of the “perfect” paragraph, nor should there be: there is an art to writing, whether it be poetry or English papers. But some general customs do apply: anything consisting of three sentences or less is too short, and anything which fills over half a full page in size is too long. Paragraphs, like papers, make their arguments in steps, and if in each paragraph you have a topic sentence, a quotation, and a thesis-connecting sentence, then you already have three sentences – and you haven’t even discussed anything yet. (If you come from a business-writing background – used to writing in bullet points or other very short, digestible “thought bites” – this may be a particularly important guideline to remember.) Conversely, if you have a paragraph which goes on for over a full page or more, then you clearly don’t have only one main point which that paragraph is trying to convey, and you’re trying to do too much. (If you tend to write your papers in one take, very quickly, or at the last minute – used to throwing all of your thoughts down in a rush with little attention to your overall paragraph structure – this may be a particularly important guideline to remember.) Paragraphs are the main argumentative unit of an English paper; a paragraph is to a paper what a sentence is to a paragraph, and, just as with sentences, there are “fragment” paragraphs as well as “run-on” paragraphs. You should avoid both.
5. Ground your paper in the text(s). Most of your paragraphs should be directly concerned with authors, plots, characters, themes, symbols, conflicts, and other literary things, and not in the abstractions which surround them: “society,” “history,” “culture,” and so on. This means avoiding what I call “Since the Dawn of Time Stories” – papers which attempt to account for all of human history in their argumentative sweep. Do not attempt, for example, to write about “all” of slavery, “all” of American history, or even “slaves” in general; instead, you should write about specific authors and their texts. Sentences, paragraphs, and papers should begin with and regularly return to authors, characters, etc., as their subjects. Instead of saying, for example, “African Americans have always resisted racial oppression,” you should say, for example, “The authors Brown, Dunbar, and Harper all show a variety of ways in which African Americans resisted racial oppression.” This may seem like a subtle difference, but it’s a crucial one. You should, of course, remember that neither you nor your authors are writing in a vacuum, but a good English paper is all about the literature.
6. Try to achieve a reasonable degree of balance between the different texts you discuss. While it’s often difficult to devote exactly equal time and space to each of your required texts, you do want to shoot for a paper which is not terribly unbalanced – three pages of a five-page paper devoted to one text and half a page for each remaining text, for example, is not a good balance. A good paper distributes its discussions of all its texts as evenly as possible across all its pages.
7. Don’t be afraid to have an opinion, but phrase your opinions in terms of analyses of the text(s). While I don’t forbid using the first-person singular pronoun “I” in papers, I do think it’s largely unnecessary: I will know it’s you making your points, and often “I” statements lessen the impact of a good solid analysis. Don’t feel the need to qualify your opinions by saying “I think that,” “I feel that,” “it seems as if,” or other similar phrases. A good rule of thumb is to go through each paper and look for moments where you tend to apologize for having your own opinion, and delete the phrases that precede your actual point. Act as if you’re right, and your argument will usually be better off. (the essay should be writing about Gorilla, My love)

1. You must have a clear and specific thesis, stated early in your paper, preferably in the first or second paragraph. This thesis should be argumentative and should not be observational. The difference between these two types of thesis may be represented by the following examples:
Observational Thesis: “William Wells Brown’s Clotelle, Paul Laurence Dunbar’s ‘We Wear the Mask’ and W.E.B. Du Bois’ The Souls of Black Folk all provide examples of the double.” This is observational because it is obvious, and because it merely makes a statement about (i.e., it only describes) what all the texts have in common. “The double” is the object of the thesis sentence and not the subject.
Argumentative Thesis: “‘The double’ as found in William Wells Brown’s Clotelle, Paul Laurence Dunbar’s ‘We Wear the Mask’ and W.E.B. Du Bois’ The Souls of Black Folk represents the cultural predicament faced by African Americans during Reconstruction.” This is argumentative because it takes an observation (that all these texts share the figure of the double) and uses it to make an argument (i.e., a point which goes beyond the descriptive) about how that observation relates back to all the texts. “The double” is the subject of the thesis sentence (i.e., it has a verb which follows it) and not the object. An argumentative thesis takes an observational thesis to the next level. A good way to change an observation to an argument is to look at an observation and ask, “and so?” or “so what’s my point?” The best argumentative theses are the most specific: they use very specific similarities between texts as their observations, and make arguments on the basis of them.
Do not leave your thesis until the final paragraph. If you write your paper in one take, at one sitting, often you will only realize what your paper’s overall point is at the very end of your paper. I strongly recommend that you do not turn in a paper which looks like this. This means that you may have to revise your paper at least once before turning it in. If you do arrive at a thesis only at the end of your paper, a good way to fix this is to take the conclusions from your final paragraphs and apply them to your opening paragraphs, and then make sure each of your paper’s paragraphs make reference to these conclusions in turn.
2. You should refer to your thesis in each paragraph, preferably at both the beginning and end of each paragraph. Each paragraph should have what some teachers call a “topic sentence” – some sentence, usually at the beginning of a paragraph, which states that paragraph’s main point, or the point which makes that paragraph’s discussion different from every other paragraph’s discussion. But each paragraph should also have a “thesis-connecting sentence” – a sentence which connects that paragraph back to your whole paper’s main overall point, and ties each paragraph into your whole paper’s overall thesis. Each paragraph should have its own mini-discussion, of course, but each paragraph should also have some relationship to your overall argument, and you should make that relationship clear.
3. Each paragraph should include at least one quotation from your text(s). Every paragraph needs a point, and every point needs proof. The best kind of proof – the best kind of evidence that what you’re claiming is the case is, at least in your paper, actually the case – is a direct quotation from the text. Thus, every paragraph should have a quotation. Your quotations must be properly cited, complete with page numbers. They must also be incorporated and not unincorporated:
Unincorporated quotation: Frances E.W. Harper illustrates how slaves were able to transmit information under their masters’ very noses. “In conveying the tidings of war, if they wished to announce a victory of the Union army, they said the butter was fresh, or that the fish and eggs were in good condition.” (Iola Leroy, 9) These two sentences are totally separate (i.e., unincorporated) and the quotation exists as an isolated sentence with no source, dropped in like a sound bite.
Incorporated quotation: Frances E.W. Harper illustrates how slaves were able to transmit information under their masters’ very noses. “In conveying the tidings of war,” Harper writes, “if they wished to announce a victory of the Union army, they said the butter was fresh, or that the fish and eggs were in good condition.” (Iola Leroy, 9) The quotation is broken up by a clear indicator of its source, and it is made into a full sentence (i.e., incorporated) of its own.
Any paper which does not include regular quotations (preferably one per paragraph) will not receive a very good grade. Any paper which includes no quotations whatsoever will not receive a passing grade.
4. Your paragraphs should be of reasonable length. There is of course no universal rule governing the length of the “perfect” paragraph, nor should there be: there is an art to writing, whether it be poetry or English papers. But some general customs do apply: anything consisting of three sentences or less is too short, and anything which fills over half a full page in size is too long. Paragraphs, like papers, make their arguments in steps, and if in each paragraph you have a topic sentence, a quotation, and a thesis-connecting sentence, then you already have three sentences – and you haven’t even discussed anything yet. (If you come from a business-writing background – used to writing in bullet points or other very short, digestible “thought bites” – this may be a particularly important guideline to remember.) Conversely, if you have a paragraph which goes on for over a full page or more, then you clearly don’t have only one main point which that paragraph is trying to convey, and you’re trying to do too much. (If you tend to write your papers in one take, very quickly, or at the last minute – used to throwing all of your thoughts down in a rush with little attention to your overall paragraph structure – this may be a particularly important guideline to remember.) Paragraphs are the main argumentative unit of an English paper; a paragraph is to a paper what a sentence is to a paragraph, and, just as with sentences, there are “fragment” paragraphs as well as “run-on” paragraphs. You should avoid both.
5. Ground your paper in the text(s). Most of your paragraphs should be directly concerned with authors, plots, characters, themes, symbols, conflicts, and other literary things, and not in the abstractions which surround them: “society,” “history,” “culture,” and so on. This means avoiding what I call “Since the Dawn of Time Stories” – papers which attempt to account for all of human history in their argumentative sweep. Do not attempt, for example, to write about “all” of slavery, “all” of American history, or even “slaves” in general; instead, you should write about specific authors and their texts. Sentences, paragraphs, and papers should begin with and regularly return to authors, characters, etc., as their subjects. Instead of saying, for example, “African Americans have always resisted racial oppression,” you should say, for example, “The authors Brown, Dunbar, and Harper all show a variety of ways in which African Americans resisted racial oppression.” This may seem like a subtle difference, but it’s a crucial one. You should, of course, remember that neither you nor your authors are writing in a vacuum, but a good English paper is all about the literature.
6. Try to achieve a reasonable degree of balance between the different texts you discuss. While it’s often difficult to devote exactly equal time and space to each of your required texts, you do want to shoot for a paper which is not terribly unbalanced – three pages of a five-page paper devoted to one text and half a page for each remaining text, for example, is not a good balance. A good paper distributes its discussions of all its texts as evenly as possible across all its pages.
7. Don’t be afraid to have an opinion, but phrase your opinions in terms of analyses of the text(s). While I don’t forbid using the first-person singular pronoun “I” in papers, I do think it’s largely unnecessary: I will know it’s you making your points, and often “I” statements lessen the impact of a good solid analysis. Don’t feel the need to qualify your opinions by saying “I think that,” “I feel that,” “it seems as if,” or other similar phrases. A good rule of thumb is to go through each paper and look for moments where you tend to apologize for having your own opinion, and delete the phrases that precede your actual point. Act as if you’re right, and your argument will usually be better off. (the essay should be writing about Gorilla, My love)

As discussed in class a few times, one of the unfortunate aspects of accounting and business is that sometimes things go wrong or people commit fraud. For this project, your assignment is to write a report on one of three prominent accounting/business failures over the recent past.

Specifically, you should:

1. Select one of the three cases listed below

2. Do some research and find out as much as you can about the case.

3. Write a 3-page, double-spaced report and submit it through Canvas at the end of the day on July 31.

Make sure you find out as much information about your company, topic, or individual as you can. Tell what the circumstances were, how the scandal was discovered, why the legislation was needed, tell any interesting facts that will bring the story to life. Who are the players? Do you think the outcome fit the crime or circumstances? Do you think the right people were brought to punishment? Did the legislation work? Were you able to find red flags that might have preceded the unethical behavior? What are the lasting implications of this situation. Who was hurt by the unethical behavior? Have fun with this and make it interesting!

The paper should be at least 3 pages, double-spaced in length. You will need to cite your sources (at least three) and you can format this any way you would like. You will submit your paper through Canvas.

Here are the choices you can choose from for your paper:

The end of Lehman Brothers

This paper is due on Tuesday, July 31 at 10:00 pm. There will be a significant penalty for late papers!!!

Part I

Prior to beginning work on this discussion, read the Fisher (2009) article, “Replacing ‘Who is the Client?’ With a Different Ethical Question” and the APA’s Ethical Principles of Psychologists and Code of Conduct: Including 2010 Amendments paying special attention to standard 3.11.
Informed consent is an important ethical component of research and practice. It is not, however, always sufficient or appropriate for consulting, program evaluation, job effectiveness assessment, or other psychological services delivered to or through organizations because it does not always address all the necessary elements of a given situation. These facts do not negate our responsibility as psychology professionals to inform clients and those who may be impacted by our services. In the discussion you will address these issues through the following case study.

You are an industrial organizational (I/O) psychologist and have been hired to evaluate a company’s “Work From Home” policy to see if it has increased company production. In addition to a review of the employee records, the evaluation needs to include interviews with supervisors and employees on the value and limits of the policy. Since informed consent as typically considered in clinical, counseling, and research settings will not be sufficient in this instance, you will need to inform all supervisors and employees about your services.

In your initial post, briefly analyze and define who the client is in this case study. Assess your professional role as the I/O psychologist and your responsibility to the client as defined. Apply the APA’s Ethical Principles of Psychologists and Code of Conduct to this scenario, specifically addressing what information should be provided to all supervisors and employees. Explain how you would disseminate this information and ensure understanding amongst all stakeholders. Elaborate on how you would establish trust with the employees, protect employee identities, and ensure the results are used in an ethical manner.

Part II

Ethical Pitfalls

Prior to beginning work on this discussion, read the Grenyer & Lewis (2012) “Prevalence, Prediction, and Prevention of Psychologist Misconduct” article and the APA Practice Central’s Professional Health and Well-being for Psychologists , Tips from Practitioners on Finding Work-Life Balance , and Tips for Self-Care online articles.
Select two complaints presented in the Grenyer & Lewis article (see Table 1) and explain the ramifications of these violations applying the APA’s Ethical Principles of Psychologists and Code of Conduct to each situation. Assess the role of the APA in assisting psychology professionals in the identification of potential areas of misconduct. Describe and recommend a course of action to avoid these areas. Evaluate the contemporary role of psychology professionals and elaborate on the relationship between self-care and the issue of maintaining ethical principles and professional standards. Identify one or two self-care tips, tools, or suggested courses of action provided on the APA’s Self-care resources for psychologists website that might address the issues which lead to the chosen complaints.

Designing a Study

Create an example of a research question in an imaginary quantitative NURSING study you might design.
Identify the independent and dependent variable, and state the research hypothesis for your study. The variables must be categorical variables.
Select a nonparametric test from Chapter 12 that would effectively test this hypothesis.
Describe how you can test the above hypothesis using that nonparametric test.

BELOW IS THE BOOK FROM THE CLASS,PLEASE USE CHAPTER 12 .THANK YOU

Munro’s statistical methods for health care research

Chapter 12: “Examining Cross-Tabulations: The Chi-Square and Associated Statistics”

PART I RULES & REGULATIONS

Prior to beginning work on this discussion, read the required Boldt (2012) article.
A psychology professional must be knowledgeable of the rules and regulations that govern the profession in his or her state of residence. For this discussion, access your state board of psychology’s website. Conducting an Internet search for your state’s name and “State Board of Professional Psychology” will likely produce the link to the website (i.e., California State Board of Professional Psychology). Once on the website, look for the state’s rules and regulations governing professional psychology. These are often listed as links or tabs with titles such as “Laws and Regulations”, “Rules and Regulations”, “Laws, Policies, and Rules”, “Statutes and Rules”, “Statutes and Administrative Codes”, etc. Review the complete rules and regulations for your state and pay special attention to the sections concerning rules for working with minors. Then, conduct an Internet search for information on consent and confidentiality for mental health treatment for minors in your state of residence. In the discussion, you will address the following case study:

You are a counselor. Twelve-year-old Billy is using drugs without his parents’ knowledge and has come to see you for help. Billy wants outpatient treatment for his substance abuse and informs you that his parents do not know about his drug use. He refuses to permit you to share information with his parents. While a person under the age of 18 is often considered a minor and generally most states would require them to obtain consent from a parent or guardian prior to receiving mental health treatment, there are several exceptions to this general rule.

In your initial post, analyze your state’s rules and regulations governing psychology as a profession as well as your state information on consent and confidentiality with regard to minors. Apply these regulations to Billy’s case. Elaborate on how you would approach the case by providing information on your state’s consent and confidentiality laws and assessing any impact these may have on your options for Billy’s treatment. Apply any relevant ethical principles and professional standards of psychology as they relate to this complex situation. Evaluate any personal beliefs that may conflict with legal requirements you have as a counselor within your state. Detail what actions you would take to be true to both yourself and the professional requirements.

PART II Exploring the Influence of the APA Within the Psychology Profession

Prior to beginning work on this discussion, read the Schantz (2014) “A Young Scholar’s Guide to Building a Professional Network” article, review the Divisions listed on the APA website paying special attention to the divisions that may interest you, and review the O*Net Online website .
In your initial post, identify one division related to your career interest that you would consider joining and one specific job related to that division. Conduct a search on your chosen job using O*Net Online . Briefly elaborate on the information provided on the job you searched, and be sure to include educational requirements, duties, future outlook, and salaries related to the position. Use the Internet to search for and compile information about the leading employer prospects for this position in your geographical area. Compare and contrast the compiled information with that from O* Net. Include expected duties, number of job offerings found, educational requirements, job experience, and salary levels where applicable. Analyze psychology as a profession and assess the role the APA could play in aiding you in the development of a professional network. Briefly detail an initial plan for building your professional network as well as obtaining your selected job.

Annotated Bibliography for the Article Review Final Paper

This week, you will research and create an annotated bibliography of five peer-reviewed articles that were published within the last 10 years and relate to the article you selected in Week Two for your Article Review. The peer-reviewed articles you select should be researched in the Ashford University Library and represent a variety of viewpoints on the subject matter. They may support or refute the information presented in your chosen article for review. Each of the peer-reviewed articles must include a complete reference that is correctly formatted in APA style as outlined by the Ashford Writing Center and an annotation of five to six well-developed sentences in your own words that summarize the source and describe its applicability to your selected topic. Please note that no sections from the abstracts of the articles should be included in your annotation.

In your annotation for each peer-reviewed article, analyze psychology as a science as it is presented in the article and explain how it relates to this particular topic. Assess the professional roles presented in the article and describe how they relate to the roles as presented in the article you have chosen for review. Explain any psychological theoretical perspectives presented in the article and how they either support or refute the information provided in the review article. Evaluate contemporary applications of psychology as they are described in the article and compare these to the descriptions within the article for review.

For more in-depth assistance with your annotated bibliography, please visit the Ashford Writing Center located under the Learning Resources tab in the left-hand navigation panel of your online course.

The Annotated Bibliography:
Must be two to three double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least five peer-reviewed sources.
Must provide a well-developed summary for each source used.
Must document all sources in APA style as outlined in the Ashford Writing Center.