Annotated Bibliography Exercise- Assignment 2
DUE DATE: 5/21- Submit an Annotated Bibliography for your research paper topic including the following 5 types of sources:
(1) one website source
(1) one online magazine source
(1) one online newspaper source
(1) one scholarly journal article (peer-reviewed)
(1) one other type of source- this one can be anything you want (youtube video, audio lecture, poem, painting, etc.)
This assignment is NOT AN ESSAY. It is 5 sources you found listed in proper APA format with a paragraph beneath each source describing the purpose of the article, who is the audience for the article, a summary of content of article, how the article relates to the topic you chose, and any particular strengths, weaknesses, or biases of the article. Each paragraph beneath each source should be at least 5 sentences long.
You will not get an “A” on this assignment unless all 5 types of sources are found, the assignment is formatted properly in APA format, and each paragraph has at least 5 sentences.
***There is a 5 point extra credit if more than 5 sources are on the Annotated Bibliography, but only if minimum required 5 sources and specifically the 5 types of sources are already included in the assignment. The extra source can be anything you like.
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Discussion Topic: What is the purpose of incarceration? Is the purpose of incarceration to remove individuals from society for crimes they have committed, or is it to help facilitate reform and change behaviors; so that individuals can return home once restitution has been paid? Prison affects more than just the individuals; what about the inmates’ family? Are there any programs that you would propose that could help both inmates and their families during incarceration?
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This part of the coursework brings us to the history of the formal Chicano Civil Rights Movement Era in San Antonio, Texas. I ask students to engage with selected sources to learn about a very important yet often silenced history of educational activism in our own front yard.
Texas was central to important civil rights legislation signed into law in United States during the 1960s. In fact, when President Lyndon B. Johnson signed the Voting Rights in 1965, he focused on his experiences teaching at a segregated Mexican school in Cotulla, Texas, as shown in the following 2 minute clip of the speech he made at the signing. He drew from these experiences to create civil rights legislation for the nation.
here are numerous ways to teach about the Chicano Civil Rights Movement Era in the region. Given the importance of education to the students I encounter at NVC, I like to introduce my classes to the hidden history of the Edgewood Walkout, the Supreme Court case that led to one of the worst court decisions in history, and National Hearing on Mexican American Civil Rights in Texas that took place over six days in San Antonio, Texas.
I like this history because it emphasizes the relationships between organized protests such as a walkout or a march to court hearings and the creation of policy to addresses patterns of power that exist at the structural level. Public actions, like protests, bring attention to things otherwise ignored and often have led to structural changes in society over time. I also appreciate the way this story emphasizes the willingness of those who came before us to work for a better educational system for all, in Texas and beyond. We still have a long way to go and, as I have emphasized throughout the course, the work begins with awareness.
This page teaches about race relations in 1960s San Antonio through a discussion about the (1) the young people who started a state-wide school walkouts, (2) a six-day national hearing on Mexican American Civil Rights in Texas, and (3) a court case that exposed and challenged unequal educational financing in Texas and led to changes in other states (though not in Texas).
Historical Context: Structural Racism in 1960s San Antonio
The history of redlining in 1930s San Antonio led to the creation of a highly segregated city. Redlining refers to the practice of using red lines on a city map to create racialized zip codes and keep Black and Brown people from entering into better-funded White-only neighborhoods. A generation later, in the 1960s, the city remained highly segregated (it still does). The following audio source tells the story of the 1968 investigative report that exposed the effects of historical economic segregation in the lives of many Mexican Americans in San Antonio. Listen for the attitudes about Mexican Americans and education during the 1960s.
Even today, San Antonio is consistently found to be one of the most economically segregated cities in the United States (Source: “City leaders address economic segregation in San Antonio (Links to an external site.)”) and just last year, 2020, city leaders passed a resolution declaring systemic racism in the city a public health crisis (Source: City Council Officially Declares Racism a Public Health Crisis).
There is a very long history of educational activism in Texas and historically marginalized groups have always fought for better access to better schools. In fact, as early as the 1880s, Mexican Americans had created their own schools in Texas to educate their children in the face of widespread anti-Mexican racism (Source: ‘Escuelitas Rose Out of a Response to Segregated Mexican Schools (Links to an external site.)).
The Edgewood walkout was focused on access to quality education. Students were not being prepared to attend college after high school and they wanted access to quality education that would provide them choices in life so that they could determine their own paths. Access to an education that prepared students for higher education was a life or death issue in 1960s San Antonio. Mexican Americans in Texas experienced disproportionate deaths in Vietnam and the Edgewood district was the hardest hit in the nation (Source: “Edgewood memorial ceremony honors 53 Vietnam War casualties (Links to an external site.)”). Access to higher education meant having a choice to enlist versus being drafted into the war.
As I explained on the Discussion Board this week, the Civil Rights movement radiated across the world and the country in 1968. The Edgewood High School Walkout was greatly inspired by the Los Angeles High School walkouts that occurred earlier that year. In turn, the Edgewood walkout inspired numerous student protests across Texas. The image below shows a list that traces the school walkouts across the state starting with Edgewood (This image is taken from the program for a conference on this history that took place in 2019 and shows a list of 18 school walkouts across Texas that followed the Edgewood walkout in San Antonio):
The following video source offers a good introduction to the walkout from the perspective of students who attended Edgewood in 1968. Listen carefully to their perspectives, particularly the reasons they give for deciding whether to participate in the walkout. Please note, a coat of paint and other cosmetic repairs to the building does not adequately address generations of segregation and exclusion. That is not the most important outcome of the Walkout. You must keep reading to learn more about the court cases and hearing that followed. For many of these students, the most important change occurred within them as they learned to expect and demand their rights.
Edgewood and the Hearing on Mexican American Civil Rights in Texas
The U.S. Commission on Civil Rights was paying attention to the effects of systemic racism in Texas and this led to the 1968 United States Commission Hearing on Mexican American Civil Rights that took place in San Antonio, Texas, December 9-14, 1968. Here is a photo of part of the audience at the hearing.
Many people testified over the six days that this historic event occurred and the hearing proceedings are transcribed and published in book form and available for free through Google Books at the following link: Hearing Held in San Antonio, Texas, December 9-14, 1968 . There are many reports of police brutality against Mexican Americans and African Americans documented in the hearing. Many parts of the hearing expose a shared experience with systemic oppression in San Antonio.
Among the array of speakers at the hearing, five San Antonio youth, from the Edgewood-Lanier School District, testified to bring attention to their experiences with inadequate schooling. The students who participated in the hearing were: Martin Cantu, Homer Garcia, Edgar Lozano, Irene Ramirez, and Jose Vasquez and their moving testimonies begin on page 179 and end on page 204 of the hearing proceedings source linked here again for your convenience: Hearing Held in San Antonio, Texas, December 9-14, 1968 (Links to an external site.). Additionally, here is a fabulous photo of these awesome young people testifying at the hearing:
In one part of his testimony, young Edgar Lozano describes the Alamo myth while exposing the effects of that anti-Mexican story in his life. Lozano explains that he has been taught to believe that Mexicans lost at the Alamo and that the ideologies supporting that misinformation have had a serious effect on social relations in the region. He explains that he has grown up feeling like an outsider and describes his efforts to find information beyond the mainstream Alamo myth that was all around him.
The Hearing on Mexican American Civil Rights that took place in San Antonio added to the national attention it was receiving due to the investigative report on poverty and the walkouts that began spreading over the region. There was also a lawsuit that made it to the Supreme Court. Read on, to find out what happened.
Edgewood: The Supreme Court Case
On July 10, 1968, father of Edgewood students, Demetrio Rodrguez and seven other Edgewood parents filed a class action lawsuit called, Rodrguez et al. v. San Antonio ISD. The case exposed how the tax rates in the Edgewood school district were among the highest in the country but resulted in only $37 per student while the county’s wealthiest school district, Alamo Heights, afforded $413 per student. One of my favorite historical figures was also central to the case and I believe everyone should know about her extraordinary life and activism in San Antonio. Alberta Zepeda Snid worked endlessly for racial justice in San Antonio. Even her marriage to a Black man was in confrontation with laws about inter-marriage. Her personal and political identities merged because the political system always made its way into her intimate life. Here is a link to learn more about Alberta Zepeda Snid for those who are interested: TSHA entry (Links to an external site.).
In 1971, a federal district court declared the Texas school-finance system unconstitutional in this landmark case, but the celebration was short lived. The state of Texas filed an appeal, thereby sending the case to the United States Supreme Court as, San Antonio Independent School District v. Rodrguez. The attorneys general from twenty-five different states filed formal letters of support, or amicus briefs, on Rodrguez’s side. Even so, the newly appointed conservative members of the court decided against the Edgewood parents and brazenly declared that education is not a fundamental right in the United States, but a privilege. Legal scholars have referred to this ruling as one of the worst Supreme Court decisions in history that led to the perpetuation of unequal educational systems that we still feel today (Source: “The Worst Supreme Court Decisions Since 1960 (Links to an external site.)”). The Edgewood case led to changes in school financing in other states but not in Texas and we have work to do. Journalist, Matt Worthington, wrote an excellent series of investigative reports on the history of the lawsuit and unequal school financing in Texas and they are great resources for more information if you are interested in learning more. It is not necessary for this CTA and I am offering the info for those who want to learn more. Here are links to the four part series on the topic he published in 2017: “Why Americans have no right to an education (Links to an external site.),” “How San Antonio segregated its schools (Links to an external site.),” and “How San Antonio left Edgewood to fend for itself, (Links to an external site.)” and “ICYMI: This was all about racism (Links to an external site.).”
The point is, we have this history of people who came before us working for better education and, while they made progress and helped provide a legacy of court cases, they confronted resistance from those seeking to conserve inequity and we still have work to do. For these reasons we should know about these three important events in Mexican American History: The Edgewood Walkout, the Supreme Court Case that centered on unequal school financing practices in Texas, and The 1968 hearing on Mexican American Civil Rights.
writing assignment:
CTA Writing Instructions (1-2 pages, double-spaced, no format or citations required, point to course materials in your writing)
I shared many related sources on this page to teach you about the little-known history of the Edgewood Walkout, the Supreme Court Case that resulted in one of the worst decisions in our history, and the six-day Hearing on Mexican American Civil Rights that took place in San Antonio. For your critical thinking activity this week I ask students to teach one other person about any part of the history presented on this page. You may use social media if you want to. After you have taken some time to teach another person about this history, write a 1-2 page reflection that describes
what you did to fulfill this challenge,
which sources you used to teach,
how that other person/people responded,
and what you learned about Mexican American History in that process.
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Discuss about Reformation and Religious Warfare in the Sixteenth Century.
How did social, economic, and intellectual achievement of the Renaissance prepare the way for the Protestant Reformation? Make sure you explain the achievement of the Renaissance and the specific changes that resulted from the Protestant Reformation.
Do not include any direct quotes
NO other sources can be used except the textbook.
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Explain how 3 literary elements are present in A Midsummer Night’s Dream that help develop the action and a major theme. I ordered this paper to be written by another essay writing service and I got an essay that sounds like a 3rd grader wrote it – there is not even a thesis. I need it rewritten with a CLEAR thesis and for the paper to make sense!!
Here are the original instructions:
NO OUTSIDE RESEARCH– just you, your brain, and the poem(s)/play(s) you’re writing about (include an end citation of those texts) This means NO SPARKNOTES, SHMOOP, or other external sites. This is your time to show off what you can do.
Avoid plot summary. Use plot details as support for the meaning you’re finding in the text(s)
Develop a specific thesis to focus and organize your points and thoughts.
Quote the text directly (and cite when you do) as support, looking at the exact wording and how it shapes the meaning, characterization, conflict, tension, etc.
Refer to specific literary terms such as imagery, irony, symbolism, metaphor, personification, etc. Use your book to define these in addition to a look through the Review Literary Terms and Elements presentation– it is meant as a reference tool!
Use a formal academic voice. This doesn’t mean you need to be stuffy. It’s about objectivity and discussion as you unpack the meaning in a literary work. Emphasis is also on a good range of vocabulary and a closer look at words, thoughts, ideas, and what they invoke.
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Write a two page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified.*- Preferably on medication errors.
requirements:
1: Explain strategies for managing human and financial resources to promote organizational health.
* Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
* Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
*Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plans objective. Include best practices of interdisciplinary collaboration from the literature.
4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
*Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
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This assignment will ask students to consider the necessity of new federal domestic terrorism legislation following the Capitol riot on Janurary 6, 2021. Drawing from the United State’s experience with the legal repression of “extremism” and counterterrorism, why should Americans be wary of a new domestic terrorism bill? What might be the consequences of such federal legislation in 2021 and beyond?
Make sure there is a clear thesis in the first paragraph of your op-ed
Jeffrey-Johns and Cunningham will help you in building an argument based on the controversies and limitations of COINTELPRO in the 1960s (“Be wary because those who pose an ideological challenge to the status quo are often the focus of repression rather than those who actually use violence for political ends”)
Jones and German will help you building an argument based on the experience of counterterrorism for marginalized communities since 9/11 (“Be wary because marginalized communities have often been unjustly targeted by state repression rather than those who actually use violence for political ends”)
You don’t need to cite, but you should be using these readings to build your argument
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HealthyGamer. Video Games and Mental Health Explained. Healthy Gamer, 27 Jan. 2021, www.healthygamer.gg/video-games-and-mental-health-explained.
Jones, Christian. Gaming Well: Links between Videogames and Flourishing Mental Health. Frontiers, 2014, www.frontiersin.org/articles/10.3389/fpsyg.2014.00260/full.
Video Games as a Complementary Therapy Tool in Mental Disorders: PlayMancer, a European Multicentre Study. Taylor & Francis, 1 May 2012, www.tandfonline.com/doi/full/10.3109/09638237.2012.664302.
Chang, Justin H. Effect of Exposure to Gun Violence in Video Games on Childrens Dangerous Behavior With Real Guns: A. JAMA Network, 31 May 2019, jamanetwork.com/journals/jamanetworkopen/fullarticle/2734799.
Grinspoon, Peter. The Health Effects of Too Much Gaming. Harvard Health Blog, 22 Dec. 2020, www.health.harvard.edu/blog/the-health-effects-of-too-much-gaming-2020122221645.
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Discuss your experience learning about the population that the social worker serves and conduct research regarding this population in this paper. For instance, if you interviewed a probation officer who works with adolescents you may choose to explore teenagers further by answering the questions below.
1. This is a 5-7-page paper (not counting your title page or reference page)
2. This paper must include at least 4 references.
3. The specific areas that must be addressed are:
Describe the population group and its characteristics. (you may want to use census data here)
What is required for membership in this group? (how is it defined?)
Describe this population in the U.S. as a whole.
Describe this population in NY state.
Describe this population in the city of Albany
Provide an overview of this population in American history
What have been this populations defining experiences?
What is this populations relationship with the larger culture?
What challenges has this population faced?
What are strengths of this population?
What approaches has this group historically taken to address oppression? In what was have this groups members advocated for themselves
Provide information about how this population interacts with helping professions.
What are the unmet needs of this group?
What are some barriers to service delivery?
What tips would you have for helping professionals about working with this population?
In what ways could/should you intervene on behalf of this group?
What would be mistakes when working with this group?
4. Remember to use APA format, include a title page, Times New Roman, size 12 font, 1in margins, double spaced. The paper should start with an introductory paragraph and end with a conclusion.
Ive attached the interview paper to use for your research.
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Write an essay on the nine types of humor: physical, self-deprecating, surreal, improvisational, wit/wordplay, topical, observational, bodily, dark. What type of humor do you have? What sorts of things do you find unfunny that others seem to laugh at?
2. Using the Borowitz Report (https://www.newyorker.com/humor/borowitz-report), The Onion (https://www.theonion.com/) and the previous satirical videos, write your own satire. It should be a paragraph long (six to ten sentences). Remember that satire is basically humorous “fake news” that ridicules some aspect of society. (Think of Saturday Night Live.) Satire imagines an event or a dialogue that did not actually happen. It is NOT a literal re-telling of real events.
*I’ve attached the Table of rhetorical techniques for #3.
3. Select two of the rhetorical techniques listed above and define them. Examples help. Please choose two not already chosen by your classmates, so we get exposed to a variety of new rhetorical tools.
4. Jay Heinrichs writes, “The ideal trait [in a CEO is] . . . the ability to tell a compelling life story and make yourself desirable.” Imagine you’re in the elevator with the CEO of your dream job. (Be sure to tell us his or her name.) You have twenty seconds to sell yourself to him or her. Write a 2-4 sentence monologue expressing how your skills match the company’s needs! Try to use one of your rhetorical techniques, though you are not required to. (1 point)
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