Colonial America (1600-1750)

 

 

 

Task 1
Construct a timeline which includes 5 important events in education during the dates of 1600-1750. Examples
are:
Major educational acts of congress
Landmark legal cases
Opening of new educational institution(s)
Major new educational theories proposed
New books/text written
Refer to the provided scoring guide when constructing your timeline. You must use a timeline format (see
example) to receive credit for this task.
Task 2
On page two on your document, answer the following questions using double-spaced, size 12 font.
Refer to the provided scoring guide when answering the questions.
Identify and briefly (75-100 words) explain two major historical events (those that had the greatest impact on
American Society) of this period
Identify and clearly explain the primary purpose of education
Explain the connection between the current events of this period and the purpose of education during this
period
What were the thoughts during this time in regards to:
Curriculum
Instruction
Assessment
Instructional providers
Identify which population received education and those (major) populations who were not educated.
Identify at least one landmark education case during this time period and its impact upon education

 

 

 

American Media

 

 

 

 

 

 

Using the question(s) Baran posed as a springboard, consider the following:

Do American Media offer girls &/or women too few – or, perhaps too many – examples of healthy beauty??? Explain and support your answer. ( Please explain in your own words, and do not use any resource from the internet. You should take a look at the files. )

 

Claims about the Thirteenth Amendment

Goal
Write a reading response discussing opposing claims about the Thirteenth Amendment
Instructions
In the documentary 13th, Jelani Cobb (Links to an external site.), a professor at Columbia Journalism School, makes the following claim:

One of the things to bear in mind is that when we think about slavery, it was an economic system. And the demise of slavery at the end of the Civil War left the Southern economy in tatters. Uh, and so this presented a big question. There are four million people who were formerly property, and they were formerly kind of the integral part of the economic production system in the South. And now those people are free. And so what do you do with these people? How do you rebuild your economy? The 13th Amendment loophole was immediately exploited. (2:50-3:32)

In “Demystifying the 13th Amendment and Its Impact on Mass Incarceration,” Patrick Rael (Links to an external site.), a professor of history at Bowdoin College, acknowledges that 13th’s “powerful overview of the crisis of mass incarceration from the Civil War to the present has earned it plaudits from critics, activists, and scholars,” but he argues that “we need to revisit its faulty foundational history.”

Rael first summarizes the argument of Jelani Cobb in the documentary: “that the amendment created a ‘loophole’ that permitted the massive criminalization of blackness that has defined the post-emancipation experience from Jim Crow to the prison industrial complex.” Rael then explains why he does not agree with the “loophole” argument:

In a nutshell, the [“loophole”] argument is this: The country did the right thing in passing an amendment intended to make all people equal, but some connived against that noble aim in permitting, and then exploiting, the mass incarceration loophole. When we put these claims to the test with a closer look at the Amendment and its origins, we learn that they bear little resemblance to the actual history.

First, watch13th (Links to an external site.)(if you have not already) and read “Demystifying the 13th Amendment and Its Impact on Mass Incarceration” (Links to an external site.) by Patrick Rael.

Then, in of at least 750 words, address the following questions:

What is the “13th Amendment loophole,” as explained in the documentary 13th?
Why does Patrick Rael believe that claims made about the 13th Amendment loophole “bear little resemblance to the actual history” of the amendment? (Briefly discuss Rael’s counter-argument and the kinds of evidence he uses to support his own claims.)
Which do you find most persuasive: the argument of Jelani Cobb (and others in the 13th documentary) about the 13th Amendment loophole or Rael’s counterargument? Explain your response.
For full credit, please support your claims with . . .

At least two direct quotations:
One or more from the primary text: 13th, directed by Ava DuVernay
One or more from the secondary text: “Demystifying the 13th Amendment and Its Impact on Mass Incarceration” by Patrick Rael
Analysis/interpretation of these quotations
MLA
Remember that you must correctly cite any print or web source that you quote or paraphrase. Submitting the words or ideas of someone else without proper citation is considered plagiarism.

Discussion

Before writing your initial discussion post, watch 13th:

13th, directed by Ava DuVernay, features the following words by John Ehrlichman, who was an aide to President Richard Nixon:

The Nixon campaign in 1968, and the Nixon White House after that, had two enemies: the antiwar left and black people. You understand what I’m saying? We knew we couldn’t make it illegal to be either against the war or black, but by getting the public to associate the hippies with marijuana and blacks with heroin, and then criminalizing both heavily, we could disrupt those communities. We could arrest their leaders, raid their homes, break up their meetings, and vilify them night after night on the evening news. Did we know we were lying about the drugs? Of course we did. (18:09-18:38)

First of all, what do you think about the strategy used by the Nixon campaign and his administration (discussed in the above quotation by John Ehrlichman) to deal with their “two enemies: the antiwar left and black people”?
Next, how does the quotation by Ehrlichman relate to the larger points in the documentary 13th about the mass incarceration of people of color?
Finally, do you agree with the film’s claim that the media’s negative representation of people of color in news shows and shows like Cops and through the use of terms like “super predator” (see 28:33) has helped justify and normalize high rates of mass incarceration among communities of color? Explain your answer.

AMERICAN INDEPENDENCE

Read the documents Common Sense and Declaration of Independence in order to answer the following reflection questions. Use these questions as a guide as you compose your discussion responses.

1. Why do you think Paine title his pamphlet “Common Sense”? What arguments does he use to sway the public towards support for independence from England?
2. What are the strengths and weaknesses in his argument?
3. What interests could the American colonies better pursue if an independent nation?
4. What does Paine say would guarantee American success? Why?
5. What charges did Jefferson list against the King of England? What was Paine’s opinion of George III? Where these opinions justified?
6. What were the philosophical (hint: Enlightenment!) roots of the Declaration of Independence?
7. What effects did each of these documents have on the struggle for independence? How do both effectively change the reasons for war with England?

How the US changed from the period 1890 to the 1920s

 

How did the US change from the period 1890 to the 1920s? Were the changes more positive than negative, or more negative than positive? Explain.

Discuss what you consider to be three of the most important changes in the US during this period. In choosing the three, consider developments within the US as well as internationally. Explain why these three changes are the most significant. Use specific examples and details. Explain whether you think these changes were more positive than negative, or more negative than positive.

 

organizational system

1-Choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.

2-If health care practitioners cannot communicate to the patients in their language, how important is it to find a translator? Whose problem is it, the health care provider’s or the patient’s? Why?

Benchmarking

 

How might benchmarking be useful for health care administration leaders?
Health care administration leaders face many challenges in ensuring that their health services organizations comply with standards set forth for practice. Further, they must also ensure that relative to their competitors, standards for quality, cost, and patient satisfaction remain consistent. Certain levels of benchmarking, whether internal (across units in an organization), competitive (against rivals), industrial (across the industry), and functional (against recognized leaders), help health care administration leaders establish workflows for top performance.
For this Discussion, think about your health services organization, or an organization with which you are familiar, and reflect on how this organization may use benchmarking for health care quality.
Then post a description of how your organization, or one with which you are familiar, may use benchmarks for effective health care delivery. Be specific and provide examples with fictitious data of some of the organization’s benchmarks. Is the organization you selected benchmarking the right measures? Why, or why not?

Complimentary Therapy

 

It is anticipated that the initial discussion response should be in the range of 250-300 words. Response posts must demonstrate topic knowledge and scholarly engagement with peers. This is not the only criteria utilized for evaluation; substantive content is imperative. All questions in the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments. All responses need to be supported by a minimum of one scholarly resource. Journals and websites must be cited appropriately. Citation and reference must adhere to APA format.
This discussion has two parts:

1A. Using the National Center for Complimentary and Integrated Health (NCCIH) at https://nccih.nih.gov/, provide research about a complementary therapy.

Provide a summary overview of the therapy.
What evidence is there about providing care for patients of all cultures.
Discuss how you would work with a patient to integrate the therapy into his/her care plan.
1B. Using transcultural care concepts, provide evidence-based practice guidelines that illustrate how linguistic challenges interfere with culturally competent care.

What are the safety concerns for APRN providers?
Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.