Author: chris

(1) Choose two elements of thought in reasoning and two intellectual standards and describe them for each scenario.
(2) Choose one scenario and describe what you would do in the situation. Integrate elements of thought in reasoning and/or intellectual standards in your writing to show a textbook understanding of the material behind your personal example. Your work in this section should be at least 500 words and integrate specifics and examples involving either the elements of reasoning, the intellectual standards or both. Do not worry about your answers being right or wrong – you are going to be graded on your connection to the material – not the behavior you would engage in if it happened to you.
Scenario A: You are deployed in a country. A raid went wrong, and your squad opened fire on several innocent people. Your commander asks you and the rest of the squad to make it look like they opened fire up on you first. How would you respond?
Scenario B: As a police officer, you pull someone over. After searching their vehicle, you confiscate several ounces of marijuana. The computer system is down so you cannot chronicle this bust. Your partner tells you that his wife is sick and he could really use that marijuana at home for medicinal purposes to help her with her pain. How would you respond to your partner?
Scenario C: As a parent, your child has a first year teacher who gives ridiculously hard assignments. Your kid has a four year scholarship waiting for him if he can pass this last course – even with a C. The last assignment is an assignment that you did your graduate work on – so you know there’s no way a high schooler should be expected to do this assignment – but if your child fails this assignment, they would lose a four year scholarship. Do you actively help them complete the assignment – or let them do it themselves – knowing they can’t do the assignment themselves and the assignment is likely to be poor because it was an inappropriately assigned paper.

Prepare a report describing how organisations build innovative and creative features in ecommerce platforms. Illustrate your discussions with at least two examples, which can be found case studies, organisations you know personally, or a mixture of the two. This would enable you to recommend methods and approaches to build, add or edit new features for customers that could potentially increase revenues for sites.

This report will provide the basis for Assignment 2 – Group presentations.

The module learning outcomes assessed for this assignment are:

1. Identify appropriate e-commerce solutions with rich features to achieve business objectives

2. The contribution of e-commerce rich features for the whole business cycle

3. The role of chosen e-commerce platforms to achieve greater sales online

Below are the following: a) details of the task you are asked to complete, and b) guidance on what you are asked to submit.

A) THE TASK – WHAT YOU ARE BEING ASKED TO DO

You are required to first and foremost understand the nature of the case studies you have selected
The selected case studies can either be around your current workplace, past or your future career
Identify current ecommerce features and their success
Identify time needed to add, build and support these features
Present a time-plan and the resources required to embed these features on an ecommerce site
Compare and contrast past and current features for greater conversion rates
This should lead you to create an overall summary of the financial rewards that the business is gaining for investing in improving ecommerce features

B) THE REPORT – WHAT YOU ARE BEING ASKED TO SUBMIT

You are required to submit a written report of 2000 words (+/- 10% – not including reference list and appendices). You are encouraged to refer to the document “ASU Guide to Report Writing”, published by the Academic Skills Unit to support you in preparing your report. You might use the headings shown in this briefing or you may use your own headings; what is important is that you clearly cover all areas outlined below in a way that can be marked. You can be as creative as you like in using visuals, graphs and charts to present your data and analysis.

The report should include the following sections:

SECTION 1 – Title page: This should include the following: your name, ID, course details, Module Title, Module Code, The Module leaders name, deadline date and word count

CONTENTS PAGE: your report should contain page numbers and you should include these in a clear contents page. Therefore, the structure of the report needs to look professional. (10 Marks)

introduction – Provide a brief paragraph outlining what your assignment will cover and how you decided what to cover. (nb as normal, the report should be written in the third person).

SECTION 2 – Main Findings: describe how organisations build innovative and creative features in ecommerce sites. Your two selected case studies will help you to Illustrate this important element. (30 marks available)

You are expected to use credible and up to date reference sources about e-commerce industry. (15 marks available)

SECTION 3 – Analysis and Conclusions – clear and well-defined summaries that are supported with discussions and justifications on effective approaches to add, edit or design new features including call to actions to achieve greater conversion rates in an e-commerce environment. (40 marks available)

SECTION 4 – References and bibliography – You must reference all sources using the ASU Harvard Referencing Guide. You should aim for at least five credible reference sources but preferably more. (5 Marks available)

SECTION 5 – Appendices – they are not included in the overall word count but only short summaries or screenshots of the reports you have used should be included (Check marking criteria matrix in Appendix 1).

Assignment 2 – Individual Reflective Practice Evaluation Report

Reflective Practice is an important/essential component of Social Work practice. One definition for reflective practice is – “We learn through critical reflection by putting ourselves into the experience & exploring personal & theoretical knowledge to understand it & view it in different ways.” (Tate, S. & Sills, M. (eds) (2004) p 126 The Development of Critical Reflection in the Health Professions. London; Higher Education Authority.) You and your group mates have spent considerable time, thought, and effort to complete this project and try it out with the rest of your colleagues. Now it is time for you to reflect on the whole experience and explore what you have learned when the “pressure is off”.

You’re Group Work Experience
Please take some time and review your group’s process and dynamics as you went through the development of your exercise design.
To no surprise, twelve to fourteen year old girls go through a copious amount of mental, physical, and social changes as they enter into adolescence. Adolescents are influenced greatly by their peers. They care deeply about what their classmates’ opinions are and want to be socially accepted. These factors are exemplified by the person-in-environment theory. This theory states that a person’s behavior cannot be fully explained until one understands all characteristics of their environment. A key component of the person-in-environment theory is that a person’s systems have a large impact on their behavior. These systems can include family, friends, religious institutions, educational institutions, etc. If there are stressors in one or more of the systems, this can have an adverse effect on an adolescent’s behavior.

• What went well – i.e. my group was able to communications and get thing done in a timely. All the girls were able to get everything into Michelle Rollison who took the time to make a group presentation timeline. I and Kelly Puckett look at YouTube on girl who bullying to the point of attempted suicide. Michelle Rollison also had Magazine Article/Newspaper piece on bullying. Kirsten Coulter and Savannah Ellis had the statistics/facts that we would need about bullying. Jocelin Morrow had the research articles that bring all the research together. Everything to go very well in this group.

• What do you see as your group’s strengths? Well my group was able to meet outside of class time and get thing together and on a timeline. That to me is a good strength because everyone took time out of their every day schedule and their life for we can come together as one on this project. The big strength was how we came together the day of are presentation and work out how everything was going to go down, that way everyone was on the same pages.

• What skills and competencies did various group members contribute (including you!) and what was especially effective about your whole group’s functioning? Please remember, we are an “evidence-based” profession! Support your writing with examples (“evidence”). The skills that the group had were how well we came together. Michelle was are leaders and she was great she help the group stay on the same page and got all the research that everyone give together put it in a timeline for the group. Jocelin had a good idea by coming up with a quiz at the end of the presentation to see if the other students understand what we was trying to get across. The quiz was on are top of 12-14 years old girls who are accused of bullying a classmate to the point where the person attempted suicide. Kirsten best skill of the group was how she got the group together when we need to put the group paper together and we got it done a week before our presentation on November 12, 2013. As for me, Savannah, and Kelly we give are all to this group project and to just making sure we can meet with everyone to make sure we are on the same page as a group.

• Areas for improvement. In retrospect, what might have been done – individually and collectively – to improve the overall functioning of your group and/or the final product? Once again, please provide examples to strengthen your analysis. The thing that could be done better was more time to practice before the presentation because I felt like I did not have it down at the being when I was in my small group. That to me is the only thing about the final product that needs to be re-done. For example, the group was supposed to meet on November 8, 2013 @ 7:30-8:30 but only three people of our group were able to come. If everyone was there I would had felt me better about my small group.

You – as Group Facilitator
Now, please think back on your actual group experience and address the following questions – In our exercise we included specific needs for our target group. Girls at this age are becoming increasingly independent. When faced with difficult tasks, they want to figure out solutions on their own. With our activity, instead of the social worker handing the girls solutions to handle their behavior, the girls will come up with their own ideas and solutions to change their behavior. This is a goal that can be achieved after the bullies have realized that their negative behavior is having a hostile impact on their victims.

• Preparation – evaluate your level of preparedness. In retrospect, do you think you were as prepared as you could have been?
• The purpose of our exercise is to have the bullies come up with their own solutions to alter their negative behavior. Studies show that bullies are more likely to listen to their peers rather than an authority figure when trying to combat bullying.

• In my small group actual at the being was a litter rock because I don’t think I was prepared well enough. The level I was on was low and it took me about 5 min to get back on track. But when I did the group actual went great I was able to get one person to see that bullying was wrong and I was here to help them see how harmful to their peer. To the point of suicide and their classmate was afraid that they would be next and that why the school call for and social worker.

• If yes, identify what you see as the important pieces you had in place that contributed to your success in this area.
• In groups of six, the social worker will give two different backgrounds for two small groups of three. The students will then assume those roles and read aloud their backgrounds so the group can hear their story. We will ask the group as a whole to offer their reasoning as to why they bully and then find solutions to alter their behavior. Finally, we’ll have a “game” where each bully thinks of a person they have been bullying and writes their name and something nice about them on a piece of paper. The pieces of paper are put in a baggy in the center of the table. The social worker then reads aloud each comment from the baggy and reflects on each comment. . If something negative is said, the group will try to help them turn it around and make it positive.

• The participation of my group actual was to get the girl to write down on nice thing about the person that they was bullying and then write down one bad thing about themselves. As the social worker I was suppose read them out loud but I decided to throw them up and show the girls how to communicate in a nice matter without use horse words. At the end of my group actual the small told me how well I did and by me throw the paper help me become the social worker at that point of time. That actual help I understand why as social worker you need to be able to think outside the box to be able to help the client.

• If not, what would you do differently next time?
• The social worker then reads aloud each comment from the baggy and reflects on each comment. . If something negative is said, the group will try to help them turn it around and make it positive. I would talk to my group more about this and see if we could had come up with something else.

• If I was not able to get my group to writer down one nice thing about the person that they was bullying or one bad thing about themselves I would had have to get them said how they felt out loud to see if that would work. If that did not work I would not know what to do next. I would feel very defeated at that time and had to end my group actual at that point of time.

Facilitation – evaluate your performance with your target group. What do you think you did well? What do you think you might do differently next time and why do you think this change would be more effective? My target was: A group of 12 – 14 year old girls who are accused of bullying a classmate o the point where she attempted suicide. I think I did well by give my group my infarction in a timely matter. I would see if the group could had meat more than two time out of semester outside of class to make sure that we would all be on the same page. This to me would be more effective.
This exercise meets the developmental tasks and needs of our group by:
o Addressing the person-in-environment theory
o Working towards a resolution of eliminating bullying
o Allowing them to work with peers who are the same as them
o Empowering them to better their behavior
This exercise is consistent with Social Work values and ethics by:
o Empowering clients to resolve issues on their own
o Not giving advice and letting the client choose their own path
o Showing the group the Importance of Human Relationships; working with others teaches them a better way of life in the future
o Recognizing Dignity and Worth of each person through respect

You – From Here
When you think of this entire experience from beginning to end, what might you take with you to apply the next time a similar experience presents itself? Essentially, what have you learned both in content and in process? I took away that I was able to see all try of situation from a different standpoint as social work. I learned that you just have to be ready for any situation at all time because you never know what someone is going through in their life. I think once I am a social worker I can think back to this project and all the other project to help me if I need with a client that is in one of those situation.

Part One:

According to Argyris (2003), experiential learning takes place when an individual experiences new ways of doing things while undertaking certain actions. By its nature, it is a cyclic process consisting of steps of action and reflection, through which learning occurs.

Critically evaluate the usefulness of experiential learning theory to management and leadership development.

50%

Part Two:

Garavan (2007) suggests that strategic human resource development (SHRD) contributes to the creation of firm-specific knowledge and skill when it is aligned with the strategic goals of the organisation.

With reference to appropriate academic models and theories, critically evaluate the above statement and examine the link between SHRD and the creation of competitive advantage through leveraging the value of employee knowledge and skills.

Considerations: you should follow these guidelines to help you plan your answer

•Each part should contain an introduction, main body and conclusion. The introduction should briefly set the context and explain the structure the answer. The main body should critically review the theory and address the question in depth. The conclusion should summarise the key points and arguments raised in the answer.

•Your answer should be fully referenced and discuss critically key models and frameworks from the literature.

•It is important to draw a parallel between the theory and practice and use appropriate references for the facts given.

Assessment Criteria:

Essay format, not exceeding 4000 words.

Service Management Report 3,000 words

You are required to write a report profiling a service organisation.
The report needs to highlight the strong points of the operation, and identify the possible refinements to that operation.
The purpose of this project is to provide you with the opportunity to apply your service management knowledge by observing and analysing a service business in ‘real time’.
To assess the organisation students will need to watch the service in operation, your task is to critically evaluate your observations and findings and discuss how improvements might be made to the service operation in 3,000 words. Your views and arguments should be supported by reference to relevant theory.
Your report should include (but not necessarily in the following order):

• a summary of the type/nature of the service being provided and any implications this has for management;
• an evaluation of the way in which the service is designed and marketed;
• an analysis and evaluation of the employees used in the service organisation and of any customer management issue.

In your report you should aim to integrate appropriate service management concepts into the analysis of the service, including appropriate references to your reading. You may include appendices, provided that there is explicit reference to them in the body of the text. The style should be that of a management report. You are also required to include explicit reference to your reading.

Presentation of Final Report

A typical report format would use the following headings:
Title Page
Contents Page
Executive Summary (approximately 100 words)
Introduction (approximately 250 words)
Findings (approximately 3,000 words)
Conclusions (approximately 400 words)
Recommendations (approximately 250 words)
Bibliography (no word limit)
Appendices (no word limit).
The report can deviate from this format but should follow a logical report structure. All pages and all appendices should be numbered and where appropriate for diagrams, tables et cetera should be individually labelled for ease of reference. This is an ‘academic report’ and as such you are expected to use academic references where appropriate.

Assessment Criteria
Please note that quotes, diagrams, tables and appendices do not constitute part of the word allocation.
The assessment criteria for the assignment will be:
20% Presentation and structure, which includes a concise written style, logical progression of arguments, and adherence to referencing conventions.
15% Evidence of both secondary and primary research into the service organization;

50% A critical evaluation of the organisation’s service operation which examines the following areas with reference to relevant literature;

• an evaluation of the nature of the service being provided and the implications this has for management;
• an evaluation of the way in which the service is designed, marketed and deliver
• an analysis and evaluation of the role of the employee in the service organisation;

15% Clear conclusions and recommendations based on the critical evaluation discussed in the report.

Service Management Report 3,000 words

You are required to write a report profiling a service organisation.
The report needs to highlight the strong points of the operation, and identify the possible refinements to that operation.
The purpose of this project is to provide you with the opportunity to apply your service management knowledge by observing and analysing a service business in ‘real time’.
To assess the organisation students will need to watch the service in operation, your task is to critically evaluate your observations and findings and discuss how improvements might be made to the service operation in 3,000 words. Your views and arguments should be supported by reference to relevant theory.
Your report should include (but not necessarily in the following order):

• a summary of the type/nature of the service being provided and any implications this has for management;
• an evaluation of the way in which the service is designed and marketed;
• an analysis and evaluation of the employees used in the service organisation and of any customer management issue.

In your report you should aim to integrate appropriate service management concepts into the analysis of the service, including appropriate references to your reading. You may include appendices, provided that there is explicit reference to them in the body of the text. The style should be that of a management report. You are also required to include explicit reference to your reading.

Presentation of Final Report

A typical report format would use the following headings:
Title Page
Contents Page
Executive Summary (approximately 100 words)
Introduction (approximately 250 words)
Findings (approximately 3,000 words)
Conclusions (approximately 400 words)
Recommendations (approximately 250 words)
Bibliography (no word limit)
Appendices (no word limit).
The report can deviate from this format but should follow a logical report structure. All pages and all appendices should be numbered and where appropriate for diagrams, tables et cetera should be individually labelled for ease of reference. This is an ‘academic report’ and as such you are expected to use academic references where appropriate.

Assessment Criteria
Please note that quotes, diagrams, tables and appendices do not constitute part of the word allocation.
The assessment criteria for the assignment will be:
20% Presentation and structure, which includes a concise written style, logical progression of arguments, and adherence to referencing conventions.
15% Evidence of both secondary and primary research into the service organization;

50% A critical evaluation of the organisation’s service operation which examines the following areas with reference to relevant literature;

• an evaluation of the nature of the service being provided and the implications this has for management;
• an evaluation of the way in which the service is designed, marketed and deliver
• an analysis and evaluation of the role of the employee in the service organisation;

15% Clear conclusions and recommendations based on the critical evaluation discussed in the report.

Students are to briefly describe how the Bible is related to the topics covered in the course. An integration of the Bible must be explicitly shown, in relation to a course topic, in order to receive points. In addition, at least two other outside scholarly sources (the text may count as one) should be used to substantiate the group’s position.

preface
the course book is Fundamentals of Corporate Finance.

http://highered.mcgraw-hill.com/sites/dl/free/0078034647/925726/bmm7e_book_preface.pdf

Part One Introduction

1 Goals and Governance of the Corporation
2 Financial Markets and Institutions
3 Accounting and Finance
4 Measuring Corporate Performance

Part Two Value
5 The Time Value of Money
6 Valuing Bonds
7 Valuing Stocks
8 Net Present Value and Other

Investment Criteria
9 Using Discounted Cash-Flow Analysis to Make Investment Decisions
10 Project Analysis

Part Three Risk
11 Introduction to Risk, Return, and the Opportunity Cost of Capital
12 Risk, Return, and Capital Budgeting
13 The Weighted-Average Cost of Capital and Company Valuation

Part Four Financing
14 Introduction to Corporate Financing
15 How Corporations Raise Venture Capital and Issue Securities

Part Five Debt and Payout Policy
16 Debt Policy
17 Payout Policy

Part Six Financial Analysis and Planning
18 Long-Term Financial Planning
19 Short-Term Financial Planning
20 Working Capital Management

Part Seven Special Topics
21 Mergers, Acquisitions, and Corporate Control
22 International Financial Management
23 Options
24 Risk Management

Part Eight Conclusion
25 What We Do and Do Not Know about Finance

Fundamentals of Corporate Finance Seventh Edition Small Cover

http://highered.mcgraw-hill.com/sites/0078034647/information_center_view0/about_the_authors.html

http://highered.mcgraw-hill.com/sites/0078034647/information_center_view0/

Requirement:
submit at least 3 replies that are 300–600 words in response to other classmates’ threads. In each reply, indicate whether you agree with the other classmates’ opinions, why their assessment of the situation is or is not accurate, why the original posting is or is not in agreement with your assessment of the situation, and what should be done differently. For each thread and each reply, you must support your assertions with at least 3 outside sources (other than the text and course materials) and cited in current APA format. Acceptable sources include: books, legal cases, articles, the Bible, etc. Sources should be more substantial than basic internet dictionaries.

Jordan J. Wrote:
PROPERTY

As an attorney my old friend Barney requested my help, because he has run into some legal issues regarding his personal property. Barney and I use to attend the same church in Raleigh, NC and he is now a retired deputy in this town. One of his legal issues involves a lender foreclosing on his property in the mountains of North Carolina that he purchased with three of his friends as joint tenants with a right to survivorship whom all have passed away now. One of the friends left his interest in the property to his son who took a loan out on that interest and defaulted on the loan. Which is the reasoning the lender is attempting foreclosure on the property. When dealing in the ownership of land under joint tenancy, all are co-owners of equal shares and may sell their shares without the consent of other owners (Kubasek, Brennan, & Browne, 2012). Although, their interest can be attached by creditors, but upon the death of a joint tenant, his or her interest is divided equally among the remaining joint owners (Kubasek, Brennan, & Browne, 2012). In common law while both joint tenants are alive they own the whole estate together with equal share, but at the death of one joint tenant, the survivor owns the whole estate alone (Orth, 2012). The individual share is neither devisable nor inheritable and it is said to disappear at the death of its owner (Orth, 2012). In light of this doctrine of joint tenancy under this common law I feel I have a strong case against the lender attempting foreclosure on Barney’s property.

Another issue with this mountain property that Barney own is that someone has constructed a little cabin on his property and has been living in said property openly and notoriously for about 20 years. Under the doctrine of adverse possession of real property in general terms requires the elements of adverse, hostile, open, notorious, visible, exclusive and continuous ownership to exist for a statutory period before the statute of limitations will bar the owner’s suit to recover the property (Gerstenblith, 1988). Although these elements are often considered separate, but the fact is to require the adverse possessor to treat the property as would a true owner so as to give notice to the owner and the community of the adverse possessor’s claim to the property (Gerstenblith, 1988). The true owner exercising reasonable diligence is hence informed that a cause of action has accrued, in which he or she can ignore only at the risk of losing title to the property (Gerstenblith, 1988). In many courts through common law and previous case law “if only one party is at fault-the adverse possessor by taking in bad faith or the owner by unnecessarily delaying longer than the statutory time period after receiving notice of the location of the property-then the innocent party prevails (Gerstenblith, 1988).” In another sense an equally significant purpose of the doctrine may be used by analyzing those situations in which the actions of both parties are innocent (Gerstenblith, 1988). The fact that the good faith possessor triumphs over the diligent owner reveals that when ethical considerations are equivalent and commercial certainty becomes the critical factor (Gerstenblith, 1988). This is not to punish the original owner for failing to use the property efficiently or being inattentive in the care of the property, but to acknowledge the good faith possessor who relied on a good title to the property and possessed it for a sufficient period of time as prevalent, so that both commercial activity and ethical conduct may be protected and encouraged (Gerstenblith, 1988). With this information of this doctrine of adverse possession we may not have a strong case, but in the midst of all these issues confronting Barney I remind my friend to keep his faith in our Lord and Savor Jesus Christ just as we study and believed in the days we attended church together. In my conversation with Barney I discussed the bible scripture from Romans 1:16-17 “For I am not ashamed of the gospel of Christ, for it is the power of God to salvation for everyone who believes, for the Jew first and also for the Greek. For in it the righteousness of God is revealed form faith to faith; as it is written, “The just shall live by faith.” (Nelson, 1990).”

Barney has another property legal issue concerning the condemnation attempt of his beach house in Carolina Beach, NC by the Nickelodeon Family Resort. Nickelodeon Family Resort are making the claim that they can use eminent domain to take his property, because of the new business and jobs this will bring to the community. Under eminent domain the government has a constitutional right to take private property, upon payment of just compensation, for a purpose that will benefit the general welfare (Kubasek, Brennan, & Browne, 2012). This taken can be by any level of government or in limited cases by private companies fulfilling a public or governmental function (Kubasek, Brennan, & Browne, 2012). If the court determines that the government or private company purpose is legitimate then the courts determine the fair market value to be paid to the property owner (Kubasek, Brennan, & Browne, 2012). We may have a strong case especially with me pressing the issue of the public use clause under the eminent domain doctrine.

In the legal matter concerning Barney’s 1963 Ford Galaxie that was stolen, has now been put in a Classic Car Show by a man who purchased this car from a used car dealership in Kingston, NC. The man from the car show wants $5,600 for Barney to get his car back even after explaining that this vehicle was stolen. This man and the used car dealership claims to have no knowledge of this vehicle being reported stolen. Which I find hard to believe, since this dealership should have acquired the original/duplicate title of this vehicle in a trade or purchase agreement. The title which is ownership of property and this title passes when the acquiring party gives some consideration to the seller in exchange for title to the property (Kubasek, Brennan, & Browne, 2012). In some cases pending the state these changes of ownership must be registered with a government agency (Kubasek, Brennan, & Browne, 2012). Under the lost property clause in the involuntary transfers of personal property doctrine this is property that the true owner has unknowingly left somewhere and have no way knowing how to retrieve the property (Kubasek, Brennan, & Browne, 2012). In some states the law requires that before becoming the owner of lost property the finder must place an ad in a newspaper that will give the true owner notice that the property has been found (Kubasek, Brennan, & Browne, 2012). Depending on the type of property they may have to leave the property with the police for a statutorily established reasonable period of time as well. With all of these factors in our favor we will have a strong case in winning Barney’s car back.

Journal One.
Instructions Your written requirement will be a History Journal which you will submit 3 times during the term (refer to the schedule/calendar for recommended due dates). You can write about whatever you want, but it is best to use the textbook to study with. Your writings, each time you submit them, will consist of 10 separate journal entries (30 by the end of the course). Each entry:

•will contain a minimum of 120 words, .
•will consist of a summary, paraphrase, synthesis of material you are reading/studying in this course. You will, of course, be reading your textbook at a minimum, but I encourage you to read collateral historical writings on topics being studied. .
•must be written in your own words–do not quote verbatim the words of a published author, and will contain the subject matter you are learning–not whether you agree or disagree. Our study involves, first and foremost, learning the nation’s past and doing that requires study of previously published studies. .
Grading Criteria For EACH Time You Submit your Journals (3 times):

•Are there ten entries? .
•Is each entry a minimum of 120 words? .
•Does each entry pertain to United States history from 1877? .
•Do the entries appear to me to be written in the student’s own words? .
Each set of journal entries will be have the value of 50 points, or 150 points total.

If you submit only half the required length and number of journal entries, then you will receive half the points available.

Each journal entry may be on separate topics OR you may wish to write two or more journal entries on a single topic.

FOR YOUR AND FOR MY EASE, please number your entries by heading them Entry 1, Entry 2, Entry 3, etc.

When submitting your first set of journal entries, title your file as 1st Set of Journal Entries.

The 1st set of Journal Entries should deal with subjects covered in Chapters 16 21.

Note: For each Journal: make sure to submit all 10 entries before clicking the Submit button. If you only submit some (or one) entry and want to come back to it click the Save button. Once the Submit button is clicked, that assignment is locked and cannot be accessed again.

Civil Rights Essay .
Using the textbook and the following resources, trace the development of the Civil Rights Movement from the Brown v. Board decision to the Black Power Movement. Make sure to present a thesis at the beginning of your essay:

http://www.watson.org/~lisa/blackhistory/civilrights-55-65/index.html

http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement_(1955%E2%80%931968)

http://en.wikipedia.org/wiki/Black_Power

Address the following questions in your essay:

• What various strategies were adopted by civil rights leaders?

•How did civil rights activists bring the movement to national attention?

• Why was the federal government reluctant to fully support the movement?

•What role did the federal government eventually play in the movement?

•What successes were achieved?

• Why did the movement eventually lose momentum?

Essay should be minimum of 700 words.

Grade Criteria:

FOCUS: The essay makes a statement (the thesis) about the Civil Rights Movement. /10

DEVELOPMENT: The essay analyzes several aspects of the Civil Rights Movement. /40

HISTORICAL ANALYSIS: Points of are placed in historical context of the time specific time they occurred. /30

COHERENCE: The essay is organized logically. /10

CORRECTNESS AND STYLE: The essay has few errors and is written in a readable style. /10

The Civil Rights essay may be submitted at any time during the term, but the following due date is recommended: