Tag: Essay & Composition

  • [Solved] help with english

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  • [Solved] General Education

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    **files (1)** – ## GeneralEdRequirements.docx **## GeneralEdRequirements.docx** Rely on your own opinions, thoughts, and knowledge to write this essay. 2 Format your essay in MLA style. 3 Include a title for your essay. 4 Your essay must contain at least five paragraphs 5 The essay must be uploaded …

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    **files (1)**

    – ## GeneralEdRequirements.docx

    **## GeneralEdRequirements.docx**

    Rely on your own opinions, thoughts, and knowledge to write this essay.

    2 Format your essay in MLA style.

    3 Include a title for your essay.

    4 Your essay must contain at least five paragraphs

    5 The essay must be uploaded as a document (.pdf, .doc, .docx).

    Prompts –

    1 Current scholars have pointed out that there may not be a need for General Education requirements in college. In the UK and Europe, most undergraduate colleges only take three years to complete, as students focus predominantly on their majors. Those who believe that general education requirements should remain argue that they enhance analytical skills, creative thinking, written and oral communication skills, in addition to ethical reasoning and intercultural knowledge. Most importantly, they suggest that in today’s political climate, students need opportunities for civic engagement that they may not get in their major classes. Also, general education courses give students an opportunity to explore courses before determining their majors and give them a bit more freedom to experience other subjects. In opposition, there are those who think that general ed requirements are a waste of time. They delay graduation, increase student debt, and often just repeat high school curricula. Students could spend more time learning in their major, rather than taking courses that may not help with future job prospects. In a five-paragraph essay, discuss three reasons why you support or oppose general education requirements.

    **## GeneralEdRequirements.docx**

    Rely on your own opinions, thoughts, and knowledge to write this essay.

    2 Format your essay in MLA style.

    3 Include a title for your essay.

    4 Your essay must contain at least five paragraphs

    5 The essay must be uploaded as a document (.pdf, .doc, .docx).

    Prompts –

    1 Current scholars have pointed out that there may not be a need for General Education requirements in college. In the UK and Europe, most undergraduate colleges only take three years to complete, as students focus predominantly on their majors. Those who believe that general education requirements should remain argue that they enhance analytical skills, creative thinking, written and oral communication skills, in addition to ethical reasoning and intercultural knowledge. Most importantly, they suggest that in today’s political climate, students need opportunities for civic engagement that they may not get in their major classes. Also, general education courses give students an opportunity to explore courses before determining their majors and give them a bit more freedom to experience other subjects. In opposition, there are those who think that general ed requirements are a waste of time. They delay graduation, increase student debt, and often just repeat high school curricula. Students could spend more time learning in their major, rather than taking courses that may not help with future job prospects. In a five-paragraph essay, discuss three reasons why you support or oppose general education requirements.

  • [Solved] apa

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  • [Solved] English English Jul 15 Assignment

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    Zero AI with plagiarism reports please. **files (4)** – ## Jul151.pdf – ## 1.Beyond_the_pale_Race_in_Silicon_Valley.pdf – ## 2.Lawnssoftballbourbonandprivilege.pdf – ## 3.VeilofIgnorance.docx **## Jul151.pdf** APA Format for this assignment please In this assignment, you will write a five-para…

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    Zero AI with plagiarism reports please.

    **files (4)**

    – ## Jul151.pdf

    – ## 1.Beyond_the_pale_Race_in_Silicon_Valley.pdf

    – ## 2.Lawnssoftballbourbonandprivilege.pdf

    – ## 3.VeilofIgnorance.docx

    **## Jul151.pdf**

    APA Format for this assignment please

    In this assignment, you will write a five-paragraph argumentative essay based on one of the

    three topics provided below. Pay attention when developing your arguments and

    counterarguments.

    Please note that each topic comes with an article that you need to read beforehand. Somewhere

    in your essay, you need to cite the accompanying article at least once; if you wish, you can also

    cite other articles, but this one is a must. The article assigned to the topic should not be analyzed as

    a primary source but should only serve as supporting evidence either for one of your arguments or

    counterarguments. The accompanying articles are attached to this assignment, and they also

    provide a direct link for the article itself. Please do not quote; instead, you should paraphrase.

    According to certain activists, one way of improving diversity in the workplace is through

    Affirmative Action measures. Yet California, a traditionally liberal state, rejected Affirmative Action

    on their November 2020 ballots. Why might a Democratic supermajority state reject this solution to

    diversity issues? Investigate the problem related to increasing diversity and opportunity to people

    of all races and ethnicities, and then write an argumentative essay where you propose what you

    consider to be the best solution, whether it is Affirmative Action or some other solution, to help

    solve this problem long term.

    Read the article titled “Beyond the Pale. Race in Silicon Valley.”

    2.

    In 2020, Black Lives Matter was both a hashtag and an organization; both the hashtag and the

    organization were particularly visible during the protests after George Floyd’s death during the

    summer of 2020. Some people willingly use the hashtag and support the organization. It is often

    stated that all lives cannot matter until Black lives matter. But others support the idea behind the

    hashtag #BlackLivesMatter while eschewing any relationship with the organization itself based on

    accusations of political extremism. Why would this organization appear extremist to some, causing

    them to reject its mission? Is this just a reflection of people’s dislike of the chaos created by the

    Floyd protests and riots (93% of which were considered peaceful according to the Armed Conflict

    Location & Event Data Project at acleddata.com)? Or is it a symptom of deeper, implicit biases? Is

    there some legitimacy to the claims of extremism for the Black Lives Matter group? Consider a

    strategy to improve understanding of the Black Lives Matter movement, both including the formal

    organization and the idea, and the best way to decrease any potential biases against Black people.

    Where would you start? Write an essay argumentative defending your strategy.

    Read the article titled “Lawns, softball, bourbon and privilege.”

    3.

    Choose an artifact that is specific to a particular culture, religion, or other group (like the hijab) and

    write an analysis of it. Describe the item, what it looks like, who wears or uses it, and why people of

    a particular group wear or use it. You may want to include a personal story of your own encounters

    with this artifact or images of it in your analysis, if appropriate. Investigate different ways that

    people interpret and react to this artifact, as well as ways that views on this artifact may have

    evolved in recent times. Write an argumentative essay where you argue about people’s different

    views of this artifact.

    **## 1.Beyond_the_pale_Race_in_Silicon_Valley.pdf**

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    Beyond the pale; Race in Silicon Valley
    Date: June 20, 2020
    From: The Economist
    Publisher: Economist Intelligence Unit N.A. Incorporated
    Document Type: Article
    Length: 529 words

    Full Text:
    The technology industry faces up to its diversity problem

    TO GET A sense of diversity in tech, take a stroll on University Avenue in Palo Alto, a city at the heart of Silicon Valley. Before the
    pandemic, if you encountered a black person, the chances were they worked in a local shop. African-Americans account for 3% of
    workers at America's five biggest technology firms (see chart) and probably less at smaller ones. About one in 50 partners at venture-
    capital (VC) firms is black. The figure among VC-financed entrepreneurs is one in 100. Such dismal numbers, and Silicon Valley's
    meritocratic pretensions, help explain why tech's response to the killing of George Floyd has been louder even than other industries'.
    Will outrage lead to lasting change?

    Pushed by a left-leaning workforce, big tech now regularly takes an activist stance on important issues, from immigration to the
    pandemic. Yet even by these standards, the reaction to the Black Lives Matter protests has been remarkable. Firms offered
    donations to race-related charities, set up funds to finance startups by non-white founders, stopped selling controversial technologies
    such as facial recognition and vowed to purge their software of racist language. Apple and YouTube (part of Google) each pledged
    $100m to combat racism with educational schemes and support for black artists. On June 17th Google said it would raise the share
    of "under-represented groups" in leadership by 30% by 2025.

    Yet corporate activism will amount to little if tech firms and their financiers do not change how they operate, says Sydney Sykes, co-
    founder of BLCK VC, a group on a mission to swell the ranks of black venture capitalists in America. Companies must make more of
    an effort to promote and retain minority employees. VC firms have to examine why they often reject pitches by minority
    entrepreneurs; a simple "just can't get excited about this" is no longer enough. They should also broaden their professional networks
    beyond the usual lily-white crowd, argues Elliott Robinson of Bessemer Venture Partners, a big VC firm.

    Since diversity, particularly on gender, became a hot topic in the tech industry a few years ago, progress has been slow. But Ms
    Sykes believes things will speed up now. Customers and employees want it. And the firms have started to twig that lofty statements
    and charity do not suffice. Facebook's chief diversity officer, Maxine Williams, now reports directly to Sheryl Sandberg, the firm's
    number two (though not to its boss, as some would like). At Reddit, a popular discussion website, a white co-founder, Alexis Ohanian,
    stepped down from the board to make way for a black replacement, Michael Seibel, boss of Y Combinator, a startup school. On June
    17th Apple said it would replace its diversity chief.

    Mr Robinson has long lamented the tech industry's "diversity theatre": grand statements followed by little action. But even he is
    somewhat hopeful. Thanks to smartphones, he says, whites can see for themselves how black people are treated–and want it to
    stop. He knows all too well: he has been forcibly restrained by police three times in his life, for no reason other than the colour of his
    skin. The last time was not far from University Avenue.

    Copyright: COPYRIGHT 2020 Economist Intelligence Unit N.A. Incorporated
    http://store.eiu.com/
    Source Citation (MLA 9th Edition)
    "Beyond the pale; Race in Silicon Valley." The Economist, 20 June 2020, p. 54(US). Gale College Collection,

    link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 18 June 2023.
    Gale Document Number: GALE|A626946756

    [http://store.eiu.com/](http://store.eiu.com/)

    **## 2.Lawnssoftballbourbonandprivilege.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
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    Lawns, softball, bourbon and privilege: I have feared white
    men and I have loved them
    Author: Roxane Gay
    Date: Oct. 10, 2014
    From: New Statesman(Vol. 143, Issue 5231)
    Publisher: New Statesman, Ltd.
    Document Type: Essay
    Length: 1,096 words

    Full Text:
    I have known white men. I have loved white men. This often surprises people. They read my writing about race and gender and make
    assumptions. They think that a passionate desire for equality rises from a place of hatred rather than from an abiding sense of
    fairness. They misunderstand equality as the destruction of one group instead of the salvation of another.

    There was the first boy I ever loved–golden-haired, blue-eyed–and then he and several other boys who were just like him did
    something terrible to me. It would have been easy, I suppose, to imagine that all white men were like that: brute, taking what they
    wanted as if it were owed to them. Perhaps I do think that of white men. Some days, I cannot be sure.

    I am a child of the suburbs and forgotten rural places. For most of my life, I have lived in areas where I am the exception rather than
    the rule. I have known white men. I have watched them mow their lawns and play softball on Thursday nights and drink beer and go
    to work each morning in their sensible suits and sensible shoes. I have studied the confidence with which they walk, the shape of
    their squared shoulders, the almost unbearable firmness of their handshake. I have seen how they survey a room they enter, knowing
    they have an inalienable right to fill that space as they see fit, no matter the circumstance. I have hated such confidence. I have
    envied such confidence.

    I have seen white men presiding over trials, presiding over corporations, presiding over many countries in the western world. I have
    watched as they have made choices that serve, mostly, their own best interests. I have watched as such self-interest has gone
    unchecked and even been encouraged.

    I have seen white men kill men and women with skin like mine because their fear of difference overcame grace and humanity. It pains
    me to realise this but I will continue to bear witness to such disgrace. I will continue to be powerless in the face of it.

    When I see a white man ambling towards me on the street at night, or when I am in an elevator with him, or when I see him in the car
    next to mine on the interstate, I often think I should be afraid. I know what white men are capable of. Bullets are impervious to
    righteousness. I and many others will be forced to mourn Amadou Diallo, Trayvon Martin, Renisha McBride, Eric Garner, Mike Brown,
    John Crawford and, and, and …

    I have written about white men and how prominently they figure in our culture. I have written about the ease with which they move
    through the world. I have written about how far too many white men are unwilling to acknowledge that ease, that privilege. They hate
    that word, privilege. They hear it as an accusation rather than a statement of fact. They see it as an attack on their character or an
    attack on their way of life. They feel threatened and, perhaps, they should. They know how good they have it. They know what their
    lives would be like if they lost that privilege. No one would willingly relinquish such power.

    White men have written to me to tell me I am wrong. White men have written to me to tell me their sad stories, as if their suffering,
    great or small, were the bridge across which we could find common ground. They are not interested in my sad stories. When these
    white men write to me, they are trying to say, "I am more than my skin." They are trying to say, "I bleed, too." I want to write back and
    say, "I never said otherwise."

    There is the most recent man I loved–the rugged sort, a logger and a hunter. He was persistent. He took me into the woods and
    showed me hidden waterfalls. He took me deer hunting in the cold, early morning. He taught me the various parts of a crossbow and
    how to hold it properly, braced against the shoulder. He taught me how to exhale as I pressed the trigger. He loved the natural world
    and understood it better than people.

    He couldn't stand heat and humidity. He kept a beard even though I often urged him to shave so I could see the smooth of his face.

    He drove a truck and he had a cabin on a lake and he loved to fish. I would sit on the dock at his cabin reading while he held his
    fishing pole, staring at the water like he knew the mysteries lurking beneath the surface. I stared at him over the pages of my book
    like I knew the mysteries lurking beneath his surface.

    He was conservative and I was decidedly not. When I tried to lure him to my liberal way of thinking, he smiled at me like I still had so
    much to learn. 1 loved to argue with him. I loved to make him question his place in the world the way he made me question mine. I
    made him happy. He made me happy. We never knew if that was enough.

    He was a drinker, beer and bourbon mostly. On weekends, we would go out to a bar or the bowling alley, anything to get out of the
    house, hear a little music, dance together. We lived in a really small town. We were never going to be able to hide in plain sight. We
    drew attention as an unlikely couple: my brown skin, his skin somewhat paler, me the quiet graduate student, he the outdoorsman
    with thickly calloused hands and a calm demeanour until the drink got in him real good.

    Small town, middle of nowhere, far from everything–people couldn't keep their opinions to themselves and he couldn't keep his fists
    to himself. He was a drinker and he was a brawler. He could not understand why anyone would question his choices, the things that
    made him happy. He said he was defending my honour but really he was defending his.

    At night, in bed, he would say, "I love your skin," and then he would show me how he loved my skin, how he loved me as more than
    my skin. He showed me how to love him as more than his skin.

    I have known white men.

    Roxane Gay is a professor of English at Purdue University, Indiana. Her collection of essays "Bad Feminist" is published by Corsair
    (12.99 [pounds sterling])

    Copyright: COPYRIGHT 2014 New Statesman, Ltd.
    http://www.newstatesman.com/
    Source Citation (MLA 9th Edition)
    Gay, Roxane. "Lawns, softball, bourbon and privilege: I have feared white men and I have loved them." New Statesman, vol. 143, no.

    5231, 10 Oct. 2014, pp. 36+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-
    GCCO&xid=dcbb4810. Accessed 18 June 2023.

    Gale Document Number: GALE|A388051364

    [http://www.newstatesman.com/](http://www.newstatesman.com/)

    **## 3.VeilofIgnorance.docx**

    **Veil of Ignorance**

    Have we gotten the headscarf all wrong?

    APRIL 25, 2011, 2:51 AM

    In 1955, Albert Hourani, the Oxford historian and bestselling author of
    [_A History of the Arab Peoples_](http://www.amazon.com/gp/product/0446393924/ref=as_li_ss_tl?ie=UTF8&tag=fopo-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=0446393924), published a short article called "The Vanishing Veil: A Challenge to the Old Order." Pointing out that veiling was a fast-disappearing practice in most Arab societies, Hourani gave a brief history of how it was fading from modern society — and why it would soon become a thing of the past.

    The trend to unveil, Hourani wrote, had begun in Egypt in the early 20th century, set in motion by the writer Qasim Amin. Amin had argued that "gradual and careful change in the status of women," including women’s casting off their veils, was now an essential step in the advancement of Muslim societies — and "not contrary to the principles of Islam." Although Amin’s ideas had been met with great resistance, Hourani recounted how they gradually gained acceptance and spread among the "more advanced Arab countries," first in Egypt and then "Syria, Jordan, Lebanon and Iraq."

    By the 1950s, when Hourani was writing, the veil had virtually disappeared in Egypt, except among the "lower middle class, the most conservative of all classes," he noted. It was only in the Arab world’s "most backward regions," and specifically Saudi Arabia and Yemen, that the "old order" — and along with it such practices as veiling and polygamy — "still persists unaltered."

    But Hourani’s article has proved spectacularly incorrect. Fifty-six years later, we live in a world where veiling among Muslim women, after steadily gaining ground across the globe in the last two decades, is incontrovertibly ascendant. How did we get it so wrong?

    Until recently, I thought, as Hourani did, that the disappearance of the veil was inevitable; I was sure that greater education and opportunity for women in the Muslim world would result in the elimination of this relic of women’s oppression. For decades, in books, op-eds, and lectures, I stood firmly and unquestioningly against the veil and the hijab, the Islamic headscarf, viewing them as signs of women’s disempowerment. To me, and to my fellow Arab feminists, being told what to wear was just another form of tyranny. But in the course of researching and writing a new book on the history of the veil’s improbable comeback, I’ve had to radically rethink my assumptions. Where I once saw the veil as a symbol of intolerance, I now understand that for many women, it is a badge of individuality and justice.

    That was not always the case. Not long after I moved to Cambridge, Mass., in 1998, I recall walking past Cambridge Common with a friend who was visiting from the Arab world — a well-known feminist whom I will call Aisha. We were shocked to find a large crowd there, the women all in hijab. It was an arresting, unusual sight — and one that made both of us instinctively uncomfortable.

    "To them," Aisha said as we stood observing the scene, "we are the enemy."

    For Aisha and me, the hijab’s presence meant not piety — for we knew many women who were deeply devout yet never wore hijab — but Islamism, the very political form of Islam that had been gaining ground in Muslim societies since the Islamic resurgence of the 1970s, a religious revival fueled significantly by the activities of groups like the Muslim Brotherhood. So for me the sight of women in hijab in America was a disturbing one.

    I left Egypt in the late 1960s, by which time the Muslim Brotherhood had almost disappeared, many members having gone into hiding or fled the country because of the Nasser regime’s systematic attempt to eradicate the group. In the late 1960s hardly anyone in such cities as Cairo and Alexandria wore hijab.

    But by the 1990s that had all changed. The Islamic resurgence had made extraordinary gains across Egyptian society even as escalating militant Islamist violence was shaking the country in a growing atmosphere of intellectual repression. In 1992, Farag Foda, a well-known journalist and critic of Islamism, was murdered. The following year, Nasr Hamid Abu Zayd, then a professor at Cairo University, was accused of being an apostate; he was later forced to flee the country with his wife. In 1994, Naguib Mahfouz, the Egyptian novelist and Nobel laureate, was stabbed by an Islamist who claimed to be outraged by his blasphemous works. It all seemed a shocking gauge of Egypt’s drastic descent into intolerance, and for me it was very much connected to the spread of Islamism and its signature dress, the hijab.

    All of this, then, was instantly brought to mind by seeing the hijab in Cambridge. Was some kind of extremist, militant Islam taking root in the West? Was that what the presence of the hijab signified? Could the Muslim Brotherhood have somehow managed to establish a foothold here and in other Western countries? Where were these young women getting their ideas? And because they lived in a free country where it was quite ordinary for women to challenge patriarchal ideas, why did they feel bound to accept whatever it was that they were being told?

    My reading of that scene on the Cambridge street turned out to be accurate in that Islamism has now become a powerful influence in America, and yet it was also a misreading — as I would discover in listening to women who chose to wear the veil. My very first interviews began to unsettle my assumptions. "I wear it for the same reason as my Jewish friend wears a yarmulke," said one woman; the hijab, she said, was required dress that made visible the presence of a religious minority entitled to justice and equality. Another said she hoped her hijab would raise other women’s awareness of society’s sexist messages about women’s bodies and dress. For many others, wearing the hijab was a way of rejecting negative stereotypes and affirming pride in Muslim identity in the face of prejudice.

    Clearly, these women have a very different view of the veil here in the West, where they are free to wear whatever they want, than the old notion of the veil with which I grew up, fraught with ancient patriarchal meanings as it was and still is in societies where it is required by law or through ferocious social pressure. Listening to such women, I found it startling and moving to see how the Islamist emphasis on social justice had been transplanted to a democratic, pluralist society committed to gender equality and justice for all. This was certainly not an interpretation of the veil I had heard before, and it reflected a different Islam from the one of my childhood as well.

    Indeed, I found that for all the alarmism sparked by episodes like the uproar over the building of a Muslim community center near New York’s Ground Zero, the West is exerting far more influence on Islam than the other way around. Especially after the 9/11 attacks, religiously committed Muslim American women were spurred into active engagement with Islam and women’s rights, propelled to action by the heightened scrutiny of their religion and community. The result, somewhat surprisingly, is that Islamic feminism is alive and well in America. And it is Islamists and the children of Islamists — the very people whose presence in the United States had initially alarmed me — who are now in the vanguard of the struggle for women’s rights in Islam.

    I would never claim, of course, not to have heard chauvinistic views expressed among Muslim groups in the United States. But such voices have been drowned out by women like Khadija Haffajee and Ingrid Mattson, the first women to play leading roles in a key North American Muslim group, or Laleh Bakhtiar, whose
    [recent translation of the Quran](http://www.amazon.com/gp/product/1567447503/ref=as_li_ss_tl?ie=UTF8&tag=fopo-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=1567447503) offers a new and radically different interpretation of one of its key verses regarding women.

    These are just the first stirrings of a new era in the story of Islam in the West. Historically, religions undergo enormous transformations as one strain of belief and practice gains ascendancy over another. Living religions are by definition dynamic: Witness the changes that have occurred in the last decades as women have become pastors and rabbis. A similar process is now under way within Islam, as the veil, once an emblem of patriarchy, today carries multiple meanings for its American and European wearers. Often enough, it also serves as a banner and call for justice — and yes, even for women’s rights.

    Leila Ahmed is Victor S. Thomas professor at Harvard Divinity School and author of A Quiet Revolution: The Veil's Resurgence, from the Middle East to America.

    [Veil of Ignorance – Foreign Policy](https://foreignpolicy.com/2011/04/25/veil-of-ignorance-2/)

    **## 3.VeilofIgnorance.docx**

    **Veil of Ignorance**

    Have we gotten the headscarf all wrong?

    APRIL 25, 2011, 2:51 AM

    In 1955, Albert Hourani, the Oxford historian and bestselling author of
    [_A History of the Arab Peoples_](http://www.amazon.com/gp/product/0446393924/ref=as_li_ss_tl?ie=UTF8&tag=fopo-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=0446393924), published a short article called "The Vanishing Veil: A Challenge to the Old Order." Pointing out that veiling was a fast-disappearing practice in most Arab societies, Hourani gave a brief history of how it was fading from modern society — and why it would soon become a thing of the past.

    The trend to unveil, Hourani wrote, had begun in Egypt in the early 20th century, set in motion by the writer Qasim Amin. Amin had argued that "gradual and careful change in the status of women," including women’s casting off their veils, was now an essential step in the advancement of Muslim societies — and "not contrary to the principles of Islam." Although Amin’s ideas had been met with great resistance, Hourani recounted how they gradually gained acceptance and spread among the "more advanced Arab countries," first in Egypt and then "Syria, Jordan, Lebanon and Iraq."

    By the 1950s, when Hourani was writing, the veil had virtually disappeared in Egypt, except among the "lower middle class, the most conservative of all classes," he noted. It was only in the Arab world’s "most backward regions," and specifically Saudi Arabia and Yemen, that the "old order" — and along with it such practices as veiling and polygamy — "still persists unaltered."

    But Hourani’s article has proved spectacularly incorrect. Fifty-six years later, we live in a world where veiling among Muslim women, after steadily gaining ground across the globe in the last two decades, is incontrovertibly ascendant. How did we get it so wrong?

    Until recently, I thought, as Hourani did, that the disappearance of the veil was inevitable; I was sure that greater education and opportunity for women in the Muslim world would result in the elimination of this relic of women’s oppression. For decades, in books, op-eds, and lectures, I stood firmly and unquestioningly against the veil and the hijab, the Islamic headscarf, viewing them as signs of women’s disempowerment. To me, and to my fellow Arab feminists, being told what to wear was just another form of tyranny. But in the course of researching and writing a new book on the history of the veil’s improbable comeback, I’ve had to radically rethink my assumptions. Where I once saw the veil as a symbol of intolerance, I now understand that for many women, it is a badge of individuality and justice.

    That was not always the case. Not long after I moved to Cambridge, Mass., in 1998, I recall walking past Cambridge Common with a friend who was visiting from the Arab world — a well-known feminist whom I will call Aisha. We were shocked to find a large crowd there, the women all in hijab. It was an arresting, unusual sight — and one that made both of us instinctively uncomfortable.

    "To them," Aisha said as we stood observing the scene, "we are the enemy."

    For Aisha and me, the hijab’s presence meant not piety — for we knew many women who were deeply devout yet never wore hijab — but Islamism, the very political form of Islam that had been gaining ground in Muslim societies since the Islamic resurgence of the 1970s, a religious revival fueled significantly by the activities of groups like the Muslim Brotherhood. So for me the sight of women in hijab in America was a disturbing one.

    I left Egypt in the late 1960s, by which time the Muslim Brotherhood had almost disappeared, many members having gone into hiding or fled the country because of the Nasser regime’s systematic attempt to eradicate the group. In the late 1960s hardly anyone in such cities as Cairo and Alexandria wore hijab.

    But by the 1990s that had all changed. The Islamic resurgence had made extraordinary gains across Egyptian society even as escalating militant Islamist violence was shaking the country in a growing atmosphere of intellectual repression. In 1992, Farag Foda, a well-known journalist and critic of Islamism, was murdered. The following year, Nasr Hamid Abu Zayd, then a professor at Cairo University, was accused of being an apostate; he was later forced to flee the country with his wife. In 1994, Naguib Mahfouz, the Egyptian novelist and Nobel laureate, was stabbed by an Islamist who claimed to be outraged by his blasphemous works. It all seemed a shocking gauge of Egypt’s drastic descent into intolerance, and for me it was very much connected to the spread of Islamism and its signature dress, the hijab.

    All of this, then, was instantly brought to mind by seeing the hijab in Cambridge. Was some kind of extremist, militant Islam taking root in the West? Was that what the presence of the hijab signified? Could the Muslim Brotherhood have somehow managed to establish a foothold here and in other Western countries? Where were these young women getting their ideas? And because they lived in a free country where it was quite ordinary for women to challenge patriarchal ideas, why did they feel bound to accept whatever it was that they were being told?

    My reading of that scene on the Cambridge street turned out to be accurate in that Islamism has now become a powerful influence in America, and yet it was also a misreading — as I would discover in listening to women who chose to wear the veil. My very first interviews began to unsettle my assumptions. "I wear it for the same reason as my Jewish friend wears a yarmulke," said one woman; the hijab, she said, was required dress that made visible the presence of a religious minority entitled to justice and equality. Another said she hoped her hijab would raise other women’s awareness of society’s sexist messages about women’s bodies and dress. For many others, wearing the hijab was a way of rejecting negative stereotypes and affirming pride in Muslim identity in the face of prejudice.

    Clearly, these women have a very different view of the veil here in the West, where they are free to wear whatever they want, than the old notion of the veil with which I grew up, fraught with ancient patriarchal meanings as it was and still is in societies where it is required by law or through ferocious social pressure. Listening to such women, I found it startling and moving to see how the Islamist emphasis on social justice had been transplanted to a democratic, pluralist society committed to gender equality and justice for all. This was certainly not an interpretation of the veil I had heard before, and it reflected a different Islam from the one of my childhood as well.

    Indeed, I found that for all the alarmism sparked by episodes like the uproar over the building of a Muslim community center near New York’s Ground Zero, the West is exerting far more influence on Islam than the other way around. Especially after the 9/11 attacks, religiously committed Muslim American women were spurred into active engagement with Islam and women’s rights, propelled to action by the heightened scrutiny of their religion and community. The result, somewhat surprisingly, is that Islamic feminism is alive and well in America. And it is Islamists and the children of Islamists — the very people whose presence in the United States had initially alarmed me — who are now in the vanguard of the struggle for women’s rights in Islam.

    I would never claim, of course, not to have heard chauvinistic views expressed among Muslim groups in the United States. But such voices have been drowned out by women like Khadija Haffajee and Ingrid Mattson, the first women to play leading roles in a key North American Muslim group, or Laleh Bakhtiar, whose
    [recent translation of the Quran](http://www.amazon.com/gp/product/1567447503/ref=as_li_ss_tl?ie=UTF8&tag=fopo-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=1567447503) offers a new and radically different interpretation of one of its key verses regarding women.

    These are just the first stirrings of a new era in the story of Islam in the West. Historically, religions undergo enormous transformations as one strain of belief and practice gains ascendancy over another. Living religions are by definition dynamic: Witness the changes that have occurred in the last decades as women have become pastors and rabbis. A similar process is now under way within Islam, as the veil, once an emblem of patriarchy, today carries multiple meanings for its American and European wearers. Often enough, it also serves as a banner and call for justice — and yes, even for women’s rights.

    Leila Ahmed is Victor S. Thomas professor at Harvard Divinity School and author of A Quiet Revolution: The Veil's Resurgence, from the Middle East to America.

    [Veil of Ignorance – Foreign Policy](https://foreignpolicy.com/2011/04/25/veil-of-ignorance-2/)

    **## Jul151.pdf**

    APA Format for this assignment please

    In this assignment, you will write a five-paragraph argumentative essay based on one of the

    three topics provided below. Pay attention when developing your arguments and

    counterarguments.

    Please note that each topic comes with an article that you need to read beforehand. Somewhere

    in your essay, you need to cite the accompanying article at least once; if you wish, you can also

    cite other articles, but this one is a must. The article assigned to the topic should not be analyzed as

    a primary source but should only serve as supporting evidence either for one of your arguments or

    counterarguments. The accompanying articles are attached to this assignment, and they also

    provide a direct link for the article itself. Please do not quote; instead, you should paraphrase.

    According to certain activists, one way of improving diversity in the workplace is through

    Affirmative Action measures. Yet California, a traditionally liberal state, rejected Affirmative Action

    on their November 2020 ballots. Why might a Democratic supermajority state reject this solution to

    diversity issues? Investigate the problem related to increasing diversity and opportunity to people

    of all races and ethnicities, and then write an argumentative essay where you propose what you

    consider to be the best solution, whether it is Affirmative Action or some other solution, to help

    solve this problem long term.

    Read the article titled “Beyond the Pale. Race in Silicon Valley.”

    2.

    In 2020, Black Lives Matter was both a hashtag and an organization; both the hashtag and the

    organization were particularly visible during the protests after George Floyd’s death during the

    summer of 2020. Some people willingly use the hashtag and support the organization. It is often

    stated that all lives cannot matter until Black lives matter. But others support the idea behind the

    hashtag #BlackLivesMatter while eschewing any relationship with the organization itself based on

    accusations of political extremism. Why would this organization appear extremist to some, causing

    them to reject its mission? Is this just a reflection of people’s dislike of the chaos created by the

    Floyd protests and riots (93% of which were considered peaceful according to the Armed Conflict

    Location & Event Data Project at acleddata.com)? Or is it a symptom of deeper, implicit biases? Is

    there some legitimacy to the claims of extremism for the Black Lives Matter group? Consider a

    strategy to improve understanding of the Black Lives Matter movement, both including the formal

    organization and the idea, and the best way to decrease any potential biases against Black people.

    Where would you start? Write an essay argumentative defending your strategy.

    Read the article titled “Lawns, softball, bourbon and privilege.”

    3.

    Choose an artifact that is specific to a particular culture, religion, or other group (like the hijab) and

    write an analysis of it. Describe the item, what it looks like, who wears or uses it, and why people of

    a particular group wear or use it. You may want to include a personal story of your own encounters

    with this artifact or images of it in your analysis, if appropriate. Investigate different ways that

    people interpret and react to this artifact, as well as ways that views on this artifact may have

    evolved in recent times. Write an argumentative essay where you argue about people’s different

    views of this artifact.

    **## 1.Beyond_the_pale_Race_in_Silicon_Valley.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
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    generated PDF functionality and any output derived therefrom.

    Beyond the pale; Race in Silicon Valley
    Date: June 20, 2020
    From: The Economist
    Publisher: Economist Intelligence Unit N.A. Incorporated
    Document Type: Article
    Length: 529 words

    Full Text:
    The technology industry faces up to its diversity problem

    TO GET A sense of diversity in tech, take a stroll on University Avenue in Palo Alto, a city at the heart of Silicon Valley. Before the
    pandemic, if you encountered a black person, the chances were they worked in a local shop. African-Americans account for 3% of
    workers at America's five biggest technology firms (see chart) and probably less at smaller ones. About one in 50 partners at venture-
    capital (VC) firms is black. The figure among VC-financed entrepreneurs is one in 100. Such dismal numbers, and Silicon Valley's
    meritocratic pretensions, help explain why tech's response to the killing of George Floyd has been louder even than other industries'.
    Will outrage lead to lasting change?

    Pushed by a left-leaning workforce, big tech now regularly takes an activist stance on important issues, from immigration to the
    pandemic. Yet even by these standards, the reaction to the Black Lives Matter protests has been remarkable. Firms offered
    donations to race-related charities, set up funds to finance startups by non-white founders, stopped selling controversial technologies
    such as facial recognition and vowed to purge their software of racist language. Apple and YouTube (part of Google) each pledged
    $100m to combat racism with educational schemes and support for black artists. On June 17th Google said it would raise the share
    of "under-represented groups" in leadership by 30% by 2025.

    Yet corporate activism will amount to little if tech firms and their financiers do not change how they operate, says Sydney Sykes, co-
    founder of BLCK VC, a group on a mission to swell the ranks of black venture capitalists in America. Companies must make more of
    an effort to promote and retain minority employees. VC firms have to examine why they often reject pitches by minority
    entrepreneurs; a simple "just can't get excited about this" is no longer enough. They should also broaden their professional networks
    beyond the usual lily-white crowd, argues Elliott Robinson of Bessemer Venture Partners, a big VC firm.

    Since diversity, particularly on gender, became a hot topic in the tech industry a few years ago, progress has been slow. But Ms
    Sykes believes things will speed up now. Customers and employees want it. And the firms have started to twig that lofty statements
    and charity do not suffice. Facebook's chief diversity officer, Maxine Williams, now reports directly to Sheryl Sandberg, the firm's
    number two (though not to its boss, as some would like). At Reddit, a popular discussion website, a white co-founder, Alexis Ohanian,
    stepped down from the board to make way for a black replacement, Michael Seibel, boss of Y Combinator, a startup school. On June
    17th Apple said it would replace its diversity chief.

    Mr Robinson has long lamented the tech industry's "diversity theatre": grand statements followed by little action. But even he is
    somewhat hopeful. Thanks to smartphones, he says, whites can see for themselves how black people are treated–and want it to
    stop. He knows all too well: he has been forcibly restrained by police three times in his life, for no reason other than the colour of his
    skin. The last time was not far from University Avenue.

    Copyright: COPYRIGHT 2020 Economist Intelligence Unit N.A. Incorporated
    http://store.eiu.com/
    Source Citation (MLA 9th Edition)
    "Beyond the pale; Race in Silicon Valley." The Economist, 20 June 2020, p. 54(US). Gale College Collection,

    link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 18 June 2023.
    Gale Document Number: GALE|A626946756

    [http://store.eiu.com/](http://store.eiu.com/)

    **## 2.Lawnssoftballbourbonandprivilege.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    Lawns, softball, bourbon and privilege: I have feared white
    men and I have loved them
    Author: Roxane Gay
    Date: Oct. 10, 2014
    From: New Statesman(Vol. 143, Issue 5231)
    Publisher: New Statesman, Ltd.
    Document Type: Essay
    Length: 1,096 words

    Full Text:
    I have known white men. I have loved white men. This often surprises people. They read my writing about race and gender and make
    assumptions. They think that a passionate desire for equality rises from a place of hatred rather than from an abiding sense of
    fairness. They misunderstand equality as the destruction of one group instead of the salvation of another.

    There was the first boy I ever loved–golden-haired, blue-eyed–and then he and several other boys who were just like him did
    something terrible to me. It would have been easy, I suppose, to imagine that all white men were like that: brute, taking what they
    wanted as if it were owed to them. Perhaps I do think that of white men. Some days, I cannot be sure.

    I am a child of the suburbs and forgotten rural places. For most of my life, I have lived in areas where I am the exception rather than
    the rule. I have known white men. I have watched them mow their lawns and play softball on Thursday nights and drink beer and go
    to work each morning in their sensible suits and sensible shoes. I have studied the confidence with which they walk, the shape of
    their squared shoulders, the almost unbearable firmness of their handshake. I have seen how they survey a room they enter, knowing
    they have an inalienable right to fill that space as they see fit, no matter the circumstance. I have hated such confidence. I have
    envied such confidence.

    I have seen white men presiding over trials, presiding over corporations, presiding over many countries in the western world. I have
    watched as they have made choices that serve, mostly, their own best interests. I have watched as such self-interest has gone
    unchecked and even been encouraged.

    I have seen white men kill men and women with skin like mine because their fear of difference overcame grace and humanity. It pains
    me to realise this but I will continue to bear witness to such disgrace. I will continue to be powerless in the face of it.

    When I see a white man ambling towards me on the street at night, or when I am in an elevator with him, or when I see him in the car
    next to mine on the interstate, I often think I should be afraid. I know what white men are capable of. Bullets are impervious to
    righteousness. I and many others will be forced to mourn Amadou Diallo, Trayvon Martin, Renisha McBride, Eric Garner, Mike Brown,
    John Crawford and, and, and …

    I have written about white men and how prominently they figure in our culture. I have written about the ease with which they move
    through the world. I have written about how far too many white men are unwilling to acknowledge that ease, that privilege. They hate
    that word, privilege. They hear it as an accusation rather than a statement of fact. They see it as an attack on their character or an
    attack on their way of life. They feel threatened and, perhaps, they should. They know how good they have it. They know what their
    lives would be like if they lost that privilege. No one would willingly relinquish such power.

    White men have written to me to tell me I am wrong. White men have written to me to tell me their sad stories, as if their suffering,
    great or small, were the bridge across which we could find common ground. They are not interested in my sad stories. When these
    white men write to me, they are trying to say, "I am more than my skin." They are trying to say, "I bleed, too." I want to write back and
    say, "I never said otherwise."

    There is the most recent man I loved–the rugged sort, a logger and a hunter. He was persistent. He took me into the woods and
    showed me hidden waterfalls. He took me deer hunting in the cold, early morning. He taught me the various parts of a crossbow and
    how to hold it properly, braced against the shoulder. He taught me how to exhale as I pressed the trigger. He loved the natural world
    and understood it better than people.

    He couldn't stand heat and humidity. He kept a beard even though I often urged him to shave so I could see the smooth of his face.

    He drove a truck and he had a cabin on a lake and he loved to fish. I would sit on the dock at his cabin reading while he held his
    fishing pole, staring at the water like he knew the mysteries lurking beneath the surface. I stared at him over the pages of my book
    like I knew the mysteries lurking beneath his surface.

    He was conservative and I was decidedly not. When I tried to lure him to my liberal way of thinking, he smiled at me like I still had so
    much to learn. 1 loved to argue with him. I loved to make him question his place in the world the way he made me question mine. I
    made him happy. He made me happy. We never knew if that was enough.

    He was a drinker, beer and bourbon mostly. On weekends, we would go out to a bar or the bowling alley, anything to get out of the
    house, hear a little music, dance together. We lived in a really small town. We were never going to be able to hide in plain sight. We
    drew attention as an unlikely couple: my brown skin, his skin somewhat paler, me the quiet graduate student, he the outdoorsman
    with thickly calloused hands and a calm demeanour until the drink got in him real good.

    Small town, middle of nowhere, far from everything–people couldn't keep their opinions to themselves and he couldn't keep his fists
    to himself. He was a drinker and he was a brawler. He could not understand why anyone would question his choices, the things that
    made him happy. He said he was defending my honour but really he was defending his.

    At night, in bed, he would say, "I love your skin," and then he would show me how he loved my skin, how he loved me as more than
    my skin. He showed me how to love him as more than his skin.

    I have known white men.

    Roxane Gay is a professor of English at Purdue University, Indiana. Her collection of essays "Bad Feminist" is published by Corsair
    (12.99 [pounds sterling])

    Copyright: COPYRIGHT 2014 New Statesman, Ltd.
    http://www.newstatesman.com/
    Source Citation (MLA 9th Edition)
    Gay, Roxane. "Lawns, softball, bourbon and privilege: I have feared white men and I have loved them." New Statesman, vol. 143, no.

    5231, 10 Oct. 2014, pp. 36+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-
    GCCO&xid=dcbb4810. Accessed 18 June 2023.

    Gale Document Number: GALE|A388051364

    [http://www.newstatesman.com/](http://www.newstatesman.com/)

    **## 3.VeilofIgnorance.docx**

    **Veil of Ignorance**

    Have we gotten the headscarf all wrong?

    APRIL 25, 2011, 2:51 AM

    In 1955, Albert Hourani, the Oxford historian and bestselling author of
    [_A History of the Arab Peoples_](http://www.amazon.com/gp/product/0446393924/ref=as_li_ss_tl?ie=UTF8&tag=fopo-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=0446393924), published a short article called "The Vanishing Veil: A Challenge to the Old Order." Pointing out that veiling was a fast-disappearing practice in most Arab societies, Hourani gave a brief history of how it was fading from modern society — and why it would soon become a thing of the past.

    The trend to unveil, Hourani wrote, had begun in Egypt in the early 20th century, set in motion by the writer Qasim Amin. Amin had argued that "gradual and careful change in the status of women," including women’s casting off their veils, was now an essential step in the advancement of Muslim societies — and "not contrary to the principles of Islam." Although Amin’s ideas had been met with great resistance, Hourani recounted how they gradually gained acceptance and spread among the "more advanced Arab countries," first in Egypt and then "Syria, Jordan, Lebanon and Iraq."

    By the 1950s, when Hourani was writing, the veil had virtually disappeared in Egypt, except among the "lower middle class, the most conservative of all classes," he noted. It was only in the Arab world’s "most backward regions," and specifically Saudi Arabia and Yemen, that the "old order" — and along with it such practices as veiling and polygamy — "still persists unaltered."

    But Hourani’s article has proved spectacularly incorrect. Fifty-six years later, we live in a world where veiling among Muslim women, after steadily gaining ground across the globe in the last two decades, is incontrovertibly ascendant. How did we get it so wrong?

    Until recently, I thought, as Hourani did, that the disappearance of the veil was inevitable; I was sure that greater education and opportunity for women in the Muslim world would result in the elimination of this relic of women’s oppression. For decades, in books, op-eds, and lectures, I stood firmly and unquestioningly against the veil and the hijab, the Islamic headscarf, viewing them as signs of women’s disempowerment. To me, and to my fellow Arab feminists, being told what to wear was just another form of tyranny. But in the course of researching and writing a new book on the history of the veil’s improbable comeback, I’ve had to radically rethink my assumptions. Where I once saw the veil as a symbol of intolerance, I now understand that for many women, it is a badge of individuality and justice.

    That was not always the case. Not long after I moved to Cambridge, Mass., in 1998, I recall walking past Cambridge Common with a friend who was visiting from the Arab world — a well-known feminist whom I will call Aisha. We were shocked to find a large crowd there, the women all in hijab. It was an arresting, unusual sight — and one that made both of us instinctively uncomfortable.

    "To them," Aisha said as we stood observing the scene, "we are the enemy."

    For Aisha and me, the hijab’s presence meant not piety — for we knew many women who were deeply devout yet never wore hijab — but Islamism, the very political form of Islam that had been gaining ground in Muslim societies since the Islamic resurgence of the 1970s, a religious revival fueled significantly by the activities of groups like the Muslim Brotherhood. So for me the sight of women in hijab in America was a disturbing one.

    I left Egypt in the late 1960s, by which time the Muslim Brotherhood had almost disappeared, many members having gone into hiding or fled the country because of the Nasser regime’s systematic attempt to eradicate the group. In the late 1960s hardly anyone in such cities as Cairo and Alexandria wore hijab.

    But by the 1990s that had all changed. The Islamic resurgence had made extraordinary gains across Egyptian society even as escalating militant Islamist violence was shaking the country in a growing atmosphere of intellectual repression. In 1992, Farag Foda, a well-known journalist and critic of Islamism, was murdered. The following year, Nasr Hamid Abu Zayd, then a professor at Cairo University, was accused of being an apostate; he was later forced to flee the country with his wife. In 1994, Naguib Mahfouz, the Egyptian novelist and Nobel laureate, was stabbed by an Islamist who claimed to be outraged by his blasphemous works. It all seemed a shocking gauge of Egypt’s drastic descent into intolerance, and for me it was very much connected to the spread of Islamism and its signature dress, the hijab.

    All of this, then, was instantly brought to mind by seeing the hijab in Cambridge. Was some kind of extremist, militant Islam taking root in the West? Was that what the presence of the hijab signified? Could the Muslim Brotherhood have somehow managed to establish a foothold here and in other Western countries? Where were these young women getting their ideas? And because they lived in a free country where it was quite ordinary for women to challenge patriarchal ideas, why did they feel bound to accept whatever it was that they were being told?

    My reading of that scene on the Cambridge street turned out to be accurate in that Islamism has now become a powerful influence in America, and yet it was also a misreading — as I would discover in listening to women who chose to wear the veil. My very first interviews began to unsettle my assumptions. "I wear it for the same reason as my Jewish friend wears a yarmulke," said one woman; the hijab, she said, was required dress that made visible the presence of a religious minority entitled to justice and equality. Another said she hoped her hijab would raise other women’s awareness of society’s sexist messages about women’s bodies and dress. For many others, wearing the hijab was a way of rejecting negative stereotypes and affirming pride in Muslim identity in the face of prejudice.

    Clearly, these women have a very different view of the veil here in the West, where they are free to wear whatever they want, than the old notion of the veil with which I grew up, fraught with ancient patriarchal meanings as it was and still is in societies where it is required by law or through ferocious social pressure. Listening to such women, I found it startling and moving to see how the Islamist emphasis on social justice had been transplanted to a democratic, pluralist society committed to gender equality and justice for all. This was certainly not an interpretation of the veil I had heard before, and it reflected a different Islam from the one of my childhood as well.

    Indeed, I found that for all the alarmism sparked by episodes like the uproar over the building of a Muslim community center near New York’s Ground Zero, the West is exerting far more influence on Islam than the other way around. Especially after the 9/11 attacks, religiously committed Muslim American women were spurred into active engagement with Islam and women’s rights, propelled to action by the heightened scrutiny of their religion and community. The result, somewhat surprisingly, is that Islamic feminism is alive and well in America. And it is Islamists and the children of Islamists — the very people whose presence in the United States had initially alarmed me — who are now in the vanguard of the struggle for women’s rights in Islam.

    I would never claim, of course, not to have heard chauvinistic views expressed among Muslim groups in the United States. But such voices have been drowned out by women like Khadija Haffajee and Ingrid Mattson, the first women to play leading roles in a key North American Muslim group, or Laleh Bakhtiar, whose
    [recent translation of the Quran](http://www.amazon.com/gp/product/1567447503/ref=as_li_ss_tl?ie=UTF8&tag=fopo-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=1567447503) offers a new and radically different interpretation of one of its key verses regarding women.

    These are just the first stirrings of a new era in the story of Islam in the West. Historically, religions undergo enormous transformations as one strain of belief and practice gains ascendancy over another. Living religions are by definition dynamic: Witness the changes that have occurred in the last decades as women have become pastors and rabbis. A similar process is now under way within Islam, as the veil, once an emblem of patriarchy, today carries multiple meanings for its American and European wearers. Often enough, it also serves as a banner and call for justice — and yes, even for women’s rights.

    Leila Ahmed is Victor S. Thomas professor at Harvard Divinity School and author of A Quiet Revolution: The Veil's Resurgence, from the Middle East to America.

    [Veil of Ignorance – Foreign Policy](https://foreignpolicy.com/2011/04/25/veil-of-ignorance-2/)

    **## Jul151.pdf**

    APA Format for this assignment please

    In this assignment, you will write a five-paragraph argumentative essay based on one of the

    three topics provided below. Pay attention when developing your arguments and

    counterarguments.

    Please note that each topic comes with an article that you need to read beforehand. Somewhere

    in your essay, you need to cite the accompanying article at least once; if you wish, you can also

    cite other articles, but this one is a must. The article assigned to the topic should not be analyzed as

    a primary source but should only serve as supporting evidence either for one of your arguments or

    counterarguments. The accompanying articles are attached to this assignment, and they also

    provide a direct link for the article itself. Please do not quote; instead, you should paraphrase.

    According to certain activists, one way of improving diversity in the workplace is through

    Affirmative Action measures. Yet California, a traditionally liberal state, rejected Affirmative Action

    on their November 2020 ballots. Why might a Democratic supermajority state reject this solution to

    diversity issues? Investigate the problem related to increasing diversity and opportunity to people

    of all races and ethnicities, and then write an argumentative essay where you propose what you

    consider to be the best solution, whether it is Affirmative Action or some other solution, to help

    solve this problem long term.

    Read the article titled “Beyond the Pale. Race in Silicon Valley.”

    2.

    In 2020, Black Lives Matter was both a hashtag and an organization; both the hashtag and the

    organization were particularly visible during the protests after George Floyd’s death during the

    summer of 2020. Some people willingly use the hashtag and support the organization. It is often

    stated that all lives cannot matter until Black lives matter. But others support the idea behind the

    hashtag #BlackLivesMatter while eschewing any relationship with the organization itself based on

    accusations of political extremism. Why would this organization appear extremist to some, causing

    them to reject its mission? Is this just a reflection of people’s dislike of the chaos created by the

    Floyd protests and riots (93% of which were considered peaceful according to the Armed Conflict

    Location & Event Data Project at acleddata.com)? Or is it a symptom of deeper, implicit biases? Is

    there some legitimacy to the claims of extremism for the Black Lives Matter group? Consider a

    strategy to improve understanding of the Black Lives Matter movement, both including the formal

    organization and the idea, and the best way to decrease any potential biases against Black people.

    Where would you start? Write an essay argumentative defending your strategy.

    Read the article titled “Lawns, softball, bourbon and privilege.”

    3.

    Choose an artifact that is specific to a particular culture, religion, or other group (like the hijab) and

    write an analysis of it. Describe the item, what it looks like, who wears or uses it, and why people of

    a particular group wear or use it. You may want to include a personal story of your own encounters

    with this artifact or images of it in your analysis, if appropriate. Investigate different ways that

    people interpret and react to this artifact, as well as ways that views on this artifact may have

    evolved in recent times. Write an argumentative essay where you argue about people’s different

    views of this artifact.

    **## 1.Beyond_the_pale_Race_in_Silicon_Valley.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
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    Beyond the pale; Race in Silicon Valley
    Date: June 20, 2020
    From: The Economist
    Publisher: Economist Intelligence Unit N.A. Incorporated
    Document Type: Article
    Length: 529 words

    Full Text:
    The technology industry faces up to its diversity problem

    TO GET A sense of diversity in tech, take a stroll on University Avenue in Palo Alto, a city at the heart of Silicon Valley. Before the
    pandemic, if you encountered a black person, the chances were they worked in a local shop. African-Americans account for 3% of
    workers at America's five biggest technology firms (see chart) and probably less at smaller ones. About one in 50 partners at venture-
    capital (VC) firms is black. The figure among VC-financed entrepreneurs is one in 100. Such dismal numbers, and Silicon Valley's
    meritocratic pretensions, help explain why tech's response to the killing of George Floyd has been louder even than other industries'.
    Will outrage lead to lasting change?

    Pushed by a left-leaning workforce, big tech now regularly takes an activist stance on important issues, from immigration to the
    pandemic. Yet even by these standards, the reaction to the Black Lives Matter protests has been remarkable. Firms offered
    donations to race-related charities, set up funds to finance startups by non-white founders, stopped selling controversial technologies
    such as facial recognition and vowed to purge their software of racist language. Apple and YouTube (part of Google) each pledged
    $100m to combat racism with educational schemes and support for black artists. On June 17th Google said it would raise the share
    of "under-represented groups" in leadership by 30% by 2025.

    Yet corporate activism will amount to little if tech firms and their financiers do not change how they operate, says Sydney Sykes, co-
    founder of BLCK VC, a group on a mission to swell the ranks of black venture capitalists in America. Companies must make more of
    an effort to promote and retain minority employees. VC firms have to examine why they often reject pitches by minority
    entrepreneurs; a simple "just can't get excited about this" is no longer enough. They should also broaden their professional networks
    beyond the usual lily-white crowd, argues Elliott Robinson of Bessemer Venture Partners, a big VC firm.

    Since diversity, particularly on gender, became a hot topic in the tech industry a few years ago, progress has been slow. But Ms
    Sykes believes things will speed up now. Customers and employees want it. And the firms have started to twig that lofty statements
    and charity do not suffice. Facebook's chief diversity officer, Maxine Williams, now reports directly to Sheryl Sandberg, the firm's
    number two (though not to its boss, as some would like). At Reddit, a popular discussion website, a white co-founder, Alexis Ohanian,
    stepped down from the board to make way for a black replacement, Michael Seibel, boss of Y Combinator, a startup school. On June
    17th Apple said it would replace its diversity chief.

    Mr Robinson has long lamented the tech industry's "diversity theatre": grand statements followed by little action. But even he is
    somewhat hopeful. Thanks to smartphones, he says, whites can see for themselves how black people are treated–and want it to
    stop. He knows all too well: he has been forcibly restrained by police three times in his life, for no reason other than the colour of his
    skin. The last time was not far from University Avenue.

    Copyright: COPYRIGHT 2020 Economist Intelligence Unit N.A. Incorporated
    http://store.eiu.com/
    Source Citation (MLA 9th Edition)
    "Beyond the pale; Race in Silicon Valley." The Economist, 20 June 2020, p. 54(US). Gale College Collection,

    link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 18 June 2023.
    Gale Document Number: GALE|A626946756

    [http://store.eiu.com/](http://store.eiu.com/)

    **## 2.Lawnssoftballbourbonandprivilege.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
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    Lawns, softball, bourbon and privilege: I have feared white
    men and I have loved them
    Author: Roxane Gay
    Date: Oct. 10, 2014
    From: New Statesman(Vol. 143, Issue 5231)
    Publisher: New Statesman, Ltd.
    Document Type: Essay
    Length: 1,096 words

    Full Text:
    I have known white men. I have loved white men. This often surprises people. They read my writing about race and gender and make
    assumptions. They think that a passionate desire for equality rises from a place of hatred rather than from an abiding sense of
    fairness. They misunderstand equality as the destruction of one group instead of the salvation of another.

    There was the first boy I ever loved–golden-haired, blue-eyed–and then he and several other boys who were just like him did
    something terrible to me. It would have been easy, I suppose, to imagine that all white men were like that: brute, taking what they
    wanted as if it were owed to them. Perhaps I do think that of white men. Some days, I cannot be sure.

    I am a child of the suburbs and forgotten rural places. For most of my life, I have lived in areas where I am the exception rather than
    the rule. I have known white men. I have watched them mow their lawns and play softball on Thursday nights and drink beer and go
    to work each morning in their sensible suits and sensible shoes. I have studied the confidence with which they walk, the shape of
    their squared shoulders, the almost unbearable firmness of their handshake. I have seen how they survey a room they enter, knowing
    they have an inalienable right to fill that space as they see fit, no matter the circumstance. I have hated such confidence. I have
    envied such confidence.

    I have seen white men presiding over trials, presiding over corporations, presiding over many countries in the western world. I have
    watched as they have made choices that serve, mostly, their own best interests. I have watched as such self-interest has gone
    unchecked and even been encouraged.

    I have seen white men kill men and women with skin like mine because their fear of difference overcame grace and humanity. It pains
    me to realise this but I will continue to bear witness to such disgrace. I will continue to be powerless in the face of it.

    When I see a white man ambling towards me on the street at night, or when I am in an elevator with him, or when I see him in the car
    next to mine on the interstate, I often think I should be afraid. I know what white men are capable of. Bullets are impervious to
    righteousness. I and many others will be forced to mourn Amadou Diallo, Trayvon Martin, Renisha McBride, Eric Garner, Mike Brown,
    John Crawford and, and, and …

    I have written about white men and how prominently they figure in our culture. I have written about the ease with which they move
    through the world. I have written about how far too many white men are unwilling to acknowledge that ease, that privilege. They hate
    that word, privilege. They hear it as an accusation rather than a statement of fact. They see it as an attack on their character or an
    attack on their way of life. They feel threatened and, perhaps, they should. They know how good they have it. They know what their
    lives would be like if they lost that privilege. No one would willingly relinquish such power.

    White men have written to me to tell me I am wrong. White men have written to me to tell me their sad stories, as if their suffering,
    great or small, were the bridge across which we could find common ground. They are not interested in my sad stories. When these
    white men write to me, they are trying to say, "I am more than my skin." They are trying to say, "I bleed, too." I want to write back and
    say, "I never said otherwise."

    There is the most recent man I loved–the rugged sort, a logger and a hunter. He was persistent. He took me into the woods and
    showed me hidden waterfalls. He took me deer hunting in the cold, early morning. He taught me the various parts of a crossbow and
    how to hold it properly, braced against the shoulder. He taught me how to exhale as I pressed the trigger. He loved the natural world
    and understood it better than people.

    He couldn't stand heat and humidity. He kept a beard even though I often urged him to shave so I could see the smooth of his face.

    He drove a truck and he had a cabin on a lake and he loved to fish. I would sit on the dock at his cabin reading while he held his
    fishing pole, staring at the water like he knew the mysteries lurking beneath the surface. I stared at him over the pages of my book
    like I knew the mysteries lurking beneath his surface.

    He was conservative and I was decidedly not. When I tried to lure him to my liberal way of thinking, he smiled at me like I still had so
    much to learn. 1 loved to argue with him. I loved to make him question his place in the world the way he made me question mine. I
    made him happy. He made me happy. We never knew if that was enough.

    He was a drinker, beer and bourbon mostly. On weekends, we would go out to a bar or the bowling alley, anything to get out of the
    house, hear a little music, dance together. We lived in a really small town. We were never going to be able to hide in plain sight. We
    drew attention as an unlikely couple: my brown skin, his skin somewhat paler, me the quiet graduate student, he the outdoorsman
    with thickly calloused hands and a calm demeanour until the drink got in him real good.

    Small town, middle of nowhere, far from everything–people couldn't keep their opinions to themselves and he couldn't keep his fists
    to himself. He was a drinker and he was a brawler. He could not understand why anyone would question his choices, the things that
    made him happy. He said he was defending my honour but really he was defending his.

    At night, in bed, he would say, "I love your skin," and then he would show me how he loved my skin, how he loved me as more than
    my skin. He showed me how to love him as more than his skin.

    I have known white men.

    Roxane Gay is a professor of English at Purdue University, Indiana. Her collection of essays "Bad Feminist" is published by Corsair
    (12.99 [pounds sterling])

    Copyright: COPYRIGHT 2014 New Statesman, Ltd.
    http://www.newstatesman.com/
    Source Citation (MLA 9th Edition)
    Gay, Roxane. "Lawns, softball, bourbon and privilege: I have feared white men and I have loved them." New Statesman, vol. 143, no.

    5231, 10 Oct. 2014, pp. 36+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-
    GCCO&xid=dcbb4810. Accessed 18 June 2023.

    Gale Document Number: GALE|A388051364

    [http://www.newstatesman.com/](http://www.newstatesman.com/)

    **## 3.VeilofIgnorance.docx**

    **Veil of Ignorance**

    Have we gotten the headscarf all wrong?

    APRIL 25, 2011, 2:51 AM

    In 1955, Albert Hourani, the Oxford historian and bestselling author of
    [_A History of the Arab Peoples_](http://www.amazon.com/gp/product/0446393924/ref=as_li_ss_tl?ie=UTF8&tag=fopo-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=0446393924), published a short article called "The Vanishing Veil: A Challenge to the Old Order." Pointing out that veiling was a fast-disappearing practice in most Arab societies, Hourani gave a brief history of how it was fading from modern society — and why it would soon become a thing of the past.

    The trend to unveil, Hourani wrote, had begun in Egypt in the early 20th century, set in motion by the writer Qasim Amin. Amin had argued that "gradual and careful change in the status of women," including women’s casting off their veils, was now an essential step in the advancement of Muslim societies — and "not contrary to the principles of Islam." Although Amin’s ideas had been met with great resistance, Hourani recounted how they gradually gained acceptance and spread among the "more advanced Arab countries," first in Egypt and then "Syria, Jordan, Lebanon and Iraq."

    By the 1950s, when Hourani was writing, the veil had virtually disappeared in Egypt, except among the "lower middle class, the most conservative of all classes," he noted. It was only in the Arab world’s "most backward regions," and specifically Saudi Arabia and Yemen, that the "old order" — and along with it such practices as veiling and polygamy — "still persists unaltered."

    But Hourani’s article has proved spectacularly incorrect. Fifty-six years later, we live in a world where veiling among Muslim women, after steadily gaining ground across the globe in the last two decades, is incontrovertibly ascendant. How did we get it so wrong?

    Until recently, I thought, as Hourani did, that the disappearance of the veil was inevitable; I was sure that greater education and opportunity for women in the Muslim world would result in the elimination of this relic of women’s oppression. For decades, in books, op-eds, and lectures, I stood firmly and unquestioningly against the veil and the hijab, the Islamic headscarf, viewing them as signs of women’s disempowerment. To me, and to my fellow Arab feminists, being told what to wear was just another form of tyranny. But in the course of researching and writing a new book on the history of the veil’s improbable comeback, I’ve had to radically rethink my assumptions. Where I once saw the veil as a symbol of intolerance, I now understand that for many women, it is a badge of individuality and justice.

    That was not always the case. Not long after I moved to Cambridge, Mass., in 1998, I recall walking past Cambridge Common with a friend who was visiting from the Arab world — a well-known feminist whom I will call Aisha. We were shocked to find a large crowd there, the women all in hijab. It was an arresting, unusual sight — and one that made both of us instinctively uncomfortable.

    "To them," Aisha said as we stood observing the scene, "we are the enemy."

    For Aisha and me, the hijab’s presence meant not piety — for we knew many women who were deeply devout yet never wore hijab — but Islamism, the very political form of Islam that had been gaining ground in Muslim societies since the Islamic resurgence of the 1970s, a religious revival fueled significantly by the activities of groups like the Muslim Brotherhood. So for me the sight of women in hijab in America was a disturbing one.

    I left Egypt in the late 1960s, by which time the Muslim Brotherhood had almost disappeared, many members having gone into hiding or fled the country because of the Nasser regime’s systematic attempt to eradicate the group. In the late 1960s hardly anyone in such cities as Cairo and Alexandria wore hijab.

    But by the 1990s that had all changed. The Islamic resurgence had made extraordinary gains across Egyptian society even as escalating militant Islamist violence was shaking the country in a growing atmosphere of intellectual repression. In 1992, Farag Foda, a well-known journalist and critic of Islamism, was murdered. The following year, Nasr Hamid Abu Zayd, then a professor at Cairo University, was accused of being an apostate; he was later forced to flee the country with his wife. In 1994, Naguib Mahfouz, the Egyptian novelist and Nobel laureate, was stabbed by an Islamist who claimed to be outraged by his blasphemous works. It all seemed a shocking gauge of Egypt’s drastic descent into intolerance, and for me it was very much connected to the spread of Islamism and its signature dress, the hijab.

    All of this, then, was instantly brought to mind by seeing the hijab in Cambridge. Was some kind of extremist, militant Islam taking root in the West? Was that what the presence of the hijab signified? Could the Muslim Brotherhood have somehow managed to establish a foothold here and in other Western countries? Where were these young women getting their ideas? And because they lived in a free country where it was quite ordinary for women to challenge patriarchal ideas, why did they feel bound to accept whatever it was that they were being told?

    My reading of that scene on the Cambridge street turned out to be accurate in that Islamism has now become a powerful influence in America, and yet it was also a misreading — as I would discover in listening to women who chose to wear the veil. My very first interviews began to unsettle my assumptions. "I wear it for the same reason as my Jewish friend wears a yarmulke," said one woman; the hijab, she said, was required dress that made visible the presence of a religious minority entitled to justice and equality. Another said she hoped her hijab would raise other women’s awareness of society’s sexist messages about women’s bodies and dress. For many others, wearing the hijab was a way of rejecting negative stereotypes and affirming pride in Muslim identity in the face of prejudice.

    Clearly, these women have a very different view of the veil here in the West, where they are free to wear whatever they want, than the old notion of the veil with which I grew up, fraught with ancient patriarchal meanings as it was and still is in societies where it is required by law or through ferocious social pressure. Listening to such women, I found it startling and moving to see how the Islamist emphasis on social justice had been transplanted to a democratic, pluralist society committed to gender equality and justice for all. This was certainly not an interpretation of the veil I had heard before, and it reflected a different Islam from the one of my childhood as well.

    Indeed, I found that for all the alarmism sparked by episodes like the uproar over the building of a Muslim community center near New York’s Ground Zero, the West is exerting far more influence on Islam than the other way around. Especially after the 9/11 attacks, religiously committed Muslim American women were spurred into active engagement with Islam and women’s rights, propelled to action by the heightened scrutiny of their religion and community. The result, somewhat surprisingly, is that Islamic feminism is alive and well in America. And it is Islamists and the children of Islamists — the very people whose presence in the United States had initially alarmed me — who are now in the vanguard of the struggle for women’s rights in Islam.

    I would never claim, of course, not to have heard chauvinistic views expressed among Muslim groups in the United States. But such voices have been drowned out by women like Khadija Haffajee and Ingrid Mattson, the first women to play leading roles in a key North American Muslim group, or Laleh Bakhtiar, whose
    [recent translation of the Quran](http://www.amazon.com/gp/product/1567447503/ref=as_li_ss_tl?ie=UTF8&tag=fopo-20&linkCode=as2&camp=1789&creative=390957&creativeASIN=1567447503) offers a new and radically different interpretation of one of its key verses regarding women.

    These are just the first stirrings of a new era in the story of Islam in the West. Historically, religions undergo enormous transformations as one strain of belief and practice gains ascendancy over another. Living religions are by definition dynamic: Witness the changes that have occurred in the last decades as women have become pastors and rabbis. A similar process is now under way within Islam, as the veil, once an emblem of patriarchy, today carries multiple meanings for its American and European wearers. Often enough, it also serves as a banner and call for justice — and yes, even for women’s rights.

    Leila Ahmed is Victor S. Thomas professor at Harvard Divinity School and author of A Quiet Revolution: The Veil's Resurgence, from the Middle East to America.

    [Veil of Ignorance – Foreign Policy](https://foreignpolicy.com/2011/04/25/veil-of-ignorance-2/)

  • [Solved] Best Theses from the Shorpy Photo Analyses (Updated with Summer 2026 Theses)

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    Choose the best four of the theses below ( **your claim**), provide examples to support your choice ( **evidence**), and explain why that evidence leads to your conclusion ( **explanation**). -(Check Document just need reword or edit on my picks) **A.** Gardner's wide plate buries the President in t…

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    Choose the best four of the theses below ( **your claim**), provide examples to support your choice ( **evidence**), and explain why that evidence leads to your conclusion ( **explanation**).

    -(Check Document just need reword or edit on my picks)

    **A.** Gardner's wide plate buries the President in the crowd, and that near-erasure, whether deliberate composition or commercial accident, makes the photograph argue in pictures what Lincoln argued inwords that afternoon: the assembled and the buried people, not the man at the platform, form the true subject of the day.

    **B.** Sekaer situates Duffy’s entombed statue in the midst of the commercial billboards in

    Times Square, making public remembrance a performative civic event, and uncovering the

    intersection of military memorialization, urban identity and consumer spectacle in the

    1930s New York City.

    **C.** The photographer shoots the arch from far enough back that the plaza’s everyday foot traffic nearly vanishes, and that choice, in my opinion, says something quite interesting: A monument built to honor everyday soldiers ends up looking like a symbol of grand national triumph instead of a record of the people it was meant to remember.

    **D.** This photograph argues that the Soldiers' and Sailors' Memorial Arch represents not only

    a memorial to Union soldiers but also a lasting symbol of American unity, civic pride, and the

    way public monuments shape historical memory

    **E.** This photograph demonstrates how early twentieth-century leisure, urban development, and

    childhood combined to reflect the growing prosperity and changing social values of

    Progressive Era America.

    **F.** Rather than simply documenting a summer outing, _Sea Urchins_ demonstrates how photography can reveal the realities of childhood, social inequality, and everyday life during the Progressive

    Era.

    **G.** Underhill’s photograph argues that modern technology and architecture transform Manhattan in the early twentieth century.

    **H.** _Klansman Sightseeing at the Capitol_ (1925) captures a terrible moment in American history when terrorists could welcomingly walk unmasked in our nation’s capitol.

    **H.** The photograph _Children's Delight_ captures more than children at play because it demonstrates how recreation, tourism, and public spaces shaped American life during the early 1900s while

    revealing the optimism and economic growth of the period.

    **I.** This photo represents the life of Hank Aaron and how he stayed persistent throughout the

    challenges he faced in his lifetime.

    **J.** This unnamed photo taken by Gardner captures the true reality and nature of war, showing the side and fate of those on the adverse side of war.

    **K.** Have you ever wanted to go back in time and live in the early 1900s?

    **L.** Delano's photograph powerfully illustrates the intersection of daily labor and wartime effort, highlighting the indispensable role of railyard workers in sustaining the home front.

    **M.** This photograph demonstrates the young men who were not eligible to enlist in the war or work but still are a part of the war efforts.

    **N.** This photo stands out the most because of the intense emotions of each schoolchild and teacher; it brings interest and curiosity as to what may have transpired that school day in 1910.

    **O.** Pictures like _A Closer Look_ bring attention to the war efforts made during World War II by the women left at home, and the significance their roles played leading up to America’s victory.

    **P.** This photograph just shows a glimpse of the meticulousness and dedication of scientific research during this period and the mid-20th century.

    **Q.** The mesmerizing photo shows the strong determination, years fought defending their people and freedom, and the lifelong struggles they endured along the way.

    **R.** This picture is iconic and remembered greatly over many other photos taken during this war, because it was a turning point in the war as well as shows the immense patriotism from the American marines.

    – [\
    \
    BestThesesfromtheShorpyPhotoAnalysesUpdatedwithSummer2026Theses.docx](https://www.sweetstudy.com/files/bestthesesfromtheshorpyphotoanalysesupdatedwithsummer2026theses-docx "BestThesesfromtheShorpyPhotoAnalysesUpdatedwithSummer2026Theses.docx")

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  • [Solved] week 11 English

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    see attached **files (2)** – ## UchechiWrittenAssignment-AnnotatedBibliographyforthePersuasiveResearchPaperAns.docx – ## WritingAssignment-PersuasiveResearchPaper-LayoutCheckandFirstThreeSectionsweek11.docx **## UchechiWrittenAssignment-AnnotatedBibliographyforthePersuasiveResearchPaperAns.docx** 6 …

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    6

    **Annotated Bibliography: Patient-Centered Communication in Nursing**

    Name

    Course

    Instructor

    Date

    ## Annotated Bibliography: Patient-Centered Communication in Nursing

    Azarabadi, A., Bagheriyeh, F., Moradi, Y., & Orujlu, S. (2024). Nurse-patient communication experiences from the perspective of Iranian cancer patients in an outpatient oncology clinic: A qualitative study.
    _BMC Nursing, 23_, Article 682. https://doi.org/10.1186/s12912-024-02339-4

    Azarabadi et al. (2024) explored the communication between Iranian cancer patients and nurses in an outpatient oncology clinic. The researchers used semi-structured interviews to determine three main points of importance; practices of communication, barriers to communication and the results of good communication from 14 adults. Patients valued the way doctors listened to them, made them feel emotionally supported, explained things to them, and allowed them to ask questions. The lack of communication was the result of heavy workloads, time constraints, language barriers, lack of empathy, staff shortages, and other reasons. Positive nurse-patient communication led to greater commitment to treatment, greater coping, satisfaction and emotional comfort. Therefore, it is seen from this article that patient-centered nursing communication is accompanied by a flow of information that is understandable and a means of caring the patient’s feelings in a proper way during the treatment.

    The article is current, peer-reviewed, and relevant due to its publication in 2024 within BMC Nursing. The authors bring expertise in nursing, patient safety, medical surgical care along with health research. Interviews are recorded, independent coding is used, participants review the coding, reflexive meetings are held, and established qualitative-reporting standards are followed, all of which increase reliability. The language is objective, such as the authors write that the three main categories emerged from the interviews with Iranian cancer patients. The small sample and the one Iranian clinic, however, do not allow for generalization to other cultures, countries and nursing settings.

    This source is a good fit for the research question because it relates directly to the communication behaviors of nurses and treatment participation, patient stress, coping and satisfaction. It will help to substantiate the claim that listening, emotional support, clear teaching and respect for individual needs are integral to the provision of quality nursing. It will also assist in understanding practical challenges such as workload, time limits, staffing shortages and linguistic differences. The foremost problem is the transferability of the results of 14 oncology patients in one clinics to other nursing populations. The paper should then provide the study in the form of patient evidence in detail and incorporate the other selected study’s quantitative evidence in a larger sense.

    Bakhshi, H., Shariati, M. J., Basirinezhad, M. H., & Ebrahimi, H. (2024). Comparison of barriers to effective nurse-patient communication in COVID-19 and non-COVID-19 wards.
    _BMC Nursing, 23_, Article 328. https://doi.org/10.1186/s12912-024-01947-4

    Bakhshi et al. (2024) explored nurse-patient communication challenges from both the nurse's and patient's viewpoint in two hospitals in Iran. The cross section study was designed, structured questionnaires were administered and statistical analysis was conducted to compare COVID-19 wards and non-COVID-19 wards. Some of the factors identified by nurses as problems were heavy workload, fatigue, demanding work and too high expectations from patients. Patients highlighted aggressiveness and poor welfare facilities, unsanitary rooms, and weak interpersonal interaction. Communication was also influenced by language and background of residence. There was no significant difference between the two types of wards. This study highlights that communication challenges are caused by organizational, environment, culture and behavioral conditions and not only by individual efforts.

    This article, published in 2024 in peer-reviewed BMC Nursing, offers recent evidence regarding barriers to workplace and interpersonal communication. The authors have expertise in nursing, epidemiology, biostatistics, and social-behavioral health research. It has a balanced sample of 400 participants, structured instruments, reported internal consistency and statistical analysis to support its reliability. Bakhshi et al. (2024) report objectively that the high workload of nursing, excessive expectations of patients, and the difficulty of nursing work were identified by the nurses as the main communication barriers. The potential limitations are the subjective nature of the data, the two hospitals and the cross-sectional nature of the study design which is not able to draw causal conclusions.

    This source will enable the paper to offer a balanced argument as it illustrates that nurses' communication performance is not only shaped by their skills, but also by their working conditions. It can contribute to recommendations for manageable workloads, adequate staffing, improved care settings, cultural awareness and respectful behaviors. The nurse-patient comparison is particularly valuable as each group identified different barriers, which illustrates the need for common understanding to address the issue of communication. One challenge was to carry out the study in one Iranian region during the COVID-19 period. It is therefore important to highlight the persistent issues identified in the paper, and not consider the pandemic setting to be representative of all settings where nursing takes place.

    Çakmak, C., & Uğurluoğlu, Ö. (2024). The effects of patient-centered communication on patient engagement, health-related quality of life, service quality perception and patient satisfaction in patients with cancer: A cross-sectional study in Türkiye.
    _Cancer Control, 31_, Article 10732748241236327. https://doi.org/10.1177/10732748241236327

    Çakmak and Uğurluoğlu (2024) examined the relationship between patient-centered communication and engagement, health-related quality of life, perceived service quality, and satisfaction among 312 cancer patients in Türkiye. Communication dimensions looked at include information exchange, emotional response, decision support, managing uncertainty, self-management and healing relationships. Data from the survey was analyzed using multiple regression. Significant positive relationships were found between overall patient centered communication and all four outcomes. The results showed that good communication contributes to a more active patient involvement, positive assessment of health services, satisfaction and improved quality of life. Communication is thus seen as a critical aspect of care quality and patient involvement.

    This is a peer-reviewed article from 2024 that is relevant and current to the research question. The authors are knowledgeable scholars in healthcare management, with the proper expertise in patient satisfaction, service quality and healthcare outcomes. This study has a sample of 312 patients, established measurement tools, multiple regression analysis, ethical approval and no disclosure of conflicts of interest, which enhances credibility. The language used is objective, and the writers explain that the study was done by applying multiple regression analysis to data obtained from 312 patients with cancer. But the study is cross-sectional, single hospital and shows association, not definite causation.

    This is the most direct measure of patient satisfaction, engagement, service-quality perception and quality of life that makes this article the strongest direct evidence for the paper's main claim. It will reinforce the fact that patient-centered communication has tangible benefits, not just with respect to making patients feel valued. Its communication dimensions also can be used to inform recommendations for nurses such as responding to emotions, explaining uncertainty, supporting decisions and encouraging self-management. The limitation is that patient-provider communication is a general topic rather than focused on nurses. This restriction should be recognized in the final paper and the two nursing specific studies should be utilized to provide a stronger link between the quantitative information and the real-life experiences of nurses and patients.

    **## WritingAssignment-PersuasiveResearchPaper-LayoutCheckandFirstThreeSectionsweek11.docx**

    Your Persuasive Research Paper’s first draft will be due on Wednesday of Week 12. This week, you’ll perfect the APA formatting of your paper, including the title page at the beginning and the References page at the end. Additionally, you’ll draft the first 3 sections of your paper corresponding to the argument method you’ve selected:

    ·
    **Toulmin**: The Claim section plus at least 1 Data and 1 Warrant section.

    ·
    **Rogerian**: The Introduction, the Opposing View section, and the Statement of Validity section.

    ·
    **Classic**: The Introduction, the Statement of Background section, and the Proposition section.

    Here’s a
    [template for an APA 7 Student paper](https://nightingale.instructure.com/courses/3611210/files/279582793?wrap=1) [Download template for an APA 7 Student paper](https://nightingale.instructure.com/courses/3611210/files/279582793/download?download_frd=1). You can use this template or start your own from a blank document using this template as a reference.

    **Requirements**

    Your essay should:

    · Be a Persuasive Research Paper that uses one of the three argument methods above

    · Be double-spaced, Times New Roman, 12pt font, with 1-inch margins, correct page number placement and indentations

    · Have a Cover page, in APA style

    · Have a References page, in APA style, with at least 3 correctly formatted sources

    · Have in-text citations for any sources used

    · Have all three sections listed above for the type of argument you’ve chosen.

    · Be a
    **Microsoft Word document (.doc or .docx)** only. Submissions in any other format, such as PDF, will not be accepted. Please ensure you use the correct file type before submitting.

    _Optional: Get ahead! Receive specialized writing feedback by submitting your paper for review._

    ·
    [_Click here to begin the review process.Links to an external site._](https://nightingale.myday.cloud/dashboard/paperreview)

    Rubric

    **GE Written Assignments_APA_ENG311 (1)**

    | | | |
    | — | — | — |
    | GE Written Assignments_APA_ENG311 (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAPA (15%)<br>Assigned number of sources are included in the submission. Research cited is credible, scholarly, recent, and relevant. Citations (both full and in-text) are in standard APA formatting, both within the body of the paper, and in a clear and corresponding full-citation on the references page. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeMechanics (20%)<br>Spelling, punctuation, and grammar are correct. Both sentence and paragraph structures conform to current conventions. | **20 to >17.0 ptsExemplary (20%)** Meets all guidelines with no errors.<br> <br>**17 to >13.0 ptsAccomplished (17%)** Meets all guidelines; contains minor errors.<br> <br>**13 to >5.0 ptsAcceptable (13%)** Meets most guidelines; contains some major errors.<br> <br>**5 to >0.0 ptsInadequate (5%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 20 pts |
    | This criterion is linked to a Learning OutcomeStructure and Organization (15%)<br>Essay meets minimum length as assigned. Learner utilizes each topic point as a new paragraph and includes support. Work shows logical flow from one topic to the next; transitions are used. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeIntroduction and Conclusion (15%)<br>The introduction "hooks" the reader, orients the reader to the purpose of the essay, states a thesis, and provides an overview of the main points to be covered. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeBody (25%)<br>The submission utilizes one of the three required argument methods and includes the three required sections of the method. Paragraphs present a topic, provide explanation and assess evidence. Paragraphs provide a direct link to the purpose of the essay, and make clear how the main point relates to the overall thesis. | **25 to >20.0 ptsExemplary (25%)** Meets all guidelines with no errors.<br> <br>**20 to >15.0 ptsAccomplished (20%)** Meets all guidelines; contains minor errors.<br> <br>**15 to >7.0 ptsAcceptable (15%)** Meets most guidelines; contains some major errors.<br> <br>**7 to >0.0 ptsInadequate (7%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 25 pts |
    | This criterion is linked to a Learning OutcomeFormatting (10%)<br>Submission is in standard APA formatting (Times New Roman, 12 pt font, double-spaced, 1-inch margins). Any special formatting required as outlined in the assignment prompt and instructor's notes are followed. | **10 to >8.0 ptsExemplary (10%)** Meets all guidelines with no errors.<br> <br>**8 to >6.0 ptsAccomplished (8%)** Meets all guidelines; contains minor errors.<br> <br>**6 to >2.0 ptsAcceptable (6%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 10 pts |

    Total Points: 100

    **## WritingAssignment-PersuasiveResearchPaper-LayoutCheckandFirstThreeSectionsweek11.docx**

    Your Persuasive Research Paper’s first draft will be due on Wednesday of Week 12. This week, you’ll perfect the APA formatting of your paper, including the title page at the beginning and the References page at the end. Additionally, you’ll draft the first 3 sections of your paper corresponding to the argument method you’ve selected:

    ·
    **Toulmin**: The Claim section plus at least 1 Data and 1 Warrant section.

    ·
    **Rogerian**: The Introduction, the Opposing View section, and the Statement of Validity section.

    ·
    **Classic**: The Introduction, the Statement of Background section, and the Proposition section.

    Here’s a
    [template for an APA 7 Student paper](https://nightingale.instructure.com/courses/3611210/files/279582793?wrap=1) [Download template for an APA 7 Student paper](https://nightingale.instructure.com/courses/3611210/files/279582793/download?download_frd=1). You can use this template or start your own from a blank document using this template as a reference.

    **Requirements**

    Your essay should:

    · Be a Persuasive Research Paper that uses one of the three argument methods above

    · Be double-spaced, Times New Roman, 12pt font, with 1-inch margins, correct page number placement and indentations

    · Have a Cover page, in APA style

    · Have a References page, in APA style, with at least 3 correctly formatted sources

    · Have in-text citations for any sources used

    · Have all three sections listed above for the type of argument you’ve chosen.

    · Be a
    **Microsoft Word document (.doc or .docx)** only. Submissions in any other format, such as PDF, will not be accepted. Please ensure you use the correct file type before submitting.

    _Optional: Get ahead! Receive specialized writing feedback by submitting your paper for review._

    ·
    [_Click here to begin the review process.Links to an external site._](https://nightingale.myday.cloud/dashboard/paperreview)

    Rubric

    **GE Written Assignments_APA_ENG311 (1)**

    | | | |
    | — | — | — |
    | GE Written Assignments_APA_ENG311 (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAPA (15%)<br>Assigned number of sources are included in the submission. Research cited is credible, scholarly, recent, and relevant. Citations (both full and in-text) are in standard APA formatting, both within the body of the paper, and in a clear and corresponding full-citation on the references page. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeMechanics (20%)<br>Spelling, punctuation, and grammar are correct. Both sentence and paragraph structures conform to current conventions. | **20 to >17.0 ptsExemplary (20%)** Meets all guidelines with no errors.<br> <br>**17 to >13.0 ptsAccomplished (17%)** Meets all guidelines; contains minor errors.<br> <br>**13 to >5.0 ptsAcceptable (13%)** Meets most guidelines; contains some major errors.<br> <br>**5 to >0.0 ptsInadequate (5%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 20 pts |
    | This criterion is linked to a Learning OutcomeStructure and Organization (15%)<br>Essay meets minimum length as assigned. Learner utilizes each topic point as a new paragraph and includes support. Work shows logical flow from one topic to the next; transitions are used. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeIntroduction and Conclusion (15%)<br>The introduction "hooks" the reader, orients the reader to the purpose of the essay, states a thesis, and provides an overview of the main points to be covered. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeBody (25%)<br>The submission utilizes one of the three required argument methods and includes the three required sections of the method. Paragraphs present a topic, provide explanation and assess evidence. Paragraphs provide a direct link to the purpose of the essay, and make clear how the main point relates to the overall thesis. | **25 to >20.0 ptsExemplary (25%)** Meets all guidelines with no errors.<br> <br>**20 to >15.0 ptsAccomplished (20%)** Meets all guidelines; contains minor errors.<br> <br>**15 to >7.0 ptsAcceptable (15%)** Meets most guidelines; contains some major errors.<br> <br>**7 to >0.0 ptsInadequate (7%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 25 pts |
    | This criterion is linked to a Learning OutcomeFormatting (10%)<br>Submission is in standard APA formatting (Times New Roman, 12 pt font, double-spaced, 1-inch margins). Any special formatting required as outlined in the assignment prompt and instructor's notes are followed. | **10 to >8.0 ptsExemplary (10%)** Meets all guidelines with no errors.<br> <br>**8 to >6.0 ptsAccomplished (8%)** Meets all guidelines; contains minor errors.<br> <br>**6 to >2.0 ptsAcceptable (6%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 10 pts |

    Total Points: 100

    **## UchechiWrittenAssignment-AnnotatedBibliographyforthePersuasiveResearchPaperAns.docx**

    6

    **Annotated Bibliography: Patient-Centered Communication in Nursing**

    Name

    Course

    Instructor

    Date

    ## Annotated Bibliography: Patient-Centered Communication in Nursing

    Azarabadi, A., Bagheriyeh, F., Moradi, Y., & Orujlu, S. (2024). Nurse-patient communication experiences from the perspective of Iranian cancer patients in an outpatient oncology clinic: A qualitative study.
    _BMC Nursing, 23_, Article 682. https://doi.org/10.1186/s12912-024-02339-4

    Azarabadi et al. (2024) explored the communication between Iranian cancer patients and nurses in an outpatient oncology clinic. The researchers used semi-structured interviews to determine three main points of importance; practices of communication, barriers to communication and the results of good communication from 14 adults. Patients valued the way doctors listened to them, made them feel emotionally supported, explained things to them, and allowed them to ask questions. The lack of communication was the result of heavy workloads, time constraints, language barriers, lack of empathy, staff shortages, and other reasons. Positive nurse-patient communication led to greater commitment to treatment, greater coping, satisfaction and emotional comfort. Therefore, it is seen from this article that patient-centered nursing communication is accompanied by a flow of information that is understandable and a means of caring the patient’s feelings in a proper way during the treatment.

    The article is current, peer-reviewed, and relevant due to its publication in 2024 within BMC Nursing. The authors bring expertise in nursing, patient safety, medical surgical care along with health research. Interviews are recorded, independent coding is used, participants review the coding, reflexive meetings are held, and established qualitative-reporting standards are followed, all of which increase reliability. The language is objective, such as the authors write that the three main categories emerged from the interviews with Iranian cancer patients. The small sample and the one Iranian clinic, however, do not allow for generalization to other cultures, countries and nursing settings.

    This source is a good fit for the research question because it relates directly to the communication behaviors of nurses and treatment participation, patient stress, coping and satisfaction. It will help to substantiate the claim that listening, emotional support, clear teaching and respect for individual needs are integral to the provision of quality nursing. It will also assist in understanding practical challenges such as workload, time limits, staffing shortages and linguistic differences. The foremost problem is the transferability of the results of 14 oncology patients in one clinics to other nursing populations. The paper should then provide the study in the form of patient evidence in detail and incorporate the other selected study’s quantitative evidence in a larger sense.

    Bakhshi, H., Shariati, M. J., Basirinezhad, M. H., & Ebrahimi, H. (2024). Comparison of barriers to effective nurse-patient communication in COVID-19 and non-COVID-19 wards.
    _BMC Nursing, 23_, Article 328. https://doi.org/10.1186/s12912-024-01947-4

    Bakhshi et al. (2024) explored nurse-patient communication challenges from both the nurse's and patient's viewpoint in two hospitals in Iran. The cross section study was designed, structured questionnaires were administered and statistical analysis was conducted to compare COVID-19 wards and non-COVID-19 wards. Some of the factors identified by nurses as problems were heavy workload, fatigue, demanding work and too high expectations from patients. Patients highlighted aggressiveness and poor welfare facilities, unsanitary rooms, and weak interpersonal interaction. Communication was also influenced by language and background of residence. There was no significant difference between the two types of wards. This study highlights that communication challenges are caused by organizational, environment, culture and behavioral conditions and not only by individual efforts.

    This article, published in 2024 in peer-reviewed BMC Nursing, offers recent evidence regarding barriers to workplace and interpersonal communication. The authors have expertise in nursing, epidemiology, biostatistics, and social-behavioral health research. It has a balanced sample of 400 participants, structured instruments, reported internal consistency and statistical analysis to support its reliability. Bakhshi et al. (2024) report objectively that the high workload of nursing, excessive expectations of patients, and the difficulty of nursing work were identified by the nurses as the main communication barriers. The potential limitations are the subjective nature of the data, the two hospitals and the cross-sectional nature of the study design which is not able to draw causal conclusions.

    This source will enable the paper to offer a balanced argument as it illustrates that nurses' communication performance is not only shaped by their skills, but also by their working conditions. It can contribute to recommendations for manageable workloads, adequate staffing, improved care settings, cultural awareness and respectful behaviors. The nurse-patient comparison is particularly valuable as each group identified different barriers, which illustrates the need for common understanding to address the issue of communication. One challenge was to carry out the study in one Iranian region during the COVID-19 period. It is therefore important to highlight the persistent issues identified in the paper, and not consider the pandemic setting to be representative of all settings where nursing takes place.

    Çakmak, C., & Uğurluoğlu, Ö. (2024). The effects of patient-centered communication on patient engagement, health-related quality of life, service quality perception and patient satisfaction in patients with cancer: A cross-sectional study in Türkiye.
    _Cancer Control, 31_, Article 10732748241236327. https://doi.org/10.1177/10732748241236327

    Çakmak and Uğurluoğlu (2024) examined the relationship between patient-centered communication and engagement, health-related quality of life, perceived service quality, and satisfaction among 312 cancer patients in Türkiye. Communication dimensions looked at include information exchange, emotional response, decision support, managing uncertainty, self-management and healing relationships. Data from the survey was analyzed using multiple regression. Significant positive relationships were found between overall patient centered communication and all four outcomes. The results showed that good communication contributes to a more active patient involvement, positive assessment of health services, satisfaction and improved quality of life. Communication is thus seen as a critical aspect of care quality and patient involvement.

    This is a peer-reviewed article from 2024 that is relevant and current to the research question. The authors are knowledgeable scholars in healthcare management, with the proper expertise in patient satisfaction, service quality and healthcare outcomes. This study has a sample of 312 patients, established measurement tools, multiple regression analysis, ethical approval and no disclosure of conflicts of interest, which enhances credibility. The language used is objective, and the writers explain that the study was done by applying multiple regression analysis to data obtained from 312 patients with cancer. But the study is cross-sectional, single hospital and shows association, not definite causation.

    This is the most direct measure of patient satisfaction, engagement, service-quality perception and quality of life that makes this article the strongest direct evidence for the paper's main claim. It will reinforce the fact that patient-centered communication has tangible benefits, not just with respect to making patients feel valued. Its communication dimensions also can be used to inform recommendations for nurses such as responding to emotions, explaining uncertainty, supporting decisions and encouraging self-management. The limitation is that patient-provider communication is a general topic rather than focused on nurses. This restriction should be recognized in the final paper and the two nursing specific studies should be utilized to provide a stronger link between the quantitative information and the real-life experiences of nurses and patients.

    **## WritingAssignment-PersuasiveResearchPaper-LayoutCheckandFirstThreeSectionsweek11.docx**

    Your Persuasive Research Paper’s first draft will be due on Wednesday of Week 12. This week, you’ll perfect the APA formatting of your paper, including the title page at the beginning and the References page at the end. Additionally, you’ll draft the first 3 sections of your paper corresponding to the argument method you’ve selected:

    ·
    **Toulmin**: The Claim section plus at least 1 Data and 1 Warrant section.

    ·
    **Rogerian**: The Introduction, the Opposing View section, and the Statement of Validity section.

    ·
    **Classic**: The Introduction, the Statement of Background section, and the Proposition section.

    Here’s a
    [template for an APA 7 Student paper](https://nightingale.instructure.com/courses/3611210/files/279582793?wrap=1) [Download template for an APA 7 Student paper](https://nightingale.instructure.com/courses/3611210/files/279582793/download?download_frd=1). You can use this template or start your own from a blank document using this template as a reference.

    **Requirements**

    Your essay should:

    · Be a Persuasive Research Paper that uses one of the three argument methods above

    · Be double-spaced, Times New Roman, 12pt font, with 1-inch margins, correct page number placement and indentations

    · Have a Cover page, in APA style

    · Have a References page, in APA style, with at least 3 correctly formatted sources

    · Have in-text citations for any sources used

    · Have all three sections listed above for the type of argument you’ve chosen.

    · Be a
    **Microsoft Word document (.doc or .docx)** only. Submissions in any other format, such as PDF, will not be accepted. Please ensure you use the correct file type before submitting.

    _Optional: Get ahead! Receive specialized writing feedback by submitting your paper for review._

    ·
    [_Click here to begin the review process.Links to an external site._](https://nightingale.myday.cloud/dashboard/paperreview)

    Rubric

    **GE Written Assignments_APA_ENG311 (1)**

    | | | |
    | — | — | — |
    | GE Written Assignments_APA_ENG311 (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAPA (15%)<br>Assigned number of sources are included in the submission. Research cited is credible, scholarly, recent, and relevant. Citations (both full and in-text) are in standard APA formatting, both within the body of the paper, and in a clear and corresponding full-citation on the references page. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeMechanics (20%)<br>Spelling, punctuation, and grammar are correct. Both sentence and paragraph structures conform to current conventions. | **20 to >17.0 ptsExemplary (20%)** Meets all guidelines with no errors.<br> <br>**17 to >13.0 ptsAccomplished (17%)** Meets all guidelines; contains minor errors.<br> <br>**13 to >5.0 ptsAcceptable (13%)** Meets most guidelines; contains some major errors.<br> <br>**5 to >0.0 ptsInadequate (5%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 20 pts |
    | This criterion is linked to a Learning OutcomeStructure and Organization (15%)<br>Essay meets minimum length as assigned. Learner utilizes each topic point as a new paragraph and includes support. Work shows logical flow from one topic to the next; transitions are used. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeIntroduction and Conclusion (15%)<br>The introduction "hooks" the reader, orients the reader to the purpose of the essay, states a thesis, and provides an overview of the main points to be covered. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeBody (25%)<br>The submission utilizes one of the three required argument methods and includes the three required sections of the method. Paragraphs present a topic, provide explanation and assess evidence. Paragraphs provide a direct link to the purpose of the essay, and make clear how the main point relates to the overall thesis. | **25 to >20.0 ptsExemplary (25%)** Meets all guidelines with no errors.<br> <br>**20 to >15.0 ptsAccomplished (20%)** Meets all guidelines; contains minor errors.<br> <br>**15 to >7.0 ptsAcceptable (15%)** Meets most guidelines; contains some major errors.<br> <br>**7 to >0.0 ptsInadequate (7%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 25 pts |
    | This criterion is linked to a Learning OutcomeFormatting (10%)<br>Submission is in standard APA formatting (Times New Roman, 12 pt font, double-spaced, 1-inch margins). Any special formatting required as outlined in the assignment prompt and instructor's notes are followed. | **10 to >8.0 ptsExemplary (10%)** Meets all guidelines with no errors.<br> <br>**8 to >6.0 ptsAccomplished (8%)** Meets all guidelines; contains minor errors.<br> <br>**6 to >2.0 ptsAcceptable (6%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 10 pts |

    Total Points: 100

    **## UchechiWrittenAssignment-AnnotatedBibliographyforthePersuasiveResearchPaperAns.docx**

    6

    **Annotated Bibliography: Patient-Centered Communication in Nursing**

    Name

    Course

    Instructor

    Date

    ## Annotated Bibliography: Patient-Centered Communication in Nursing

    Azarabadi, A., Bagheriyeh, F., Moradi, Y., & Orujlu, S. (2024). Nurse-patient communication experiences from the perspective of Iranian cancer patients in an outpatient oncology clinic: A qualitative study.
    _BMC Nursing, 23_, Article 682. https://doi.org/10.1186/s12912-024-02339-4

    Azarabadi et al. (2024) explored the communication between Iranian cancer patients and nurses in an outpatient oncology clinic. The researchers used semi-structured interviews to determine three main points of importance; practices of communication, barriers to communication and the results of good communication from 14 adults. Patients valued the way doctors listened to them, made them feel emotionally supported, explained things to them, and allowed them to ask questions. The lack of communication was the result of heavy workloads, time constraints, language barriers, lack of empathy, staff shortages, and other reasons. Positive nurse-patient communication led to greater commitment to treatment, greater coping, satisfaction and emotional comfort. Therefore, it is seen from this article that patient-centered nursing communication is accompanied by a flow of information that is understandable and a means of caring the patient’s feelings in a proper way during the treatment.

    The article is current, peer-reviewed, and relevant due to its publication in 2024 within BMC Nursing. The authors bring expertise in nursing, patient safety, medical surgical care along with health research. Interviews are recorded, independent coding is used, participants review the coding, reflexive meetings are held, and established qualitative-reporting standards are followed, all of which increase reliability. The language is objective, such as the authors write that the three main categories emerged from the interviews with Iranian cancer patients. The small sample and the one Iranian clinic, however, do not allow for generalization to other cultures, countries and nursing settings.

    This source is a good fit for the research question because it relates directly to the communication behaviors of nurses and treatment participation, patient stress, coping and satisfaction. It will help to substantiate the claim that listening, emotional support, clear teaching and respect for individual needs are integral to the provision of quality nursing. It will also assist in understanding practical challenges such as workload, time limits, staffing shortages and linguistic differences. The foremost problem is the transferability of the results of 14 oncology patients in one clinics to other nursing populations. The paper should then provide the study in the form of patient evidence in detail and incorporate the other selected study’s quantitative evidence in a larger sense.

    Bakhshi, H., Shariati, M. J., Basirinezhad, M. H., & Ebrahimi, H. (2024). Comparison of barriers to effective nurse-patient communication in COVID-19 and non-COVID-19 wards.
    _BMC Nursing, 23_, Article 328. https://doi.org/10.1186/s12912-024-01947-4

    Bakhshi et al. (2024) explored nurse-patient communication challenges from both the nurse's and patient's viewpoint in two hospitals in Iran. The cross section study was designed, structured questionnaires were administered and statistical analysis was conducted to compare COVID-19 wards and non-COVID-19 wards. Some of the factors identified by nurses as problems were heavy workload, fatigue, demanding work and too high expectations from patients. Patients highlighted aggressiveness and poor welfare facilities, unsanitary rooms, and weak interpersonal interaction. Communication was also influenced by language and background of residence. There was no significant difference between the two types of wards. This study highlights that communication challenges are caused by organizational, environment, culture and behavioral conditions and not only by individual efforts.

    This article, published in 2024 in peer-reviewed BMC Nursing, offers recent evidence regarding barriers to workplace and interpersonal communication. The authors have expertise in nursing, epidemiology, biostatistics, and social-behavioral health research. It has a balanced sample of 400 participants, structured instruments, reported internal consistency and statistical analysis to support its reliability. Bakhshi et al. (2024) report objectively that the high workload of nursing, excessive expectations of patients, and the difficulty of nursing work were identified by the nurses as the main communication barriers. The potential limitations are the subjective nature of the data, the two hospitals and the cross-sectional nature of the study design which is not able to draw causal conclusions.

    This source will enable the paper to offer a balanced argument as it illustrates that nurses' communication performance is not only shaped by their skills, but also by their working conditions. It can contribute to recommendations for manageable workloads, adequate staffing, improved care settings, cultural awareness and respectful behaviors. The nurse-patient comparison is particularly valuable as each group identified different barriers, which illustrates the need for common understanding to address the issue of communication. One challenge was to carry out the study in one Iranian region during the COVID-19 period. It is therefore important to highlight the persistent issues identified in the paper, and not consider the pandemic setting to be representative of all settings where nursing takes place.

    Çakmak, C., & Uğurluoğlu, Ö. (2024). The effects of patient-centered communication on patient engagement, health-related quality of life, service quality perception and patient satisfaction in patients with cancer: A cross-sectional study in Türkiye.
    _Cancer Control, 31_, Article 10732748241236327. https://doi.org/10.1177/10732748241236327

    Çakmak and Uğurluoğlu (2024) examined the relationship between patient-centered communication and engagement, health-related quality of life, perceived service quality, and satisfaction among 312 cancer patients in Türkiye. Communication dimensions looked at include information exchange, emotional response, decision support, managing uncertainty, self-management and healing relationships. Data from the survey was analyzed using multiple regression. Significant positive relationships were found between overall patient centered communication and all four outcomes. The results showed that good communication contributes to a more active patient involvement, positive assessment of health services, satisfaction and improved quality of life. Communication is thus seen as a critical aspect of care quality and patient involvement.

    This is a peer-reviewed article from 2024 that is relevant and current to the research question. The authors are knowledgeable scholars in healthcare management, with the proper expertise in patient satisfaction, service quality and healthcare outcomes. This study has a sample of 312 patients, established measurement tools, multiple regression analysis, ethical approval and no disclosure of conflicts of interest, which enhances credibility. The language used is objective, and the writers explain that the study was done by applying multiple regression analysis to data obtained from 312 patients with cancer. But the study is cross-sectional, single hospital and shows association, not definite causation.

    This is the most direct measure of patient satisfaction, engagement, service-quality perception and quality of life that makes this article the strongest direct evidence for the paper's main claim. It will reinforce the fact that patient-centered communication has tangible benefits, not just with respect to making patients feel valued. Its communication dimensions also can be used to inform recommendations for nurses such as responding to emotions, explaining uncertainty, supporting decisions and encouraging self-management. The limitation is that patient-provider communication is a general topic rather than focused on nurses. This restriction should be recognized in the final paper and the two nursing specific studies should be utilized to provide a stronger link between the quantitative information and the real-life experiences of nurses and patients.

    **## WritingAssignment-PersuasiveResearchPaper-LayoutCheckandFirstThreeSectionsweek11.docx**

    Your Persuasive Research Paper’s first draft will be due on Wednesday of Week 12. This week, you’ll perfect the APA formatting of your paper, including the title page at the beginning and the References page at the end. Additionally, you’ll draft the first 3 sections of your paper corresponding to the argument method you’ve selected:

    ·
    **Toulmin**: The Claim section plus at least 1 Data and 1 Warrant section.

    ·
    **Rogerian**: The Introduction, the Opposing View section, and the Statement of Validity section.

    ·
    **Classic**: The Introduction, the Statement of Background section, and the Proposition section.

    Here’s a
    [template for an APA 7 Student paper](https://nightingale.instructure.com/courses/3611210/files/279582793?wrap=1) [Download template for an APA 7 Student paper](https://nightingale.instructure.com/courses/3611210/files/279582793/download?download_frd=1). You can use this template or start your own from a blank document using this template as a reference.

    **Requirements**

    Your essay should:

    · Be a Persuasive Research Paper that uses one of the three argument methods above

    · Be double-spaced, Times New Roman, 12pt font, with 1-inch margins, correct page number placement and indentations

    · Have a Cover page, in APA style

    · Have a References page, in APA style, with at least 3 correctly formatted sources

    · Have in-text citations for any sources used

    · Have all three sections listed above for the type of argument you’ve chosen.

    · Be a
    **Microsoft Word document (.doc or .docx)** only. Submissions in any other format, such as PDF, will not be accepted. Please ensure you use the correct file type before submitting.

    _Optional: Get ahead! Receive specialized writing feedback by submitting your paper for review._

    ·
    [_Click here to begin the review process.Links to an external site._](https://nightingale.myday.cloud/dashboard/paperreview)

    Rubric

    **GE Written Assignments_APA_ENG311 (1)**

    | | | |
    | — | — | — |
    | GE Written Assignments_APA_ENG311 (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAPA (15%)<br>Assigned number of sources are included in the submission. Research cited is credible, scholarly, recent, and relevant. Citations (both full and in-text) are in standard APA formatting, both within the body of the paper, and in a clear and corresponding full-citation on the references page. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeMechanics (20%)<br>Spelling, punctuation, and grammar are correct. Both sentence and paragraph structures conform to current conventions. | **20 to >17.0 ptsExemplary (20%)** Meets all guidelines with no errors.<br> <br>**17 to >13.0 ptsAccomplished (17%)** Meets all guidelines; contains minor errors.<br> <br>**13 to >5.0 ptsAcceptable (13%)** Meets most guidelines; contains some major errors.<br> <br>**5 to >0.0 ptsInadequate (5%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 20 pts |
    | This criterion is linked to a Learning OutcomeStructure and Organization (15%)<br>Essay meets minimum length as assigned. Learner utilizes each topic point as a new paragraph and includes support. Work shows logical flow from one topic to the next; transitions are used. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeIntroduction and Conclusion (15%)<br>The introduction "hooks" the reader, orients the reader to the purpose of the essay, states a thesis, and provides an overview of the main points to be covered. | **15 to >12.0 ptsExemplary (15%)** Meets all guidelines with no errors.<br> <br>**12 to >8.0 ptsAccomplished (12%)** Meets all guidelines; contains minor errors.<br> <br>**8 to >2.0 ptsAcceptable (8%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 15 pts |
    | This criterion is linked to a Learning OutcomeBody (25%)<br>The submission utilizes one of the three required argument methods and includes the three required sections of the method. Paragraphs present a topic, provide explanation and assess evidence. Paragraphs provide a direct link to the purpose of the essay, and make clear how the main point relates to the overall thesis. | **25 to >20.0 ptsExemplary (25%)** Meets all guidelines with no errors.<br> <br>**20 to >15.0 ptsAccomplished (20%)** Meets all guidelines; contains minor errors.<br> <br>**15 to >7.0 ptsAcceptable (15%)** Meets most guidelines; contains some major errors.<br> <br>**7 to >0.0 ptsInadequate (7%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 25 pts |
    | This criterion is linked to a Learning OutcomeFormatting (10%)<br>Submission is in standard APA formatting (Times New Roman, 12 pt font, double-spaced, 1-inch margins). Any special formatting required as outlined in the assignment prompt and instructor's notes are followed. | **10 to >8.0 ptsExemplary (10%)** Meets all guidelines with no errors.<br> <br>**8 to >6.0 ptsAccomplished (8%)** Meets all guidelines; contains minor errors.<br> <br>**6 to >2.0 ptsAcceptable (6%)** Meets most guidelines; contains some major errors.<br> <br>**2 to >0.0 ptsInadequate (2%)** Does not meet the guidelines<br> <br>**0 ptsNo Submission** | 10 pts |

    Total Points: 100

  • [Solved] Week 11 Anth

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    see attached **files (1)** – ## EmicandEticPerspectivesofHalloweenPaperweek11.docx **## EmicandEticPerspectivesofHalloweenPaperweek11.docx** Introduction The Religion chapter of our textbook asserts that: “. . . to study supernatural beliefs, anthropologists must cultivate a perspective of cultural …

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    Assignment Prompt & Instructions

    see attached

    **files (1)**

    – ## EmicandEticPerspectivesofHalloweenPaperweek11.docx

    **## EmicandEticPerspectivesofHalloweenPaperweek11.docx**

    Introduction

    The Religion chapter of our textbook asserts that:

    “. . . to study supernatural beliefs, anthropologists must cultivate a perspective of cultural relativism and strive to understand beliefs from an emic or insider’s perspective” (Henninger-Rener, 2020, p. 288).

    In preparation for drafting your paper, consider the following points:

    · Analyze the beliefs of people in the United States regarding the holiday of Halloween from both the emic (insider’s) perspective, and from the etic (outsider’s, or observer’s) perspective.

    · Consider and discuss the customs, traditions, rituals, and/or practices that some Americans participate in to celebrate Halloween.

    · Consider what meanings the celebrations surrounding Halloween have for people celebrating the holiday.

    · Do these meanings vary among celebrants?

    · Do these meanings vary across sub-cultural groups, genders, age grades, or age sets?

    Consider and discuss what it means to reject a holiday or to choose not to celebrate a particular holiday.

    Consider and discuss the significance of celebrations that are described as alternatives to Halloween that occur on or near October 31st (such as harvest celebrations in the United States)?

    Instructions

    Create a 2-to-3-page, double-spaced paper describing emic and etic perspectives of the holiday of Halloween in the United States. Include at least the following headings:

    · Emic Perspectives of Halloween

    · Etic Perspectives of Halloween

    · Conclusion

    Apply academic writing standards to your work, which should include:

    · APA formatting

    · In-text citations and a Reference page (At minimum, include in-text citations for the textbook chapter and one outside scholarly source.)

    · Grammar, punctuation, and spelling error checks

    ·
    **MS Word is the only acceptable document for credit. PDF and all other formats submitted will not be graded and will result in a 0 grade.**

    _Optional: Get ahead! Receive specialized writing feedback by submitting your paper for review._

    ·
    [_Click here to begin the review process.Links to an external site._](https://nightingale.myday.cloud/dashboard/paperreview)

    Rubric

    **ANT300 Week 11 Emic and Etic Perspectives Paper**

    | | | |
    | — | — | — |
    | ANT300 Week 11 Emic and Etic Perspectives Paper |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeEmic Perspectives Analysis | **20 ptsExemplary** The submission includes a rich, detailed, and well-supported explanation of Halloween from an insider (emic) perspective, exploring meanings, customs, rituals, and variations across groups with clear anthropological grounding.<br> <br>**13 ptsProficient** The submission includes an adequate explanation of Halloween from an emic perspective with supporting details and examples.<br> <br>**6 ptsDeveloping** The submission includes a limited or vague explanation of emic perspectives with minimal detail or weak examples.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes no meaningful emic analysis or reflects misunderstanding of the emic perspective. | 20 pts |
    | This criterion is linked to a Learning OutcomeEtic Perspectives Analysis | **20 ptsExemplary** The submission includes a thorough, insightful analysis of Halloween from an outsider (etic) perspective, addressing cultural patterns, symbolic meanings, social functions, and group variations with strong examples.<br> <br>**13 ptsProficient** The submission includes an adequate etic analysis with some supporting details and examples.<br> <br>**6 ptsDeveloping** The submission includes a basic or incomplete etic explanation with limited detail or insufficient analysis.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes no meaningful etic analysis or shows misunderstanding of the etic perspective. | 20 pts |
    | This criterion is linked to a Learning OutcomeDiscussion of Celebration, Non-Celebration, and Alternatives | **15 ptsExemplary** The submission includes comprehensive discussion of customs, rituals, meanings, variations, reasons for rejecting Halloween, and significance of alternative celebrations, supported by strong examples.<br> <br>**10 ptsProficient** The submission includes adequate discussion of Halloween practices, meanings, and variations, with some mention of non-celebration or alternatives.<br> <br>**5 ptsDeveloping** The submission includes minimal or surface-level discussion of customs, meanings, or alternative practices.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes no meaningful discussion of practices, meanings, or alternative/avoided celebrations. | 15 pts |
    | This criterion is linked to a Learning OutcomeUse of Textbook and Scholarly Sources | **10 ptsExemplary** The submission includes accurate use of the textbook and at least one scholarly source, with strong integration and relevant application.<br> <br>**7 ptsProficient** The submission includes proper use of required textbook and scholarly sources with relevant integration.<br> <br>**3 ptsDeveloping** The submission includes limited textbook or scholarly sources, or incorrect integration of sources.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes no textbook or scholarly sources | 10 pts |
    | This criterion is linked to a Learning OutcomeMechanics and APA | **10 ptsExemplary** The submission includes clear, well-organized writing with correct grammar, flawless APA formatting, proper citations, and meets the required 2-3 page length.<br> <br>**7 ptsProficient** The submission includes mostly clear writing with minor errors, generally correct APA formatting, and appropriate length.<br> <br>**4 ptsDeveloping** The submission includes noticeable grammar, organization, or APA issues, and may deviate slightly from required length.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes unclear writing, major APA errors, or fails to meet length requirements. | 10 pts |

    Total Points: 75

    **## EmicandEticPerspectivesofHalloweenPaperweek11.docx**

    Introduction

    The Religion chapter of our textbook asserts that:

    “. . . to study supernatural beliefs, anthropologists must cultivate a perspective of cultural relativism and strive to understand beliefs from an emic or insider’s perspective” (Henninger-Rener, 2020, p. 288).

    In preparation for drafting your paper, consider the following points:

    · Analyze the beliefs of people in the United States regarding the holiday of Halloween from both the emic (insider’s) perspective, and from the etic (outsider’s, or observer’s) perspective.

    · Consider and discuss the customs, traditions, rituals, and/or practices that some Americans participate in to celebrate Halloween.

    · Consider what meanings the celebrations surrounding Halloween have for people celebrating the holiday.

    · Do these meanings vary among celebrants?

    · Do these meanings vary across sub-cultural groups, genders, age grades, or age sets?

    Consider and discuss what it means to reject a holiday or to choose not to celebrate a particular holiday.

    Consider and discuss the significance of celebrations that are described as alternatives to Halloween that occur on or near October 31st (such as harvest celebrations in the United States)?

    Instructions

    Create a 2-to-3-page, double-spaced paper describing emic and etic perspectives of the holiday of Halloween in the United States. Include at least the following headings:

    · Emic Perspectives of Halloween

    · Etic Perspectives of Halloween

    · Conclusion

    Apply academic writing standards to your work, which should include:

    · APA formatting

    · In-text citations and a Reference page (At minimum, include in-text citations for the textbook chapter and one outside scholarly source.)

    · Grammar, punctuation, and spelling error checks

    ·
    **MS Word is the only acceptable document for credit. PDF and all other formats submitted will not be graded and will result in a 0 grade.**

    _Optional: Get ahead! Receive specialized writing feedback by submitting your paper for review._

    ·
    [_Click here to begin the review process.Links to an external site._](https://nightingale.myday.cloud/dashboard/paperreview)

    Rubric

    **ANT300 Week 11 Emic and Etic Perspectives Paper**

    | | | |
    | — | — | — |
    | ANT300 Week 11 Emic and Etic Perspectives Paper |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeEmic Perspectives Analysis | **20 ptsExemplary** The submission includes a rich, detailed, and well-supported explanation of Halloween from an insider (emic) perspective, exploring meanings, customs, rituals, and variations across groups with clear anthropological grounding.<br> <br>**13 ptsProficient** The submission includes an adequate explanation of Halloween from an emic perspective with supporting details and examples.<br> <br>**6 ptsDeveloping** The submission includes a limited or vague explanation of emic perspectives with minimal detail or weak examples.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes no meaningful emic analysis or reflects misunderstanding of the emic perspective. | 20 pts |
    | This criterion is linked to a Learning OutcomeEtic Perspectives Analysis | **20 ptsExemplary** The submission includes a thorough, insightful analysis of Halloween from an outsider (etic) perspective, addressing cultural patterns, symbolic meanings, social functions, and group variations with strong examples.<br> <br>**13 ptsProficient** The submission includes an adequate etic analysis with some supporting details and examples.<br> <br>**6 ptsDeveloping** The submission includes a basic or incomplete etic explanation with limited detail or insufficient analysis.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes no meaningful etic analysis or shows misunderstanding of the etic perspective. | 20 pts |
    | This criterion is linked to a Learning OutcomeDiscussion of Celebration, Non-Celebration, and Alternatives | **15 ptsExemplary** The submission includes comprehensive discussion of customs, rituals, meanings, variations, reasons for rejecting Halloween, and significance of alternative celebrations, supported by strong examples.<br> <br>**10 ptsProficient** The submission includes adequate discussion of Halloween practices, meanings, and variations, with some mention of non-celebration or alternatives.<br> <br>**5 ptsDeveloping** The submission includes minimal or surface-level discussion of customs, meanings, or alternative practices.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes no meaningful discussion of practices, meanings, or alternative/avoided celebrations. | 15 pts |
    | This criterion is linked to a Learning OutcomeUse of Textbook and Scholarly Sources | **10 ptsExemplary** The submission includes accurate use of the textbook and at least one scholarly source, with strong integration and relevant application.<br> <br>**7 ptsProficient** The submission includes proper use of required textbook and scholarly sources with relevant integration.<br> <br>**3 ptsDeveloping** The submission includes limited textbook or scholarly sources, or incorrect integration of sources.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes no textbook or scholarly sources | 10 pts |
    | This criterion is linked to a Learning OutcomeMechanics and APA | **10 ptsExemplary** The submission includes clear, well-organized writing with correct grammar, flawless APA formatting, proper citations, and meets the required 2-3 page length.<br> <br>**7 ptsProficient** The submission includes mostly clear writing with minor errors, generally correct APA formatting, and appropriate length.<br> <br>**4 ptsDeveloping** The submission includes noticeable grammar, organization, or APA issues, and may deviate slightly from required length.<br> <br>**0 ptsDoes Not Meet Expectations** The submission includes unclear writing, major APA errors, or fails to meet length requirements. | 10 pts |

    Total Points: 75

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  • [Solved] 6.3 ENC

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    In-depth study guidance and analytical solution covering 6.3 ENC.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.