Category: Uncategorized

Government

Student’s Name:

Institution Affiliated:

Date:

Civil War and the Constitution

At a time when the Civil War was taking place, the United States Senate had a significant impact. Even though President Abraham Lincoln and his military commanders are often the focus of wartime history, the Senate had to deal with war-related matters even before Lincoln took the oath of office and continued to do so throughout the war. As a result of the attack on Fort Sumter, the Capitol quickly became a sea of troops. We even had a temporary base of operations in the Senate Chamber! As well as housing a bakery, the Capitol also as a temporary hospital for the soldiers in need of medical attention (Masera et al., 2022). After thereafter, the Senate faced a series of high-stakes constitutional battles as it carried out its legislative and oversight responsibilities. The Senate and the House of Representatives worked together to enact momentous legislation that continues to define our country today. For many years after World War II, a number of senator-led discussions on civil rights and emancipation, as well as constitutional changes guaranteeing the rights of citizenship, took place.

Supreme Court and Jim Crow

As a result of Jim Crow, blacks were not given the same rights and opportunities as their white counterparts. To construct Jim Crow, the Supreme Court of the United States was crucial.

The 13th, 14th, and 15th Amendments ensured the freedom, citizenship, and the right to vote for African-Americans in the United States. The Civil Rights Act of 1875 prohibited the segregation of schools, public facilities, transportation, and juries, among other things. During Reconstruction, the Supreme Court seemed ready to assist in the advancement of African Americans. To confine juries to whites was unconstitutional and infringed on the 14th Amendment rights of African-Americans in Strauder v. West Virginia, which was ruled by the Supreme Court in 2013 (Wiegand, 2021). A white jury had found two African-Americans guilty in the case of Virginia v. Rives, and the Supreme Court upheld their convictions. The Court argued that since there were no black jurors, a black defendant/rights plaintiff was not disadvantaged. Strauder made it clear whites may discriminate lawfully without violating federal law. People of color had no recourse in court and were tried by a panel of whites alone. Victims of crimes against blacks were almost never held accountable. Segregation and discrimination was unpunished as long as the state was not involved.

Litigating Equality

The constitutional assurance that no person or organization shall be denied the protection of the law that is enjoyed by like individuals or groups is known as "equal protection" in the United States of America. To put it another way, people in comparable situations should be treated equally. All similar instances are given equal treatment under the laws, and no one is subject to responsibilities higher than those placed on others in similar circumstances, which is what is meant by "equal protection." State governments cannot refuse any individual "the equal protection of the laws" under the Fourteenth Amendment, which was enacted in response to the American Civil War.

How the Courts have Evaluated Civil Rights Concerns

The Supreme Court has dealt with a wide range of civil rights disputes, including racial and gender discrimination, sexual orientation discrimination, and issues relating to disability rights. In Korematsu v. U.S. (1944), the Supreme Court affirmed the conviction of an American of Japanese ancestry who had been prosecuted for staying in California after a presidential directive in 1942 designated most of the West Coast as a "military region" and required transfer of most Japanese-Americans from California.

References

Masera, F., Rosenberg, M., & Walker, S. (2022, January 16). The Power of Narratives: Anti-Black Attitudes and Violence in the US South. Papers.ssrn.com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4009956

Wiegand, W. A. (2021). Race and School Librarianship in the Jim Crow South, 1954–1970: The Untold Story of Carrie Coleman Robinson as a Case Study. The Library Quarterly, 91(3), 254–268. https://doi.org/10.1086/714314

City University of New York

Borough of Manhattan Community College

Department of English

English 101-5006 Hybrid Online: Composition I Online

Fall 2022; 3 Credits

Prerequisites and Co-requisites

Pass CUNY Reading and Writing test (CATW).

Required Texts and Materials

All readings posted on Blackboard.

Welcome to English Composition 101

Welcome to English Composition 101, hybrid online (asynchronous and five scheduled meetings: This course will only meet in-person in Fiterman 411 on the following Thursdays: September 1, September 22, November 3, November 17, and December 8 from 6-7:40 pm; The remainder of the course will be online in the asynchronous format.)

Course Description

English Composition is the standard 3-credit freshman writing course introducing students to academic writing. By its conclusion, students will be ready for English 201 and the writing they will be asked to do in advanced courses across the curriculum. Students completing English 101 will have been taught the fundamentals of college-level reading and writing, including developing a thesis-driven response to the writing of others and following the basic conventions of MLA citation and documentation. They will have practiced the skills necessary for success in college and in the larger world: summarizing, classifying, comparing, contrasting, and analyzing. Students take a departmental final exam that requires the composition of a 500 words thesis-driven essay analyzing two essays.

This is a Hybrid and asynchronous online course; all graded coursework is solely online; the five meetings will involve strategic review and guidance but are not included in part of your grade.

The course will involve one to two primary-text weekly readings (and possible supplementary readings, where noted). You are responsible for responding to each reading in the form of a 250-word Discussion Board response and to respond to three other students posted on the discussion board before the week ends. You will not be able to read or respond to other students until you first post your own 250-word response. I will respond weekly to the entire class discussion board’s posts. (I will not always respond individually to discussion board posts but I will if there is a problem; I will respond individually to student writing on the five formal writing assignments as noted on the syllabus). 

Questions can be addressed to me personally through my email. I will respond within 48 hours. 

General education learning outcomes:

Communication Skills. Students will be able to write, read, listen and speak critically and effectively. (Measured in papers 1-5)

Arts and Humanities. Students will be able to develop knowledge and understanding of the arts and literature through critiques of works of art, music, theatre, or literature. (Measured in papers 1-5)

Values. Students will be able to make informed choices based on understanding of personal values, human diversity, multicultural awareness and social responsibility. (Measured in papers 1-5)

Information and Technology Literacy. Students will be able to collect, evaluate, and interpret information and effectively evaluate information technologies. (Measured in papers 1-5)

101 Learning Outcomes: Students completing 101 will

Organize, develop, and revise at least four thesis driven essays that include substantial support and use a variety of rhetorical strategies. (Measured in papers 1-5)

Summarize, paraphrase, and quote from readings (Measured in papers 1-5)

Critically analyse numerous readings (Measured in papers 1-5)

Demonstrate a command of edited American English, using vocabulary and syntax appropriate to college level work (Measured in papers 1-5)

Demonstrate a command of the MLA conventions of citation and documentation (Measured in papers 1-5).

Pathways Learning Outcomes for Composition. A course in this area must meet all of the following learning outcomes. A student will:

Read and listen critically and analytically, including identifying an argument’s major assumptions and assertions and evaluating its supporting evidence. (Students will read essays and identify the major assumptions and assertions and evaluate the supporting evidence before quoting that essay in their work).

Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one’s own and others’ texts. (Students will write thesis-driven essays, including research, and will read each other’s essays and provide advice)

Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources. (Students will write thesis-driven essays using scholarly websites and will gather evaluate and synthesize primary and secondary sources).

Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media. (Students will write thesis driven well supported essays across a variety of contexts).

Grade Breakdown (How to pass this class)

Discussion Board class participation: 20% (Missing more than two weeks of class participation on Discussion Board (DB) will result in automatically failing the course—no exceptions.)

Paper 1: 10%*

Paper 2: 10%*

Paper 3: 15%*

Paper 4: 15%*

Final department exam essay: 30%

Class Discussion Board

For each reading assignment, you are required to write a Discussion Board entry, where you will write a critical response of no less than 250 words (detailed and concrete). (See Discussion Board guidance handout for help with writing your post.)

The readings are usually assigned on Monday (the exception is college holidays; see course schedule/map for holiday details). You typically have a week window to post your Discussion Board comments (again, the exception is college holidays, when you may have a slightly shorter or longer deadline; consult course guide/map where all deadlines are clearly noted).

However, you must also respond in 100 words to three classmates’ Discussion Board comments. Failure to respond to the required number of students will result in losing points. See Discussion Board grading guidelines to see how Discussion Board is graded.

You are strongly encouraged to read ALL the students Discussion Board comments. Discussion Board is your key to understanding the readings and see what other students are thinking. Communicating with and helping fellow students is the key to doing well in an online class. You are part of a learning community and Discussion Board is where you engage with your fellow students to develop that learning community.

As noted, you have about a week window to post and read comments. I strongly suggest that you post your comments before the deadline so others can read your comments and you have enough time to read other classmates’ posted comments. As noted elsewhere, online learning allows you more freedom to set your schedule but it also demands more discipline and planning. You ALONE are responsible for your schedule and doing the work. If you cannot work within your own schedule, then you will not pass this course. The deadlines and missed deadline penalties are fair enough that it allows for some personal wiggle room and still pass the class, although any missed deadlines will still affect your final grade. It’s only fair to everyone.

Each week, you must attempt to respond to different students. You are free to respond to more than the required number of students. That can favorably affect your grade but it will also add to success of the online community. However, please note that you CANNOT respond to more than three students during one week to make up for missed participation during any other week. The penalties for missing deadlines are final and nonnegotiable.

Finally, I will respond to the entire classes Discussion Board posts through an announcement and email as well as on select student’s posts.

** You cannot miss more than two weeks, not necessarily consecutive, of Discussion Board posts or you will FAIL the class. The links close each Sunday (except on holidays as noted on schedule) by midnight and posts cannot be made up. You will be unable to read other students’ posts until you first write your own 250-word post. NO Exceptions. **

* Assignments due dates: No late or emailed papers accepted.

Academic Adjustments for Students with Disabilities: Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.

BMCC Policy on Plagiarism and Academic Integrity: Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific; or technical work as one’s own creation.  Using the idea or work of anther is permissible only when the original author is identified.  Paraphrasing and summarizing, as well as direct quotations, require citations to the original source.  Plagiarism may be intentional or unintentional.  Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. 

Students who are unsure of how and when to provide documentation are advised to consult with their instructors.  The library has guides designed to help students to appropriately identify a cited work.  The full policy can be found on BMCC’s website, http://www.bmcc.cuny.edu/academics/page.jsp?pid=1052&. For further information, please consult the college bulletin (also available online).

Schedule

(In some cases, readings may be added or subtracted during semester.)

Week 1: August 25-28

On Blackboard:

Blackboard Orientation completed.

Syllabus and course schedule guide survey completed.

Introductions posted on Discussion Board.

Week 2: August 29-September 1

Theme of Location.

“W 103rd St.,” Burroughs.

“Hudson St.,” Jacobs.

Week 3: September 6-11

“Take The F,” Frazier.

“Fifth Avenue, Uptown,” Baldwin.

Assignment Essay 1 Handout: Location.

Week 4: September 12-18

“Marrying Absurd,” Didion.

**Assignment 1 due Sunday, September 18, by Midnight: submitted on blackboard.**

Week 5: September 19-25

“Self-Respect,” Didion.

Film: Shampoo, Hal Ashby, director.

“Shampoo” film review, Kael.

Week 6: September 28-October 2

Assignment 2 handout: Self-Respect and Shampoo; locating a theme, defining your terms within a

genre comparison.

**Assignment 2 due Sunday, October 2, by Midnight: submitted on blackboard.**

Week 7: October 3-9

Wright, “My First Lesson in How to Live Like a Negro.”

Essay 3 assignment handout: Wright, “My First Lesson in How to Live Like a Negro”: critical analysis and

point of view. Due next Sunday, October 16 by Midnight: submitted on blackboard.**

Week 8: October 10-16

“American Childhood,” Dillard.

**Assignment 3 due Sunday, October 16 by Midnight: submitted on blackboard.**

Week 9: October 17-23

“Social Class and the Hidden Curriculum of Work,” Anyon

Week 10: October 24-30

“Drown,” Diaz.

“Complexion,” Rodriguez.

Week 11: October 31-November 6

Assignment 4 handout: Research Paper assignment.

Will begin reviewing research article for final paper.

**DUE DATE: Monday, November 28th, by midnight (or before!)**

Week 12: November 7-13

Final Exam Reading One:

“We’re All Socially Awkward Now,” Murphy

Week 13: November 14-20

Final Exam Reading Two: “How Camera Phones Stunt Bravery and Short-Circuit Human Decency,” Thorkelson***Thanksgiving Break November 24-27***

Week 14: November 21-November 27 No Work Assigned

Week 15: November 28-December 4

Final exam review.

**Final paper DUE DATE: Monday, November 28th, by midnight**

Week 16: December 5-December 13 (Last class) .

Final exam week December 10-13. Exact date to be announced.

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Date

Civil War, Native American Issues, Keystone XL Pipeline, Reparations, and Klu Klux Klan

Taking a deeper look at Russia’s ongoing invasion of Ukraine, one quickly finds allegories with the United States Civil war. One of the most profound similarities has to do with the way both conflicts act as watershed moments, changing the way war is viewed in the public eye. The Civil War was the first conflict to be exclusively photographed, where citizens witnessed first-hand the carnage and battlefields from their home front (Cederman & Vogt, 2017). Similarly, Russia’s invasion of Ukraine is the first significant conflict to be documented extensively across the world owing to the existence of speed internet. The conflict is being captured using high pixels, fast internet uploads and unprecedented viral replies. Another aspect that cuts across both wars is the severe economic implications that have come with the war. During the civil war, major inflation followed the confederacy blockade. Similarly, the entire world is experiencing increased inflation, with the prices of essential commodities, including gas skyrocketing to a new high. Another similarity is that both wars targeted transportation and trade networks.

One of the issues Native Americans face today is lack of resources which leads to unemployment and poverty. Research points out that 1 in 3 Native Americas lives in poverty in the U.S. with a median income of a mere $23 000 a year. Poor living conditions are another problem with both tribal and non-tribal households being overcrowded. Low high school graduation rates are another problem for Native American students and the violation of their voting rights.

Both the gold mining of the 1800s and oil mining on native lands share the similarity that they had the same negative impact on the environment. New mining methods, such as the use of hydraulic jets and the population that happened during the California Gold Rush, altered California’s landscape permanently. Developed in 1853, the hydraulic mining technique had huge profits, but they destroyed a big part of the region’s landscape. Sediments from the mines clogged some rivers and dams meant to supply water to the mines changed the course of the rivers from farmland. Similarly, oil mining had a health risk on indigenous communities that lived near the oil facilities. The health risks were due to a lack of consistent housing, clean drinking water, access to health facilities, and sanitary waste and sewage disposal.

The Keystone XL pipeline is a 1897 kilometer pipeline that starts in the oil sands in the city of Alberta in Canada to Steel City in Nebraska. The proposed pipeline would join an existing pipe in Nebraska and could transport 830,000 barrels of oil to the United States each day. Currently, the projected was halted by President Joe Biden and is yet to begin construction. The project is quite controversial because of numerous reasons. The Environmental Protection Agency (EPA) advised former president Obama against approving the project saying that it would not create sustainable jobs, reduce petrol prices or affect energy dependence. The US State Department first advised exploring alternative routes in Nebraska, citing that Sandhills region had a fragile ecosystem.

Some of the successes of the Freedmen’s Bureau is that it established 40 hospitals, more than 4000 schools, and distributed 21 million rations. Moreover, it helped former slaves locate their lost relatives and legalize marriages. One of the failures is that it was understaffed and underfunded. By the time it reached its peak, the Bureau only hand 900 agents. Another disadvantage is that it was strongly opposed by the white Southerners as racism was prevalent.

Reparations refer to a redress system where individuals receive compensations for historical injustices. At the center of the American Dream is the assumption that we all have the chance to create wealth that gives meaning to life, liberty, and pursuit of happiness as stated in the Declaration of Independence. Japanese Americans were to be paid $1.5 billion to those interned in World War II. Native Americans have received billions of dollars and land as benefits for being forcefully evicted from their ancestral lands. Black Americans are yet to receive reparations for racial discrimination that is state-sanctioned. People of color need reparation seeing how brutal American slavery used to be where up to 15% of slaves being shipped from West Africa succumbed along the way (Feagin & Ducey, 2018). Reparations were not a possibility. The redress meant well but it was farfetched.

The Klu Klux Klan started with the aim of restoring the white supremacy through violence and intimidation. The organization was used as a vehicle for underground resistance against Radical Reconstruction. The organization originally started as a social club which was started by Confederate veterans in 1866. They coined their name from “kyklos”, a Greek word where the English word “circle” comes from. Today, no supremacist terrorist groups exist with the purpose of intimidating citizens into accepting white supremacists. Although society has a long to go way, the world is much more equal today than it was a decade ago.

References

Cederman, L. E., & Vogt, M. (2017). Dynamics and logics of civil war. Journal of Conflict Resolution, 61(9), 1992-2016.

Feagin, J. R., & Ducey, K. (2018). Racist America: Roots, current realities, and future reparations. Routledge.

My nursing philosophy

Name of student

Name of tutor

Course

Name of institution

Date

My nursing philosophy

Being a registered nurse with the community Hospice of Albany County, and having practiced nursing for some years now, I am a holder of the belief that; to practice nursing effectively and professionally, one must be having their own personal philosophy. On my part, it is fortunate for me because I am in my career of choice. One aspect of life that motivates me, and keeps me going, is my unique perspective of looking at the profession of nursing. My nursing philosophy explains my beliefs, attitudes, values and the guiding principles of the professional and ethical practice of nursing.

Although people have argued differently concerning nursing being either an art or even a science, I tend to believe that nursing is both an art and a science. In the care of patients, one has to apply artistic and scientific skills in order to achieve a better outcome for the patient. I believe nursing is an art because I have to use my hands artistically to do for the patient that which they are not able to do for themselves. In the practice of nursing, it gives me relief to the patient being free. Seeing a patients struggling to do something that I can help gives me a lot of pain. This empathetic feeling has given me a lot of motivation in my profession. I use my hands to apply my artistic skills in order to help the patient. When I see my patients comfortable, the joy of my life is accomplished. I say nursing is also a science because I have to develop my knowledge base. I believe in taking action to a patient with the basis of taking that action. I believe in having scientific rationale for every action I do for the patient. In this case, I cannot do for the patient anything I wish, without considering the implications of doing it, or even failing to do it.

For me to exercise what I believe in relation to my nursing philosophy, there are certain aspects of care that should be available. For example, there must be an environment of care, I as the nurse, the patient and also the state of health must be considered. For nursing to accomplish what it is meant for, I believe all these components should interact to control and improve the environment of care. The environment of the person as a whole, has to be looked through using the lens of care, in order to determine how best to achieve the objectives of the nursing philosophy. In this case, for nursing to distinguish itself as a profession, it should consider the continuum of health, from health, all through to illness and even to death.

The patient counts as the focus point for nursing. The mission of the hospice I am working for has a very important statement that completely rhymes with my view on a patient as a component of my nursing philosophy. It states that; the hospital aims at treating all the patients with compassion, dignity and hospitality, as it is possible, with all the available human potential. As I care for my patients, I have always wanted to think of myself lying in that bed. This provokes my mind to think of what I would like done to me. This is what guides me in planning patient’s care. Going by this, the goal of a nurse that I believe in is trying my best to improve the health results of my patient in the health continuum. To make sure I accomplish this, I view the patient holistically, and consider how best I can make them enjoy life in the state they are in. through this, I believe that the environment of care should be controlled by the nurse in order to achieve the health of the patient. In a broader sense, these components interact in a certain relationship. In the event that the nurse has not taken care of the environment of the patient, the patient will not realize their health. Therefore, the interrelations that exist between the patient, nurse and the environment, determine the health of the patient. In lieu of this, the nurse intervenes to control the environment in the health continuum, and make sure the patient realizes their health.

As a nurse leader, educator and practitioner and as a believer I nursing as both an art and a science, I do not hold a fixed mind about my conceptual model in nursing. Instead, I am a believer in nursing research that is both qualitative and quantitative. This is the best model through which the body of knowledge will be developed. As a nurse leader and practitioner, I am directly involved in the management of patient care. The cases of patients are diverse and they differ greatly. The diversity of this field points to the diversity of the need of knowledge. Therefore, I embrace scientific research in nursing to widen the knowledge base, which can even be applied to modify my nursing philosophy. Again as a nurse educator, I have a role of preparing nurses who will demonstrate a wide base of knowledge in the practice, and be equipped enough to handle the challenges in the ground. For me to achieve this as an educator, I have to embrace a wide base of knowledge and skills, which comes only through research. This shows why I am a believer and advocate of nursing research. If I am able to accomplish all these, I am sure I will be living my dream.

Personal History

Education to me has been a journey of learning that I started as a child, its direction has changed severally down the road, but the destination has always remained the same; to become an academic scholar. In order to achieve this, I need to have motivation, need to have knowledge and fill in a lacuna with information and at the same time have a degree. I remember, this one time when I was ten, my dad took me to a visit his younger brother, my uncle, who was in college. It was a scene to be longed for; the tall buildings, the lecture halls, the student hostels with music and pictures all over. What caught my eye, however, was the library; standing strong in the middle of the college like it was the heart, with shelves full of books about our history and opening a chance to defining our future. That night, I remember I made the resolution that I had to become one of those students I saw there.

Coming from a large family of five siblings, we were taught embrace our culture as a family. I know when I say culture most people think about ethnicity and heritage, but to me culture is what one believes in. Culture to me is not the fact that I am an Arab, culture is the things I do every day in the same way because of the course my life has taken. An Arab and an African can have different heritage, but the same culture especially when they interact on an intellectual and social setting.

Without all the support I got from my family I probably would not be where I am currently. Having many siblings enables you to be able to socialize with people of different personality and characters and learn how to accept them. This enabled me to find a family at school. My teachers became like my parents, they would guide me, point out my mistakes and congratulate my achievements. My classmates became like my siblings, even though at times we would disagree we would always look out for each other. And the school became a home, where my dreams were cherished and my potential noted and exploited for my greater good. I have made wonderful friends and memories in school; made mistakes as well, learnt lessons from all challenges and grown in terms of who I am. However, I can’t wait to make new friends, new memories all over again. I can’t wait to experience new challenges, learn life lessons and mostly expand in terms of knowledge. Since knowledge is power, increase my power to influence and enact changes in the contemporary society.

As I write this letter, I can’t help but recall my academic journey. As an Arab, whose religion is Islam, I have experienced racism and discrimination based on those two factors. While in school I used to be teased because of my ethnicity and heritage; at times it would get to me but I would always redirect my frustrations into positive energy. I studied hard and became at the top of my class most of the times. This boosted my confidence enough to be able to speak up against racism, discrimination and prejudice of any kind.

Even though I have experienced challenges in my life as I was coming up, there are several achievements in my life that I am proud of and they have made great impacts in shaping the person that I have become;

In 2003: Earned my bachelor’s degree in Business Administration from King Saud University, Saudi Arabia in 20034/2003 -12/2005: Worked with National Company for Cooperative Insurance, Tawuniya, Riyadh, Saudi Arabia as Customer Service Executive after graduation. My tasks were:• Acquired managerial skills, evaluated risks and analyzed customers’ financial and risk related statements.Guided and directed marketing representatives, brokers in medical and auto insurance services as a professional consultant.In 2006: Earned King Abdullah Scholarship in 2006 in order to finish my masters at U.S

After receiving a scholarship to do my masters in America, I was exposed to a different social setting. This brought out an aspect in me that I had never known existed; curiosity and acceptance. I wanted to know all there is to know about the American economy and social life and I was willing to accept certain changes in ideology and opinion as a result.In 2010: Graduated from California State Polytechnic University, Pomona with a Master of Science degree in Economics with specialization in Financial EconomicsIn 2011: worked with the Saudi Credit Bureau (SIMAH) at their Research & Advisory Centre as a Researcher and an Economist.In 2012: Chosen by SIMAH to work with Standard & Poor analytics and Capital IQ division in S&P’s headquarters in the financial district of New York to design the first probability of default model by using a Logit model tailored for the Saudi economy. The main objective of this model is to anticipate the creditworthiness of potential borrowers.

The highlight of it all was when my book under the title of: Does the U.S. dollar have an effect on the price of crude oil?, was chosen by a German publishing house, known as Lambert Academic Publishing House, in order to be published and sold by whole sellers worldwide. It was a reward that inspired me more and more to know that I can be able to solve problems in the society using my knowledge. Currently, I want to continue with all my achievements by doing a Phd in economics in the UC Santa Cruz.

UC Santa Cruz is my choice because it embraces diversity. I am a strong believer of what Emile Durkheim once said that cohesion in a society is not based on the similarities of individuals, but is strengthened by differences and diversity because it builds dependency and responsibility. Having been brought up in a relatively cosmopolitan society, I believe differentiation gives people a chance to work hard. This is not only in terms of opportunities but also in terms of social class and household income. I also believe that a person is more than what simply meets the eye. We are all given the same opportunities and the law equalizes us, however what we do with these opportunities defines who we are. Heritage and genetics can offer us so much.

This brings me to the question of who am I? I am the young child who had a dream of going to college and dared to make it come true against all odds. I am the person who chooses to focus more on the solution rather than the problem. I am the person who believes that education is not the end; it gives me a chance to do much more. At the same time I am the person who believes that Heroes still exist, that swimming is a fun sport and ice cream is not only for children.

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My Opinion on Human Existence

What gives your life meaning? As for me, I believed it was God but not anymore. Some people would hold a different opinion on that issue as some will say God, love, games, money, fiction, among other things. I always believed that God created me with a particular essence, and nobody would fault me for wanting my life to be meaningful. Many philosophers argue that all of the above aspects can provide one the meaning of their lives, but at the same time, others say that none of them can. My opinion is none of them can.

Two ancient Greek philosophers, Plato and Aristotle, held everything in life that has an essence (Gordon, 1). By essence, they meant that existence of specific core properties vital for something to be given that particular meaning.

After reading the literary works of Friedrich Nietzsche and Jean-Paul Sartre, my belief changed on the essentialist ideas of being imbued with any purpose. Friedrich believed in the ultimate meaningless of life that he called Nihilism. Sartre challenged essentialism by asking, what if humans exist first without any imbued essence (Sartre and Philip 1)?  However, it is upon individual responsibility to figure out their identities. In other words, existentialism holds that existence precedes essence. Humans’ existence happens first; then, they later determine what they will become as they grow older through the way they choose to live. I now believe that human beings do not have any predetermined purpose and no set path to follow.

In my previous beliefs, it was difficult to explain how radical the ideals were back then since, for many decades, people did not have to follow absolute paths, but God did it for them. I am now critical of the notion that God made human beings or the world with a fundamental essence in his mind. I believe in God’s existence, but it is somewhat different when it comes to instilling me, my life, and the cosmos with meaning. It is not what God is all about

One may adhere to a religion, government, etc. but they are people just like you. Those authorities cannot give people their respective life meanings since they do not have any answer; instead, they figured out how by themselves how to live. As such, humans should live authentically. Humans should accept the full weight of their absurd and acknowledge that it’s only them who can determine any meaning regarding their lives.

Works Cited

Gordon, Jill. Plato’s erotic world: from cosmic origins to human death. Cambridge University Press, 2012.

Sartre, Jean-Paul, and Philip Mairet. Existentialism and humanism. London: Methuen, 1960.

Sartre, Jean-Paul. Existentialism is a Humanism. Yale University Press, 2007.

Remember to use the first person when explaining your reasoning. Use words as “my personal journey”, “my experience”, “I have found that”, and so on. Give personal examples where necessary.

In few sentences, can you tell us what your study is all about?

To answer this question, you need to know every detail of your research project from chapters one to the end. The question needs an answer in form of a summary of the entire study, therefore, to ace this particular question you need to know every detail in your abstract. Recite a few key lines from the abstract if this question is asked.

This research firstly, seeks to explore if including tourism and cultural studies lessons in Lebanese secondary school curricula will lead to youngsters paying more attention to tourism in the future. As a result, we question ourselves, “Do we want this to change?” Isn’t it time for youths to get more involved in civic education and tourism? This research, through its scope, sets to assess the current situation in valorizing Lebanon’s natural and cultural resources and to see how the Lebanese Secondary students and its youth in general, from both technical and academic levels see their importance, especially after the economic crisis Lebanon faced.

What is your motivation for this study?

This question can be very tricky and it goes a long way in convincing your panel members that your study is worth their time. Another way this question could be twisted is WHAT IS THE RESEARCH PROBLEM? To answer this question, you may decide to elaborate on the problem investigated in the study.

Education is a potent instrument that a nation may use to exert influence over subsequent generations. This is because the success or failure of any tourist education study is dependent on whether or not the authorities are willing to consider changing the system (Airey & Tribe, 2006). As a consequence of this, we have an urgent and critical need for young people to be the guardians of Lebanon, while also training them to concentrate on getting a good education in order to lessen the influence of the oligarchy and accomplish great things in terms of long-term sustainability, tourism, and economic growth, with the primary emphasis still being on Lebanon.

Did you bridge any gap from your study?

Every research study must have a problem. Your ability to solve this problem and explore into areas not yet researched on gives you the full marks allocated for answering this question. You must be able to convince the committee members that your approach is unique and it has covered areas where much have not been done by other researchers.

It is necessary to incorporate civic education and tourism classes into secondary education programs so that we, as educators, can raise awareness among our students about the bleak future that awaits them if Lebanon continues to exist in its current state. Because of this, there is a strong desire to protect the tourist sector via the promotion of sustainable tourism growth (Shunnaq et al., 2008). Therefore, developing nations that have a solid resource base consisting of unspoiled natural and cultural richness have a significant competitive edge in their potential to attract visitors who are looking for one-of-a-kind new experiences all over the globe.

Why this topic and what does it mean to you?

This question wants you to expound on the purpose of the study.

The goal of this study is to ascertain whether or not including cultural tourism and civic education in the curricula of secondary schools will increase the students’ interest in the tourism industry. Therefore, the purpose of this study is to determine whether or not incorporating tourism education into secondary school curricula will increase these students’ interest in the tourism industry. This is important because it is anticipated that in the not-too-distant future, sustainable tourism and eco-tourism will be the way in which the industry should orient itself after the pandemic.

Significance of the study

Just like stating how your study will contribute to the body of knowledge, you will need to state the importance of your study. To answer this question, you will need to highlight how your study will aid the government in policy development and implementation, how it will help other students who may wish to conduct research studies on the subject matter and how organizations and the society will benefit from your study.

In light of research carried out by Fidgeon (2010), Li (2013), Gould (2018), and Bou Melhem, this study is directed for all parties that may be possibly interested in the tourist business, as well as educators and young people who would benefit from a richer curriculum that adds value to cultural heritage.

Methodology chosen and justification?

To answer this question, you must be familiar with your research methodology. Your chapter three must be at your fingertips. Your ability to justify your sample size and technique will be highly rewarded here.

Based on the aforementioned, we chose action research, which is a mixed-methods approach requiring data gathering methodologies from both interviews and structured surveys, in that sequence. Both Creswell (2012) and Saunders et al. (2019) concur that these are instances of mixed-methods approaches, which is why we ultimately opted to adopt it. I will be using this technique since surveying is a strategy that is used in both numerical and non-numerical research. Since I need to find a solution to this problem, pragmatism requires that I do action research, as Creswell pointed out. The aforementioned research strategy necessitates the employment of sequential exploratory techniques, which are among the most valuable tools applicable to action research. The study starts with interviews and then continues on to surveys; in this section, the researcher will describe the participants, instruments, ethical procedures, validity and reliability of each technique used. The study starts with interviews, followed by questionnaires. As the research shifted toward a hybrid technique, two distinct procedures were combined (mono means single methods, irrespective if mono quantitative, or mono qualitative). For the purpose of clarity, the research will not use multimethods, which would include using two or more qualitative or quantitative methodologies. In accordance with Saunders et al. (2019), thus, basic mixed techniques were used. This is due to the combination of two distinct methodologies, namely interviews and surveys, with the study starting with interviews and concluding with surveys. In the next three subsections, the researcher will describe how he intends to conduct his study in terms of tools, participants, and ethical standards.

Citation of Books, Articles, Journals, and Blog Written In Different Styles

A book written by one author in MLA and APA styles

Jetten Jolanda. Together apart: The psychology of Covid-19. Sage, 2020.Jetten, J. (2020). Together apart: The psychology of Covid-19. Sage.A book written by two authors in MLA and APA styles

Perveen Aisha, and Sadia Malik. “Influence of Family Violence on the Marital Quality in Pakistani Muslims: Role of Personal Factors.” Religions 11.9 (2020): 470.

Perveen, A., & Malik, S. (2020). Influence of Family Violence on the Marital Quality in Pakistani Muslims: Role of Personal Factors. Religions, 11(9), 470.An article in a Newspaper in MLA and APA styles

Silva Derek MD. “The othering of Muslims: Discourses of radicalization in the New York times, 1969–2014.” Sociological Forum. Vol. 32. No. 1. 2017.

Silva, D. M. (2017, March). The othering of Muslims: Discourses of radicalization in the New York times, 1969–2014. In Sociological Forum (Vol. 32, No. 1, pp. 138-161).An article in a Magazine in MLA and APA styles

Held, Theodore. “Culpable Negligence at Science Magazine.” Academic Questions 32.3 (2019): 392-401.

Held, T. (2019). Culpable Negligence at Science Magazine. Academic Questions, 32(3), 392-401.

A Blog in MLA and APA stylesZaver, Fareen, et al. “Blog and podcast watch: pediatric emergency medicine.” Western Journal of Emergency Medicine 17.5 (2016): 513.

Zaver, F., Hansen, M., Leibner, E., Little, A., & Lin, M. (2016). Blog and podcast watch: pediatric emergency medicine. Western Journal of Emergency Medicine, 17(5), 513.

Citations

Aslan, A. (n.d.). Doi: 10.24205/03276716.2020.2079 828 the effect of social … Retrieved November 28, 2021, from https://www.revistaclinicapsicologica.com/data-cms/articles/20210225011942pmSSCI-552.pdf

Bail, C. A., Argyle, L. P., Brown, T. W., Bumpus, J. P., Chen, H., Hunzaker, M. B. F., Lee, J., Mann, M., Merhout, F., & Volfovsky, A. (2018). Exposure to opposing views on social media can increase political polarization. Proceedings of the National Academy of Sciences of the United States of America, 115(37), 9216–9221. https://www.jstor.org/stable/26531294Beukes, S. (2017). An Exploration of the Role of Twitter in the Discourse Around Race in South Africa: Using the #Feesmustfall Movement as a Pivot for Discussion. In U. U. Frömming, S. Köhn, S. Fox, & M. Terry (Eds.), Digital Environments: Ethnographic Perspectives Across Global Online and Offline Spaces (pp. 195–210). Transcript Verlag. http://www.jstor.org/stable/j.ctv1xxrxw.16Bradshaw, S., & Howard, P. N. (2018). THE GLOBAL ORGANIZATION OF SOCIAL MEDIA DISINFORMATION CAMPAIGNS. Journal of International Affairs, 71(1.5), 23–32. https://www.jstor.org/stable/26508115

Carlisle, J. E., & Patton, R. C. (2013). Is Social Media Changing How We Understand Political Engagement? An Analysis of Facebook and the 2008 Presidential Election. Political Research Quarterly, 66(4), 883–895. http://www.jstor.org/stable/23612065Crain, M., & Nadler, A. (2019). Political Manipulation and Internet Advertising Infrastructure. Journal of Information Policy, 9, 370–410. https://doi.org/10.5325/jinfopoli.9.2019.0370Ferrer Lozano, S. P. (2021). A New Tool for Mobilization? The Effects of Social Media Use on Youth Voter Turnout. https://escholarship.org/content/qt2vz0m7k8/qt2vz0m7k8.pdf

Falck, O., Gold, R., & Heblich, S. (2014). E-lections: Voting Behavior and the Internet. The American Economic Review, 104(7), 2238–2265. http://www.jstor.org/stable/42920885Gillespie, A., & Brown, N. E. (2019). #BlackGirlMagic Demystified: Black Women as Voters, Partisans and Political Actors. Phylon (1960-), 56(2), 37–58. https://www.jstor.org/stable/26855823

Hentges, S. (2016). Toward #SocialJustice: Creating Social Media Community in Live and Online Classrooms. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 26(2), 230–238. https://doi.org/10.5325/trajincschped.26.2.0230

Hunter, J. D., & Caraway, H. J. (2014). Urban Youth Use Twitter to Transform Learning and Engagement. The English Journal, 103(4), 76–82. http://www.jstor.org/stable/24484224

Kelleher, E., & Castro, M. (2019). College Voter Turnout. https://cpb-us-w2.wpmucdn.com/about.illinoisstate.edu/dist/e/34/files/2019/09/kelleherfinal.pdf

Litschka, M. (2019). The Political Economy of Media Capabilities: The Capability Approach in Media Policy. Journal of Information Policy, 9, 63–94. https://doi.org/10.5325/jinfopoli.9.2019.0063Markoff, J. (2012). Social Networks Can Affect Voter Turnout, Study Says. https://www.nytimes.com/2012/09/13/us/politics/social-networks-affect-voter-turnout-study-finds.html

Moore, H., & Hinckle, M. (2020). Social Media’s Impact on the 2020 Presidential Election: The Good, the Bad, and the Ugly. https://research.umd.edu/news/news_story.php?id=13541

Procaccia, A. (2020). Opinion: Social media may have contributed to record voter turnout in the 2020 election. https://www.washingtonpost.com/opinions/2020/11/27/social-media-probably-contributed-record-voter-turnout-2020-election/

Spierings, N., & Jacobs, K. (2014). Getting Personal? The Impact of Social Media on Preferential Voting. Political Behavior, 36(1), 215–234. http://www.jstor.org/stable/43653399Toni G.L.A. van der Meer, Dave Gelders, & Sabine Rotthier. (2014). e-Democracy: Exploring the Current Stage of e-Government. Journal of Information Policy, 4, 489–506. https://doi.org/10.5325/jinfopoli.4.2014.0489Watkins, S. C., & Emerson, R. A. (2000). Feminist Media Criticism and Feminist Media Practices. The Annals of the American Academy of Political and Social Science, 571, 151–166. http://www.jstor.org/stable/1049140YERLİKAYA, T., & ASLAN, S. T. (2020). Social Media and Fake News in the Post-Truth Era: The Manipulation of Politics in the Election Process. Insight Turkey, 22(2), 177–196. https://www.jstor.org/stable/26918129

(Name)

(Course)

(Tutor)

(Date)

Admission Essay

My name is Fahad Alajlan, and I am from the Kingdom of Saudi Arabia. I am to the prestigious Northridge University in order to gain admission and study at the masters level. I hope to pursue a course in engineering management so that I can fulfill my career objectives. I have learnt quite a lot about this university mostly from my friends, who are alumni of Northridge University. They all have praises for the university, and how it moulds an individual to be the best that they can ever be. I want to be associated with this great university so that I can pursue my engineering education.

Spending most of my life in Saudi Arabia made me see how the country has developed in such a short time. There are many modern skyscrapers, roads, as well as other infrastructure, and I wanted to among the individuals responsible for such developments. While at Saudi Arabia, I undertook my undergraduate degree in engineering at King Saud University. I later on worked at my family’s company, and now I want to expand my career path. The United States has better universities that can provide me the educational endeavors that I seek. It is thus the reason why I choose to study at Northridge University.

My fortunate undergraduate education was marked by an exceptional grade point average. I ensured that I would maintain the best possible GPA that would ensure that I graduate with utmost honors. Since I want to join graduate school, I will ensure that I improve my performance as I will devote all my attention and thoughts into succeeding in my chosen course, which is engineering management. Early on during my studies, I found out that engineering was a subject that I would excel in since I have a natural inclination towards it. Furthermore, working in my family’s company, which deals with engineering related issues made me more informed about the career choice that I had chosen.

Northridge University comes to the very top of all my priorities since it is a known and well-established university in America, as well as the rest of the world. Concerning engineering, the university successfully provides students with research programs. Furthermore, the environment at the university is impeccable and the reason I want to pursue my engineering masters in the university. I know quite well that any individual who wants to excel as well as obtain engineering knowledge has to be in a competitive and challenging learning environment. This will stimulate an individual to realize their goals in life effectively. I want to travel all the way to America from Saudi Arabia because I am sure that Northridge is the best place to secure an education.

In the future, I want to obtain a doctorate degree in engineering management, and the knowledge I will have obtained will be useful in my engineering career. I am extremely eager and excited to increase my knowledge in this unique field, and later on, engage in engineering research. I am excited because Northridge will provide me with the needed foundation in my career path. Furthermore, I hope that I will improve through always staying abreast with matters that concern engineering at the prestigious Northridge University. I am sure that by choosing to study at this university I will become a well-rounded individual. I therefore, hope that you give me the chance to study at Northridge University.