Stanford Week 9 Struggle for Freedom and Equality in 20th Century Paper School

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Stanford Week 9 Struggle for Freedom and Equality in 20th Century Paper

Stanford University

Question Description

 
Assignment 2: The Struggle for Freedom and Equality in the 20th Century
Due Week 9 and worth 180 points
As illustrated within the text, the twentieth century saw highs and lows in the arena of civil rights for African-Americans. At every opportunity—whether through war or legislation—black and white activists worked to overcome unjust treatment of African-Americans. Such activity reached a crescendo in the 1950s and 1960s but waned in the 1970s.
Within this assignment, you will explore the timeline of the struggle for equality and highlight the successes and the eventual pitfalls of the Civil Rights Movement of the twentieth century. To prepare, use the Internet or Strayer databases to research major events of the Civil Rights Movement in the twentieth century. For additional information, explore the encyclopedia found on The King Center’s Website, located at http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia_contents.
Write a five to six (5-6) page paper in which you:

  1. Examine at least two (2) of the primary methods that African-Americans in the early twentieth century used in order to overcome the policies of segregation that were codified at the federal, state, or local level, and determine the effectiveness of the methods in question. Provide a rationale for your response.
  2. Specify two (2) catalysts that contributed to the beginnings of the modern Civil Rights Movement. Justify your response.
  3. Determine two (2) goals of the Civil Rights Movement, and explore the fundamental reasons these goals had limited effect during and after the 1960s. Focus on the areas of class, gender, and sexuality. Justify your response.
  4. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Discuss African-Americans’ experiences for a better understanding of their relation to the national history.
  • Distinguish primary and secondary historical sources and evaluate them critically.
  • Describe and evaluate the roles and contributions of African-American women and men in the history and culture of the U.S. and the world.
  • Evaluate the different, and sometimes contradictory, interpretations of historians on important aspects of African-American history.
  • Explain the origins and development of contemporary discussions about race in U.S. society.
  • Identify the varied cultural expressions within African-American communities and their impact on U.S. culture.
  • Explain the key social forces and legal battles pertinent to African-Americans since the nation’s founding.
  • Use technology and information resources to research issues in African-American history.
  • Write clearly and concisely about African-American history using critical and analytical thought.
 
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LLD100A Stanford Entrepreneurs v Small Business Owners Rhetorical Analysis Paper

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Purpose & Audience
Purposes:

  • To develop your understanding of rhetoric by investigating how a writer constructed a professional document or text in your major field
  • To practice analytical thinking and clear writing[1]

Audience: Your instructor, your classmates, and other faculty members on the ENGL & LLD 100A review committee.
Writing Steps
Step 1: Select a document to analyze
Choose a piece of writing that was written by a professional in your major or a field that is closely related to your major. The text should be at least 3 pages long so that you will have enough material to analyze and write about.
These writings may include, but are not limited to:

  • Academic and trade publications (journals, newsletters, articles)
  • Company web sites (Internet and Intranet)
  • Professional society web sites (e.g., Federal or State Bar Association, the National Association of State Foresters, Society for Technical Communication, etc.)
  • Internal correspondence (the audience is within the same company or organization as the writer), for example: memos, policy & procedure documents, reports such as audit reports, project status reports, proposals, lab reports, etc.
  • External correspondence (the audience is outside the same company or organization as the writer), for example: letters or reports to customers or vendors, sales or marketing materials, external blogs, newsletters, etc.

Note:   There are many sample documents available on the web.  Use a Google search to find these in your discipline.  You can also ask people you know who are working in your major field for a document they may have written.  Ask your professors in your major courses for suggestions as well.
Step 2: Analyze the paper you selected
As a preliminary step, before you actually write the first draft of your paper, try to answer the following questions about the document you are analyzing:

  • What do you think was the author’s purpose in producing this writing?
  • Who was the intended audience?
  • What genre does it represent?
  • What style and tone did the author use? (formal, informal)
  • What rhetorical appeals did the writer use? (ethos, pathos, and logos—these terms will be explained in class)
  • What strategies were used to develop ideas? (description, narration, process analysis, compare and contrast, cause and effect, etc.)
  • How is the text organized, and why do you think the author chose this particular organizational pattern? Is there a particular format that is used?
  • Why do you think the author included or omitted particular information?
  • What kinds of evidence did the author include to support his/her point of view, and how was that evidence used?

 
Step 3:  Decide which rhetorical appeals and strategies you will focus on in your paper.  A writer might use many appeals and strategies, but some are more important than others in achieving the writer’s purpose.  So you need to be selective; choose those that you think are the most important (or most interesting) and write about them in your body paragraphs.
 
Step 4: Write your first draft (see “Suggested Organization” below).
Step 5: Participate in Peer Review of First Draft
On the day of the peer review, bring to class the following:

  • A copy of your first draft (approximately 1300 words single-spaced; see “Suggested Organization”)
  • A copy of the document that you analyzed
  • A copy of the peer review form

 
Step 6: Write the Second Draft for Teacher Conference
Use the feedback from your peer reviewer to guide you as you revise and create a second draft. When you come to the conference, bring the following:

  • A copy of the paper that you analyzed
  • Your second draft (aim for 1500 words)
  • Your peer reviewer’s comments

 
Step 7: Write and submit the Third Draft (in most cases, this will be the Final Draft)
Using the feedback you got from your instructor, revise your paper and submit it to Canvas (depending on your instructor).   Please follow the format guidelines given below.
 
Suggested Organization of your Paper
Introduction
Write an introductory paragraph with several sentences that do the following:

  • Introduce the paper you plan to analyze. Identify the author and describe the circumstances under which the paper was written. (You may have to guess based on the content and purpose.) Give the full title of the paper, when it was written and who was the intended audience.  Describe what you think was the writer’s purpose: What did he/she want to achieve? What do you think the author wanted the reader to think or do after reading this paper?
  • Identify the rhetorical appeals and strategies used by the author, and identify those that you plan to discuss in your analysis (preview statement). Note that you do not have to discuss in depth all of the strategies the author uses.

 
Analysis
Each paragraph in the body should have its own topic sentence and a unified focus. For this analysis, you could write one paragraph on each of the rhetorical appeals/strategies you mentioned in the introduction. In each of these body paragraphs, it is useful to:

  • Define the rhetorical appeal/strategy you are going to write about (you may quote or paraphrase from your course readings)
  • Quote or paraphrase 2-3 examples from the paper that illustrate the use of that appeal/strategy
  • Explain how or why the example illustrates the appeal/strategy and how the appeal/strategy contributed to author’s purpose

Conclusion
The purpose of the conclusion is to (a) summarize briefly the main points of your analysis and (b) explain the significance of your analysis by considering the following questions:

  • Was the author successful in using the various rhetorical appeals and strategies for the intended audience and purpose? Give examples.
  • What changes might you recommend to the author to better achieve his/her purpose?

 
Format Guidelines

  • Your final draft should be approximately 1500 words, with 1-inch margins and 12 point Times Roman font. Use headings and subheadings for the sections to guide the reader.  Please number your pages.
  • The final draft of the report is to be submitted on Canvas.
  • Make sure you save your document as a Word document.

 
Things to Keep For Your Portfolio

  • A copy of the document that you chose to analyze.
  • All drafts produced for this assignment.
  • A copy of instructor comments and peer reviews on your earlier drafts.
  • A clean (unmarked) copy of your final draft

Important Dates

First draft due (1300 words min); Mandatory peer review  
Conference with instructor — bring a 2nd draft based on peer review (1400 words min)  
Semi-Final  draft due on Canvas (1500 words)  

 
[1] This assignment has been adapted from a similar one developed by Julian Heather and Fiona Glade at CSU Sacramento.

 
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Stanford University Racial and Ethnic Stereotypes in the Media Essay School

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Stanford University Racial and Ethnic Stereotypes in the Media Essay

Stanford University

Question Description

 
In a 3-5 page essay, you will examine the characters and roles played by members of various racial and ethnic groups on television within the United States. In writing your essay, please take into consideration Chapters 1-3. Specifically, you should note whether, and more specifically how, racial and ethnic stereotypes continue to be perpetuated by the media. You may view a variety of television shows or programs to write your paper (e.g., sitcoms, dramas, documentaries, news, etc.). A minimum of 4-5 hours of television program should be viewed prior to beginning your paper. Your paper should be double-spaced.

 

Criteria Advanced Proficient Adequate Inadequate Score
Thesis Student posited a concise, clearly stated thesis that demonstrated a thorough understanding of the topic.
(25-30 points)		 Student posed a concise, clearly stated thesis.  Thesis showed an understanding of the topic.
 
(20-24 points)		 Student developed a thesis somewhat lacking clarity.  The student’s understanding of the topic was questionable.
(15-19 points)		 Student developed a thesis completely lacking in clarity.  Student’s lack of understanding of the topic is abundant.
 
(0-14 points)		 30
Quality of Information Student utilized information from a range of sources. ALL of the sources were high quality, relevant, academic/scholarly resources related to topic.  Student cited at least 5 examples of TV situations that reiterate analysis.
(50-60 points)		 Student obtained a range of material. MOST of the material was of scholarly, high quality, relevant resources & related to topic.  Student cited 4-5 examples of TV situations that reiterate analysis.
 
(40-49 points)		 Student utilized from a limited amount of sources with a minimal amount very little quality as related to topic.  Student cited fewer than 4 examples of TV situations that reiterate analysis.
 
(25-39 points)		 Student gathered information that lacked relevance, quality, depth and balance.  Student cited fewer than 2 examples of TV situations that reiterate analysis.
 
 
(0-24 points)
 		 60
Mechanics No grammatical, spelling or punctuation errors.
(25 points)		 Almost no grammatical, spelling or punctuation errors.
(20-24 points)		 A few grammatical spelling, or punctuation errors.
(15-19 points)		 Many grammatical, spelling, or punctuation errors.
(0-14 points)		 25
Analysis of Information Student analyzed made conclusions, which are supported by evidence. The student’s voice is apparent.
(24-25 points)		 Student demonstrated a significant effort in examining the facts and evidence presented.
(20-23 points)		 Student’s conclusions could be supported by stronger/clearly cited evidence.
 
(15-19 points)		 Student’s conclusions simply involved restating information. Conclusions were not supported by evidence.
(0-14 points)		 25
Overall Product Student effectively communicated an analysis that demonstrated an attention to detail and academic excellence.
 
(9-10 points)		 Student effectively communicated thoughts and relevant information in a manner that was neat and orderly.
 
(7-8 points)		 Student communication was not effective. Product presentation was untidy and disorganized.
 
(5-6 points)		 Student’s product does not effectively communicate analysis and was presented in disorder.
 
(0-4 points)		 10
Total         150 points
 
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Stanford University Environmental Awareness Notice Memorandum School

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Stanford University Environmental Awareness Notice Memorandum

Stanford University

Question Description

 
You read about stakeholders in your Reading area of this unit. How might external stakeholders’ points of view be different from the internal stakeholders? What changes would you expect to see in writing under the following circumstances?
Read the scenario and follow the steps provided.
Scenario:A public company is changing its mission and business entity to be a for-profit benefit corporation that is required to show social and environmental benefits besides a profit. But so far, the company has not altered their actions and policies with regards to enormous environmental waste being generated.
The best response to an external stakeholder from CEO other than your own.
Posted 1
MEMO
To : Environmental Protection Agency Advisor
From: Corporate Everything Company CEO
Date: July 18, 2020
Subject: Environmental Awareness Notice
It has come to our attention that the Corporate Everything Company has transitioned to A Benefit Corporation, approved by the Environmental Protection Agency. We are delighted that the CEC has made this momentous decision and look forward to observing the changes that will positively impact the environment and society as a whole.
Unfortunately, Corporate Everything Company has not appropriately adhered to A Benefit Corporation’s core guidelines. CEC risks losing its official benefit standing if the following requirements are not met within 60 business days:

  • Publicly announce a formal transition to A Benefit Corporation
  • Adjust mission statement and goals to reflect A Benefit Corporation’s core requirements on your main website
  • Update social media content to reflect long-term plans of action approved by A Benefit Corporation (details can be found at http://benefitcorps.net)
  • Compile annual reports with regards to environmental and social benefits and report to regional analyst advisors

Previous actions stated must be completed and reported to the EPA in order to retain status as A Benefit Corporation. Failure to do so within 60 business days from this memo’s date will result in an assessment and potential removal of status.
As Corporate Everything Company’s EPA Advisor, I encourage your company to take necessary actions within the required window. These measures will benefit your company and the surrounding area in more ways than one. I will follow up on this memo in five business days to discuss a structured timeline but do not hesitate to reach out to me using the following contact information if you have any questions.
Regards,
Corporate Everything Company CEO
Posted 2
Date: July 17, 2020
To : The United States Nature Agency
From: : Robert Jones, CEO Demolition and Removal
Subject: Request for Shipping information to the Clean Up and Out ©
Memorandum
I am writing to inquire about your recent status as a for-profit benefit corporation. We see in your public benefit assessment report done by B Lab © in April 2020 that you are in partnership with Clean Up and Out ©. You agreed to send two tons of trash a week to Clean Up and Out © where they would sort and recycle glass. In your proposed company mission statement, you agreed 50% of the profit from this endeavor would go to the Nature Conservancy ©.
Clean Up and Out © has confirmed they have not received shipments from you since your for-profit benefit corporation status went into effect on June 2020. Per your assessment, this arrangement was supposed to be in place prior to the status change. We are requesting you send an update as to the reason for this delay, and when shipping will begin.
Do not hesitate to reach out to me for questions or concerns regarding this memorandum. I can be reached by via email. Thank you for your time and consideration.

 
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