Author: chris

Prepare a 10- to 12-slide Microsoft^® PowerPoint^® presentation that illustrates how people create growth and find meaning out of trauma and suffering.

Create a mock case study of a client who is a survivor of a traumatic event and who has overcome the experience, and is now demonstrating resilience and overall wellbeing.

Include and discuss the following concepts:

• Introduce the concept of resilience.
• Describe the event the client experienced.
• Discuss how the client interpreted and overcame the event by use of meaning-making, sense-making and benefit-finding.
• Discuss the post-traumatic growth the client experienced.
• Explain the role of resilience in protecting wellbeing.

Format your presentation consistent with APA guidelines.

Submit a one or two page outline of your research paper. Ensure you include detail for each section that shows what direction will be taken. Include a minimum of five references in proper APA format you will use for your final submission.

Sample beginning outline:

• Introduction
  • Organizational crisis response will yield both effective and ineffective actions as some tasks will be managed well and others will fail (Pearson & Clair, 1998).
  • It is important to compare and contrast leadership response to major crises to further the understanding of crisis leadership. Mayor Giuliani and Mayor Nagin both experienced significant organizational crises following major tragedies and their response to organizational crisis requires further exploration through a speech analysis of emergent themes.
• Background Information
  • Mayor Giuliani
    • Giuliani worked as an Associate Attorney General and eventually US Attorney for Southern District of New York. During his tenure as Attorney General, Giuliani focused on drug dealers and organized crime, where he had a record 4,152 convictions with only 25 reversals (Giuliani, 2006).
    • As mayor from 1993-2001, Giuliani saw a 57 % decline in felony crimes and a 68% decline in the murder rate. These, according to Mott (2001) made New York City a safer place to live and increased tourism.
  • September 11, 2001
    • The attack on the World Trade Center on September 11, 2001, is the single greatest tragedy in United States history and is often cited as the reason for changing U.S. policy toward terrorism (Lincoln, 2005).
    • New York City’s response to the plane crashes was immediate (within five seconds of the first crash), with “principle response from the Fire Department of New York, the New York Police Department, the Port Authority Police Department (PAPD) and the Mayor’s Office of Emergency Management (OEM)” (Kean & Hamilton, 2004, p. 281).
  • Mayor Nagin
    • VP of Cox Communication before becoming mayor (Meister, 2003)
    • Moderate success leading up to Hurricane Katrine (Meister, 2003)
  • Hurricane Katrina
    • Most powerful storm in US history (Vanden Brook & Copeland, 2005)
    • Looting was a major problem (Barringer and Longman, 2005)
  • Literature Review
    • Definition of a crisis
      • Crisis is hard to control (Boin & Hart, 2003)
      • Event that causes extreme distress (Mitroff, 2005)
    • Leaders in a time of crisis
      • Characteristics include think critically, preparation, training, etc. (Mullins, 2003)
      • The public has expectations of the leader (Boin & Hart, 2003)
    • Etc…..

References:

Boin A. & Hart, P. (2003). Public leadership in times of crisis: Mission impossible?

     Public Administration Review, 63(5), p. 544.

Giuliani, R. (2006). Biography of Mayor Rudy Giuliani. Retrieved

from http://www.nyc.gov/html/records/rwg/html/bio.html (Links to an external site.).

Lincoln, B.G. (2005). Leadership in the aftermath of September, 11th. Dissertation

     Abstracts International, 64(02), 570. (UMI No. 3184348).

Mullins, L. (2003). The impact of September 11, 2001 on health

care leadership and environment of care outcome scores of

U.S. hospitals as measured by the joint commission on

accreditation of health care organizations. Dissertation Abstracts, (UMI: 3089102).

Vanden Brook, T. & Copeland, L. (2005, August 29). Hurricane Katrina:

160-mph monster. USA Today.

 

“For Professor George Brian Only

Assignment 1: LASA 2: Bacterial Growth

As a medical research technician, you have been assigned the task of modeling the growth of five different strains of the E. coli bacteria. These bacteria are grown in Petri dishes and exposed to the same environmental conditions (food source, pressure, temperature, light, etc.). Each hour, you count and record the number of bacterial cultures in each of the sample Petri dishes. The results for the first 7 hours of observations are recorded in the chart below:

Directions: Assuming that the growth pattern for each bacterial sample follows a geometric sequence, determine the following:

Assignment 1: LASA 2: Bacterial Growth

As a medical research technician, you have been assigned the task of modeling the growth of five different strains of the E. coli bacteria. These bacteria are grown in Petri dishes and exposed to the same environmental conditions (food source, pressure, temperature, light, etc.). Each hour, you count and record the number of bacterial cultures in each of the sample Petri dishes. The results for the first 7 hours of observations are recorded in the chart below:

Directions: Assuming that the growth pattern for each bacterial sample follows a geometric sequence, determine the following:

1. Determine the rate at which the culture grows in a hour. This rate will be the factor r by which the number of bacterial cultures has increased since the last recorded observation.

2. Write a formula that represents the growth of this bacteria based upon your observations. Your formula will be based upon the basic format for a geometric sequence:

3. Using the formula you’ve developed, determine the number of cultures you would expect to see in the Petri dish on the 8th, 10th, and 12th hour of your observations.

4. Compute the total number of bacterial cultures observed after 24 hours of growth assuming that the growth follows a geometric series.

5. Repeat steps 1–4 for all five bacterial samples.

In a Microsoft Word document, prepare a report that includes answers to the following:

1. 1. Report the results of the calculations you performed above.

 

1. 1. Which strain of E. coli exhibited the highest growth rate?

 

1. 1. Which strain of E. coli exhibited the lowest growth rate?

 

1. 1. Assuming that all five of the E. coli strains present a high toxicity danger to humans, which do you suppose would be the most manageable based upon growth? Why?

 

1. 1. Consider how you’ve modeled the growth of the E. coli strains using the concept of geometric sequence. Is this a realistic approach to modeling bacterial growth?

 

1. 1. What other factors do you think should be considered when modeling the growth of bacteria such as E. coli?

 

1. Conduct an Internet search for research on E. coli. Look for information related to growth rate, environmental conditions conducive to growth, methods of controlling growth, etc.

By Monday, February 8, 2016, submit your assignment to the M5: Assignment 1 Dropbox.

All written assignments and responses should follow APA rules for attributing sources.

Assignment 1: LASA 2: Your State v. Mark

Mark Davis has been charged with Driving While Intoxicated (DWI) for reckless driving, speeding, four counts of felony assault, and one count of involuntary manslaughter as the result of a crash that occurred on a night out with his friends. Mark has been out on bail and pleaded not guilty when he was arraigned. The Judge set a date for Mark’s trial and his defense team has been working to collect information about the technology used by the Highway Patrol to reconstruct the crash.

District Attorney O’Malley offered Mark a plea bargain, but Mark chose to take his chances at trial. Mark’s attorney, Mr. Chen Long, advised Mark that accepting the plea offer was completely up to Mark, although Mr. Long advised against accepting it because the defense planned to highlight mistakes made by law enforcement during the investigation that could create reasonable doubt in the minds of the jurors.

The trial begins and during the voir dire of potential jurors, several individuals are excused because they have previous knowledge of Mark’s case from the media. Two individuals stated that they could not be impartial because they had loved ones killed in alcohol related crashes as well. Eventually, two men and ten women were seated in Mark’s trial.

District Attorney O’Malley presented the State’s case clearly and concisely depicting a night on the town full of heavy drinking, which ultimately resulted in Mark’s actions causing the death of one individual and injuring four others. Highway Patrolman Green explained to the jury that he immediately suspected alcohol when he arrived on scene because Mark appeared to be intoxicated when they spoke. Following the Judge ruling that it was admissible and not prejudicial, Sergeant Rodney Monroe, from the Highway Patrol Reconstruction Team presented their reconstruction complete with a high-tech computer animated reenactment of the crash. During the cross examination, Defense Attorney Long challenged the reconstruction because the Defense Crash Reconstruction Expert had discovered errors in the mathematical calculations for vehicle speed. The jury appeared to have liked the reconstruction very much regardless of the errors highlighted by the defense.

Mark was convicted of DWI, four counts of felony assault, and one count of involuntary manslaughter; however, he was acquitted of reckless driving and speeding. The Jury said they could not convict Mark of those offenses because of the mistakes made by law enforcement officers during the investigation.

Because Mark pleads not guilty, but was convicted during trial and had two prior DWI offenses, he was sentenced to ten years in the State Prison. Defense Attorney Long immediately notified the court of an impending appeal that would be filed by the defendant. In a report, using external sources to support your claims, answer the following:

1. Compare and contrast the roles of the Judge, Jury, District Attorney (Prosecutor), and Defense Attorney. What are their primary functions and purposes in the courtroom Workgroup?
2. Discuss the rights of the defendant in your state during the trial phase of the criminal justice process.
3. Discuss the rights of the victims and/or their families in your state during the pre-trial and trial phase of the criminal justice process. Would it be unusual for the family of a deceased victim to become angered by a slow criminal justice process or one where they are not permitted by law to be given information about the facts or evidence in the case by the District Attorney’s Office before the trial?
4. Compare and contrast plea-bargaining versus going to trial. Historically, opponents to plea bargains have claimed that they are used to alleviate heavy workloads of prosecutors (district attorneys). Prosecutors argue that plea-bargaining is a necessary part of the criminal justice process for several reasons. Where is the future of the criminal justice process headed in this regard?
5. Analyze how the Highway Patrol’s computer animated reenactment might have related to the Crime Scene Investigation (CSI) effect in the courtroom.

Submission Details:

1. Save the final Microsoft Word document as M5_A1_Lastname_Firstname.doc.
2. LASA 2 Grading Criteria and Rubric

All discussion assignments in this course will be graded using a rubric. This assignment is worth 300 points. Download the discussion rubric and carefully read it to understand the expectations.

Assignment 1 Grading Criteria	Maximum Points
Compare and contrasts the roles of jury, judge, district attorney, and defense attorney.	44
Discusses the rights of the defendant during the trial phase of the criminal justice process.	24
Discusses the rights of the victims/victims’ families during the trial phase of the criminal justice process.	36
Compare and contrasts plea-bargaining to going to trial.	48
Predicts the future of criminal trials in regard to plea-bargaining.	44
Analyzes how the computer animated reenactment relates to the CSI Effect in the courtroom.	40
Writing components.	64
Total:	300

Online Readings for Module 1
Instructions
On D2L you will find clickable links to the webpages cited below. It will be easier to use the links on D2L than to try and type out the URLS listed below. I have included them in the Course Packet as insurance (if D2L does down during the semester.) I test the links regularly. You may have to clear your browser’s history and restart the browser if a link does not work. If the link remains broken, please notify me immediately.
Webpages
United States Holocaust Memorial Museum
Antisemitism in History: From the Early Church to 1400
• http://www.ushmm.org/wlc/en/article.php?ModuleId=10007170
Topic: Antisemitism in History: The Early Modern Era, 1300-1800
• http://www.ushmm.org/wlc/en/article.php?ModuleId=10007172
Topic: Antisemitism in History: The Era of Nationalism, 1800-1918
• http://www.ushmm.org/wlc/en/article.php?ModuleId=10007173
Questions
1. What did Christians, and in particular Christian clergy preach to their followers about the Jews?
2. Take a look at the five different reasons given for the consolidation of Christian antisemitism in the Middle Ages. Why do you think they contributed to the perpetuation of lies about Jews? (You need to use your imagination. The answer is not spelled out in the test. Instead look at the reasons and try to make educated guesses. Americans value this type of assignment for students.)
3. What stereotypes did Jews find in medieval, Christian Europe?
4. Who do you think was responsible for spreading antisemitism in late antiquity and the Middle Ages? (You will need to draw on your notes to class.)
5. Why do you think Christian rulers interested in building up their political power would invite Jews into their territorial states?
6. How did the reliance of Christian political leaders impact antisemitism?
7. During the Enlightenment, how did western European leaders differ from eastern European leaders in terms of policies toward Jews?
8. Which stereotypes emerged in central and eastern Europe in the early modern period?
9. How did political developments in Europe impact Jews (both positively and negatively)?

Online Readings for Module 2
Instructions
On D2L you will find clickable links to the webpages cited below. It will be easier to use the links on D2L than to try and type out the URLS listed below. I have included them in the Course Packet as insurance (if D2L does down during the semester.) I test the links regularly. You may have to clear your browser’s history and restart the browser if a link does not work. If the link remains broken, please notify me immediately.
Webpages
United States Holocaust Memorial Museum
Antisemitism in History: World War I
• http://www.ushmm.org/wlc/en/article.php?ModuleId=10007166
World War I
• http://www.ushmm.org/wlc/en/article.php?ModuleId=10007427
World War I: Treaties and Reparations
• http://www.ushmm.org/wlc/en/article.php?ModuleId=10007428
The Holocaust: A Learning Site for Students
• http://www.ushmm.org/learn/students/the-holocaust-a-learning-site-for-students
Scroll down and click on link “Hitler Comes to Power.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007671
Scroll down and click on link “The Nazi Terror Begins.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007673
Scroll down and click on link “Nazi Propaganda and Censorship.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007677
Scroll down and click on link “The Boycott of Jewish Businesses.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007693
Scroll down and click on link “SS Police State.”
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007675
Yad Vashem Website: The Holocaust
Overview – How Vast was the Crime
• http://www.yadvashem.org/yv/en/holocaust/about/index.asp
Nazi Germany and the Jews, 1933-1939 (on left-side menu)
Introduction
• http://www.yadvashem.org/yv/en/holocaust/about/01/introduction.asp
Antisemitism
• http://www.yadvashem.org/yv/en/holocaust/about/01/antisemitism.asp
Click on link “antisemitism (2ndparagraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205742.pdf
Click on link “National Socialist Party” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205941.pdf
Click on link “Adolf Hitler” (3rd paragraph) and read linked PDF (up through 1938).
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206414.pdf
The Rise of the Nazis and Beginning of Persecution (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/01/persecution.asp
Click on the link, “Paul von Hindenburg” and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206410.pdf
Click on link “general boycott against German Jews” (8th Paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206078.pdf
Click on the link “SA” (8th Paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205986.pdf
1938 (on left side of menu)
• http://www.yadvashem.org/yv/en/holocaust/about/01/crucial_year.asp
Click on the link “SA” (3rd Paragraph) and read the linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206038.pdf
Questions
1. What three trends does one find during and immediately after World War I?
2. What myths were created about Jews during World War I and its immediate aftermath.
3. What were the two sides fighting in World War I called? After you answer the previous question, make a list of the countries belonging to each side.
4. What conditions did the stalemate between the two sides in World War I create?
5. when did the USA enter the war and what caused the country to enter the war?
6. Why was American intervention so decisive for the outcome of the war?
7. What was the impact of the Russian Revolution on the war and on Russia?
8. What happened after the initial successes of the Axis powers in late winter 1918?
9. What does the word “armistice” mean? (Feel free to look the word up in a dictionary, but put the definition in your own words.)
10. What domestic developments in Germany contributed to the country’s need for an armistice?
11. What did the armistice provoke in Germany?
12. Why do historians consider World War I one of the most destructive wars in human history? Why were casualties so high?
13. How did the Treaty of Versailles affect Germany?
14. What did the Treaty of Saint-Germain-en-Laye result in?
15. Which country lost territory in the Treaty of Trianon and which countries gained territory at the expense of the first country?
16. How did the Treaty of Sèvres and the Treaty of Lausaunne change the geography of the Eastern Mediterranean and the Middle East?
17. What was the scope of the Holocaust? In other words, how many Jews were murdered? Who did the murders? How many years did the murderous phase of the Holocaust last?
18. How did modern Germans view Jews in a fundamentally different manner from earlier forms of antisemitism that we have studied so far?
19. How did the Nazi Party rise to power?
20. In what country was Hitler born and educated?
21. How does the Yad Vashem website define the Nazi ideology and what were its main ideas?
22. Why was Nazi state-sponsored antisemitism so much more dangerous to German Jews than earlier forms of antisemitism?
23. Where was the party most active in its early years and where is this German state located in Germany?
24. What was the Beer Hall Putsch and what were the consequences for Hitler and the Nazi Party?
25. What happened to the Nazi Party after Hitler became active in politics again in 1925?
26. Who began to support the Nazi Party during the Great Depression and for what reasons?
27. Why was Paul von Hindenburg so popular in postwar Germany?
28. What reasons can you infer from the biographical sketch of von Hindenburg for his decision to appoint Hitler as chancellor?
29. Once in power, what were Hitler’s main goals? And, how did he accomplish them?
30. The US Holocaust Memorial Museum and Yad Vashem diverge on how they interpret the Nazi Anti-Jewish Boycott of 1 April 1933. How does each interpret the boycott?
31. Who were the SA? Who was the organization’s leader? Who eventually felt threatened by the SA and what happened to the organization in 1934?
32. Who were the SS and who was the organization’s leader? Into what did the leader of the SS transform the original organization?
33. What role did the Einsatzgruppen play in the Final Solution? What were the origins of the Einsatzgruppen?

Online Readings for Module 3
Instructions
On D2L you will find clickable links to the webpages cited below. It will be easier to use the links on D2L than to try and type out the URLS listed below. I have included them in the Course Packet as insurance (if D2L does down during the semester.) I test the links regularly. You may have to clear your browser’s history and restart the browser if a link does not work. If the link remains broken, please notify me immediately.
Webpages
United States Holocaust Memorial Museum
The Holocaust: A Learning Site for Students
• http://www.ushmm.org/learn/students/the-holocaust-a-learning-site-for-students
Scroll down and click on link “Nazi Racism.” Also take a look at the link “View Photographs on the right.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007679
Scroll down and click on link “Nuremberg Race Laws.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007695
Scroll down and click on link “The Night of Broken Glass.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007697
Scroll down and click on link “The Evian Conference.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007698
Scroll down and click on link “Voyage of the St. Lewis.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007701
Scroll down and click on link “Locating the Victims.”
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007703
Yad Vashem Website: The Holocaust
Nazi Germany and the Jews, 1933-1939 (on left-side menu)
Introduction
• http://www.yadvashem.org/yv/en/holocaust/about/01/introduction.asp
The Rise of the Nazis and Beginning of Persecution (on left side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/01/persecution.asp
Click on the link, “Dachau Concentration Camp” (8th Paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206242.pdf
Clink on the link, “concentration camps” (8th Paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205925.pdf
Click on link “Nuremberg Laws” (last paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205971.pdf
Persecution of non-Jews (on left side menu).
• http://www.yadvashem.org/yv/en/holocaust/about/01/non_jews_persecution.asp
Clink on the link, “Sinti and Roma” (1st line) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206324.pdf
Clink on the link, “Homosexuals” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206424.pdf
Clink on the link, “Jehovah’s Witnesses ” (last paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206359.pdf
1938 (on left side of menu)
• http://www.yadvashem.org/yv/en/holocaust/about/01/crucial_year.asp
Click on the link “Walter Funk” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205870.pdf
Click on the link “Zbaszyn” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206390.pdf
Click on the link “Kristallnacht” (5th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206461.pdf
Click on the link “Joseph Goebbels” (5th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206307.pdf
Click on the link “Aryanization” (6th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205775.pdf
Click on the link “conference in Evian” (last paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206305.pdf
Click on the link “conference in Evian” (last paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206019.pdf

1. How did Hitler and the Nazi view the Jews?
2. What was Nazi racial policy based on?
3. What became the primary goal of the German state under Nazism?
4. How was the “Law to Prevent Hereditarily Diseased Offspring” an example of euthanasia?
5. How did the Nuremberg Laws define a Jew and a German? What other legal definitions were formalized with the supplemental decree of the Nuremberg Law?
6. What did the German government do during the 1936 Olympic Games with regard to its antisemitic campaign?
7. What other measures did the German government tame in 1936 and 1938?
8. How was the German government able to police its policies regarding marriage and procreation?
9. Why does the US Holocaust Memorial Museum consider Kristallnacht a pogrom?
10. What happened in 1938 to Polish Jewish refugees in Germany? What part did the Polish town of Zbaszyn play in linking the German treatment of Polish Jews in Germany and Kristallnacht?
11. Which Nazi personality took the lead in planning Kristallnacht? Who was he? And, what reason did he give for Kristallnacht?
12. What state-sponsored antisemitic policies were enacted in the aftermath of Kristallnacht?
13. Who was forced to pay for the damages done during Kristallnacht?
14. What was the German policy of Aryanization and consequences did it have for German Jews?
15. Why do historians considered the year 1938 to be a “fateful year”?
16. What new forms of violence were perpetrated against German Jews from 1938 onward?
17. Why do historians consider the Evian Conference as evidence of widespread antisemitism in Europe and the Americas?
18. What did the conference fail to do for persecuted European Jews?
19. What conclusions can you draw about the 32 countries represented at the conference?
20. Despite the conference’s many failures what was its one big accomplishment?
21. What happened to efforts in the US Congress to pass legislation allowing approximately 20,000 Jewish children to find refuge in the US?
22. How did Shanghai, China become a refuge for European Jews? What happened to the Jews of Shanghai during World War II?
23. What did Britain did in 1939 regarding its immigration policy for the mandate of Palestine?
24. How does the story of the St. Louis illustrate American responsibility in the Holocaust?
25. How was the German government able to identify and keep track of Jews in Germany?
26. Dachau was the first concentration camps in Germany. What purpose did it serve between 1933 and 1935?
27. Who was the commandant and who assisted him in running the camp?
28. How did Dachau become a prototype of other camps elsewhere in Germany?
29. Yad Vashem divides the history of German concentration camps into three periods: 1933-36, 1936-1942 and 1942-44/45. Give a short description of what was distinctive about the camps in each period.
30. Why and how did the Nazis persecute the Sinti and Roma?
31. Why and how did the Nazis persecute homosexuals?
32. Why and how did the Nazis persecute the disabled?
33. Why and how did the Nazis persecute Catholics?
34. Why and how did the Nazis persecute Jehovah’s Witnesses?
35. Yad Vashem gives a short description of Walther Funk. How was he implicated in the Holocaust as the German Economic Minister and president of the State Bank?
Online Readings for Module 4
Instructions
On D2L you will find clickable links to the webpages cited below. It will be easier to use the links on D2L than to try and type out the URLS listed below. I have included them in the Course Packet as insurance (if D2L does down during the semester.) I test the links regularly. You may have to clear your browser’s history and restart the browser if a link does not work. If the link remains broken, please notify me immediately.
Webpages
United States Holocaust Memorial Museum
The Holocaust: A Learning Site for Students
• http://www.ushmm.org/learn/students/the-holocaust-a-learning-site-for-students
Scroll down and click on link “The Murder of the Handicapped.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007683
Scroll down and click on link “German Rule in Occupied Europe.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007685
Scroll down and click on link “Ghettos in Poland.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007706
Scroll down and click on link “Life in the Ghettos.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007708
Scroll down and click on link “Mobile Killing Squads.” When finished reading, go back to previous page.
• http://www.ushmm.org/outreach/en/article.php?ModuleId=10007710
Yad Vashem Website: The Holocaust
Persecution of non-Jews (on left side menu).
• http://www.yadvashem.org/yv/en/holocaust/about/01/non_jews_persecution.asp
Clink on the link, “Euthanasia program” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206303.pdf
Outbreak of World War II and Anti-Jewish Policy – Introduction (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/02/introduction.asp
The Conquest of Poland and Attacks on Jews” (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/02/occupation.asp
Click on the link, “terms of an agreement” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205948.pdf
Click on the link, “Molotov” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206465.pdf
Click on the link, “Ribbentrop” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205824.pdf
Click on the link, “Generalgouvernement” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206246.pdf
Click on the link, “Heydrich” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206366.pdf
Click on the link, “Judenräte” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206389.pdf
Click on the link, “badge of shame” (last paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205953.pdf
Expansion of German Conquest and Policy Toward Jews (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/02/expansion.asp
Click on the link, “Belgium” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205944.pdf
Click on the link, “France” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205857.pdf
Click on the link, “Netherlands” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205952.pdf
Click on the link, “Yugoslavia” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206379.pdf
Click on the link, “Greece” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206313.pdf
Click on the link, “Italy” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206335.pdf
Click on the link, “Slovakia” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206104.pdf
Click on the link, “Hungary” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206433.pdf
Click on the link, “Romania” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205833.pdf
Click on the link, “Bulgaria” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206092.pdf
Ghettos (on left-hand menu) – Introduction
• http://www.yadvashem.org/yv/en/holocaust/about/03/introduction.asp
Click on the link, “ghettos” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206286.pdf
Click on the link, “Minsk” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206501.pdf
Click on the link, “Budapest” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206089.pdf
Lodz (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/03/lodz.asp
Click on the link, “Mordechai Chaim Rumkowski” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205839.pdf
Warsaw (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/03/warsaw.asp
Click on the link, “Adam Czerniakow” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205934.pdf
Click on the link, “Oneg Shabbat Archive” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205802.pdf
Theresienstadt (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/03/terezin.asp
Click on the link, “Jacob Edelstein” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206231.pdf

1. How did World War II transform Europe and the world according to the two websites?
2. What did Germany and the Soviet Union agree to in the so-called Molotov-Ribbentrop Pact?
3. How did the world react to news of the pact?
4. What did the Soviet Union do after Germany invaded Poland?
5. How was Poland divided up by Germany and the Soviet Union?
6. Why did the German government create the General Government and who was its leader?
7. How did the Germans treat the Polish people in the General Government?
8. How did the Germans treat the Jews in the General Government?
9. How did the state of war affect what the Nazi government could do?
10. Who was Reinhard Heydrich? (There is a lot of information in this document, so try to learn the most important details of his life dealing with the Holocaust.)
11. What were the Judenräte and what purpose did they serve? (Again, there is a lot of information in this document, so try to pick out the important details.)
12. What were the short-term and long-term goals in Heydrich’s so-called Schnellbrief?
13. What did the Germans do to Polish Jews as they conquered Poland?
14. What other countries did the Germans capture between September 1939 and June 1941?
15. What did Germany’s allies in Southern and Eastern Europe do with regards to Jews in their country?
16. Why did German anti-Jewish policies differ from country to country and, in particular, in Eastern Europe and Western Europe?
17. What were the ways in which the Germans persecuted Jews throughout Europe?

Online Readings for Module 5

Introduction
A preliminary note on vocabulary: We often refer to the modern day of Russia by several names in the past: the USSR, the Soviet Union, Soviet Russia and Russia. For our course, every term refers to the same country.
Webpages
Yad Vashem Website: The Holocaust
The Beginning of the Final Solution
• http://www.yadvashem.org/yv/en/holocaust/about/04/introduction.asp
Invasion of USSR and Beginning of Mass Murder (left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/04/ussr.asp
Click on the link, “Lebensraum” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206404.pdf
Click on the link “Einsatzgruppen” (4th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206240.pdf
Click on the link “Babi Yar” (7th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205936.pdf
Click on the link “Ponar” (7th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205747.pdf
Click on the link “Maly Trostinets” (8th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206636.pdf
Murder of the Jews of the Baltic States (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/04/baltic.asp
Click on the link “Kovno” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206458.pdf
Click on the link “Vilna” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206340.pdf
Click on the link “Estonia” (4th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206299.pdf
Click on the link “Riga” (5th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206401.pdf
Murder of the Jews of Romania (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/04/romania.asp
Click on the link “Ion Antonescu” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205743.pdf
Click on the link “Bessarabia” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206007.pdf
Click on the link “Bukovina” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206091.pdf
Wannsee Conference (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/04/wannsee_conference.asp
Click on the link “Final Solution” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205851.pdf
Click on the link “Zykon-B” (4th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206400.pdf
Questions
1. How many Jews did the Germans and their allies murder before the Final Solution?
2. What was the purpose of the Final Solution?
3. What did the code name “Operation Barbarossa” stand for?
4. Why did Hitler order a sneak attack on the USSR? (Use the term Lebensraum in your answer.)
5. What does the website mean when it writes that the many Jews were murdered in the first weeks of the invasion of the Soviet Union by happenstance?
6. What did the Einsatzgruppen do in Austria, Czechoslovakia and Poland?
7. How did the role of the Einsatzgruppen in the Soviet Union differ from their roles in Austria, Czechoslovakia and Poland?
8. Who assisted the Einsatzgruppen in their duties?
9. How many Jews did the Einsatzgruppen murder by the spring of 1943 and how did they murder Jews?
10. Based on your readings about the three sites of massacres, what conclusions can you draw about the Einsatzgruppen and the murder of Jews in the USSR?
11. What did the German government call a halt in the activities of the Einsatzgruppen?
12. What conclusions can you draw about both the actions of Germans and local inhabitants of Baltic States (Lithuanian, Latvia and Estonia) toward the Jews living there?
13. What was the sequence of major German antisemitic activities in Kovno and the Kovno ghetto?
14. What was the sequence of major German antisemitic activities in Vilna and the Vilna ghetto?
15. What was the sequence of major German antisemitic activities in Riga and the Riga ghetto?
16. Compare the sequence of major German antisemitic activities in Vilna and the Vilna ghetto to those in Kovno and the Kovno ghetto (question 13 above). What similarities and differences do you find?
17. What was the FPO? Who was its leader? Why did he turn himself in to the Germans? What actions did the FPO take with regard to their fellow Jews and to the Germans? What did the few surviving members of the FPO do after the final liquidation of the Vilna ghetto?
18. Who was Ion Antonescu and how did his conception of Jews differ from the Nazi conception of Jews?
19. How did Romanian policies in areas it controlled in the Soviet Union (Bessarabia and Bukovina) compare to German policies in areas Germany controlled in the Soviet Union? Explain your comparison.
20. How did Hitler’s idea for solving the so-called “Jewish problem” evolve over his lifetime?
21. What role did Rudolf Höss, the commandant of Auschwitz play in the experimentation of methods for mass murder in the Final Solution?
22. What connection was there between the Final Solution and the T4 Program (Euthanasia Program)?
23. Which two gasses did the Nazis use for the Final Solution? Which did it find more efficient and why?
24. What was the purpose of the Wannsee Conference?
Online Readings for Module 6
Yad Vashem
The Implementation of the Final Solution (left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/05/introduction.asp
Deportation to the Death Camps (left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/05/deportation.asp
Click on link “Jewish Police” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206386.pdf
The Death Camps (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/05/death_camps.asp
Click on link “Chelmno” (1st paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205915.pdf
Click on link “Belzec” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205981.pdf
Click on link “Sobibor” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206030.pdf
Click on link “Treblinka” (2nd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205886.pdf
Click on link “Majdanek” (5th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206622.pdf
Click on link “Sonderkommando” (6th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206031.pdf
Auschwitz-Birkenau Extermination Camp (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/05/auschwitz_birkenau.asp
Click on link “Dr. Joseph Mengele” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206481.pdf
The World of the Camps (left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/06/introduction.asp
Labor and Concentration Camps (left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/06/camps.asp
Daily Life in the Camps (left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/06/daily_life.asp
Combat and Resistance
• http://www.yadvashem.org/yv/en/holocaust/about/07/introduction.asp
Jewish Armed Resistance and Rebellions
• http://www.yadvashem.org/yv/en/holocaust/about/07/resistance.asp
Click on the link “Slovakian uprising” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206029.pdf
Click on the link “Family camps” (3rd paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205841.pdf
Warsaw Ghetto Uprising (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/07/warsaw_uprising.asp
Click on the link “Jewish Fighting Organization (ZOB)” (6th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206370.pdf
Click on the link “Mordecai Anielewicz” (6th paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205739.pdf
Jewish Soldiers in Allied Armies (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/07/jewish_soldiers.asp
Click on the link “Jewish Brigade” (last paragraph) and read linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206365.pdf
The Human Spirit in the Shadow of Death
• http://www.yadvashem.org/yv/en/holocaust/about/07/spirit.asp
Rescue (on left-hand menu)
• http://www.yadvashem.org/yv/en/holocaust/about/08/introduction.asp
Rescue by the Righteous
• http://www.yadvashem.org/yv/en/holocaust/about/08/rescue.asp
Rescue by Jews
• http://www.yadvashem.org/yv/en/holocaust/about/08/jewish_rescue.asp
The World’s Reaction
• http://www.yadvashem.org/yv/en/holocaust/about/08/worlds_reaction.asp
Questions
1. What was the role of the Jewish police units? How were they treated by other Jews and by the Germans?
2. Whom did the Germans force to round up Jews in the ghettos and concentration and labor camps for deportation to the death camps?
3. What were the conditions like on the deportation trains?
4. What types of subterfuge did the Germans use to goad Jews to leave for the death camps?
5. What efforts did the German authorities employ to wear down the Jews and what were the results of these efforts?
6. Which death camp opened first? What means did it use for mass murder? How did the process work? How many victims were there (Jews and non-Jews)? How many people survived?
7. What aspects in the history of Belzec, Sobibor and Treblinka demonstrate the improvisational methods used by German authorities in the Final Solution? What was the driving motive for improvisation?
8. What guiding principles for death camps can you infer from the layout of Sobibor and Majdanek?
9. Describe the extermination process at Sobibor?
10. How effective was the Jewish rebellion at Sobibor?
11. How many victims were murdered at Treblinka? How many months was it in operation? How many victims were murdered on average each month?
12. What elements of subterfuge were used in the extermination process at Treblinka?
13. How did the process at Treblinka differ from the process at Sobibor?
14. How was Auschwitz-Birkenau different from the other death camps?
15. Exactly in what did Dr. Joseph Mengele’s function consist at Auschwitz?
16. What roles did the Jewish Sonderkommandos have in the death camps?
17. How did the purpose of German concentration camps change dramatically with the onset of World War II?
18. What was the daily routine like at a concentration camp? In addition to German SS guards, who else ensured a camp’s smooth operations?
19. Many Jews resisted against the German by keeping their culture alive as best they could under the horrible circumstance of the Holocaust. This effort was called Amidah after an important Jewish prayer. How did Jews practice Amidah in the ghettos, labor and concentration camps?
20. What role did Jews play in discovering the terrible secret of the Final Solution?
21. What were the three types of armed resistance did Jews employ against the Germans?
22. What role did the remaining Slovakian Jews have in the Slovak Uprising and what were the consequences for them?
23. What were the family camps and where were they located?
24. How did the Germans induce Jews in the Warsaw ghetto to volunteer for supposed “resettlement” (but really transportation to Treblinka)?
25. What was the ZOB? Who was its leader? And, what did it do to rebel against the deportation of Jews to Treblinka?
26. How many Jews fought in the Allied armies in World War II?
27. What motivated the British government to agree finally to the creation of a Jewish fighting force as part of the British army?
28. For many European Jews, what did the saving of other Jews cost them?
29. What was the Allies’ highest priority in the war?
30. Describe the may ways that non-Jews helped Jews during the Holocaust?

Online Readings for Module 7
Introduction
The Yad Vashem website uses the Hebrew “Eretz Israel.” It simply means the Land of Israel.
Yad Vashem
The fate of the Jews Across Europe (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/09/introduction.asp

The Fate of the Jews Across Europe (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/09/poland.asp
Murder of the Jews of Western Europe (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/09/europe.asp
Murder of the Jews of the Balkans and Slovakia (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/09/balkans.asp
Murder of Hungarian Jewry (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/09/hungary.asp
Click on the link “Miklos Horty” (1st paragraph) and read the linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206429.pdf
Click on the link “Arrow Cross” (2nd paragraph) and read the linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205756.pdf
The Final Stages of the War and the Aftermath (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/10/introduction.asp
Click on the link “death marches” (1st paragraph) and read the linked PDF.
• http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%206260.pdf
Remaining Ghettos and Camps (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/10/remaining_ghettos.asp
The Nuremberg Trials (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/10/nuremberg.asp
The Anguish of Liberation and the Surviving Remnants (on left-side menu)
• http://www.yadvashem.org/yv/en/holocaust/about/10/aftermath.asp
Questions
1. For how long had there been a Jewish presence in Poland? How many Jews were living in the country in 1939? How many Polish Jews survived the Holocaust?
2. Who organized the deportations of Jews in Central and Western Europe? What was his original position on the establishment of a Jewish state? What bureaucracy did he establish in 1938 and what was its purpose? What position was he given in the Reich Security Main Office the following year? What connection did he have with the governments of Germany’s allies (with the exception of the allies among the Scandinavian countries)? What was his role after the Wannsee Conference?
3. What patterns do you find in the antisemitic activities of Germany’s allies in Western Europe during the war?
4. What patterns do you find in the antisemitic activities of Germany’s allies in the Balkans and Slovakia?
5. How did Croatia’s treatment of the Jews differ from the other countries in the Balkans and from Slovakia?
6. How did the antisemitic activities under Admiral Miklos Horthy differ from those under the Arrow Cross Party in Hungary?
7. What did the term “liquidation” mean, as in the liquidation of a ghetto?
8. What were the death marches?
9. What happened to the surviving remnant of Jews who returned to their homes in Europe?
10. What were the DP camps? How many were there eventually? And, where were they mostly located?
11. What happened to the vast majority of individuals responsible for atrocities towards Jews or the Final Solution?
12. Which countries led the Nuremberg Trials?
13. What were the three charges at the trials and what did they entail?
14. Who was put on trial in the eleven subsequent trials between 1946 and 1949?
15. What type of welcome did Soviet Jews upon their return home and what was the major reason for this type of welcome?
16. How many Holocaust survivors took part in the waves of illegal immigration to Palestine between 1945 and 1948? How many of them were deported by the British to concentration camps in Cyprus? What can only be the only inference I can draw from the historical record about the attitudes of the British government towards the creation of a Jewish state?
17. What contribution did many survivors give to the State of Israel during its War of Independence?

You have recently been assigned Health Promotion as a new priority for the upcoming year.  Review the C-Span Health Promotion video and determine how you can use this information to promote health within your community.  Explain the importance of health promotion and the impact on the nation and the world.  How much should the government play a role in our health?  How much should the individual take control of his or her own health?  Would it be a more effective strategy to invest in preventive healthcare rather than treating sickness and disease?  Provide an argument for and against health promotion.

The Health Promotion assignment

• Must be four to five double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least three scholarly sources in addition to the course text.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

The Social Contract
For thousands of years, philosophers have pondered the perfect society. Write a three-page research assignment on the social contract. In this assignment, you need to:
• Research the social contract.
• Provide a brief history of social contract theory.
• Analyze the pros and cons of social contract theory.
• Discuss the philosophies of at least two social contract thinkers. Examples include: Hobbes, Locke, Jefferson, Nozick, and Rawls.
• Conclude with an exploration of what your perfect society/social contract would look like. What laws would you enact or throw out? How would justice be served?
APA format

Assignment 2: LASA 1: Personal Power, Communication and Effective Persuasion

The purpose of this assignment is for you to think about personal power type and how it can influence our ability to negotiate, communicate and persuade others during a negotiation.

In this assignment, you will write a research paper (5-6 pages) which will examine communication techniques, the use of power, and how the concepts of effective persuasion are applied to a specific situation.

Consider a scenario you have experienced or observed which involved a negotiation, persuasive techniques and balance of power. This could be a situation you experienced at work, home, school, shopping for a big ticket item or even negotiating at a yard sale or flea market.  You may also choose a video clip found on the Internet which involves a negotiation as the basis for this assignment.

There is an example scenario in Lynda.com you may want to work with. If you are not currently signed into Lynda.com, use Lynda.com’s EDMC Login to sign in. Then click the following link to access the scenario: Negotiation Fundamentals, Negotiation scenario: Flex time (with Lisa Gates).

1. Describe the scenario you are using as the basis for this assignment. The scenario must include elements of negotiation, persuasive techniques, and balance of power.  If your selected scenario does not contain certain elements, then use what you have learned from your studies in this course, along with your research, to expand the scenario to include these elements. Provide a rationale for your choices.  If you are using a video, please include the URL in your description.
2. Describe what you believe to be the top three communication issues presented in the scenario.  Explain your choices.
3. Identify the sources of power used in the negotiation and explain whether the sources of power were perceived or real. Use examples to justify your response.
4. Describe the relative balance of powers between the parties in the scenario.
5. Assume you were the mediator in the chosen scenario and recommend strategies which might reduce the conflict between the parties.
6. List and describe the top 5 factors you believe should be considered when building an effective negotiation strategy.  Explain your rationale for choosing the factors you included.
7. Discuss how persuasion differs from negotiation and describe how each was used in the scenario. Explain if persuasion or negotiation was more effective in the scenario. Justify your response.

Discussion 1

Course Reflection

In this final discussion, reflect upon your overall learning experience and relate it to your earned specialization and/or advanced degree as well as your current or future practice serving at-risk children and families. Your reflection must include the learning you have gained about the topics of this course and learning from the creation of your website. Review the Week Six Instructor Guidance to further support your response to this discussion. You may respond to this discussion in written form, or through a video and/or audio recording of yourself using the digital technology of your choosing.

Initial Post: Create an initial post that addresses the following:

• What new insights have you obtained about at-risk children and families overall?
• What specific concepts have you learned that have left a more lasting impression or impact on you? How and/or why have these concepts impacted you more significantly than others?
• What affirmations have you gained about your current or future role working with at-risk children and families from reflecting on your learning? Be sure to indicate what your professional focus is (e.g., education, early childhood education, family and community service, etc.).
• How has the construction and review of others’ websites added value to your learning experience? Include challenges you may have experienced during the process and how you overcame them.

Assignment

Creating a Web-Based Resource for a Population At-Risk

Throughout this course, you have had the opportunity to examine various populations at risk and learn about strategies and resources to support these groups. You have reviewed many websites that offer services for a variety of populations at risk as well, which have hopefully served as models for your website that is finalized for this Final Project. In the Final Project, you will demonstrate mastery of the five course learning outcomes by completing the website resource you have been designing throughout the course that describes what you learned about children and families at risk as well as a specific population you selected as a focus during Week Five. Additionally, the website you create here may be an effective artifact to include in your MAED program eportfolio during your enrollment in the Capstone, EDU695, and will likely be useful to you as a resource for future professional work with your chosen population at risk from this project.

Create your Final Project to using the content and written communication instructions below. Use the Grading Rubric to review your Final Project before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion before the last day of the course when this Final Project is due.

Content Instructions

You must use the same website that you have been constructing throughout the course for this Final Project. Your website will have several “pages” or links including:

1. Homepage/General Information Page (2 points): Create a homepage or opening page that includes;

• A title for the page.
• Your working definition of at risk.
• A professional mission statement, which is your statement about your current or anticipated professional role working with children and families at risk.
• An Autobiography, which is a brief introduction about you including professional or volunteer experiences related to social, educational, or other related fields pertaining to groups at risk and your professional goals. In this autobiography, share how you intend to use what you know about groups at risk in your current or future professional role. If you lack experience in related fields, share your professional goals including the field and/or role you intend to pursue and how you intend to use what you know about groups at risk in that role. As an option, include a picture of yourself. Ensure the image is one you would want visible on the website, which may be viewed by potential employers.
• A logically organized menu list that links to the pages in the website.

Page–Poverty (2 points): Summarize what you learned from the Week One Discussion; Evaluating the Impact of Poverty including; (a) an overview of the impact poverty has on children and families, (b) a description of at least one source of support such as a program, policy, or model, or approach, and (c) the additional resource previously located and shared during Week One. Consider the feedback provided during the discussion to enhance your original thinking and response. A distinguished response would also describe how this knowledge will serve you professionally when working with children or families at risk. Page–Child Protection Services & Child Maltreatment (2 points): Include (a) an Overview that is one-to-two paragraphs and describes the role of child protection agencies and policies that protect children, (b) support your overview with an example of a parenting program that you reviewed in Week Two Discussion Two, and (c) resources, including at least one source to support the description and one from the Rubin (2012) text supporting the parental program. Add the Child Protection Agencies Infographic. The Child Maltreatment brochure from Week Three will already have been uploaded as an attachment or link during Week Three. A distinguished response would also describe how this knowledge will serve you professionally when working with children or families at risk. Page–Homelessness (2 points): Use what was discussed in Week Three role-play discussion to inform this page. Include; (a) an Overview that is one-to-two paragraphs summarizing what you learned while comparing and contrasting issues of homelessness in New York and Chicago. A distinguished response will include enhancements to your original discussion response from Week Three based on the reciprocal feedback received during the discussion; (b) your perspective about the supports reviewed such as programs or policies and their overall effectiveness as well as either the recommendation you made for the cities or your ideas for potentially applying what you learned to another city; (c) at least three resources, including at least one resource from your own state or city of residence, and last, (d) the visual compare/contrast graphic created during Week Three. Page—Students At-Risk (1 point): Include an introduction of the School-Based Efforts: A Plan to Support Youth At-Risk assignment completed during Week Four that describes changes or enhancements you made to the presentation following its evaluation and the feedback you received during Week Four. Also, describe how the information learned about students at risk will serve you professionally when working with children or families at risk. Include your presentation as an attachment or link on this page. Specialization Pages Instructions: Create three additional pages in your website linked from the Homepage. Title the pages specifically for your selected group at risk as shown in Content Expectations below. Page– Specialization Group: Overview (4 points): Create a page titled with the name of your Specialization Group (e.g.: Child Refugees: Overview). Include a two-to-three paragraph description of the chosen population at risk including risk indicators, statistical data, and associated short and long-term implications and at least one suitable graphic. A minimum of two references must be cited in-text. Page–Specialization Group: Strategies (4 points): Create a page titled Strategies that is linked from the Homepage. Include on this page

• resilience indicators that may target solutions.
• a description of at least two strategies (i.e., frameworks, models, approaches, strategies, programs, or interventions) that can be used to effectively work with the chosen population at risk including at least one derived from the Rubin (2012) text.
• explanation of the potential or intended outcomes of the two strategies.
• supporting evidence from at least two additional scholarly sources to support the explanations

Page–Specialization Group: Resources (4 points): Create a page titled Resources that provides a minimum of five resources including the Rubin (2012) text, offering information and support for the chosen population at risk. Ensure this page includes resources appropriate for an audience of educational and/or community-based professionals serving the chosen population at risk as well as members of the population and that these resources are formatted in APA. Each resource must be annotated with a two-to-three sentence description saying what the resource is and how it might be used for supporting or for direct support to the chosen population at risk. Text Version (3 points): Provide a text version of the website in a Microsoft Word document that includes a link to the website you created for this final project. The text version of your website or other multimedia creation will be eight-to-ten pages in length if you have created the content requested. The purpose of the text version is to provide a document to check the content of your site for originality through the TurnItIn software and to provide a place for your instructor to give you embedded feedback comments about the content of your website.

Written Communication Instructions 

Use these instructions to guide your creation of the content components of the final project.

1. APA Formatting (0.5 point): Use APA formatting consistently throughout the assignment, such as for the title page, references page, headings for page content, and citations in the content on the website.
2. Syntax and Mechanics (0.75 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Required Resources

 

Text

• Rubin, A. (2012).Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk. Hoboken, NJ: Wiley and Sons.
• Use any of the chapters within the text to support enhancements made to any of the work included in your website as well as to inform your work on the specific group at risk you will select as a focus.

Brian 1.1
What was the central purpose for developing the first APA Ethics Code? Was that purpose accomplished? Why or why not? Why were revisions to the code deemed necessary in 2002? How did those revisions affect the ethical principles of the code?
The first APA Ethics Code was designed by using the Central Incident Report method (Joyce & Rankin, 2010) to provide assistance to psychologists as they faced ethical dilemmas in their practice. It took more than 60 years from the time that the organization was established to create consensus that there was a need for professional standards. During the same time period, other medical practices, which had long standing codes of ethics, questioned the ability and motivation of the field of psychology. The purpose of the original draft of the APA Ethics code was a set of samples of the ethical problems that a practitioner may encounter. The challenges that it did create was that it was a long document, only gave samples and was vague. Due to this, the purpose was accomplished however, many saw the need for immediate revisions. In 2002, the 10th revision was made to the Ethics Code. With the increasing use of technology, it was determined that there was a need for a revision that would cover the use of electronic transmission of information, which also impacted HIPPA laws (Knapp & VandeCreek, 2003). In addition, informed consent was defined and procedures were introduced. Anytime that revisions have been made, it was to deal with the changing scope of the practice and to strengthen the code itself. The APA Code of Ethics will continue to evolve as a working document and I will remain the responsibility of the practitioner to stay abreast of the changes.
References
Joyce, N. R., & Rankin, T. J. (2010). The lessons of the development of the first APA Ethics Code: Blending science, practice and politics. Ethics & Behavior, 6, 466-481.
Knapp, S., & VandeCreek, L. (2003). An overview of the major changes in the 2002 APA Ethics Code. Professional Pscyhology: Research and Practice, 34(3), 301-308.

Maren Alitagtag

1 posts
Re:Module 1 DQ 1

What was the central purpose for developing the first APA Ethics Code? Was that purpose accomplished? Why or why not? Why were revisions to the code deemed necessary in 2002? How did those revisions affect the ethical principles of the code?
Developing a code of ethics is usually a response to a need that has been uncovered based on questions regarding certain practices or incidents that have happened within the field of practice. I read an article regarding the history of the code of ethics that stated several purposes for developing a code of ethics, including public perception, issues regarding certification, and protection of clients (Joyce & Rankin, 2010). The APA felt it was important to present a unified front in order to grow as a profession. In that regard, I feel they were successful, because ethics and ethical codes are now well known and taught within all Psychology programs. According to this same article, changes that happened in 2002 were mainly put in place due to the technology advances that have changed our means of communication (Joyce & Rankin, 2010). I feel that the changes to the code were necessary and continue to protect the needs and rights of the clients served. Personally, while I think ethical codes are necessary, I also feel that sometimes they bring issues that are difficult to resolve. The commonly discussed ethical dilemma, if you will. For instance, if I am working with a client and I do some testing that discovers some learning disabilities, the way that I report those results could actually do some harm to their self-esteem. However, not reporting the results is also unethical. This is why courses on ethics and continual revisions and discussions of ethical codes are necessary. Technology and social environment continue to evolve, which also necessitates the evolution of the ethical codes.
Joyce, N. R., & Rankin, T. J. (2010). The Lessons of the Development of the First APA Ethics Code: Blending Science, Practice, and Politics. Ethics & Behavior, 20(6), 466-481. doi:10.1080/10508422.2010.521448

Maren Alitagtag

1 posts
Re:Module 1 DQ 2
Modern society often espouses a complete differentiation between the professional and personal segments of an individual’s life. Is there an ethical separation between the personal and professional activities of the psychologist? Why or why not? What activities of the psychologist are affected by the APA Ethics Code?
This is an interesting question that deserves a story. I had a colleague at one time who had a dedicated caseload of those recovering from substance abuse. After a long week of work, she met some friends at a bar, and proceeded to drink more than she should have, according to her own report. Turns out she was being a bit loud and, well, drunk. One of her clients came into the bar and saw her behavior. There were several issues regarding this. As an adult, she is of course able and allowed to go to a bar and drink after work. However, her behavior was something that caused a client to be uncomfortable. At the same time, she saw the client in a place where the client should not be, as per their treatment plan. So she was left with her own ethical dilemma. Long term, she decided she would no longer go to bars in the town that she worked in. However, it shows that while yes, our personal and professional lives are separate, they can and do intersect. In one article I read, it discussed the difficulties of drawing a distinction between the personal and professional in many areas (Pipes et al, 2005). For instance, it discussed how voting is a very personal act, however, if a person openly campaigns for a candidate that espouses principles that may harm clients, it may be pushing a line. Using work time, resources, and influence to campaign for the candidate would in fact be crossing the line.

Pipes, R. B., Holstein, J. E., & Aguirre, M. G. (2005). Examining the personal-professional distinction: Ethics codes and the difficulty of drawing a boundary.American Psychologist, 60(4), 325-334. doi:http://dx.doi.org/10.1037/0003-066X.60.4.325