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Humanities

Make sure that someone else hasn’t already used your idea since there shouldn’t be two of the same object in the collection (that does not mean that we can’t have more than one painting or song or sculpture or photo–we just can’t have the same picture, song etc.)

In Unit 3, you read about “Curiosity Collections” which were, in fact, the earliest museums. In this assignment we are going to create a virtual “curiosity collection” by submitting “artifacts” (images) to the Curiosity Collection Discussion Board. Imagine that we, as a class, are creating a “Liberal Studies Museum.” The purpose of this collection is to educate others about the meaning and/or value of a liberal education. In short, our task is to help the public become interested in “new ways of seeing.” The museum curator has asked that we consider the following questions when deciding what objects to submit to the collection:
How would you describe your experiences as a liberal studies student?
What about being a liberal studies student is particularly meaningful to you?
What type of physical object might effectively translate your experience as a liberal studies student into a sensory experience that can help others understand what it means to pursue a broad education.

Keep in mind the range of what we have covered thus far in this course (educational history, disciplinary history, qualitative and quantitative analysis, 20th century literary/linguistic/philosophical theory, etc.) How would you contextualize the object to give it meaning for those unfamiliar with this type of education?

Part 1: Compiling the Collection–Due SATURDAY
Every person in the class is responsible for contributing ONE object to our virtual museum using the Curiosity Collection discussion board. When choosing an object to contribute, keep the following in mind:
Think about the terms of this assignment as described above.

Make sure that someone else hasn’t already used your idea since there shouldn’t be two of the same object in the collection (that does not mean that we can’t have more than one painting or song or sculpture or photo–we just can’t have the same picture, song etc.)

Your chosen object can be anything tasteful and appropriate that you can imagine being displayed in a museum: a piece of art, a form of technology, a sound recording, or something you created yourself.

Using the answers to your questions above, you will post an image of your contribution (either from a picture you found on the internet or one you took yourself) and 2-4 sentences to describe and contextualize your choice. In other words, how does the item relate to or reflect Liberal Studies? (20 points)

How to get started:

First visit the “Curiosity Museum Collection” discussion board and see what is already in the collection.
Decide what you would like to contribute and find a good image on the internet (or take your own picture).
Post the image to the discussion board. Include 2-4 sentences to describe and contextualize how your image relates to or reflects Liberal Studies along with the image itself AND give your contribution a title (the subject line) before submitting it for all to see.

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Humanities

Intro: introduction defines key concepts in relation to the central object of analysis.

It is a literary analysis of the short story, “Slowly, Slowly in the wind” by Patricia. I will attach the pages of the short story in the files. Below are the criteria for the essay:
Intro: Introduction defines key concepts in relation to the central object of analysis.
Thesis: Thoughtful, specific thesis that moves beyond (or complicates) classroom discussion, effectively states the paper’s position and directs the remainder of the essay.
Evidence and Analysis: Effectively select, incorporates, and explain how quoted evidence supports and/or complicates the thesis.
Structure: Logical overall organization with clear transitions between ideas. Body paragraphs generally follow this model: topic sentence -> evidence -> interpretation
Grammar: Writing is grammatically correct with a clear, professional tone.
Citations: APA or MLA citations are correct, complete, and consistent (both in-text and bibliography).

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Humanities

For example:

With a final survey in place, take the questions and conduct 10 surveys. You may choose to survey people you know or total strangers if you account for the type of sample (group of people) you use. The results of your individually-conducted 10 surveys are due on the discussion board by Sunday, September 25.
Please post all of the details of your data. For open-ended questions, make sure that you submit the full transcriipt for each response. For example:
Respondent #1:
1) A;
2) female;
3) sleeping;
4) As a result of 9/11 I’m afraid to fly;
5) yes
6) etc.
7) etc.

You would then do the same for the other nine respondents. This will allow for a more detailed analysis where cross-referencing between responses can be conducted (e.g. 80% of the women surveyed said that they are now afraid to fly, etc.).

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Humanities

Judge thomas low: “great men sometimes do bad things.”

PLEASE PLEASE READ THE INSTRUCTION CAREFULLY AND TRY TO FOLLOW IT AND DO YOUR BEST AND USE A GOOD EXAMPLE. PLEASE
Introduction
Once you train your eye to look, it is not hard to find that the world is rife with injustices both great and small. One goal of this course is to prompt students to identify moments of systemic injustice, placing individual incidents within their larger social contexts, and to see them in places that may previously have gone unacknowledged. These can be structures of power that create inequities that you notice, race, ethnicity, or gender (or, ideally, an intersection) -motivated bias you see embedded in laws and policies, everyday cultural discourse you hear that contributes to exclusion, or something else.
Not only is an understanding of systemic injustice at the core of what you need to be successful in this class, and so worth practicing, being able to identify these systemic power issues requires a skill called “systems thinking” highly sought after from college graduates in nearly every field. And it’s a critical step toward disrupting those harmful systems to create a more just world.
TASK:
Starting this week, you will write in a “diary” recording instances of systemic injustice you witness in your day-to-day life, your studies, or in the global news.  You should describe the phenomenon you witnessed or read about as well as any additional research you did to understand what was happening, then analyze it according to the course concepts we are discussing. What impact does it have? How did you distinguish this as systemic injustice? What categories of identity were in play? What contextual or historical information do you need to understand this incident with the appropriate depth and complexity? What would need to change for this wrong to be righted on a systemic level? Be sure to focus on impact of the phenomenon you chose (rather than the personal intent of the participants or a change in personal beliefs). 
If you’re not sure where to start, you can always start backward from a big concept to a local example. I’d recommend considering the phenomena mentioned in our modules as inspiration. For example, if you learn something new about US immigration policies or problems in ethnographic studies, you can look for an effect of that phenomenon within your daily experience (maybe your neighbor immigrated to the US and encountered difficulties, maybe there’s a recent ethnographic study you encountered in your studies that is flawed in a critical way) or in the global news (where are refugee crises happening in the world, what prompted them, what policies have other governments implemented, etc.). 
Not only will you chose your best entry to expand and share with the class, but this assignment will also serve as an extended brainstorming activity for your upcoming group podcast assignment, so you’ll want to choose examples you feel strongly about, and that are complex enough for further inquiry should you choose. 
To do this assignment well, you will need to:
Identify a possible example. Be sure you’re prepared to claim it’s an illustration of a systemic injustice.
Consider its context (i.e. do the people involved have a history of oppression as part of their group identity, is this an isolated incident or part of a pattern, etc.)
Do some background research to ensure you understand that context
Apply course concepts about systemic injustice to this incident and analyze it according to those concepts
Test your analysis—what would need to change to solve the problem? Can you point to what systemic change would need to happen?
You’ll get better at this each week as you learn more, and you’ll see more and more examples the further we get into the material. Be patient with yourself. Jot down ideas throughout the day then return to them later to consider which you’ll select for the week. A major part of this assignment is that early thinking stage in which you’re considering what qualifies, before you even write a word. You’re training your mind to think and experience the world in these terms through regularly practicing this kind of analysis.
EXAMPLE INCIDENTS :
Still confused about what types of situations could make good material for a Diary of Systemic Injustices entry? Consider the following exemplary entries from your peers:
Ryan Antkowiak wrote about a recent case involving Brian Flores:
Brian Flores, the former coach of the Miami Dolphins, and one of few African-American head coaches in NFL history, has recently made headlines as he plans to pursue a lawsuit against the National Football league for racist and prejudiced practices. Against all odds, Flores finished his last season with the Dolphins with a 9-8 record after starting the season 1-7. The decision to let Flores go this year left a lot of people scratching their heads as Flores was respected around the league for what he was able to accomplish with what he was given. More recently, New England Patriots head coach Bill Belichick reached out to who he believed was Brian Daboll congratulating him on winning over the New York Giants job. The only issue was that Belichick was actually texting Brian Flores and he still had yet to attend his interview for the same job, making people begin to question the ethics of the NFL hiring policies. According to ESPN, Flores’s lawsuit accused the NFL of ” sham interviews, incentivizing losses and pressure to improperly recruit players” (Seifert, 2022). Flores claims that he was offered up to $100,000 for each loss as the head coach of the Dolphins in order to improve their publish position. This is a great example of systemic racism in recent news because it details how the power structure in one of the country’s most popular professional sports leagues was built to keep minorities from achieving positions of authority and prestige. The mostly white, wealthy team owners and league authorities have created a structure within the league where African-American coaches such as Flores rarely get the same opportunities as white coaches do when it comes to achieving and maintaining these positions. When Flores was fired this year, many people brought up the fact that white coaches on other teams have not been fired in the past when they proved to be far less capable than Flores in leading a team. The fact that Flores was incentivized to lose shows that the NFL did not care much for Flores’s success in the league and was merely using him to pave the way for what is probably going to be another white hire. The NFL put on a facade as if they actually cared about making diverse hires, however these sham interviews that have come to light prove otherwise. This example of systemic racism deals with the National Football League’s intent to keep African-Americans and other minorities at the bottom of the totem pole when it comes to positions of power. The result of this over the years has been far too few of these minorities achieving and maintaining head coaching and coordinator jobs. The NFL tried to resolve this issue years ago by instituting the Rooney Rule, which requires teams to interview at least two external minority candidates for open head coaching jobs, but according to ESPN, many of these minority coaches “are not considered serious candidates for many openings” (Seifert, 2022). I think that in order for this systemic racism in the NFL to truly get resolved, the only answer would be increased influence of minority individuals in hiring processes as well as incentivizing teams to hire minorities for these roles.
https://www.espn.com/nfl/story/_/id/33201180/brian-flores-nfl-lawsuit-prove-systemic-racism-know-claims-sham-interviews-incentivizing-tanking-plus-ne (Links to an external site.)

Kate Birath wrote about victim blaming, in particular in sexual assault cases against women:
Victim blaming is often seen in courtrooms when defense attorneys suggest that the sexual assault was the fault of the victim. A few real life examples of courtroom victim blaming are as follows:
Judge Derek Johnson: “The body can ‘shut rape down.’”
Canadian Judge Robin Camp: “Pain and sex sometimes go together.”
Judge Thomas Low: “Great men sometimes do bad things.”
Jeanine Howard: “[The accuser] wasn’t the victim she claimed to be” and “[the rapist] is not your typical sex offender.”
In 2018, a young Irish girl’s lace underwear was held up in front of the courtroom and used as evidence to determine her rapist “not guilty” of sexual assault because it was viewed as “suggestive” clothing.
Blaming the victim discourages sexual assault victims to come forward and, in a broader perspective, allows these criminals to continue doing harm in the community when they are not held accountable for their actions. Additionally, when victims are blamed, they are vulnerable to public ridicule, while simultaneously watching their assaulter live freely. In regard to myself, my friends, and my family members, there are several personal connections to choosing not to come forward in the case of sexual assault out of fear of victim blaming. Victim blaming is considered a systemic injustice as it relates to the entire justice system and not just one or two sexist peoples. It is something that defense attorneys and courts use throughout the world to penalize women and further push the roots of misogyny and patriarchy.
An article on victim blaming made an interesting point: “blaming the victim helps us maintain a positive view of the world. It reinforces the notion that ‘bad things happen to bad people.’ It overlooks the fact that perpetrators are at fault for inflicting pain and committing crimes” (Morin, 2021). This further suggests that court systems and people in power, whether that be men in general, law enforcement officials, or superiors in the workplace, perpetuate victim blaming as a means of remaining powerful over a vulnerable other.
Bibliography
Sexual Assault and Victim Blaming (Links to an external site.) (verywellmind.com)
9 Infuriating Things Judges Have Said When Ruling On Sexual Assault Cases (Links to an external site.) (bustle.com)
You might also scan the headlines for global news, especially in the areas that are referenced in our readings each week. Is there a legacy of of systemic injustice still operating now? Do the context presentations or readings help you see a pattern or resonance?
Requirements
Your weekly entries must each cover a different example (if you are covering a major developing local story, like an ongoing controversy in your neighborhood or on campus or in the global news, contact your TA about permission to write about it more than once. Otherwise, choose a new topic each week). They should clearly describe the incident and what you identify as the injustices and/or power inequities at play.
about 250 words.
Evaluation:
Your entries will be evaluated on the following:
Completion at required length
Sufficient contextual information
Thoughtfulness of your comments on how the situation creates or perpetuates injustice and inequality
Relevancy of the example you chose
Submission on time

Categories
Humanities

Similar tables and works cited presented in sample paper can be used as an example

The focus of this research paper is to define, differentiate, and document the characteristics of the following demographic cohorts: Baby Boomers and Gen X
Please see attached research paper rubric and sample paper
Also, minimum of 25 cited sources required.
Similar tables and works cited presented in sample paper can be used as an example

Categories
Humanities

Learning Goal: I’m working on a humanities project and need support to help me l

Learning Goal: I’m working on a humanities project and need support to help me learn.
Course Outcomes
In this project, you will demonstrate your mastery of the following course outcomes:
Analyze the various components of popular culture for investigating their influence of wellness on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining the impact of popular culture on various institutions
Explain how interdependent influences impact the social, historical, and theoretical approaches to popular culture by employing appropriate research strategies
Recommend strategies for utilizing the critical analysis of popular culture to develop one’s personal and professional identity
Articulate informed viewpoints on how popular culture shapes one’s framework of perception using effective communication skills
Assess the impact of popular culture on cultural and social attitudes, choices, and behaviors through the incorporation of diverse perspectives and viewpoints informed by relevant literature
Overview
This course explores popular culture and its impact on the world around us. Popular culture influences society, and society influences popular culture, creating a feedback loop between them. You will critically analyze a specific example within an area of popular culture and how it reflects and engages individuals and society using the four general education lenses: history, humanities, natural and applied sciences, and social science. From this enhanced understanding, you will be equipped to draw connections between popular culture, self, and engagement with your community. You will demonstrate your ability to think critically, investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
Directions
For this project, you will write a 10-page paper that examines the specific example within an area of popular culture that you chose at the beginning of the course. In the paper, you will examine how this example reflects and engages individuals and society. You will also describe the key features of your specific example within an area of popular culture, present a thesis statement, perform a critical analysis, and reflect on how your specific example informs your personal life and experience.
The area of popular culture could be a genre of books, comics, music, video games, or other media. It could also be a musician’s discography, a fandom, a sport, or a fashion style.
The specific example within the area of popular culture you choose should be a direct and singular representative of that area of popular culture. For example, if the area is science fiction films, the example could be Blade Runner. If the area is augmented-reality video games, the example could be Pokémon GO. Similarly, if the area is baseball, the example could be a player, a team, or an incident within that sport. Note that in the case of TV shows, you must narrow your analysis to an individual episode or a selection of episodes; an entire series is too broad for this level of analysis. Therefore, if the area is television office dramas, then the specific example could be a particular episode or a few episodes of Mad Men.
Specifically, you must address the following rubric criteria:
Evidence: You will use evidence to support your analysis throughout the project.Integrate reliable evidence from varied sources throughout your paper to support your analysis. Use at least two resources from the module resources sections of this course and two resources that you find through your own research using the Shapiro Library.It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis, which is different from the Citations and Attributions rubric criterion.
Reliable evidence from varied sources should be interwoven throughout the paper itself. Citing and attributing sources will be represented as APA in-text citations and a reference list at the end of your work.
You will be evaluated on both criteria.
Topic Description: In this section, you will identify and discuss the factors that shape your thesis statement.Describe the area of popular culture that you will analyze and a specific example that represents this area by using effective details.Effective details include the kind of popular culture it is, where it exists, how people engage with it, or what value they get from engaging with it.
Describe the relationships between the example you chose, the area of popular culture it represents, and the population that engages with this area of popular culture by using effective details.Effective details about the example include how it represents or is connected to this area of popular culture.
Effective details about the population include demographics, cultural practices, social identity, or key aspects.
Assess how society may impact the example and the area you chose.
Explain your choice of general education interdisciplinary lens for analyzing the example and the area you chose.
Construct a thesis statement that combines the example you chose, area of popular culture, population, societal situation, and choice of general education interdisciplinary lens.
Critical Analysis: In this section, you will analyze the example and the area you chose using one of the general education lenses. You will then recommend strategies for using this kind of analysis to meet your personal and professional goals.Analyze the example and the area you chose through one of the general education interdisciplinary lenses to determine their impact on various institutions.
Analyze how social, historical, or theoretical approaches have shaped the example and the area you chose.
Describe how the example you chose could help someone better understand the world.
Assess how the example you chose could broaden an outsider’s understanding of the cultures or societies depicted in it or the people who engage with its popular culture area.Consider how the example you chose could contribute to understanding others in productive ways that do not reinforce negative representations of other people.
Describe how the example you chose reflects an aspect of your field of study or profession.
Recommend strategies for using this kind of critical analysis for meeting your personal and professional goals.What might this look like in your everyday life? Consider how popular culture can be used to address the day-to-day responsibilities or questions faced by practitioners in your field or discipline.
Reflection: In this section, you will describe how using critical analysis tools influences your personal experience, your field of study or profession, how you interact with others.Describe how critically analyzing popular culture has informed your individual framework of perception.Consider how your analysis has altered the way you perceive the world.
Describe how examining your bias may alter the way you engage with popular culture personally or professionally.Reflect on your own bias and then consider how an awareness of one’s bias can change how you interact with popular culture.
Explain how critically analyzing wellness can influence your field of study or profession.How can popular culture inform your understanding of the next big topic of study in your field of study or profession?
Explain at least one way in which your analysis might have been different if you had used one of the other general education lenses to analyze the example and are you chose.
Describe how your analysis of the example you chose could be used in other aspects of your life.
Explain how critically analyzing popular culture can help in your interactions with people with different viewpoints, cultures, or perspectives.
What to Submit
To complete this project, you must submit a Word document of 10 pages in length (plus a reference page) with 12-point Times New Roman font, double spacing, and one-inch margins. Use at least two resources from course materials and two resources from the library. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.
Supporting Materials
The following resource supports your work on the project:
Library Guide: IDS 404: Popular Culture
You may find the resources in this library guide helpful as you work on your project.

Categories
Humanities

Learning Goal: I’m working on a humanities question and need guidance to help me

Learning Goal: I’m working on a humanities question and need guidance to help me learn.
Please read the instructions carefully. Please let me know if you have additional questions. Thank you

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Humanities

Learning Goal: I’m working on a humanities report and need support to help me le

Learning Goal: I’m working on a humanities report and need support to help me learn.
CLASS REQUIREMENT # 2–A 1500 WORD MINIMUM TERM PAPER: A term paper of no less than 1500 words (you can have as many over that amount as you wish). This will be written on a Topic that you should select from a list of Language Development Hypotheses listed at the end of this paragraph. The Term Paper is to present a discussion based on a minimum of three articles, books or chapters in a book (excluding the class Text, of course), that describe, or support or refute the hypothesis you have selected from the list. A minimum of three citations (you can have as many above that number as you wish) with references in APA format will be included at the end of the paper. An example of APA format.Please note, however, that only the references need be in APA and not the whole paper.
Also, at the end of the paper you should include a short Appendix, which will answer three questions: 1. What were the databases, if any, that you used to find each article or book; 2. What was the search strategy you used (i.e., the search words you used) in each database to find the articles; and 3. Was each article that you cited an example of Primary or Secondary research?
Information Competency Exercise: Language Development Hypotheses (TOPICS) List to select from for the Student Research for the Term Paper (Class Requirement #2), and also the Annotated Bibliography (Class Requirement #4).
1. The effects of watching television for young children are detrimental to language development.
The number of siblings and their position in the family in terms of birth effects language development.
Increased opportunities to experience (play with) many objects as a young child is beneficial to concept (and hence) language development.
Letting the infant cry at night so that she/she will learn to sleep all night long is detrimental to language development if not the psychological development of the baby.
Exposing the child in the first five years of life to classical music like Bach and Beethoven is beneficial for cognitive and/or language development.
The more you talk to a child in the first five years, the better cognitive and/or language development will be.
Children who are read to (or who read) have better imagery and/or language development than children who watch Television.
A plentiful diet of sugar based cereals, soft drinks, pastries, cookies, and/or fast foods, is developmentally detrimental to a child’s ability to sustain attention.
Reading to a child every day (even an infant) is beneficial for language development.
10. A baby, who immediately after birth is allowed to remain with the mother rather than being immediately put in a nursery, will demonstrate more vocalization in later months.
11. Babies who are not touched will perish at worst or have diminished brain development at best.
12. Children who watch Television spend less time reading or drawing than children who don’t.
13. Children with stay-at-home moms (or dads) have better language development than those having parents who both work away from the home.
14. Sustained middle ear infections among children from birth to 5 years will have a detrimental effect on language development.
15. Learning to read and play music facilitates attention of all kinds–(focused, sustained, selective, alternating and dual).
16. For the normal baby, being exposed to two, three or more languages simultaneously is a good policy for language development.
17. A person’s first language can not be acquired after puberty.
18. Parrots, porpoises, and/or primates do not acquire language .
19. Children have better eidetic imagery than adults.
20. Syntax is only found in human communication.
21. (Wild Card) You develop a hypotheses and then do the research for your report. But be sure to clear this with the instructor first.
(Please note that you don’t have to prove the hypotheses one way or the other. Just discuss the pros and cons as you see fit. Excluding the first, you may address all references to one Topic, or use separate Topics for each reference)
– please use credible resources or university platform

Categories
Humanities

Learning Goal: I’m working on a humanities report and need an explanation and an

Learning Goal: I’m working on a humanities report and need an explanation and answer to help me learn.
The Truth of Art
Instructions:
Aaron Douglas’s style “is the result of a deep-rooted belief that in trying to imitate the actual world, art-as-likeness was really falsifying the way we see that world.” Although all art is a form of imitation—whether of the actual or the imaginary world—Douglas’s belief highlights the way artists have used conflicting methods of getting to the “truth” of the world. Choose one image from early “realistic” methods of artistic representation and one image from later “art of alteration” and analyze the following: What kind of truth does each work try to achieve? What methods is each artist using to create this kind of truth? How do these methods differ from each other?
Review “Renaissance Art” and “Art as Alteration” (chapter 5); “The Modern American Novel” (chapter 4).
Length: 250-500 words
Citation Style: APA

Categories
Humanities

Learning Goal: I’m working on a humanities discussion question and need a refere

Learning Goal: I’m working on a humanities discussion question and need a reference to help me learn.
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 12
Lesson 1, 2
Link (library article): The Doctors’ Choice is America’s Choice”: The Physician in US Cigarette Advertisements, 1930-1953 (Links to an external site.)
Link (article): The Opioid Epidemic: It’s Time to Place Blame Where It Belongs (Links to an external site.)
Minimum of 1 scholarly source (in addition to the textbook and noted readings)
Introduction
The medical profession has a muddled and contradictory association with its approach toward the tobacco industry. While the profession now firmly opposes to smoking and vigorously publicizes the serious, even fatal, health hazards associated with smoking, this was not always so. Advertisements for tobacco products, including cigarettes “… became a ready source of income for numerous medical organizations and journals, including the New England Journal of Medicine and the Journal of the American Medical Association (JAMA), as well as many branches and bulletins of local medical associations” (Wolinsky & Brune, 1994). Physicians and reference to doctors and smoking were once common in tobacco industry advertisements. The story of physicians and promotion of smoking can be found in “The Doctors’ Choice Is America’s Choice” (Gardner & Brandt, 2006).
The role of physicians in the current opioid crisis is now under scrutiny on television (Farmer, 2019) by trade publications (King, 2018), peer-reviewed journals (deShazo, et al, 2018), and by physicians themselves (Hirsch, 2019).
Initial Post Instructions
For the initial post, research the history of the association of doctors with tobacco companies and tobacco advertising. Read about the association of doctors with the opioid crisis. Then, address the following:
In what way are the two situations comparable?
In what way are they different?
Apply the concept of moral equivalence. Is the conduct of doctors in relation to smoking and the tobacco industry morally equivalent to the conduct of doctors in the opioid crisis? Explain your position and be very specific.
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
Grading
This activity will be graded using the Discussion Grading Rubric. Please review the following link:
Link (webpage): Discussion Guidelines (Links to an external site.)
Course Outcomes (CO): 3, 4, 5, 6
Due Date for Initial Post: By 11:59 p.m. MT Recommended by Wednesday
Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday
Posts must be on separate days.
ReferencesDeShazo, R.D., Johnson, M., Eriator, Ike, Rodenmeyer, K. (2018). Backstories on the U.S. opioid epidemic. Good intentions gone bad, an industry gone rogue, and watch dogs gone to sleep. The American Journal of Medicine. Retrieved from https://www.amjmed.com/article/S0002-9343(18)30084…
Farmer, B. M. (2019, August 25). The opioid epidemic: Who is to blame? 60 Minutes. Retrieved from https://www.cbsnews.com/news/the-opioid-epidemic-w…
Gardner, M. N., & Brandt, A. M. (2006). The doctors’ choice is America’s choice: the physician in U.S. cigarette advertisements, 1930-1953. American Journal of Public Health, 96(2), 222–232. doi:10.2105/AJPH.2005.066654
Hirsch, R. (2017). The opioid epidemic: It’s time to place blame where it belongs. Missouri Medicine. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC61400…
Wolinsky H., & Brune, T. (1994). The serpent on the staff: The unhealthy politics of the American Medical Association. Tarcher/Putnam.
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