foster kids any age from 6 to 25 years old, Psychology homework help

Now that you have chosen a population of interest for your course project, create an outline of the areas of research related to this group. For your chosen population, you will need to assign an age range to help you analyze their development. For example, if drug addict was chosen, you might include that it is a 25 year old male.

Find specific information related to the developmental milestones of someone in this stage of life, keeping in mind both the age range of the chosen population and the type of challenge they face. Remember to include physical, cognitive, emotional, and social aspects of development.

This research should be presented in an outline format consisting of a minimum of 1 full page. Include any references used to conduct the research in APA format.

Powerpoint Presentaton

Choose one major economic act enforced against the colonies by the British Crown prior to war, and cover the following:  Describe the role, reason, and impact of the act on the colonies.  Identify the arguments for/against the act by persons in the colonies.  Identify major actions by the colonies in reaction to your selected act.  How did this act increase or decrease fears of an overbearing central government?  What was the nature of the colonial government under crown authority?  Answer and defend your perspective on the following: “Was this particular act an inevitable catalyst for the eventual war?” Your presentation should meet the following requirements:  must have a minimum of 12 slides, not including title or reference slides;  may have a maximum six pictures total—focus needs to be on content;  must include a title page identifying your chosen act;  must include at least one selection from a CSU Online Library database, such as the American History and Life database, that is used as research of the event and views of the time; and  must include citations throughout, and a reference slide at the end identifying any sources used per 6th edition APA format. If you require any assistance in creating your PowerPoint presentation, feel free to access this YouTube video created by the CSU Success Center,, or contact the Success Center at 1.877.875.0533 or to request assistance. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Research logs

A sample research log (“Sam’s Research Log”) is in the scanned link attached. Examine “Sam’s Research Log” carefully, and using your own topic create two similar research logs from two separate pieces of your own research. Sam’s log is from a textbook, so it is a bit of overkill. Yours can be half the size of Sam’s or the same size. It depends on the amount of research you find in the piece of research you’re examining. Size of the log does not matter. I am looking to make sure that you know how to keep track of your research. Make sure each of your logs:

1) Starts with the citation information as it will appear on your works cited list.

2) Includes at least two quotes or paraphrases from the piece of research and the page numbers where you found them.

3) Includes some conclusions that you’ve drawn or reached as a result of this particular piece of research.

Article Response with 250 words minimum. (DO NOT PLAGIARISM)


Answer the following questions in paragraph format with 250 words minimum.

Title and author of work.

Copy a short passage that you found interesting and explain why.

Write a summary of what you read.

What is the author’s publishing history?

Are they a favorite author? If so, why?

At the end, create an MLA citation of this article.

If you’re lost on where to look, consider these links:


Class D need help now

rior to completing this discussion, please read the required chapter from the Lerner, Easterbrooks, Mistry, & Weiner (2013) ebook, Baltes (1987), Hudson-Barr (2004), and American Psychological Association (2003) articles. Additionally, review the Human Development Theoretical Perspectivesdocument required for this week.

Select one of the perspectives identified in the Theoretical Perspectives to Understand Human Development document and identify one theory (Freud’s Psychosexual Theory, Erikson’s Psychosocial Theory, etc.) that you would like to explore more.

Explain the theory you selected providing a well-developed overview. In addition, research one peer-reviewed article from your selected theoretical perspective in the Ashford University Library. Summarize the article being sure to include research question(s) and/or problem(s), target population and sample (specific group within the target population), measures (tests, instruments, and/or questionnaires used), procedures (how the study was conducted), and conclusions presented in the article. Analyze the ethical considerations, as well as the benefits and limitations of the research proposing solutions or suggestions for any issues or concerns.

victoria hale

how did she make medicinces more affoardable give me three bullets for this. products and services with living conditions their target markets 2 bullters and one stating what she did and her purpose and how did she build greater awareness for her product 2 bullets , how does she differ from non social entrepreneurs and impact on poverty 2 bullets

Self-Assessment, sociology homework help

The ability to demonstrate social work practice skills is a key component of any social work field education experience. As you demonstrate social work practice skills in your field education experience, you will develop your professional identity as a future social worker.

For this Assignment, reflect on your personal and professional goals or objectives that you hope to achieve by participating in this course.

The Assignment (1–2 pages):

  • Identify and describe your personal professional goals and objectives within the parameters of the field education experience.
  • Explain how your personal professional goals and objectives that you identified might be reflected in your agency learning agreement.

Vargas Family Case Study, A brief summary of what was going on with the family

Part 1: Read the entire “Vargas Family Case Study” (all eight sections). Consider the progress (or lack thereof) over the past eight sessions. Using the “Discharge Summary Outline” template; include the following in your outline:

  1. A brief summary of what was going on with the family
  2. A review of the initial treatment goals
  3. Theories and interventions used
  4. A brief discharge summary for the family treatment
  5. Clinical recommendations for sustained improvement or referrals for additional services

Part 2: Review the “Vargas Family Case Study” and the provided literature regarding current trends and integrative models of family therapy. Identify two potential evidence-based or integrative models to which you would consider referring the Vargas family if problems persist. Compose a 6-12-slide PowerPoint presentation to be shared with your class. Be sure to include the following elements for each of the two models:

  1. A brief overview of the model
  2. The target demographic and presenting concerns the model addresses
  3. The research supporting the model
  4. Please note: Online students need to include detailed speaker notes of what would be said if giving the presentation in person.

PCN-521 Module 8: Vargas Case Study Discharge Summary Outline

Directions: Review the Vargas Family Case study again in its entirety. Consider the progress over the past eight sessions. Complete the sections outline below as your discharge summary for the Vargas family.

I. A brief summary of what was going on with the family:


II. A review of the initial treatment goals:


III. Theories and interventions used

a. Week 1:


b. Week 2:


c. Week 3:


d. Week 4:


e. Week 5:


f. Week 6:


g. Week 7:


h. Week 8:


IIII. A brief discharge summary for the family treatment:


V. Clinical recommendations for sustained improvement or referrals for additional services:

Vargas Case Study

Vargas Case Study: Topic 1

Bob and Elizabeth Vargas have been married for 10 years. They have two children, Frank (8) and Heidi (6). Bob teaches high school PE and coaches football, wrestling, and baseball.Elizabeth recently quit her job where she was an attorney in a law firm that specializes in Family Law. She enjoyed her work, had a passion for adoption cases, but decided to stay home for a few years while the kids were young. Elizabeth believes that Frank might have ADHD. She complains that he cannot sit still, does not listen, is forgetful, and is always getting hurt. She believes that much of these injuries are due to Frank’s impulsivity. Elizabeth suggests you talk to Frank’s teachers who have noticed that he has trouble waiting his turn, will often blurt out answers without raising his hand, and frequently loses things. Elizabeth acknowledges that Frank has always been an active child, but believes these behaviors, including picking on his little sister, are getting worse. Bob seems to be amused by these anecdotes and accuses Elizabeth of “overreacting,” stating that, “Boys will be boys.” Bob suggests you talk to his parents, both retired teachers, who agree with him and don’t think there’s anything wrong with Frankie. You notice Heidi sitting close to Elizabeth, playing on her mother’s cell phone. She glances up occasionally when her brother approaches, but is otherwise engrossed with the game. Frankie began the meeting sitting between his parents, but noticed Legos in the corner and was immediately attracted to them. He interrupts several times to share stories about his teacher, classmates, and his grandparents, despite numerous reprimands from his mother. After a few minutes, Frank asks to use his Dad’s phone (in a hurry, Bob had left it in the car), wanders around the office, looks out the window and comments on a squirrel, then grabs the phone from his sister who, of course, protests. After Elizabeth had quieted the commotion, you question any recent changes. Bob and Elizabeth both acknowledge an increase in marital tension and admit to having several arguments a week, some in front of the children. Bob blames Elizabeth for being “too high-strung” and says she just needs to relax. Elizabeth says she is unable to relax,fearing Frankie will end up damaging things or hurting himself or Heidi. She says that if Frankie would be able to control his behaviors, their marriage would improve dramatically. This, they report, is the reason for seeking therapy for Frankie.

Vargas Case Study: Topic 2

Elizabeth arrives on time with Frank and Heidi for the second session. Elizabeth appears somewhat frazzled and tells you that she had just heard from Bob who said he would be “a little late” because he “lost track of time.” You note Elizabeth’s frustration which she confirms by saying this is “typical.” She proceeds to share that she feels “completely disregarded,” especially after having shared with Bob the night before how important these sessions are to her. You notice that Heidi seems upset as well and looks as if she has been crying. You ask her how her day is going and she tearfully tells you that Frankie tore up her school paper with the gold star on it. Elizabeth elaborates that Frank had become angry and ripped up the picture that Heidi was proudly sharing with her. Frank, who had gone directly to the Legos, appears oblivious to the others in the room. When you ask him about his sister’s sadness, he replies, “Who cares? She always gets gold stars!”

As you were about to further explore these feelings, Bob arrives stating, “She probably told you I’m always late, but hey, at least I’m consistent.” You notice Elizabeth’s eye rolling and direct your attention to the children, asking them about what brought them to your office. Heidi says, “I’m good but Frankie’s bad at school, and it makes Mommy and Daddy fight.” Frank, who had helped himself to one of your books to use as a car ramp argues, “I hate school. It’s boring and my teacher is mean.” Bob attributes Frank’s boredom to being “too smart for the second grade…what do they expect?” Elizabeth responds that they, like her, expect him to follow rules and be respectful, and suggeststhat Bob should share those same expectations. Bob dismissesElizabeth’s concerns by saying, “He’s a normal boy, not like all your friends from work who you say are “creative.”

You notice Elizabeth’s reaction and decide to redirect your attention to Frank. You ask him what bothers him most about school, to which he replies, “I get in trouble, then I don’t get to have all the recess time, then I can’t play soccer because they already started and they won’t let me play.” You notice Frank’s interest in sports and probe for more information. You learn that he is quite athletic and has been asked to join a competitive youth soccer team that plays on Saturdays and Sundays. You discover another source of discord when Elizabeth shares that Bob “feels strongly” that Sundays are to be spent only at church and with family. Bob confirms that after church on Sundays, they spend the rest of the day with his parents, siblings, nieces,and nephews. Elizabeth says that Sunday mornings are the only time she gets to be by herself and that she typically joins the family around 1:00. Bob adds, “Apparently Liz needs time to herself more than she needs God and her family,” and suggests she should appreciate his family more because “it’s the only family she has.”

As the session comes to a close, you share your observations of the family by noting their common goal of wanting to enjoy family time together. You also suggest that while Frank’s behavior challenges are concerning, perhaps you could focus next week on learning more about each parent’s family of origin in hopes of gaining a better understanding of the couple’s relationship.

Vargas Case Study: Topic 3

Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced in 1985 when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that in 1990, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 am tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”

From Elizabeth, you learn that she was adopted in 1985 by her parents, Rita and Gary, who were in their late 40s at the time.They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father.Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”

You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth are very close, “each being the sister neither one of them ever had.”

Vargas Case Study: Topic 4

The Vargas family arrives for the 4th session at separate times.You have been chatting with Elizabeth and Heidi about Frank’s recent school suspension when Bob and Frank enter. They are having an animated conversation, laughing hysterically, and Frank is wearing socks, not the rain boots he left the house in.They proceed to share the story about how Frank’s top scoop of ice cream just fell into his boot when Elizabeth interrupts. She questions Bob and appears surprised to learn that instead of going to work with Bob who had agreed to “put him to work” as a consequence of his suspension, the two of them had spent the day having fun. Frank talks about his new bike and had begun a story about the movie they saw when he looks at his dad and instantly stops talking. You notice Bob’s stern look when Frank apologizes stating, “I forgot I’m not supposed to tell.”

The tense silence is broken by Heidi who begins to tell her parents that she got another gold star on her spelling test, the teacher picked her to be the helper, she scored two soccer goals at recess, and made three new friends. You notice that Frank has squeezed into the same chair next to Bob; Heidi scoots closer to her mother on the couch. You note Elizabeth’s distress and invite Bob to comment. Bob minimizes the incident that resulted in Frank’s suspension and accuses Elizabeth of “overreacting.”Frank agrees that “Mom always gets mad” and begins recounting the “funny” incident that was, according to him and Bob, “no big deal.”

Vargas Case Study: Topic 5

The Vargas family arrives to their 5th session together and on time. As a follow-up to last week’s focus on the family structure, you decide to consider a strategic approach this week. To check in, you invite them to share any feedback from last week’s session. Bob reports that he apologized to Elizabeth for “mishandling the suspension thing” then complains that Elizabeth is still “holding a grudge.” He admits that he often does not understand why she gets so upset and that he wants her to be happy. Elizabeth acknowledges that the apology “is a start” and suggests that the reason Bob doesn’t understand is that he “doesn’t ever listen” to her. Bob tells Elizabeth that he listens, but gets frustrated because he doesn’t know how to “fix it.”

You notice Frank and Heidi sitting together, quietly looking at a book while their parents talk. You inquire about any noticeable changes made during the week. Both parents claim to have made an effort to avoid raising his/her voice and report being pleased with their conduct. When asked about the children, Elizabeth reports noticing improvement. Bob, however, expresses frustration with Frank’s constant need of redirection and numerous reminders to complete his chores. Bob also noted an increase in Heidi’s demands for attention.

Vargas Case Study: Topic Six

The Vargas family arrives five minutes late for their 6th session.Elizabeth apologizes for their tardiness and complains that they had come from an event hosted by her former employer and were having an argument in the parking lot. You notice the children appear somewhat disheveled with red cheeks and grass-stained clothing. They excitedly share stories of coming from a “big picnic” where they “played lots of games and made new friends.” Frank tells you that he was playing Kick Ball and that his team was winning. Smiling and tousling Frank’s hair, Bob adds that he and Frank were “an unstoppable force” who dominated each event at the picnic. Bob and Frank were in the middle of a celebratory high-five when Heidi tells her dad that she wishes he would have been on her soccer team. While still engaged in the celebration with Frank, Bob replies, “Me too;maybe next time.”

Elizabeth states she was “pleasantly surprised” that Bob was enjoying himself, given his strong personal opinion of many of her friends, who are gay. Bob insists that the picnic was “just okay,” and that he “was just trying to be nice.” He tells you he doesn’t have “anything against gays,” but that “they just make me uncomfortable.” Heidi reminds him that he agreed to have her new friend, Dani “and her two daddies,” over for a barbeque.You comment that the family’s mood now seems quite improved from how they arrived. Frank explains that his mother got angry at him and admits to running away and hiding from his mother when she said it was time to leave the picnic. Elizabeth immediately denies being mad at him. You ask Frank what made him think his mother was mad, and he replied, “Her eyes were squinty and she had a mean voice.” When asked if his dad was also angry, Frank replies, “He saw me in my hiding place; he was smiling. Then in the car, he yelled at me to ‘listen to your mother.’”

Elizabeth shot Bob an angry look when Heidi shares that she was having fun playing soccer and that she didn’t want to leave either. She adds, “I always listen because I don’t want Mommy to be sad.” She proceeds to blame her brother for “making Mommy and Daddy fight” to which Frank makes a counter-accusation, blaming Heidi for the parental discord. Elizabeth and Bob exchange angry looks, then Bob assures Heidi that, “It wasn’t all your fault.”

Vargas Case Study: Topic 7

Since the last session, you received a call from Elizabeth who stated her family was in crisis. She reported that her nephewGeoff, the 15-year-old stepson of Bob’s sister, Katie, had nearly overdosed. She said that the family had noticed some changes with Geoff since his father’s recent death, but attributed the poor mood and slipping grades to the normal effects of grief.Elizabeth said that Geoff had never used drugs, as far as anybody in the family knew, and that the overdose was “a total surprise.” Elizabeth reported that after learning of this, Bob’s mother, Linda, called the school counselor but complained to Katie that “she was not at all helpful,” and told Katie exactly how she should handle it. Katie spoke with the school counselor who told her that she was not allowed to speak with Linda due to matters of confidentiality. Elizabeth informed you that Katie had shared her frustration with the school counselor’s suggestions to help him “get his mind off the sadness,” and believed he needed more help. You learned that Bob’s father, Tim, was trying his best to help, and that Elizabeth felt his intrusion was making matters worse. Among other things, Tim had taken Geoff out of school on a week-long camping trip against Katie’s wishes. Elizabeth said that the involvement of Linda and Tim, despite their good intentions, had begun to cause widespread family strife and asked if you could possibly see the entire family. You agreed to provide a session with Elizabeth, Bob, Tim, Linda, Katie, and Geoff.

Vargas Case Study: Topic 8

This session with the Vargas family includes Elizabeth, Bob, Frank, and Heidi. You begin by inviting Bob and Elizabeth to sit together on the couch and request feedback regarding the last session. You learn that several of the interventions have provided some relief, but that there are ongoing concerns regarding Geoff’s safety, as well as with maintaining boundaries that have been set. Elizabeth tells you that Bob “had strong words” with his parents, who were initially quite upset. Bob confirms this and states that despite the difficulty, “they need to butt out.” You validate Bob’s struggle and reframe this as bravery. You note the family’s willingness to seek help as a significant strength. Bob expresses concern for his sister having recently lost her husband and nearly losing her son. He shares how unfortunate it is that something bad had to happen to help him realize how fortunate he is. Bob states that he admires his sister’s strength, and becomes tearful as he tells Elizabeth that he cannot imagine what it would be like to lose her. He expresses belief that it would be “impossible” for him to be a single parent and tells his wife that he realizes he has been taking her for granted. Elizabeth receives these words with quiet gratitude, providing comfort, being sensitive to Bob’s vulnerability. Bob wipes his tears and apologizes for what he calls “falling apart.” You notice Frank and Heidi settle in closer to their parents. Eventually, the therapeutic silence is broken when Frank hands his dad a tissue and says, “It’s okay for boys to cry. Mom says so.”

PCN-521 Topic 8: Vargas Case Study

This session with the Vargas family includes Elizabeth, Bob, Frank, and Heidi. You begin by inviting Bob and Elizabeth to sit together on the couch and request feedback regarding the last session. You learn that several of the interventions have provided some relief, but that there are ongoing concerns regarding Geoff’s safety, as well as with maintaining boundaries that have been set. Elizabeth tells you that Bob “had strong words” with his parents, who were initially quite upset. Bob confirms this and states that despite the difficulty, “they need to butt out.” You validate Bob’s struggle and reframe this as bravery. You note the family’s willingness to seek help as a significant strength. Bob expresses concern for his sister having recently lost her husband and nearly losing her son. He shares how unfortunate it is that something bad had to happen to help him realize how fortunate he is. Bob states that he admires his sister’s strength, and becomes tearful as he tells Elizabeth that he cannot imagine what it would be like to lose her. He expresses belief that it would be “impossible” for him to be a single parent and tells his wife that he realizes he has been taking her for granted. Elizabeth receives these words with quiet gratitude, providing comfort, being sensitive to Bob’s vulnerability. Bob wipes his tears and apologizes for what he calls “falling apart.” You notice Frank and Heidi settle in closer to their parents. Eventually, the therapeutic silence is broken when Frank hands his dad a tissue and says, “It’s okay for boys to cry. Mom says so.”

© 2016. Grand Canyon University. All Rights Reserved.

HIST 112 World Civilization since 1650

Dear Tutors,

I need help with PP history assignment on Uzbekistan.

Assignment Instructions

For this assignment, I want to bring out your creative side. Instead of writing a paper, you will create a PowerPoint based on the topic you choose.


The Declaration of Independence is one of the most powerful documents that came from the colonists in America against their mother country, England; or I should say against the Monarchy, King George. Staying true to ideology that came out of the Enlightenment period, Thomas Jefferson created this list of grievances against England and basically said American Colonists had enough. With this document, the colonists declared their independence. Please make sure you read through the Declaration of Independence. While it is one of our most revered documents, it should be a guide to your assignment. A link is also provided.

Declaration of Independence

In this assignment you are a modern day revolutionary. For the country you choose, you will research what is going on and decide on reasons for a new government. Basically, you want independence from the government that is already in power.

Read as many articles as you can, these articles will give you insight on what is going on in the country you chose. Make sure you get articles from reliable sources. This is the reason why you need more than just one source. Most of these articles will be newspapers articles but you will need to do a bit more research on the country itself.

All information has to be factual. The assignment will be done in a PowerPoint presentation. You will have to have visuals.

Below are guidelines for the PowerPoint presentation.

You can make it interesting by adding some voice or music, the choice is yours.

MAIN (General) REQUIREMENTS for PowerPoint.

The minimum number of sources and citations for your short paper is three sources. Any material that is not common knowledge has to be cited or any information that is taken directly from the site has to be cited and in quotations marks.

There is a word count for the entire presentation is 700-900 words. Anything less will not justify your research.

You need visuals in your presentation – a third of your presentation is to have visuals. –

Do not use background visuals, it’s hard to read the text and will not count as visuals.

The PowerPoint must include a cover slide with your name, course number and title (HIST112 – World Civilization Since 1650) instructor’s name, and date.

The rest of the directions for the Powerpoint are below.

Before I get into those directions —- Remember, the Declaration of Independence is a list of grievances against the King. You will be creating a list of grievances against the government/leader of the country you choose.

Directions for PowerPoint Presentation.

In this assignment you will be recreating, rewriting the Declaration of Independence in Modern Terms picking a Modern Country.

Slide 1 is the title of your Declaration, the class name, your name, my name and the date.

Slide 2 is an introduction of your Declaration explaining to me which country you choose and why.

Slide 3 you are to create your opening passages. This is equivalent to the first paragraph in the Declaration. The only passage you are allowed to use from the Declaration of Independence word for word is “When in course of human events”, the rest is in your own words.

Slides 4, 5 and 6 (or more) – You are then to come up with minimum of 9 grievances.

There needs to be three (3) grievances on each slide making. These grievances need to be in bullet form.

Right underneath the slide is the “Speaker Notes”. You will explain your grievances here. You need to make sure you give me the “why’ you went with that particular grievance.

Keep in mind, when you are talking about modern day governments, you NEED to take into account the Executive, Legislative and Judicial branches. We are talking about Present Day not yesteryear.


Slide information:

Obamacare – fines

In your notes section you will have:

Congress has passed a national health care legislation call the Affordable Health Care Act. The insurance is to cover anyone who does not have insurance. It has unintended effects where the uninsured has to pay a fine if they did not sign up for coverage. You will pay the “higher of the two amounts: either 2% of your yearly household income or 325 per person, 162.5 for each child.” (

Slide 7 is your closing paragraph.

Again, you will use these words from the Declaration of Independence for your closing, “We, therefore, the Representatives of these” (put in the country you are representing here) and the closing reason for the your Declaration, closely resembling the Declaration of Independence.

Slide 8 is your Bibliography Slide – Remember you need three reliable sources.

For example:

References/Bibliography/Work Cited

“The fee you pay if you don’t have health coverage.” (2015). retrieved from

I found that in source citations in your notes section is the best on the PP.

For this assignment, History majors use insource citations in your PowerPoint. Using footnotes is cumbersome.

Assignment 2.1: Policemen of the World Thesis and Outline

Assignment 2.1: Policemen of the World Thesis and Outline

Due Week 7 and worth 70 points

By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policemen of the world.” Using the Internet and reputable news sources, research two (2) real-life international incidents from the past five (5) years in which:

  • The U.S. used military action abroad.
  • Controversy existed within the American public regarding U.S. involvement.
  • Controversy existed within the country or countries affected by U.S. involvement.

Part 1

  1. Write a thesis statement that is one to two (1-2) sentences long in which you:
    1. State your thesis on the significance of the current role of the US military, as exemplified in the two (2) real-life international incidents that you have researched. Justify your response.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at:

Part 2

For the next part of this assignment you will create an outline of the main points you want to address in this paper. This will serve as the basis for your Assignment 2.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at:

  1. Write a one to two (1-2) page outline in which you:
    1. Describe the two (2) international events involving the US military from the past five (5) years you investigated that can be traced back to a foreign policy created after the Civil War.
    2. List three (3) aspects of US history since 1865 that have led to the US’s rise as a world super power policeman.
    3. List three to five (3-5) international incidents since World War II where America has taken on a policing role.
    4. List three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)
    5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

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

The specific course learning outcomes associated with this assignment are:

  • Identify and discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
  • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

Click here to view the grading rubric.