Category: Essay Help

The Jews of the Lodz Ghetto lived through a very unique set of circumstances for the duration of the war: economically, socially and even culturally, Lodz was simply different than elsewhere. Even the destiny of the inhabitants of the Ghetto as the potential or actual victims of Nazi genocide was experienced differently from elsewhere. Using three or more relevant sources of any kind – primary or secondary, textual or visual – write a paper that takes on one or more aspect of this “distinctive” history. Length: 4- 6 pages Essentially, I am asking you to find a single aspect of the Lodz Ghetto and write about it. What could that aspect be? You could use what you already know: Rumkowski’s speech and the infamous Shperre of 1942. You could even reuse the material from the Discussion forum (Rumkowski’s speech, Zelkowitz’s reportage, David S’s diary) and write an expanded version of what you have already begun to argue there, including that historical measure expressed by Zelkowitz involving, “the sensation of disbelief”. But here are a couple of other ideas to help you get started and I am obviously by no means exhausting the possibilities. You could write an excellent paper, for example, involving a description of Rumkowski’s “economic” strategy for governance of the Nazi run Lodz Ghetto – the “rescue through labour” tactic. This is or was a highly controversial topic, as we discussed in class. Engaging with it will take you as always into Primo Levi’s “grey zone” , that is to say, into the world of impossible dilemmas created for Jews living under the terrorizing grip of Nazi occupation. You could ask, for example, if this strategy turns Rumkowski into the saviour or the “quisling” of the local Jews? You could also side step the whole issue of historical “judgement” and present the complex ways in which this economic plan played out, both for Rumkowski and for the ghetto population. Essential reading for this kind of approach: Gutman, Horwitz and David. After Spring break, I will see if the library can digitize and even stream the documentary you saw before COVID, as well as more of the secondary material such as David Sierakowiak’s Diary. A related but different way to approach an analysis of the Lodz ghetto could involve setting out the mechanics of power (remember my rubrics: who had it? how exercised? and with what purpose?). You could talk about how the Germans “outsourced” their own brutal exercise of power by talking about the structures of German and local authority under Nazi Occupation (Hilberg/Trunk/Gutman). You could piece together an analysis about “shades” of vulnerability within the brutal dynamics of German power from top (Rumkowski, for example) to bottom (women or the poor and “unconnected” within the Lodz Ghetto). Such an approach could integrate many or all your secondary and primary sources, but take its guiding mechanism from Horwitz and the pages of David S’s diary, for example. (You could use Trunk/Gutman to frame the economics issue in this way too. ) Finally, as I’ve said all along, you can ignore every single suggestion above and go your own way! The only requirement is that you root your analysis about this particular topic in the assigned sources. I would point out that the Gutman article about the “distinctiveness” of the Lodz Ghetto is essential to this paper, but the rest, as always, is up to you

Read the Executive Summary of all three reports. Reflect on the following questions: 1. What are the key points that should be remembered from these reports? 2.How far do you think we have progressed over the past decades? 3.Relate quality experiences you have had as an intern, technician, or as another employee in a pharmacy. 4.What do you see as the role of the pharmacist in these processes? Grading This assignment will be graded on your discovery skills, critical thinking, reflective abilities, relevance to the subject matter, completeness, depth of reflection, and originality.

Study Guide define with briefly note of each exclusionary rule independent source doctrine inevitable discovery exception search warrant warrant less searches knock & announce searches show up, lineup and photo array motive and intent relevant evidence rape shield statutes best evidence rule primary and secondary evidence Jencks and Brady material authentication of evidence chain of evidence/custody reason for chain of custody tagging and bagging evidence jury inspection of physical evidence introduction of photographs searches incident to arrest inventory searches stop and frisk of people and vehicles Fourth Amendment suggestive identification by witnesses Biggers factors Sixth Amendment right to counsel Fifth Amendment right to counsel nude and gruesome photographs placing objects in crime scene photos objections – sustained and overruled lay witnesses expert witnesses scheduling court testimony – on call and vacations the “rule” and excluding witnesses from the court room criminal record of defendants – admissible in court? Fruit of the poisonous tree doctrine attenuation doctrine independent source doctrine inevitable discovery exception silver platter doctrine character evidence rules mens rea public and private documents: examples defendant’s right to discovery informant identity exculpatory evidence property control documents consent searches self authenticating evidence destruction of officer’s original notes scientific evidence posed or reconstructed crime scenes Carroll doctrine Terry v. Ohio Weeks v. United States Illinois v. Gates Arizona v. Gant

Religious Environment : For the last section of the class, Robin Wall Kimmerer, Braiding Sweetgrass, write a one-page response to the reading for each day. Where possible make connections to other things we have read or ideas we have discussed, this includes Mary Oliver. If you don’t have the book, there are a number of online sites where you can get a free download (one is listed below). https://archive.org/stream/BraidingSweetgrassIndigenousWisdomScientificKnowledgeAndTheTeachingsOfPlants/Braiding%20Sweetgrass_%20Indigenous%20Wisdom%2C%20Scientific%20Knowledge%20and%20the%20Teachings%20of%20Plants_djvu.txt -paper 1 The Council of Pecans The Gift of Strawberries An Offering Maple Sugar Moon paper 2 Witch Hazel The Consolation of Water Lilies paper3 Epiphany in the Beans The Three Sisters Wisgaak Gokpenagen: A Black Ash Basket paper 4 Maple Nation: A Citizenship Guide In the Footsteps of Nanabozho: Becoming Indigenous to Place paper 5 The Sound of Silverbells Burning Cascade Putting Down Roots Witness to the Rain Windigo Footprints paper 6 The Sacred and the Superfund People of Corn, People of Light Shkitagen: People of the Seventh Fire Epilogue: Returning the Gift

After reading the articles and/or exploring the online exhibit, write a Journal entry and answer the following questions: Why do you think this attack is less well known than the Holocaust? Should this be taught in high schools? What was the most surprising thing to you about this attack? For full credit, your paper must not simply sum up the reading or repeat points made there. Rather, I’m looking for you to raise a question, explain the emotional content of the piece, or discuss some original insight.

Prompt: The economic situation in the world now is very different from what it was when the semester started in January and COVID-19 was still, as far as we knew, confined to a localized outbreak in Wuhan. The global public health crisis is intimately intertwined with economics. Economic activity is entwined with the transmission of the coronavirus that causes COVID-19. Distribution of economic resources and patterns of employment shape who is most at risk of contracting the disease and most at risk of suffering a severe or fatal form of the disease. Treating the infected and containing the disease requires a rapid reallocation of resources from the patterns of use common just two months ago – and also requires idling resources that cannot be safely used. None of those whose work we read this semester wrote specifically about the economics of pandemics – even though a number of them lived through serious infectious disease outbreaks. (Marshall, Keynes, Commons, Alexander, Perkins, DuBois and several others all lived through the 1918 flu pandemic, for example.) But we can search their collective body of work for ideas about how to understand our current economic situation. Other people’s perspectives, Sen notes, can “[broaden] our own investigation of relevant principles, for the sake of avoiding an underscrutinized parochialism of values and presumptions in the local community” (p.62). Turning back through the history of economic thought, we meet thinkers who wrote their analyses at times of far lower material standards of living – when Ricardo, in agreement with Malthus, assumed that material deprivation would keep the population in check, for example. Maybe they can help us understand something about lowering our consumption expectations, as we will likely have to do. We meet policymakers like Frances Perkins who worked to enact workplace safety regulations at a time when workers died on the job with grim frequency. Maybe they can help us understand something about how to protect the safety of those whose work we cannot even temporarily do without. We meet a range of thinkers –Beecher, Marx, DuBois, the Women’s Cooperative Guild, the theorists and activists Folbre wrote about in her chapter on the Nanny State, for example – who asked in a wide and wild variety of ways what economic practices could prioritize basic human needs, including the need for care. In your essay, choose one main work from any part of the class to respond to. (You may use others to amplify or critique your main chosen work.) Connect this work to the COVID-19 pandemic. (You should also draw on current news sources and government-issued public health and economic statistics to document the relevant dimensions of the current crisis.) How does the selection you’ve made from the economic literature help us understand something about the way the pandemic is playing out so far? What ideas does it give us about economic policies that would help us meet our needs during the outbreak and stabilize the economic system (or change the economic system!) once the threat of infection subsides? Are there aspects of this work can’t be applied in this situation?

DESCRIBE SARS PANDEMIC 2003.

Defend the claim about whether it’s ethical to target uninformed consumer.

Content in this topic will enable students to pull together the assignment and discussion/reflective components they have been working on throughout the course and result in the production of the evidence-based practice proposal Capstone Project utilizing a professional format and product through a presentation. Objectives: Produce a comprehensive and professional change initiative presentation. Integrate acquired knowledge and skills into professional practice. Examine the implementation of evidence‐based research in nursing practice. Analyze research findings for the enhancement of evidence‐based practice in the clinical setting. Apply leadership concepts, skills, and decision making in the provision of high‐quality nursing care in a collaborative interprofessional setting. Analyze the impact of organizational and environmental factors on health care delivery and practice. Demonstrate leadership and communication skills to effectively implement change initiatives for nursing practice.

The content of your presentation must include – a title page indicating the title of the presentation, who the presenter is (you) and your credentials. If the title of your presentation is the title of the article then a footer may be used on this slide to reference the authors and year. Next, identify your target audience, the title and reference for the article, why you selected this research article, the research problem/question and/or purpose, whether the study uses a qualitative or quantitative approach, how the researcher(s) to address ethical considerations, major findings of the study, and the value of the article to evidence-based practice.