Category: English

CONFLICT and MEMORY PROJECT The project should be based on the same conflict you are exploring for the research paper. This is a chance to examine how conflict is remembered today, providing insight you can apply in your research. You are asked to examine how ethnic conflict or territorial disputes are remembered, represented, sometimes managed or even manipulated, often long after violence may have ended. The emphasis for this project interpretation is how your chosen conflict may appear in public spaces, narratives, institutions, curated sources, etc… What do the representations reveal about identity, power, politics and even unresolved tensions in the contemporary era? Study Abroad Students: Those of you participating in the Croatia & Bosnia study abroad program will base your projects on field observations from sites visited during the trip. Examples include memorials, museums, historic locations, urban spaces shaped by conflict, oral histories, etc. Non-Travel Students: For those not participating in the study abroad program, you can rely on digital or remotely accessible sources related to your chosen conflict. Examples include online museum exhibits, online memorial sites, oral histories, photo collections, digital archives, etc. image.pngPAPER GUIDELINES 1. SITES + SOURCE Choose one site, space, or curated source connected to your chosen conflict. Your choice should allow you to examine how conflict is remembered, represented, or managed in the present. Examples include (but are not limited to): Memorials or monuments Museums or museum exhibits Historic neighborhoods or urban spaces Digital archives, photo collections, or oral history projects 2. ANALYSIS Your written analysis should address the following: Brief context: What conflict is connected to this site or source? Representation: How is the conflict presented, framed, or remembered? Identity and power: What identities are emphasized, minimized, or excluded? Meaning and memory: What narrative about the conflict is being communicated? Course connection: How does this example connect to key ideas from the course? You are not expected to provide extensive historical background, so heavy outside research is not required for this assignment. The focus should be on interpretation and meaning and the potential implications of those in the present. What you develop in this assignment, like key themes, narratives, and questions about memory and identity, should be reused and expanded in your final paper. 3. EVIDENCE + SOURCES Course readings and lectures should be referenced where relevant. Field observations or digital materials should be treated as primary evidence. All sources must be cited using APA Links to an external site.,MLA Links to an external site., or Chicago Links to an external site. or Turabian Links to an external site. citation style. Engaging Mailbox Flag Icon Outdoor Room Ideas For Assignment – Assign Icon Transparent PNG – 1600×1600 – Free Download on NicePNG ASSIGNMENT INSTRUCTIONS REQUIREMENTS Third person Links to an external site. 3-4 full pages (apx. 750-1,000 words) ASSESSMENT Strength and clarity of analysis Effective interpretation of the selected site or source Thoughtful engagement with identity, power, and memory Use of course concepts, readings, or lectures Appropriate use of evidence (field observations or digital materials) Quality of writing (organization, clarity, grammar, mechanics) Following assignment directions IMAGES + VISUAL Images are optional. Study abroad students may include their own photos from sites visited. Non-travel students may include screenshots or images from digital archives or museum exhibits. If images are included: They should support your analysis, not replace it. They must be referenced in the text (e.g., signage, layout, symbols, spatial design). Images do not count toward the word or page total. FORMATTING To be clear, 3-4 pages means 3-4 full pages of text (not 2.75 pages). Title pages images, figures, tables, citations or works cited are not included in length. Papers must have 1-inch margins on top, bottom, right and left sides Papers must be double spaced, using Calibri 11, Times Roman 12, or Arial 10. Papers must be complete! For example, a 2-page paper is only 75% of the minimum and therefore can only receive a C (75/100). Rubric Conflict + Memory Project Conflict + Memory Project Criteria Ratings Pts This criterion is linked to a Learning Outcome ANALYSIS of MEMORY, REPRESENTATION and NARRATIVE 15 to >13.0 pts EXCELLENT Provides a thoughtful, sustained, and insightful analysis of how the conflict is remembered or represented. Clearly interprets narratives, symbols, spatial choices, or curatorial decisions, demonstrating strong analytical depth. 13 to >11.0 pts GOOD Provides a clear, well-developed analysis of how the conflict is remembered or represented. Interpretation is coherent, relevant, and consistently supported with examples. 11 to >9.0 pts FAIR Provides an analytical discussion of memory and representation, with interpretation present but more limited in depth or scope. 9 to >6.0 pts DEVELOPING Analysis is present and relevant, though interpretation may remain surface-level or uneven at times. 6 to >0 pts NEEDS IMPROVEMENT Discussion centers largely on description and may exhibit limited engagement in interpretive analysis. 15 pts This criterion is linked to a Learning Outcome IDENTITY, POWER and CONTEMPORARY MEANING 15 to >13.0 pts EXCELLENT Engages deeply with questions of identity, power, and contemporary meaning. Clearly considers whose perspectives are emphasized or minimized and what this suggests about ongoing tensions or present-day implications. 13 to >11.0 pts GOOD Engages clearly and thoughtfully with identity and power, connecting representation to contemporary meaning in a meaningful way. 11 to >9.0 pts FAIR Addresses identity and power with some interpretive engagement, though connections to broader meaning may remain general. 9 to >6.0 pts DEVELOPING References identity or power with emerging attention to contemporary implications. 6 to >0 pts NEEDS IMPROVEMENT Engagement with concepts of identity, power, or contemporary meaning may be minimal. 15 pts This criterion is linked to a Learning Outcome USE of EVIDENCE 10 to >8.0 pts EXCELLENT Effectively uses field observations or digital materials as primary evidence. Examples are specific, well-integrated, and clearly support interpretation. 8 to >6.0 pts GOOD Uses relevant and appropriate evidence from the selected site or source to support analysis. 6 to >4.0 pts FAIR Includes evidence that relates to the site or source, with connections to analysis that may be uneven. 4 to >2.0 pts DEVELOPING Evidence is present but may be limited in detail or integration. 2 to >0 pts NEEDS IMPROVEMENT Evidence may be minimal or loosely connected to the analysis. 10 pts This criterion is linked to a Learning Outcome APPLICATION of COURSE CONCEPTS 10 to >8.0 pts EXCELLENT Integrates course concepts, readings, or lectures in ways that clearly strengthen interpretation and deepen analysis. 8 to >6.0 pts GOOD Uses course concepts appropriately and effectively to support analysis. 6 to >4.0 pts FAIR References course concepts with some connection to interpretation. 4 to >2.0 pts DEVELOPING Mentions course ideas with emerging integration. 2 to >0 pts NEEDS IMPROVEMENT Course concepts may only be referenced minimally. 10 pts This criterion is linked to a Learning Outcome CLARITY of WRITING 5 to >4.0 pts EXCELLENT Writing is clear, precise, and consistently effective. Ideas are well explained and terminology is accurate. 4 to >3.0 pts GOOD Writing is clear and communicates ideas effectively. 3 to >2.0 pts FAIR Writing conveys meaning, though clarity may vary. 2 to >1.0 pts DEVELOPING Writing may occasionally obscures meaning. 1 to >0 pts NEEDS IMPROVEMENT Clarity may be limited. 5 pts This criterion is linked to a Learning Outcome GRAMMAR + MECHANICS 5 to >4.0 pts EXCELLENT Grammar, mechanics, citations, and formatting are consistently strong and carefully applied throughout the paper. 4 to >3.0 pts GOOD Grammar, mechanics, citations, and formatting are strong and support clear, smooth readability. 3 to >2.0 pts FAIR Errors may be noticeable but meaning remains clear. 2 to >1.0 pts DEVELOPING Errors may interfere with clarity and readability. 1 to >0 pts NEEDS IMPROVEMENT Errors may frequently interfere with readability. 5 pts This criterion is linked to a Learning Outcome ADHERENCE to ASSIGNMENT DIRECTIONS 5 to >4.0 pts EXCELLENT All assignment requirements are fully and accurately addressed with careful attention to detail, including length, format, evidence pathway, and image guidelines. 4 to >3.0 pts GOOD Assignment requirements are clearly addressed and consistently followed throughout the paper. 3 to >2.0 pts FAIR Assignment requirements are addressed, though attention to directions may vary across sections of the paper. 2 to >0.0 pts DEVELOPING Some assignment requirements receive limited attention or are may be addressed inconsistently. 0 pts NEEDS IMPROVEMENT Adherence to assignment directions may be minimal. 5 pts Total Points: 65CONFLICT RESEARCH PAPER (25%) ASSIGNMENT EXAMPLE Ethnic conflicts and territorial disputes are often rooted in complex historical, political, economic, and social dynamics. This assignment asks you to conduct a persuasive, research-based analysis that explains the causes of a specific ethnic conflict or territorial dispute using course concepts and scholarly evidence. Your goal is not simply to describe what happened, but to explain why the conflict emerged and persisted, advancing a clear argument well-supported by evidence. Potential causes of the selected conflict may include, but are not limited to, issues related to: Land/territory Access to resources Economic disparities Power struggles Ethnicity Foreign policy Trade Religion Other relevant socio-political or economic factors Please note: You are not required to address every factor. Be sure to select and carefully analyze the factor(s) most relevant to your argument. i didnt stuy abrod so make it about For my Conflict Research Paper i think i will choose the IsraeliPalestinian conflict because it is one of the longest and most emotional territorial conflicts in the world. I have always heard different opinions and perspectives about it especially being born in egypt and growing up around Middle Eastern culture. What interests me most is how both sides strongly believe the land belongs to them. I want to understand why peace has been so difficult even after so many negotiations and international efforts.The historicalis vey important to know for the IsraeliPalestinian because it puts everything together and makes it makes sence . During the British Mandate for Palestine the tensions keept increased as both Jewish and the Arab communities developed strong nationalist movements. After World War II support for the Jewish homeland grewand and led to the creation of Israel in 1948. This resulted in war and the displacement of many Palestinians which is known as the Nakba. Understanding this history helps explain why both groups see the land as central to their land and identity. It is not just a political dispute over a territory it is deeply tied to history and its trauma, and belonging.Two course concepts help explain this conflict is nationalism and memory. Nationalism is the belief that a group of people with shared culture and religion or history deserve their own state both Israelis and Palestinians have strong nationalist movements tied to the same land. Memory is also powerful in this conflict. The Jewish memory of persecution, especially during the Holocaust eshapes Israeli security concerns. The Palestinian memory of displacement shapes resistance and claims to return both these memories influence political decisions and make compromise more complicated. For sources I plan to use Rashid Khalidis book The Hundred Years War on Palestine because it will help provide historical analysis from a Palestinian perspective. I will also use United Nations reports on settlements and borders to include official data and international viewpoints. Togeher both of these sources will help me argue that competing nationalisms shaped by historical memory and failed political agreements are the main reasons this conflict continues today. Collapse discussion thread from Joyes Attia Hide 4 Replies Hide 4 Replies Reply to post from Joyes AttiaReply Mark as UnreadMark as Unread Riley Norris Feb 19 7:08pm Reply from Riley Norris Hi Joyes, I really like how you connect your personal background to the IsraeliPalestinian conflictit adds a lot of depth to your topic. Your explanation of the British Mandate period and the Nakba clearly shows why history is essential for understanding the conflict today. I also think nationalism and memory are great concept choices, especially how collective trauma shapes political decisions. Do you think there was a specific moment when compromise may have been more possible? Reply to post from Riley NorrisReply Mark as UnreadMark as Unread Joshua Mills Feb 19 8:27pm Reply from Joshua Mills Hi there Joyes! I think your post did a really good job explaining the conflict that you wish to research and write about. I think that your focus on nationalism is the perfect foundation for your research and helps understand the conflict between Israel and Palestine. I think that Constructivism would be a really great concept that could strengthen your argument as well and help see your research in a new light as you work towards the final paper. Since constructivism focuses a lot on identity and especially involves the way political claims can be shaped, it would be a great concept to apply to your paper! I was going to ask a similar question that Riley asked you, but I think that I could deepen it by adding to it a little more. Riley asked if you thought there was a specific moment where compromise could have been more possible? I would like to expand on that by asking, if there was a point that this could have happened, what change after this point do you think was the catalyst for the conflict to occur? I think looking at that specific turning point in the narrative here could help shed light on if a conflict has always been deeply rooted here or if specific events made resolution either a possibility or impossible. Reply to post from Joshua MillsReply Mark as UnreadMark as Unread IF Isabel Falkner Feb 19 11:15pm Reply from Isabel Falkner Hi Joyes! I think the Israeli-Palestinian conflict is going to be very interesting to study. I have also found it fascinating how both sides believe the land belongs to them. I really like how you want to investigate further into the question of is there is so much international intervention, why haven’t we achieved peace? Since Trump’s international peace program is also gaining a lot of attention right now, I think it would be important to mention that it your paper. Can’t wait to hear more from you! Reply to post from Isabel FalknerReply Mark as UnreadMark as Unread PT Phelan Thormann Feb 20 12:04pm Reply from Phelan Thormann Hey Joyes, I enjoyed reading your response, especially your perspective of being born in Egypt so close to the conflict. I think you are spot on to be exploring nationalism and memory, and you may also benefit from exploring the concept of a “zero-sum game.” Essentially this just means that one group will prosper at the expense of the other, creating a winner and loser and a sum of zero. In Israel and Palestine it seems that has been the only way of approaching the dispute, with Israel almost always getting the upper hand, but maybe there is a way in which this doesn’t have to be zero sum, and both parties could benefit. I saw that you plan on using Rashid Khalidi’s book to gain insight on the Palestinian perspective, do you also plan on using a more Israeli leaning source to compare the two or are you relying on the UN’s data to compensate for that. Good luck! about this topic

• Write a five-paragraph essay that reflects on how an experience caused a change of perspective for you. Begin by thinking of experiences youve had that have changed something for you. Write these down as you think of them.
• Theres nothing too big (conquering a fear) or too small (changing from liking Coke to Pepsi) to include!
• The change in perspective can be based on any person, place, or situation.
• No research should be included for this essay. This is all based on your experience.

Each student will complete four reading reports, one for each part of the textbook (except part 5). Each report will be approximately 350 words long in APA format (cover page, NO abstract, 1-inch margin all around, double spacing and 12-point Times New Roman/Arial font). Make sure your report uses proper grammar, sentence structure and organization via paragraphs.

In the first half of the report, you will summarize in your own words the content of the part of the book you read.

In the second half of the report, you will discuss 1 or 2 issue(s)/topic(s)/theories in or related to the part you read.

For the second half your discussion may include but is not limited to:

• Why do you think the issue/topic/theory is important or interesting?
• What are the applications of the theories/principle/information in real life settings?
• What are the important issues/questions that are not addressed by the book?
• How does this issue/topic/theory apply to your own life?
• How will this new knowledge affect you in future endeavors?
• Any critiques on the theories, principles, or other content in this part of the book?

USE Luciano L’Abate (2009). The Praeger Handbook of Play across the Life Cycle:

Fun from Infancy to Old Age. Greenwood Publishing Group. ISBN-10:0313359296, ISBN-13: 978-0313359293.

Your term paper should:

Discuss the technical aspects of your topic in general terms.

Discuss the public policy debates relevant to the topic you choose. This section should cover arguments that favor and oppose the use of the techniques or products.

Express your personal opinion regarding the topic’s importance and the validity of the pro and con arguments. Within the personal opinion/conclusion, frame your position with an ethical theory from the six workable theories covered in this course.

Your submission must include:

A title page

The body of the paper, which includes 46 content pages, not including title or reference pages

At least three references from textbooks, websites, and articles that provide adequate justification and support your claim

Subheadings (technical aspects, public policy, and personal opinion/conclusion)

Appropriate in-text citations throughout the paper

A reference list with only the sources used in the body of the paper (All sources should be less than five years old unless recent research is not available, and at least one reference must be a peer-reviewed article from a professional journal. Do not use Wikipedia or an encyclopedia as they are not considered reliable academic sources and will not be accepted.)

APA style formatting throughout your paper, using only one of these fonts: 11-point Calibri,11-point Arial,12-point Times New Roman, or 11-point Georgia.

***ATTACHED PLEASE FIND THE OUTLINE YOU DID THAT GOES WITH THIS PAPER****

PLEASE FOLLOW INSTRUCTIONS TO THE T OTHERWISE I WILL FAIL THIS CLASS.

Assignment Instructions

Use the template to create your fact sheet.

You may use a different template or format if you choose. For example, you may want to create your own, or you may find one on the Internet that you prefer. Just be sure to include all of the criteria needed for the assignment.

As you create the content for your fact sheet, think about who is meant to read it. For example, your fact sheet might be available to patients and clients in a physician’s or psychologists office. Youll want to design everything on your fact sheet to address that audience. This means that you do not need a title page or to put your name on the fact sheet. Place the name of the neurodiverse condition you will present front and center. This also means that youll remove instructions to replace with headings that are relevant to your audience. Once you place the name of the neurodiverse condition at the top of the template, follow the prompts to continue completing the fact sheet.

Choose a Neurodiverse Condition

Choose one of the neurodiverse conditions from the list below to address in your fact sheet. For a deeper understanding of these various diagnoses, consider reviewing the chapter on neurodevelopmental disorders in the DSM-5-TR:

• .

Note that students may not always disclose a particular diagnosis or they may not have a formal diagnosis. To enhance our learning environments, learning and teaching must be inclusive and address the needs of all students.

These four are categorized as specific learning disabilities. You may choose one of these for your assignment, or you may choose from the list of other conditions below this list.

• Dyslexia: A specific learning disability that affects reading and related language-based processing skills.
• Dysgraphia: A specific learning disability that affects a persons handwriting ability and fine motor skills.
• Dyscalculia: A specific learning disability that affects a persons ability to understand numbers and learn math facts.
• Dyspraxia: A disorder that causes problems with movement and coordination as well as language and speech.

Some neurodiverse conditions are not learning disabilities themselves but can cause obstructions in learning. You may use one of these diagnoses listed below for this assignment. Just be sure not to label it as a learning disability, but explain how, as a neurodiverse condition, it can influence learning.

• Attention deficit hyperactivity disorder (ADHD).
• Autism spectrum disorder.
• Executive functioning disorder.

Complete the Fact Sheet

Include the following information on your fact sheet:

• The name of the diagnosis.
• Describe the characteristics of this neurodiverse condition. This can include the symptoms and facts related to the condition, such as statistics on its prevalence. Cite professional sources for the information on the description and facts about the condition. This will be approximately two paragraphs.
• Explain the impact of neurodiversity on individuals with this particular condition. This includes how it influences educational processes, and it can include the psychological impact on the learner. Youll need to cite professional organizations or information from scholarly articles. This will be approximately two paragraphs.
• Explain at least two educational or psychological interventions or strategies that can assist those with this neurodiversity in their learning. Youll need to cite professional sources and scholarly research articles to support these interventions. Provide about two paragraphs of information about each of the interventions or strategies.
• Apply evidence from research findings to support the educational interventions. Youll need scholarly research articles for this section. Youll present research findings that support the effectiveness of the interventions or strategies. Provide about one to two paragraphs of research findings for each of the interventions or strategies.

Also be sure to:

• Check your spelling and grammar.
• Include in-text citations and full references for all of your sources.

You may use images on your fact sheet if you would like. If you use images, follow these tips:

• Make sure that images do not overwhelm the information.
• Keep images smaller and make them highly relevant to the content.
• Avoid using generic images that do not enrich the understanding for your audience.
• Be sure to provide the source for your image or use one that is specifically labelled as free to use for these purposes.

Additional Requirements

To achieve a successful experience and outcome, you are expected to meet the following standards:

• Format: Use proper spacing for readability between sections. Using short paragraphs (35 single-spaced sentences) for each section works best. Its also advisable to use visual aids or graphics. Keep images small so that they do not overshadow the content but complement or expand on the content.
• Written communication: Use the accepted form and style of the psychological professions, using proper grammar and punctuation.
• Resources: Be sure to use credible professional sources to support the explanation of the neurodiverse condition and scholarly articles from professional psychology or educational journals to provide research findings as support for your intervention(s). You will likely need two professional sources, such as from textbooks or professional organizations, and at least two scholarly research articles. You may use additional professional and scholarly sources as needed. You are not limited to four sources.
• APA formatting: Resources and citations are formatted according to APA style and formatting guidelines. Refer to
• page on Campus for guidance.
• Length: Two pages (intended as the front and back of a single, 8 1/2″ x 11″ handout). You may use an additional page for references if needed.
• Template: Use the template for your handout.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Apply learning and cognitive psychology theories to educational practice.
• Summarize a neurodiverse condition.
• Explain the learning and psychological impact of a neurodiverse condition on individuals with the diagnosis.
• Competency 3: Apply research findings to topics and problem resolution in educational practice.
• Explain two educational or psychological interventions for a neurodiverse condition.
• Apply evidence from scholarly research findings to support three educational or psychological interventions for a neurodiverse condition.
• Competency 5: Communicate with clear purpose, organization, evidence, tone, and sentence structure.
• Address the assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
• Use APA style formatting for citations and reference list with only minor errors.

Read and annotate the following article using the built in Canvas tools. Every single paragraph should have some type of highlighting/writing. Recall our Week 1 lesson on how to annotate an article:

What things should you write down? Im so glad you asked! Heres a list:

Main ideas- Identify the main ideas by highlighting them and writing MI next to them. Remember that there is an overall main idea of the entire article and smaller main ideas of specific sections/paragraphs of the article.

Supporting details- Authors should support their main points with examples, facts, statistics, reasons, personal experience, etc. When they do, make note of it.

Questions- It is your job to ask questions before you read the article, while you are reading the article, and sometimes after you read the article. You can come up with a question at any point. Sometimes you will have to force yourself to come up with questions in order to stay engaged in the reading. Dont forget to write your questions on the paper and look for the author to answer it.

Reactions- It is your job to write down your reactions to the things you read…even if your reaction is Oh heck no! or That reminds me of Grandma. Writing down your reactions help you connect with the article. This is especially helpful for topics you arent interested in reading about.

Vocabulary- When you find a big word that you dont know the meaning of…circle it! Then, take it a step further by trying to guess what it means based on how its used in the sentence (context clues). Of course, you can always take a quick break to look it up on dictionary.com. Dont forget to jot the definition down on the paper.

Anything else- Feel free to mark up or write down anything else you think will be helpful in helping you identify important details and synthesize important information in the text.