Declaration of Independence

Entry 1

What was the Declaration of Independence all about? It was written by Thomas Jefferson but was probably not signed on July 4th, 1776. It was written after hostilities had broken out. Lexington, Concord, Bunker Hill had taken place a year earlier. Why so late? The reason might be that the colonies were not yet united in their response to Britain. Many did not want to leave the empire only a few years earlier they had boasted about. Also, taking on the powerful British empire with trained troops seemed almost impossible. Several of the condemnations in the declaration were not true, and they were addressed to King George III rather than Parliament, which had the real power. It is quite possible that the colonial leadership did not want to attack a representative institution even though it was hardly representative of the people of Britain. Still, the declaration won widespread approval and helped to unite the colonists.

Note: You will notice that this entry is greater than 120 words in length.

Keep in mind that 120 words is the minimum length.
There are no “right or wrong” answers, and it is not required that your instructor “agree” with your entry.
You will be graded on how your entry demonstrates that you have read and thought about the material.
You are encouraged to use the journal entries as study aids for the exams.

Journal #2 Instructions
In this course, you will complete a series of History Journal entries, which you will submit twice during the term. Refer to the Assignments and Course Schedule on Syllabus Page 2 for due dates.

Journal #2

In this second journal activity, you may write about any topic(s) of your choice, but it is best to use the textbook to study.

For this activity, topics should address content covered in Chapters 22-28 in the textbook.
It is expected that, at a minimum, you are reading the assigned textbook chapters.
You are encouraged to read collateral historical writings on topics covered in the textbook.
This activity will consist of 10 separate journal entries; you will have a total of 20 entries by the end of the course.
Each separate entry should:
contain a minimum of 120 words.
consist of a summary, paraphrase, synthesis of material you are reading/studying in this course.
be written in your own words – do not quote the work of others verbatim.
discuss the subject matter that you are studying – do not simply agree/disagree.
Your study involves, first and foremost, learning the nation’s past; doing so requires a review of previously published studies, so you are encouraged to conduct research using outside resources, but be sure to draft your journal entries in your own words.
Direct quotations should not be used; citations are not necessary.
Do not copy/paste information from any source.
No citations
Item
Grading Criteria
You will make two separate journal submissions during this course. Each submission will be worth 50 points.

Each submission will consist of 10 separate journal entries.
Save the file containing your second set of 10 entries in .rtf (rich text format) or as a .doc (word doc), and name the file Journal #2.
For clarity and ease, please title your entries as Entry 1, Entry 2, Entry 3, etc.
Each separate journal entry should be a minimum of 120 words in length.
Each entry should pertain to United States history after 1877.
Each entry should be written in your own words.
Submission of only half the required length/number of journals will earn half of the available points.
To gain a better understanding of journal entry expectations, please review the sample entry below:

Entry 1

What was the Declaration of Independence all about? It was written by Thomas Jefferson but was probably not signed on July 4th, 1776. It was written after hostilities had broken out. Lexington, Concord, Bunker Hill had taken place a year earlier. Why so late? The reason might be that the colonies were not yet united in their response to Britain. Many did not want to leave the empire only a few years earlier they had boasted about. Also, taking on the powerful British empire with trained troops seemed almost impossible. Several of the condemnations in the declaration were not true, and they were addressed to King George III rather than Parliament, which had the real power. It is quite possible that the colonial leadership did not want to attack a representative institution even though it was hardly representative of the people of Britain. Still, the declaration won widespread approval and helped to unite the colonists.

Note: You will notice that this entry is greater than 120 words in length.

Keep in mind that 120 words is the minimum length.
There are no “right or wrong” answers, and it is not required that your instructor “agree” with your entry.
You will be graded on how your entry demonstrates that you have read and thought about the material.
You are encouraged to use the journal entries as study aids for the exams

Sample Solution

Habit can be characterized as a social procedure that gives delight and help from interior uneasiness, in any case, it incorporates a common inability to control the conduct and a continuation of this conduct in spite of its destructive outcomes. (Goodman, 1990) Addiction to liquor is an unnecessary and destructive utilization of liquor however with resistance impacts and withdrawal side effects. It varies from liquor maltreatment as liquor misuse is unnecessary and destructive utilization without resilience impacts and withdrawal manifestations. Be that as it may, liquor misuse can regularly prompt liquor compulsion later on.

Dependence on liquor is one of the main worries on the planet. Research has demonstrated that liquor is one of the main sources of death. An investigation by Stahre, Roeber, Kanny, Brewer, and Zhang (2014) demonstrated that exorbitant drinking was in charge of 1 of every 10 passings among working-age grown-ups in the United States. This is on the grounds that unnecessary drinking is an enormous hazard factor for some, wellbeing related issues. Liquor utilization is a hidden reason, either totally or somewhat, for more than 30 distinct conditions including malignancy, diabetes, liver and pancreas infections and some more. (Rehm, 2011)

It is likewise stressing that liquor related passings have been rising. An investigation in the UK by Breakwell, Baker, Griffiths, Jackson, Fegan, and Marshall (2007) found that liquor related passings had expanded from 4,144 out of 1991 to 8,221 out of 2004 and in 2016 this rose to 9,214 as per the Office for National Statistics. Liquor related passings have been ascending because of the ascent in liquor utilization. Dawson, Goldstein, Saha, and Grant (2015) took a gander at changes in liquor utilization from 2001 to 2013 and found that the pervasiveness of drinking expanded, as did the volume and recurrence of drinking. It additionally found that the pervasiveness of month to month substantial long winded drinking expanded among overwhelming consumers. These examinations demonstrate that liquor utilization and liquor related passings are rising and proposes that all the more should be done to attempt to decrease this. Research has demonstrated that individuals will in general start drinking at a youthful age. Johnston, and Bachman (1998) found that in the United States 54% of 13-multi year olds, 72% of 15-multi year olds, and 82% of 17-multi year olds had expended liquor. In this way demonstrating exactly how youngsters start drinking liquor.

Research has likewise demonstrated that not exclusively do a lot of individuals beginning drinking during puberty however many individuals have liquor misuse or liquor reliance during youth. Harford, Grant, Yi, and Chen (2005) found that the commonness of liquor misuse and of liquor reliance with or without liquor misuse was at its most noteworthy for the ages of 18-23 years of age, this was trailed by young people matured 12-27 years of age. It was likewise discovered that liquor misuse was most minimal for those more than 50. These outcomes, in this manner, propose that youths don’t simply begin drinking during pre-adulthood yet additionally start drinking unreasonably at a youthful age.

In this way these outcomes recommend that teenagers are most in danger of liquor misuse, which can prompt liquor reliance and afterward to enslavement. Perhaps the most ideal approaches to attempt to avoid liquor enslavement is by instructing teenagers about liquor maltreatment as during youthfulness is when a great many people beginning drinking liquor just because. The best method to do this is by substance misuse counteractive action procedures. Substance misuse counteractive action systems are procedures that endeavor to avoid substance misuse, including liquor misuse. They are typically led in schools and went for teenagers. These methodologies not just teach about the dangers of substance misuse yet in addition chip away at opposing social weights and basic leadership so as to help keep youths from manhandling liquor. This is on the grounds that exploration has proposed that young people might be most in danger of liquor misuse due to social components. An examination by Dielman, Campanelli, Shope, and Butchart (1987) found that helplessness to companion weight was profoundly corresponded with abnormal amounts of pre-adult liquor misuse. In this manner recommending that something other than instruction about the substances is required.

Right now utilized systems incorporate Project DARE (Drug Abuse Resistance Education) and the Life Skills Training Program by Botvin et al. (1984). They are two most usually utilized anticipation systems and there has been much investigation into their viability. Task DARE (Drug Abuse Resistance Education) is a school-based intercession program instructed by cops that was intended to attempt to dispose of substance use, including liquor, in young people. It concentrated on showing peer obstruction aptitudes as talks, exercise manual activities and pretending sessions. (Rosenbaum, Flewelling, Bailey, Ringwalt, and Wilkinson, 1994).

Clayton, Cattarello, and Johnstone (1996) analyzed the adequacy of DARE in an investigation where more than 2,000 11-multi year olds were controlled DARE. It was discovered that DARE delivered some underlying enhancements in the understudy’s mentalities towards substance use, in any case, these progressions didn’t proceed after some time. It was additionally discovered that there was no impact on genuine substance use. In the multi year follow up it was additionally discovered that there had been no impact on genuine substance use. This examination has demonstrated that DARE was not viable crosswise over 5 years.

Be that as it may, more research had been directed on DARE to ponder its adequacy over a more drawn out timeframe. Lynam et al (1999) directed an investigation crosswise over 10 years and had a sum of 1,002 11-multi year old understudies get DARE and after that reconsidered them when they were 20 years of age. It was discovered that the members’ degrees of lifetime liquor utilize and their positive and negative anticipations of liquor before got DARE was fundamentally identified with their degrees of lifetime liquor utilize and positive and negative hopes 10 years after the fact. This examination proposes that Project DARE isn’t powerful and had no impact on attempting to decrease or wipe out substance misuse. This is, in any case, an obsolete investigation utilizing an obsolete adaptation of DARE. Venture DARE has been refreshed throughout the years and it is conceivable that a more up to date form may have been increasingly viable. Be that as it may, there has not been much change to DARE. The concentration and point of DARE has remained the equivalent, just as the program’s strategy for conveyance as per Lynam et al. From the examination on Project DARE unmistakably it’s anything but a successful anticipation technique as the outcomes from the investigations on it have demonstrated no powerful on the liquor utilization of the young people that got DARE.

The later and higher respected counteractive action procedure is the Life Skills Training Program (LST) by Botvin et al. (1984). It is a school-based mediation program, instructed by instructors, that objectives a particular arrangement of hazard factors for liquor and other substance misuse. It is a counteractive action program that intends to decrease the pervasiveness of substance maltreatment in more youthful populaces. (Botvin and Kantor, 2000) It is instructed crosswise over 3 years and utilizations psychological social abilities preparing systems, bunch talks and study hall exhibitions. It comprises of three noteworthy parts, individual self-administration aptitudes, social abilities, and medication related data and abilities. (Botvin and Griffin, 2004)

An investigation by Botvin et al (1984) was directed utilizing 239 understudies from two state funded schools in New York that were arbitrarily appointed to test and control conditions. The understudies in the test condition participated in 20-session program (LST) that focused the major psychological, attitudinal, social and character factors that are accepted to advance beginning periods of liquor abuse. The program contained material on general social abilities, basic leadership, adapting to tension and opposing companion weight just as there being data about the short and long haul results of liquor misuse. In the half year follow-up the exploratory gathering were diverged from the control gathering, which didn’t get LST, and it was discovered that 54% less understudies detailed increasingly regular drinking, 73% less understudies announced heavier drinking and 79% less understudies revealed getting alcoholic in any event once every month.

LST has additionally been tried on its long haul adequacy, Botvin et al. (1995) led a subsequent report 6 years after young people got LST. They directed phone meetings and email overviews on the young people 6 years after the fact and found that LST was compelling in the long haul, as 66% less youths utilized polydrugs (liquor, pot and tobacco) subsequent to having gotten LST. This proposes LST isn’t only a decent transient counteractive action technique as it has likewise been demonstrated to be successful over an extensive stretch of time. Be that as it may, the outcomes may not be dependable as the examination was led utilizing phone meetings and email reviews to assemble results. The members could have been deceptive in these overviews as substance misuse can be a forbidden subject so a portion of the members may have lain about their substance misuse. Likewise, just 60.4% of the individuals who took part in the first investigation partook in this subsequent examination, if the majority of the first members did the subsequent investigation the outcomes may have been extraordinary. The consequences of this investigation, if dependable, do demonstrate that LST is a compelling anticipation procedure.

Be that as it may, not all examination on LST has indicated it to be a totally compelling anticipation technique. Botvin et al. (1990) found that the LST program effectsly affected liquor when it was conveyed by educators and with supporter sessions. It was discovered that numerous instructors didn’t actualize the program as indicated by the right convention. Botvin et al. called attention to this might be on the grounds that educators are not adequately prepared in showing intellectual social fundamental abilities. In general, research would recommend that LST is a genuinely viable anticipation program however that it tends to be improved and that changes of the program could make it a considerably more viable aversion system.

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