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UCSD Behind the COVID Numbers in Haiti Essay Dissertation
UCSD Behind the COVID Numbers in Haiti Essay Dissertation
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
UCSD Behind the COVID Numbers in Haiti Essay Dissertation
PLEASE USE BOTH A TITLE PAGE AND A WORKS CITED PAGE (NEITHER OF THESE PAGES COUNT TOWARD YOUR 3-4 PAGES OF TEXT). IN YOUR WORKS CITED PAGE, COMPOSE YOUR ARTICLE ENTRY IN A FORMAT LIKE THIS:
JENNIFER A. CÁRCAMO, “POETS AND PROPHETS OF RESISTANCE: INTELLECTUALS AND THE ORIGINS OF EL SALVADOR’S CIVIL WAR,” NACLA REPORT ON THE AMERICAS WEBSITE (AUGUST 6, 2020).
IN TERMS OF THE CONTENT OF EACH REPORT, I AM LOOKING FOR TWO MAIN POINTS OF DISCUSSION. FIRST, YOU SHOULD DEVOTE THE FIRST HALF OF THE REPORT TO A SUMMARY OF THE MAIN POINTS IN THE ARTICLE THAT YOU SELECTED. TO HELP YOU TO ADDRESS THIS ISSUE, CONSIDER SOME OF THESE QUESTIONS: WHAT IS THE MAIN ISSUE BEING DISCUSSED? (I.E. IMMIGRATION, ELECTIONS, EDUCATION, ENVIRONMENT, WOMEN’S ISSUES, CRIME, ETC.) WHO ARE THE MAIN PERSONALITIES MENTIONED IN THE ARTICLE? (I.E. EL SALVADOR PRESIDENT NAYIB BUKELE, PRESIDENT BIDEN, SECRETARY OF STATE BLINKEN, FORMER PRESIDENT TRUMP, ETC.) HOW DOES THE ISSUE AFFECT THE PEOPLE OF THE COUNTRY MENTIONED IN THE ARTICLE? DOES THE ISSUE HAVE ANY CONNECTION WITH UNITED STATES INTERESTS? WHAT DO YOU THINK COULD BE THE BEST SOLUTION TO RESOLVE THIS PROBLEM?
AND FOR THE SECOND POINT OF DISCUSSION, PLEASE ANALYZE THE ARTICLE THAT YOU SELECTED AND PRESENT YOUR POINT OF VIEW ON THE STORY. FOR EXAMPLE, HOW DO YOU FEEL ABOUT THE STORY? HOW DID THIS ARTICLE CONTRIBUTE TO YOUR UNDERSTANDING ABOUT MODERN LATIN AMERICA? AND WHAT DO YOU THINK ABOUT THE AUTHOR’S PERSPECTIVE ON THE ARTICLE? HOW DOES THIS TOPIC RELATE TO CONTEMPORARY POLITICAL, ECONOMIC OR CULTURAL THEMES IN THE UNITED STATES TODAY?
Just pick any one article from this list
THE CARIBBEAN
BARBADOS:
CARIBBEAN FOOD SOVEREIGNTY DURING COVID-19 (AUG. 2020) (LINKS TO AN EXTERNAL SITE.)
BARBUDA:
CUBA:
A SHIP ADRIFT: CUBA AFTER THE PINK TIDE (APR. 2019) (LINKS TO AN EXTERNAL SITE.)
ARTISTS IN CUBA SPEARHEAD FIRST MAJOR PROTEST IN DECADES (DEC. 2020)
CUBA TODAY: HOMELAND, PEOPLE, AND SOVEREIGNTY (JULY 2021) (LINKS TO AN EXTERNAL SITE.)
CUBAN MEMORY WARS (BOOK REVIEW) (MAY 2021) (LINKS TO AN EXTERNAL SITE.)
J-11 IN CUBA (JULY 2021) (LINKS TO AN EXTERNAL SITE.)
MI PRIMERA TAREA (FILM REVIEW) (OCT. 2020) (LINKS TO AN EXTERNAL SITE.)
ON SOVEREIGNTIES AND SOLIDARITIES (MARCH 2020) (LINKS TO AN EXTERNAL SITE.)
THE DAMAGING “MIDDLE GROUND” STANCE ON CUBA (AUG. 2021) (LINKS TO AN EXTERNAL SITE.)
THE WAR ON CUBA DOCUMENTARY TELLS THE STORY OF THE U.S. EMBARGO (DEC. 2020)
USING CUBA’S PROTESTS AS A CHANCE TO DENOUNCE THE LEFT (AUG. 2021) (LINKS TO AN EXTERNAL SITE.)
WHY TRUMP’S CUBA POLICY IS SO WRONG (MAY 2019)
WITH CUBANS SPEAKING OUT, HOW WILL THE LEFT RESPOND? (JULY 2021) (LINKS TO AN EXTERNAL SITE.)
(LINKS TO AN EXTERNAL SITE.)
DOMINICAN REPUBLIC:
CHECKPOINT NATION (MARCH 2019)
THE RIGHT’S CONTINUED DOMINANCE IN THE DOMINICAN REPUBLIC (JAN. 2020) (LINKS TO AN EXTERNAL SITE.)
HAITI:
A YOUNG DUVALIER AND HAITI’S UNREMEMBERED PAST (FEB. 2019)
BEHIND THE COVID NUMBERS IN HAITI (JUNE 2020) (LINKS TO AN EXTERNAL SITE.)
BUILDING CORRUPTION IN HAITI (MAY 2019)
FIGHTING FOR SURVIVAL, BUILDING FOR POWER (APR. 2021) (LINKS TO AN EXTERNAL SITE.)
HAITI AT THE CROSSROADS (MARCH 2019)
HAITI’S EARTHQUAKES REQUIRE A HAITIAN SOLUTION (AUG. 2021) (LINKS TO AN EXTERNAL SITE.)
THE FOREIGN ROOTS OF HAITI’S “CONSTITUTIONAL CRISIS” (FEB. 2021) (LINKS TO AN EXTERNAL SITE.)
THE POLITICAL ANATOMY OF HAITI’S ARMED GANGS (APR. 2021) (LINKS TO AN EXTERNAL SITE.)
JAMAICA:
PUERTO RICO:
ADJUNCT FACULTY IN AN ADJUNCT COUNTRY (AUG. 2019) (LINKS TO AN EXTERNAL SITE.)
CELEBRATING 50 YEARS OF EL COMITÉ-MINP (JAN. 2021) (LINKS TO AN EXTERNAL SITE.)
MUTUAL AID AND SURVIVAL AS RESISTANCE IN PUERTO RICO (AUG. 2020) (LINKS TO AN EXTERNAL SITE.)
POLICING IS THE CRISIS (MAY 2019) (LINKS TO AN EXTERNAL SITE.)
PUERTO RICO 2021: A SHIFT IN PERSPECTIVE, A NEW OPPOSITION (DEC. 2020) (LINKS TO AN EXTERNAL SITE.)
PUERTO RICO’S SEISMIC SHOCKS (JAN. 2020) (LINKS TO AN EXTERNAL SITE.)
PUERTO RICO AND THE PERPETUAL STATE OF EMERGENCY (AUG. 2020) (LINKS TO AN EXTERNAL SITE.)
THE ANTI-CORRUPTION CODE FOR THE NEW PUERTO RICO (MAY 2019) (LINKS TO AN EXTERNAL SITE.)
THE PROTESTS IN PUERTO RICO ARE ABOUT LIFE AND DEATH (JULY 2019) (LINKS TO AN EXTERNAL SITE.)
THE SUMMER 2019 UPRISING: BUILDING A NEW PUERTO RICO (OCT. 2019)
WHERE IS THE STATE OF EMERGENCY? (JUNE 2021) (LINKS TO AN EXTERNAL SITE.)
TRINIDAD AND TOBAGO:
TOPPLING THE COLONIZERS IN TRINIDAD AND TOBAGO (JUNE 2021) (LINKS TO AN EXTERNAL SITE.)
CENTRAL AMERICA
BELIZE
IN BELIZE, A WIN FOR BLACK DOCKWORKERS (NOV. 2020) (LINKS TO AN EXTERNAL SITE.)
COSTA RICA:
EL SALVADOR:
BUILDING A CHURCH OF THE POOR (DEC. 2020)
CONFRONTING INTERNAL FORCED DISPLACEMENT IN EL SALVADOR (FEB. 2020) (LINKS TO AN EXTERNAL SITE.)
DEPORTATION CONTAGIONS (MARCH 2020) (LINKS TO AN EXTERNAL SITE.)
EL BUKELAZO: SHADES OF DICTATORSHIP IN EL SALVADOR (FEB. 2020)
EL SALVADOR PRESIDENT NAYIB BUKELE HAS BLOOD ON HIS HANDS (FEB. 2021) (LINKS TO AN EXTERNAL SITE.)
EL SALVADOR’S BACKSLIDE (FEB. 2019)
THE HOLLYWOOD KID: THE VIOLENT LIFE AND VIOLENT DEATH OF AN MS-13 HITMAN (BOOK REVIEW) (NOV. 2019)
GUATEMALA:
A DISPATCH FROM THE CARAVAN (FEB. 2020) (LINKS TO AN EXTERNAL SITE.)
A VICTORY FOR GUATEMALA’S PACTO DE CORRUPTOS (JUNE 2019) (LINKS TO AN EXTERNAL SITE.)
DEMOCRACY IN CRISIS IN GUATEMALA (JUNE 2019)
GUATEMALA: IMPUNITY FOR WAR CRIMINALS, AGAIN (FEB. 2019) (LINKS TO AN EXTERNAL SITE.)
GUATEMALAN CHILD REFUGEES, THEN AND NOW (NOV. 2020) (LINKS TO AN EXTERNAL SITE.)
GUATEMALANS HAVE HAD ENOUGH (NOV. 2020) (LINKS TO AN EXTERNAL SITE.)
“HISTORY MOVES FORWARD. YOU CANNOT GO BACK:” AN INTERVIEW WITH JUDGE YASSMÍN BARRIOS (MAY 2019)
HISTORICAL MEMORY IN THE DIGITAL AGE (JUNE 2021) (LINKS TO AN EXTERNAL SITE.)
IN GUATEMALA, FINDING A VOICE IN INDIGENOUS COMMUNITY RADIO (JULY 2019) (LINKS TO AN EXTERNAL SITE.)
IN GUATEMALA, OUT WITH THE OLD, IN WITH THE OLDER (AUG. 2019) (LINKS TO AN EXTERNAL SITE.)
IN GUATEMALA, RESIGNATIONS ARE NOT ENOUGH (DEC. 2020)
IN GUATEMALA, WILL OLD FOREIGN POLICIES BRING NEW RESULTS? (AUG. 2021) (LINKS TO AN EXTERNAL SITE.)
IS GUATEMALA A “SAFE THIRD COUNTRY” FOR DISPOSABLE PEOPLE? (AUG. 2019) (LINKS TO AN EXTERNAL SITE.)
SEX WORKERS UNIONIZE IN GUATEMALA (FEB. 2019) (LINKS TO AN EXTERNAL SITE.)
THE GARÍFUNA VOICES OF GUATEMALA’S ARMED CONFLICT (DEC. 2020) (LINKS TO AN EXTERNAL SITE.)
U.S. ARCHEOLOGIST SEEKS TO PRIVATIZE MAYA HISTORIC SITES IN THE NAME OF CONSERVATION (AUG. 2020)
WHITE FLAGS AS GUATEMALANS GROW HUNGRY (MAY 2020) (LINKS TO AN EXTERNAL SITE.)
HONDURAS:
A PRIVATE GOVERNMENT IN HONDURAS MOVES FORWARD (FEB. 2021) (LINKS TO AN EXTERNAL SITE.)
A STATE OF MISTRUST (NOV. 2020) (LINKS TO AN EXTERNAL SITE.)
CLIMATE CHANGE HAUNTS A GHOSTLY BORDER IN HONDURAS (NOV. 2020) (LINKS TO AN EXTERNAL SITE.)
GARÍFUNA COMMUNITY DEMANDS RETURN OF KIDNAPPED LEADERS (JULY 2020) (LINKS TO AN EXTERNAL SITE.)
HONDURAS A DECADE AFTER THE COUP: AN INTERVIEW WITH LUIS MÉNDEZ (JUNE 2019) (LINKS TO AN EXTERNAL SITE.) (LINKS TO AN EXTERNAL SITE.)
THE FLAME OF OPPOSITION IN HONDURAS (SEPT. 2019) (LINKS TO AN EXTERNAL SITE.)
U.S. VIOLENCE PREVENTION IN HONDURAS: HELP OR HYPOCRISY? (MARCH 2020)
WHO KILLED BERTA CÁCERES (BOOK REVIEW) (JUNE 2020) (LINKS TO AN EXTERNAL SITE?)
NICARAGUA:
DECIPHERING NICARAGUA’S TEPID COVID RESPONSE (JUNE 2020)
THE ANTI-SANDINISTA YOUTH OF NICARAGUA (FEB. 2020) (LINKS TO AN EXTERNAL SITE.)
THE SANDINISTA LABOR PARADOX (SEPT. 2019) (LINKS TO AN EXTERNAL SITE.)
THE YOUTH LEADING NICARAGUA’S UPRISING, ONE YEAR LATER (APR. 2019)
WHY DID DANIEL ORTEGA IMPRISON HIS FORMER COMRADES? (JUNE 2021) (LINKS TO AN EXTERNAL SITE.)
AFTER LANDMARK TERRITORIAL WIN, NASO PEOPLE OF PANAMA LOOK TO THE FUTURE (FEB. 2021)
PANAMA:
UCSD Behind the COVID Numbers in Haiti Essay Dissertation
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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