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  • [Solved] Psychology homework

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  • [Solved] reading response module 12

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    The second reading is an article that I've found that encourages a lot of teachers to think about what they do in practice in the classroom. It always has for me too! Keep in mind the authors really do point out that nothing is 100%, so if you find yourself in what they call "warning sign" territory…

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    The second reading is an article that I've found that encourages a lot of teachers to think about what they do in practice in the classroom. It always has for me too! Keep in mind the authors really do point out that nothing is 100%, so if you find yourself in what they call "warning sign" territory, you may have a very good reason for being there. They just ask that we all notice when we make these kinds of teacher moves, especially when teaching math, and that we reflect on if these are the right moves at the time.
    After reading the article or chapter, make connections between the math concepts and
    procedures or ideas covered in the text and what you have observed in teaching. You may
    make connections to teaching methods you have observed that were similar or were
    contrasting to those covered in the text. Your response should be 1-2 pages, double-
    spaced, 12 point, Arial, Calibri
    I teach 2nd grade in ga
    \
    Jacobsetal2014WarningSigns1.pdf](https://www.sweetstudy.com/files/jacobsetal2014warningsigns1-pdf-10449981 "Jacobsetal2014WarningSigns1.pdf")

  • [Solved] Power Point

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    Anticipating and avoiding critical missteps in the planning, implementation, and accounting of a capital budget are crucial skills when developing a budget. In this assignment, you will explain the importance of creating guidelines to ensure fiscal responsibility and discipline. Review the following…

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    Anticipating and avoiding critical missteps in the planning, implementation, and accounting of a capital budget are crucial skills when developing a budget. In this assignment, you will explain the importance of creating guidelines to ensure fiscal responsibility and discipline.
    Review the following resources before completing your assignment:
    – Watch “When a Bridge Falls,” located in the Week 4 University Library Resources. This video provides a synopsis of the critical errors that may have led to the 2007 collapse of the Interstate 35W bridge in Minneapolis.
    – Review the “ [Minneapolis Interstate 35W Bridge Collapse](https://www.lrl.mn.gov/guides/guides?issue=bridges)" resource guide for legislative reports and documents related to the 2007 Minneapolis bridge collapse.
    – Review Ch. 7, “Capital Budgeting, Time Value of Money, and Cost-Benefit Analysis: Process, Structure, and Basic Tools,” of _Fiscal Administration_. This chapter explains concepts related to processes and guidelines for managing capital expenditures in a budget.
    – Watch " [How to Make a Presentation](https://multimedia.phoenix.edu/video/?v=356244211)." Review the presentation tips provided in this tutorial before completing the assignment.
    Imagine that you are a criminal justice employee responsible for managing a budget at your agency. You have been asked to present to the budget planning team errors in budgeting so that your agency can avoid making these errors in your next budget proposal.
    Create a 6- to 8-slide presentation on the errors made in the planning and implementation of the capital budget related to the Minneapolis bridge collapse.
    Include the following headings and topics in your presentation:
    Capital Budget
    – Describe key steps that should be followed when developing and managing a capital budget.
    Minneapolis Bridge Collapse
    – Describe 2–3 budgetary issues that led to the bridge collapsing.
    – Explain how these budgetary issues could have been prevented.
    Capital Budget Processes in Criminal Justice
    – Explain the cost-benefit analysis process that should be followed when determining whether to fund a capital improvement or expenditure.
    – Explain how the time value of money concept should be applied to the capital budget process.
    Cite at least 2 scholarly sources in addition to the textbook.
    Format your citations according to APA guidelines.
    Shortly after 6PM on August 1, 2007, the Interstate 35W bridge over the Mississippi River near downtown Minneapolis was loaded with rush hour traffic creeping through an ongoing construction project. Without warning, the bridge collapsed, taking with it 111 vehicles. Thirteen people died and 145 were injured.
    The National Transportation Safety Board ultimately determined that the probable cause of the collapse of the I-35W bridge was the inadequate load capacity, due to a design error . . . of the gusset plates at the U10 nodes, which failed under a combination of (1) substantial increases in the weight of the bridge, which resulted from previous bridge modifications, and (2) the traffic and concentrated construction loads on the bridge on the day of the collapse.
    A replacement bridge was designed and constructed on an accelerated schedule and opened on September 18, 2008, not long after the first anniversary of the collapse.
    The collapse of the I-35W bridge resulted in increased concerns about deficient bridges across the United States. In Minnesota, citizens and government officials alike sought access to MnDOT bridge inspection reports, Federal Highway Administration documents, and other records related to the history, maintenance, and safety of the 35W bridge – and all other bridges in the state. This guide pulls together many of those reports and links to materials that record the State of Minnesota’s response to the tragic collapse and its efforts to quickly replace that vital link over the Mississippi River.
    This chronology outlines some of the significant events regarding the I-35W Bridge collapse and the efforts to build a new bridge:
    **August 1, 2007:** Shortly after 6PM, the I-35W Bridge collapses with 111 motor vehicles on it at the time.
    **August 4, 2007:** MnDOT issues a request for qualifications for a Design Build Contract for the I-35W Bridge replacement project. Congress authorizes about $250 million to rebuild the I-35W Bridge.
    **August 14, 2007:** The Minnesota Legislature quickly established a [Joint Committee to Investigate the Bridge Collapse](http://www.lcc.leg.mn/inactive/jbc/) comprised of sixteen legislators from both the House and Senate transportation committees. The Committee was charged with conducting a comprehensive review of decisions made by MnDOT pertinent to the collapse.
    **August 20, 2007:** The body of the 13th and final victim of the I-35W Bridge collapse is recovered from the Mississippi River.
    **August 23, 2007:** MnDOT releases the request for proposal for the new bridge over the Mississippi.
    **September 11, 2007:** The Minnesota Legislature holds a one day special session; legislation passed includes several provisions related to the bridge collapse (see [_Laws of Minnesota 2007, 1st Special Session_, chapter 2](https://www.revisor.mn.gov/laws/2007/1/Session+Law/Chapter/2/)).
    **September 14, 2007:** MnDOT receives technical proposals from four companies: Ames/Lunda, C.S. McCrossan, Flatiron/Manson, and Walsh Construction/American Bridge.
    **September 18, 2007:** MnDOT receives financial proposals.
    **October 5, 2007:** City of Minneapolis passes resolution that grants approval of MnDOT's proposed bridge layout.
    **October 8, 2007:** MnDOT awards the new bridge contract to Flatiron/Manson.
    **October 15, 2007:** Transportation Contingent Advisory Group gives MnDOT permission to spend an additional $60 million through February 2008. This amount is short of the $195 million requested.
    **October 16, 2007:** MnDOT is sued over the selection of the winning bidder. The lawsuit alleges that the bidding process unfairly favored Flatiron/Manson. Suit requests that bridge construction be halted. (Sayer and Phillippi vs Minnesota Department of Transportation; Case No. 62-CV-07-3425)
    **October 31, 2007:** Judge rejects restraining order that would halt bridge construction. (Sayer and Phillippi vs Minnesota Department of Transportation; Case No. 62-CV-07-3425)
    **November 1, 2007:** Actual construction of the new bridge begins.
    **November 29, 2007:** Governor Pawlenty and legislators announce the creation of "I-35W Emergency Hardship Relief Fund." This fund will provide $1 million in financial assistance to the victims of the I-35W Bridge collapse and their families. Victims and their families will be eligible for up to $10,000 in lost wages.
    **December 19, 2007:** Minnesota Legislature's [Joint Committee to Investigate the Bridge Collapse](http://www.lcc.leg.mn/inactive/jbc/) announces it has authorized the spending of up to $500,000 to the law firm Gray Plant Moody for an investigation into MnDOT and the I-35W Bridge collapse. The report is due in May 2008.
    **January 11, 2008:** The National Transportation Safety Board's (NTSB) on-going investigation uncovers an error in the original design process that resulted in undersized gusset plates on some of the I-35W Bridge 9340's main trusses. On January 15, 2008, the board issues [_Safety Recommendation H-08-1_](http://www.ntsb.gov/safety/safety-recs/RecLetters/H08_1.pdf), dealing with load capacity calculations for non-load-path-redundant steel truss bridges in the United States. These findings were released in the Federal Highway Administration's interim report, [_Adequacy of the U10 and L11 Gusset Plate Designs for the Minnesota Bridge No. 9340 (I-35W Over the Mississippi River)_](https://www.hsdl.org/?view&did=482686).
    **February 19, 2008:** The Office of the Legislative Auditor releases an updated analysis, [_State Highways and Bridges_](https://www.leg.state.mn.us/docs/2008/other/080239.pdf), of their 1997 report, [_Highway Spending_](https://www.leg.state.mn.us/docs/pre2003/other/970246.pdf).
    **March 5, 2008:** The NTSB issues _Structural Investigation Group Chairman Factual Report_ 08-015 (available in print at TG25.M6 S77 2008). On March 17, 2008, a [NTSB update](https://www.lrl.mn.gov/webcontent/lrl/guides/bridge/ntsb_update_memo_2008-03-17.pdf) states that excess construction weight was placed above the earlier-reported too-thin gusset plates.
    **May 8, 2008:** Governor Pawlenty signs a [$38 million package](https://www.revisor.mn.gov/laws/?id=288&doctype=Chapter&year=2008&type=0) to compensate bridge victims for their injuries and losses.
    **May 21, 2008:** The [Joint Committee to Investigate the Bridge Collapse](http://www.lcc.leg.mn/inactive/jbc/) releases their report, [_Investigative Report to Joint Committee to Investigate the I-35W Bridge Collapse_](http://www.leg.state.mn.us/edocs/edocs.aspx?oclcnumber=228429941).
    **September 18, 2008:** The new bridge opens.
    **November 14, 2008:** The National Transportation Safety Board (NTSB) issues their report, [_Collapse of I-35W Highway Bridge Minneapolis, Minnesota, August 1, 2007_](https://www.ntsb.gov/investigations/AccidentReports/Reports/HAR0803.pdf).
    **November 18, 2008:** MnDOT issues their [response](http://www.leg.state.mn.us/docs/2017/other/170848.pdf) to the NTSB report.
    **August 23, 2010:** URS Corporation agrees to pay $52.4 million to I-35W bridge collapse victims.
    **August 1, 2011:** The 35W Bridge Remembrance Garden, located near Gold Medal Park, was unveiled by Governor Mark Dayton and Minneapolis Mayor R.T. Rybak.
    ## **Significant Internet Resources**
    ### **Minnesota Department of Transportation (MnDOT)**
    – [Interstate 35W St. Anthony Falls Bridge](http://www.dot.state.mn.us/i35wbridge/index.html)
    – In-depth information about the I-35W bridge (bridge 9340) and the 2007 collapse is available by contacting MnDOT's Office of Chief Counsel: 651-366-4799.
    ### **Minnesota Legislature**
    #### **Joint House Transportation Finance Division and Senate Transportation Budget and Policy Division Committee**
    – Watch [archived hearings](http://www.house.leg.state.mn.us/htv/archivesCOM.asp?ls_year=85) relating to the I-35W bridge on August 15, 2007 and August 22, 2007.
    – " [Bridge Collapse Reaction: Members Question Costs, Design of Potential Replacement](http://www.house.leg.state.mn.us/hinfo/swkly/2007-08/interim107.pdf)." _Session Weekly_, August 17, 2007.
    – Special Session provisions related to the I-35W bridge: [_Laws of Minnesota 2007, 1st Special Session_, chapter 2](https://www.revisor.mn.gov/laws/2007/1/Session+Law/Chapter/2/), article 2.
    #### [**Joint Committee to Investigate the Bridge Collapse**](http://www.lcc.leg.mn/inactive/jbc/)
    – Watch [archived hearings](https://www.lcc.leg.mn/inactive/jbc/meetingarchive.html) of the Joint Committee.
    #### **Legislative History**
    – On August 4, 2007 both the United States House and Senate authorized about $250 million to rebuild the 35W bridge in [H.R. 3311](https://www.congress.gov/bill/110th-congress/house-bill/3311) [.](http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_bills&docid=f:h3311enr.txt.pdf) The law was signed by the President George W. Bush on August 6, 2007 (see [P.L. 110-56](https://www.congress.gov/110/plaws/publ56/PLAW-110publ56.pdf)).
    – On September 11, 2007, the Minnesota Legislature held a special session. Several I-35W provisions were included in [_Laws of Minnesota 2007, 1st Special Session_, chapter 2](https://www.revisor.mn.gov/laws/2007/1/Session+Law/Chapter/2/), article 2, including $2 million provided for state matching funds needed to receive federal disaster assistance and a prohibition for insurance companies to state or imply that a policyholder filing a no-fault motor vehicle insurance claim related to the bridge collapse could result in non-renewal, cancellation, or premium increase.
    – On May 8, 2008, Governor Pawlenty signed a $38 million package to compensate bridge victims for their injuries and losses in [_Laws of Minnesota 2008_, chapter 288](https://www.revisor.mn.gov/laws/2008/0/288/).
    ### **Emergency Declarations**
    – [Executive Order](http://www.leg.mn/archive/execorders/07-09.pdf) declaring a peacetime emergency (Gov. Tim Pawlenty). The link includes the 30-day extension of the executive order by the Executive Council of the State of Minnesota.
    – [Presidential Emergency Declaration](https://www.lrl.mn.gov/webcontent/lrl/guides/bridge/PresidentialDeclaration.pdf) was issued by President George W. Bush in a letter to Governor Tim Pawlenty.
    ### **Minnesota Historical Society**
    [I-35W Bridge Collapse](https://www.mnopedia.org/event/i-35w-bridge-collapse) – MNopedia entry
    ### **Federal Government**
    #### **National Transportation Safety Board (NTSB)**
    [NTSB Docket ID Number: HWY07MH024 – August 1, 2007, Minneapolis, Minnesota](https://data.ntsb.gov/Docket/?NTSBNumber=HWY07MH024) – Contains list of NTSB documents associated with the bridge collapse investigation.
    ### **Other**
    – [Bridge Collapse Coverage](https://www.tcdailyplanet.net/bridge-collapse-coverage/) – The [Twin Cities Daily Planet](http://www.tcdailyplanet.net/) pulls together stories from the neighborhood, community press, and local blogs.
    – [35W Bridge Collapse](https://archive.mpr.org/collections/special-collections/35w-bridge-collapse) – Collection of archival coverage of the bridge collapse from [Minnesota Public Radio](https://www.mprnews.org/).
    – [The I-35W bridge collapse in pictures](https://www.twincities.com/2025/07/23/the-i-35w-bridge-collapse-in-pictures/) – A photo gallery from the [St. Paul Pioneer Press](https://www.twincities.com/).
    ## **Significant Articles**
    _(articles in reverse chronological order)_
    Bickal, Jim, and Sara Porter. " [Reporting, Memories From the I-35W bridge Collapse](https://www.mprnews.org/story/2017/08/01/mpr-50-memories-from-the-scene-of-the-i35w-bridge-collapse)." _Minnesota Public Radio_, August 1, 2017.
    Bierschbach, Brianna. " [What is the Legacy of the 35W Bridge Collapse on Minnesota Politics and Policy?](https://www.minnpost.com/politics-policy/2017/08/what-legacy-35w-bridge-collapse-minnesota-politics-and-policy/)" _MinnPost_, August 1, 2017.
    Bakst, Brian. " [Since I-35W, State Has More Eyes and Sharper Focus on Bridges](https://www.mprnews.org/story/2017/07/28/since-35w-minnesota-more-eyes-sharper-focus-bridges)." _Minnesota Public Radio_, July 31, 2017.
    Adriaens, Emily. "2007 Special Session Fiscal Summary of Disaster Relief." _Money Matters (_ Minnesota House of Representatives, Fiscal Analysis Department), October 2007, p. 1-6.
    "Aging Infrastructure: Is Neglected Maintenance Putting Americans in Danger?" _CQ Researcher_, September 28, 2007, p. 793-816.
    Cook, Mike. " [Disaster Relief Package Enacted](http://www.house.leg.state.mn.us/hinfo/swkly/2007-08/interim207.pdf)." _Session Weekly_, September 12, 2007, p. 1-2.
    ## **Significant Books and Reports**
    _Adequacy of the U10 and L11 Gusset Plate Designs for the Minnesota Bridge No. 9340 (I-35W Over the Mississippi River)_. Washington, DC: Federal Highway Administration, Turner-Fairbank Highway Research Center, 2008. (TG25.M6 H65 2008)
    Ballarini, Roberto, and Taichiro Okazaki. [_The Infamous Gusset Plates_](http://imechanica.org/files/ballarini%20and%20okazaki%20the%20city%20the%20river%20the%20bridge%20essay.pdf). Minneapolis: University of Minnesota [?], 2009. (TG25.M6 B35 2009)
    _Bridging the Gap: Restoring and Rebuilding the Nation's Bridges_. American Association of State Highway and Transportation Officials, 2008. (TG23 .B75 2008)
    _Bridging the Mississippi: The New I-35W Bridge: Minneapolis, Minnesota_. (Dedication Day 2008 Commemorative Book) FIGG, 2008. (TG25.M6 B75 2008)
    [_Collapse of I-35W Highway Bridge Minneapolis, Minnesota, August 1, 2007_](https://www.ntsb.gov/investigations/AccidentReports/Reports/HAR0803.pdf). Washington DC: National Transportation Safety Report, 2008. (TG25.M6 I253 2008)
    [_Economic Impacts of the I-35W Bridge Collapse_](https://www.leg.state.mn.us/docs/2010/other/100687.pdf). St. Paul: Minnesota Dept. of Employment and Economic Development, Minnesota Dept. of Transportation, 2009? (TG25.M6 E36 2009)
    _The End of the Road: Challenges of Funding Minnesota's Local Road and Bridge Network_. St. Paul, Minn.: Bonestroo, 2007. (HE356.M6 E53 2007)
    [_Fatigue Evaluation and Redundancy Analysis: Bridge 9340, I-35W Over Mississippi River_](https://www.lrl.mn.gov/docs/2024/other/243253.pdf). (Draft report). Minneapolis: URS Corporation, 2006. (TG25.M6 F38 2006)
    _Fracture Critical Bridge Inspection: In-Depth Report, Bridge #9340 (Squirt Bridge): I-35W Over the Mississippi River at Minneapolis, MN_. St. Paul: Minnesota Dept. of Transportation, 2006. (TG25.M6 F85 2006)
    Hartgen, David T. and Ravi K. Karanam. [_17th Annual Report on the Performance of State Highway Systems (1984-2006)_](http://www.reason.org/files/9bbbda199a9e7c16b2d877e42fdc5b53.pdf). Los Angeles: Reason Foundation, 2008. (TE220 .H37 2008)
    [_Highway Spending: a Program Evaluation Report_](http://www.auditor.leg.state.mn.us/ped/1997/pe9706.htm). St. Paul: Office of the Legislative Auditor, 1997. (HE355 .H56 1997 ) Note: In August 2007, the Joint Legislative Committee to Investigate Bridge Collapse asked the Office of the Legislative Auditor to update this report. The resulting report, [_State Highways and Bridges_](http://www.auditor.leg.state.mn.us/ped/pedrep/trunkhwy.pdf), was published in February 2008.
    [_I-35W Bridge Collapse and Response: Minneapolis, Minnesota_](https://www.govinfo.gov/app/details/GOVPUB-HS5_200-PURL-LPS106418). U.S. Fire Administration/Technical Report Series, FEMA, 2008. (TG25.M6 S73 2008)
    [_I-35W Bridge over the Mississippi River Collapse Investigation: Bridge no. 9340: Minneapolis, Minnesota_](https://www.lrl.mn.gov/docs/2024/other/243255.pdf). (Consultants report prepared by Wiss, Janney, Elstner Associates.) Oakdale, Minnesota: Minnesota Department of Transportation Bridge Office, 2008. (TG25.M6 I 254 2008)
    _Infrastructure 2008: A Competitive Advantage_. Washington D.C.: Urban Land Institute, 2008. (HC79.C3 I54 2008)
    [_Investigative Report to Joint Committee to Investigate the I-35W Bridge Collapse_](http://www.leg.state.mn.us/edocs/edocs.asp?oclcnumber=228429941) _._ Minneapolis: Gray Plant Moody, 2008. (TG25.M6 I25 2008)
    Kirk, Robert S. and William J. Mallett. [_Highway Bridges: Conditions and the Federal/State Role_](http://www.fas.org/sgp/crs/homesec/RL34127.pdf). Washington, DC: Congressional Research Service, 2007.
    LePatner, Barry B. _Too Big to Fail: America's Failing Infrastructure and the Way Forward_. New York: Foster Publishing, 2010. (HE206.2 .L47 2010) This book addresses the I-35 bridge collapse in detail.
    [_Minnesota Department of Transportation Responses to the Investigative Report to Joint Committee to Investigate the I-35W Bridge Collapse_](http://www.leg.state.mn.us/docs/2019/other/190550.pdf).   Minnesota Department of Transportation, 2008. (TG25.M6 I252 2008)
    [_MnDOT's Response to National Transportation Safety Board Recommendations_](https://www.leg.state.mn.us/docs/2017/other/170848.pdf). St. Paul: Minnesota Dept. of Transportation, November 18, 2008. (TG25.M6 I2532 2008)
    [_National Bridge Inspection Standards Compliance Review Report_](https://www.lrl.mn.gov/docs/2024/other/243254.pdf). St. Paul: Minnesota Dept. of Transportation, Office of Bridges and Structures, 2008. (TG315 .N38 2008)
    Nunnally, Patrick.  _The City, the River, the Bridge: Before and After the Minneapolis Bridge Collapse_.  Minneapolis: University of Minnesota Press, 2011.  (HN80.M6 C57 2011)
    O'Connell, Heather M., Robert J. Dexter, and Paul Bergson. [_Fatigue Evaluation of the Deck Truss of Bridge 9340_](http://www.lrrb.org/pdf/200110.pdf). St. Paul: Minnesota Dept. of Transportation, Office of Research Services, 2001. (TG25.M6 O36 2001)
    [_Report on Expenditure of I-35W Bridge Special Compensation Appropriations_](https://www.leg.state.mn.us/edocs/edocs?oclcnumber=299612198). St. Paul: Minnesota Management & Budget, 2009. (HJ7599 .R47 2009) (Mandated by: 2008 Minn. Laws Chap. 288 Sec. 6 Subd. 5)
    [_Road User Cost Due to Unavailability of Interstate 35W Mississippi River Crossing at Minneapolis, Minnesota_](https://www.leg.state.mn.us/docs/2007/other/070585.pdf). St. Paul: Minnesota Dept. of Transportation, 2007. (TG25.M6 R63 2007)
    Stambaugh, Hollis and Harold Cohen. [_I-35W Bridge Collapse and Response, Minneapolis, Minnesota, August 1, 2007_](https://www.govinfo.gov/app/details/GOVPUB-HS5_200-PURL-LPS106418). Emmitsburg, Md.: Federal Emergency Management Agency, Department of Homeland Security, United States Fire Administration, National Fire Programs Division, 2008. (TG25.M6 S73 2008)
    [_State Highways and Bridges_](https://www.leg.state.mn.us/edocs/edocs?oclcnumber=206756424). St. Paul: Office of the Legislative Auditor, 2008 [includes 2010 update]. (HE355.H562 2008) The Legislative Auditor was requested to update their 1997 report, [_Highway Spending_](http://www.auditor.leg.state.mn.us/ped/1997/pe9706.htm), shortly after the 35W bridge collapsed.
    [_Truss Bridges: Trunk Highway Bridges and Local Bridges_](https://www.leg.state.mn.us/docs/2008/other/080063.pdf). St. Paul: Minnesota Dept. of Transportation, 2008. (TG24.M6 T78 2008)
    Wattson, Peter. [_Compensating Victims of Bridge Collapses Outside Minnesota_](https://www.leg.state.mn.us/docs/2008/other/080417.pdf). St. Paul: Senate Counsel, 2007. (TG470.W38 2007)

  • [Solved] International Engagement

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  • [Solved] Wk 5 Summative Assessment: Budget Proposal and Executive Sum

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    As a **supervisor in a criminal justice agency**, you may be responsible for proposing and implementing initiatives or programs that can support their police department’s mission or goals. **Budgeting** experience will help you show stakeholders and partners the costs and benefits of supporting your…

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    As a **supervisor in a criminal justice agency**, you may be responsible for proposing and implementing initiatives or programs that can support their police department’s mission or goals. **Budgeting** experience will help you show stakeholders and partners the costs and benefits of supporting your ideas.
    In this assessment, you will synthesize what you have learned in the course to propose a budget for a criminal justice initiative of your choice.
    ##### **Assessment Deliverable**
    Select a criminal justice initiative that is of interest to you.
    **Create a 2-part budgeting proposal (presentation and executive summary) in which you propose a budget for the initiative, align it to outcomes, and provide a strategy for budgeting accountability.**
    Develop your proposal as though you are a criminal justice professional responsible for putting together a budget presentation for a supervisor.
    **Part 1: Create a 12- to 15-slide presentation that includes the following headings and topics:**
    Initiative Objectives
    – Summarize the initiative you would like to implement.
    – Identify the criminal justice domain (law enforcement, courts, corrections) and level of government (federal, state, local) for which the initiative is suitable.
    – Justify the initiative by explaining why the initiative is necessary or useful to the organization. Incorporate relevant details related to the organization’s mission statement.
    Budgetary Costs
    – Estimate the total cost of the initiative.
    – Explain the direct and indirect costs associated with the budget.
    – Include direct and/or indirect expenditures and their associated costs (e.g., salaries/wages, facilities, equipment, material/supplies, travel, consultants).
    – Include capital expenditures.
    Budgetary Sources
    – Explain the budget source(s) you will use for the initiative. Include details related to public sector funding and other relevant sources of funds.
    Budgetary Approach
    – Analyze how a performance-based budget approach will support the budget proposal. Note: Review Table 6-1 in Ch. 6, “Budget System Reforms: Trying to Make Better Choices,” of _Fiscal Administration_.
    – Identify 2–3 desired performance outcomes of the initiative.
    – Explain the budgetary costs required to track and meet the desired performance outcomes.
    Accounting
    – Explain how you will ensure consistent accountability and transparency in the budget process.
    – Explain how the budget will be audited or reviewed and the review process.
    – Explain how you will measure outcomes or progress of the initiative through the budget.
    – Explain strategies you will use to reduce or prevent errors.
    **Part 2: Write a 260- to 350-word executive summary in which you:**
    – Summarize your initiative and budget proposal.
    – Provide 1–2 action steps your supervisor should take to approve the budget for the initiative.
    Cite at least 2 scholarly sources in addition to the textbook.
    Submit your presentation and executive summary.
    ##### **Assessment Support**
    – Review the [rubric](https://multimedia.phoenix.edu/cms/202337415) for guidance on deliverable expectations.
    – Watch " [How to Make a Presentation](https://multimedia.phoenix.edu/video/?v=356244211)." Review the presentation tips provided in this tutorial before completing the assessment.

  • [Solved] 1-1 Discussion: Ethics in Communication

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    In Chapter 1 of Business Communication, P. W. Cardon asks a good question that you will want to expand upon in this discussion: “Do you operate from a position of trust or credibility?” That is one of the first questions to ask yourself as you communicate. You will want to then talk about whether yo…

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    Assignment Prompt & Instructions

    In Chapter 1 of Business Communication, P. W. Cardon asks a good question that you will want to expand upon in this discussion: “Do you operate from a position of trust or credibility?” That is one of the first questions to ask yourself as you communicate.
    You will want to then talk about whether your leaders operate from a position of trust or credibility. If yes, how? If not, why not?

  • [Solved] dis 2

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    attached – ## dis2.docx – ## rubric.docx **## dis2.docx** Rules for Discussion 2 – RTI and EBP Each student is to make a minimum of 2 substantive posts and 2 replies. Canvas often groups posts and I will respond to posts of the same topic. So, I may not be able to respond to each and every post, but…

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    Assignment Prompt & Instructions

    attached

    – ## dis2.docx

    – ## rubric.docx

    **## dis2.docx**

    Rules for Discussion 2 – RTI and EBP

    Each student is to make a minimum of 2 substantive posts and 2 replies.  Canvas often groups posts and I will respond to posts of the same topic. So, I may not be able to respond to each and every post, but I will group my responses to make sure to address the topics presented. Discussions cannot be made up or substituted with another assignment. More information about discussions is in the Discussion file in Modules.

    This assignment will use the Assignment Rubric displayed earlier in the course. Your original posts and responses are to be reflective of the current literature, clearly state your position and be brief but thorough. Your responses should also be respectful of the person whose post you are responding to. In this discussion you will present two effective RTI and/or EBP strategies. You can do 2 of EBP or RTI or 1 on each of the topics.  You should also have 2 replies to posts of your classmates. Your responses should be related to  2 different posts.  This is a little different from the requirements associated with Discussion 1. Your discussion should reflect best practice as found in the literature and not just a personal preference. Your posts do not have to be long but complete enough that others can understand the intervention or strategy and how it is used. Do not hesitate to reach out to me for assistance.

    RTI and EBP cover a lot of territory. Obviously, you could not cover the entire content of these topics in one or two responses so focus your posts on a specific element(s) of RTI or EBP such as the state of the literature in these topics, issues and problems with some element of RTI or EBP or issues with implementation of RTI or EBP. Please free to focus on any elements of EBP or RtI that you find interesting.

    Please be aware that discussions cannot be made up or substituted with another response. So, please complete this assignment on time.

    **## rubric.docx**

    **General Rubric For All Assignments**

    This rubric will be used in evaluating the quality of your discussion contributions and written assignments. Numeric values are not assigned to the categories as they change according to the value of the assignment. I want to see well thought out and referenced ideas, not opinion based on experience. Experience is a wonderful thing, but in this course we will stick to researched facts from your text and peer-reviewed articles.

    | | | | | |
    | — | — | — | — | — |
    | | **Criteria                                                                     Ratings** |
    | | | | | |
    | **Grasp of readings** | **Excellent**<br>Writing and oral expression represents researched perspective, evidence and conclusions accurately, fairly, and eloquently; Demonstrates a firm understanding of the implications of researched arguments. | **Good**<br>Writing and oral presentation represents the researched perspective, evidence, and conclusions accurately but with little detail. | **Developing**<br>Writing and oral presentation mostly represents the researched perspective, evidence, and conclusions though not clearly and/or there are minor inaccuracies. Some opinion. | **Needs Improvement**<br>Writing and/or poor oral presentation represents the researched perspective, evidence, and/or conclusions. Mostly opinion. |
    | | | | | |
    | **Critical analysis** | **Excellent**<br>Presents a clear, focused, and compelling position. Recognizes and presents the complexity of the issue. | **Good**<br>Position/opinions articulated well but needs more support and refining. | **Developing**<br>Analysis and thought are limited. Lacks support from research. Some opinion. | **Needs Improvement**<br>Vague and general comments. Mostly opinion. |
    | | | | | |
    | **Evidence** | **Excellent**<br>Evidence is cited, detailed, and well-chosen. Evidence is clearly articulated. | **Good**<br>Evidence is well chosen but not well articulated, is not particularly presented and not clearly substantiated. | **Developing**<br>Evidence is weak and lacking in detail.<br>Some opinion. | **Needs Improvement**<br>Evidence does not support ideas. Mostly opinion. |
    | | | | | |
    | **Organization & Clarity** | **Excellent**<br>Thoughts flow logically with good transitions, including supported research. | **Good**<br>Thoughts are mostly well-structured and mostly presented clearly. | **Developing**<br>Jumps from one idea to another without structure, transitions or connections. | **Needs Improvement**<br>Thoughts are not presented logically. Mostly opinion. |
    | | | | | |
    | **Mechanics** | **Excellent**<br>When applicable, thoughts/paper are appropriately organized using APA format throughout. There are no incomplete or run on sentences. No spelling or grammar issues. | **Good**<br>Thoughts/paper is appropriately organized with only minor grammatical issues. | **Developing**<br>There are many formatting, spelling, word usage and grammar issues. | **Needs Improvement**<br>Unacceptable. There are incomplete and/or run-on sentence(s). Thoughts are characterized by spelling and grammar errors. |
    | | | | | |

    **## rubric.docx**

    **General Rubric For All Assignments**

    This rubric will be used in evaluating the quality of your discussion contributions and written assignments. Numeric values are not assigned to the categories as they change according to the value of the assignment. I want to see well thought out and referenced ideas, not opinion based on experience. Experience is a wonderful thing, but in this course we will stick to researched facts from your text and peer-reviewed articles.

    | | | | | |
    | — | — | — | — | — |
    | | **Criteria                                                                     Ratings** |
    | | | | | |
    | **Grasp of readings** | **Excellent**<br>Writing and oral expression represents researched perspective, evidence and conclusions accurately, fairly, and eloquently; Demonstrates a firm understanding of the implications of researched arguments. | **Good**<br>Writing and oral presentation represents the researched perspective, evidence, and conclusions accurately but with little detail. | **Developing**<br>Writing and oral presentation mostly represents the researched perspective, evidence, and conclusions though not clearly and/or there are minor inaccuracies. Some opinion. | **Needs Improvement**<br>Writing and/or poor oral presentation represents the researched perspective, evidence, and/or conclusions. Mostly opinion. |
    | | | | | |
    | **Critical analysis** | **Excellent**<br>Presents a clear, focused, and compelling position. Recognizes and presents the complexity of the issue. | **Good**<br>Position/opinions articulated well but needs more support and refining. | **Developing**<br>Analysis and thought are limited. Lacks support from research. Some opinion. | **Needs Improvement**<br>Vague and general comments. Mostly opinion. |
    | | | | | |
    | **Evidence** | **Excellent**<br>Evidence is cited, detailed, and well-chosen. Evidence is clearly articulated. | **Good**<br>Evidence is well chosen but not well articulated, is not particularly presented and not clearly substantiated. | **Developing**<br>Evidence is weak and lacking in detail.<br>Some opinion. | **Needs Improvement**<br>Evidence does not support ideas. Mostly opinion. |
    | | | | | |
    | **Organization & Clarity** | **Excellent**<br>Thoughts flow logically with good transitions, including supported research. | **Good**<br>Thoughts are mostly well-structured and mostly presented clearly. | **Developing**<br>Jumps from one idea to another without structure, transitions or connections. | **Needs Improvement**<br>Thoughts are not presented logically. Mostly opinion. |
    | | | | | |
    | **Mechanics** | **Excellent**<br>When applicable, thoughts/paper are appropriately organized using APA format throughout. There are no incomplete or run on sentences. No spelling or grammar issues. | **Good**<br>Thoughts/paper is appropriately organized with only minor grammatical issues. | **Developing**<br>There are many formatting, spelling, word usage and grammar issues. | **Needs Improvement**<br>Unacceptable. There are incomplete and/or run-on sentence(s). Thoughts are characterized by spelling and grammar errors. |
    | | | | | |

    **## dis2.docx**

    Rules for Discussion 2 – RTI and EBP

    Each student is to make a minimum of 2 substantive posts and 2 replies.  Canvas often groups posts and I will respond to posts of the same topic. So, I may not be able to respond to each and every post, but I will group my responses to make sure to address the topics presented. Discussions cannot be made up or substituted with another assignment. More information about discussions is in the Discussion file in Modules.

    This assignment will use the Assignment Rubric displayed earlier in the course. Your original posts and responses are to be reflective of the current literature, clearly state your position and be brief but thorough. Your responses should also be respectful of the person whose post you are responding to. In this discussion you will present two effective RTI and/or EBP strategies. You can do 2 of EBP or RTI or 1 on each of the topics.  You should also have 2 replies to posts of your classmates. Your responses should be related to  2 different posts.  This is a little different from the requirements associated with Discussion 1. Your discussion should reflect best practice as found in the literature and not just a personal preference. Your posts do not have to be long but complete enough that others can understand the intervention or strategy and how it is used. Do not hesitate to reach out to me for assistance.

    RTI and EBP cover a lot of territory. Obviously, you could not cover the entire content of these topics in one or two responses so focus your posts on a specific element(s) of RTI or EBP such as the state of the literature in these topics, issues and problems with some element of RTI or EBP or issues with implementation of RTI or EBP. Please free to focus on any elements of EBP or RtI that you find interesting.

    Please be aware that discussions cannot be made up or substituted with another response. So, please complete this assignment on time.

    **## rubric.docx**

    **General Rubric For All Assignments**

    This rubric will be used in evaluating the quality of your discussion contributions and written assignments. Numeric values are not assigned to the categories as they change according to the value of the assignment. I want to see well thought out and referenced ideas, not opinion based on experience. Experience is a wonderful thing, but in this course we will stick to researched facts from your text and peer-reviewed articles.

    | | | | | |
    | — | — | — | — | — |
    | | **Criteria                                                                     Ratings** |
    | | | | | |
    | **Grasp of readings** | **Excellent**<br>Writing and oral expression represents researched perspective, evidence and conclusions accurately, fairly, and eloquently; Demonstrates a firm understanding of the implications of researched arguments. | **Good**<br>Writing and oral presentation represents the researched perspective, evidence, and conclusions accurately but with little detail. | **Developing**<br>Writing and oral presentation mostly represents the researched perspective, evidence, and conclusions though not clearly and/or there are minor inaccuracies. Some opinion. | **Needs Improvement**<br>Writing and/or poor oral presentation represents the researched perspective, evidence, and/or conclusions. Mostly opinion. |
    | | | | | |
    | **Critical analysis** | **Excellent**<br>Presents a clear, focused, and compelling position. Recognizes and presents the complexity of the issue. | **Good**<br>Position/opinions articulated well but needs more support and refining. | **Developing**<br>Analysis and thought are limited. Lacks support from research. Some opinion. | **Needs Improvement**<br>Vague and general comments. Mostly opinion. |
    | | | | | |
    | **Evidence** | **Excellent**<br>Evidence is cited, detailed, and well-chosen. Evidence is clearly articulated. | **Good**<br>Evidence is well chosen but not well articulated, is not particularly presented and not clearly substantiated. | **Developing**<br>Evidence is weak and lacking in detail.<br>Some opinion. | **Needs Improvement**<br>Evidence does not support ideas. Mostly opinion. |
    | | | | | |
    | **Organization & Clarity** | **Excellent**<br>Thoughts flow logically with good transitions, including supported research. | **Good**<br>Thoughts are mostly well-structured and mostly presented clearly. | **Developing**<br>Jumps from one idea to another without structure, transitions or connections. | **Needs Improvement**<br>Thoughts are not presented logically. Mostly opinion. |
    | | | | | |
    | **Mechanics** | **Excellent**<br>When applicable, thoughts/paper are appropriately organized using APA format throughout. There are no incomplete or run on sentences. No spelling or grammar issues. | **Good**<br>Thoughts/paper is appropriately organized with only minor grammatical issues. | **Developing**<br>There are many formatting, spelling, word usage and grammar issues. | **Needs Improvement**<br>Unacceptable. There are incomplete and/or run-on sentence(s). Thoughts are characterized by spelling and grammar errors. |
    | | | | | |

    **## dis2.docx**

    Rules for Discussion 2 – RTI and EBP

    Each student is to make a minimum of 2 substantive posts and 2 replies.  Canvas often groups posts and I will respond to posts of the same topic. So, I may not be able to respond to each and every post, but I will group my responses to make sure to address the topics presented. Discussions cannot be made up or substituted with another assignment. More information about discussions is in the Discussion file in Modules.

    This assignment will use the Assignment Rubric displayed earlier in the course. Your original posts and responses are to be reflective of the current literature, clearly state your position and be brief but thorough. Your responses should also be respectful of the person whose post you are responding to. In this discussion you will present two effective RTI and/or EBP strategies. You can do 2 of EBP or RTI or 1 on each of the topics.  You should also have 2 replies to posts of your classmates. Your responses should be related to  2 different posts.  This is a little different from the requirements associated with Discussion 1. Your discussion should reflect best practice as found in the literature and not just a personal preference. Your posts do not have to be long but complete enough that others can understand the intervention or strategy and how it is used. Do not hesitate to reach out to me for assistance.

    RTI and EBP cover a lot of territory. Obviously, you could not cover the entire content of these topics in one or two responses so focus your posts on a specific element(s) of RTI or EBP such as the state of the literature in these topics, issues and problems with some element of RTI or EBP or issues with implementation of RTI or EBP. Please free to focus on any elements of EBP or RtI that you find interesting.

    Please be aware that discussions cannot be made up or substituted with another response. So, please complete this assignment on time.

    **## rubric.docx**

    **General Rubric For All Assignments**

    This rubric will be used in evaluating the quality of your discussion contributions and written assignments. Numeric values are not assigned to the categories as they change according to the value of the assignment. I want to see well thought out and referenced ideas, not opinion based on experience. Experience is a wonderful thing, but in this course we will stick to researched facts from your text and peer-reviewed articles.

    | | | | | |
    | — | — | — | — | — |
    | | **Criteria                                                                     Ratings** |
    | | | | | |
    | **Grasp of readings** | **Excellent**<br>Writing and oral expression represents researched perspective, evidence and conclusions accurately, fairly, and eloquently; Demonstrates a firm understanding of the implications of researched arguments. | **Good**<br>Writing and oral presentation represents the researched perspective, evidence, and conclusions accurately but with little detail. | **Developing**<br>Writing and oral presentation mostly represents the researched perspective, evidence, and conclusions though not clearly and/or there are minor inaccuracies. Some opinion. | **Needs Improvement**<br>Writing and/or poor oral presentation represents the researched perspective, evidence, and/or conclusions. Mostly opinion. |
    | | | | | |
    | **Critical analysis** | **Excellent**<br>Presents a clear, focused, and compelling position. Recognizes and presents the complexity of the issue. | **Good**<br>Position/opinions articulated well but needs more support and refining. | **Developing**<br>Analysis and thought are limited. Lacks support from research. Some opinion. | **Needs Improvement**<br>Vague and general comments. Mostly opinion. |
    | | | | | |
    | **Evidence** | **Excellent**<br>Evidence is cited, detailed, and well-chosen. Evidence is clearly articulated. | **Good**<br>Evidence is well chosen but not well articulated, is not particularly presented and not clearly substantiated. | **Developing**<br>Evidence is weak and lacking in detail.<br>Some opinion. | **Needs Improvement**<br>Evidence does not support ideas. Mostly opinion. |
    | | | | | |
    | **Organization & Clarity** | **Excellent**<br>Thoughts flow logically with good transitions, including supported research. | **Good**<br>Thoughts are mostly well-structured and mostly presented clearly. | **Developing**<br>Jumps from one idea to another without structure, transitions or connections. | **Needs Improvement**<br>Thoughts are not presented logically. Mostly opinion. |
    | | | | | |
    | **Mechanics** | **Excellent**<br>When applicable, thoughts/paper are appropriately organized using APA format throughout. There are no incomplete or run on sentences. No spelling or grammar issues. | **Good**<br>Thoughts/paper is appropriately organized with only minor grammatical issues. | **Developing**<br>There are many formatting, spelling, word usage and grammar issues. | **Needs Improvement**<br>Unacceptable. There are incomplete and/or run-on sentence(s). Thoughts are characterized by spelling and grammar errors. |
    | | | | | |

    – 1
    – 2

  • [Solved] 7 PAGES

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I HAVE included – ## Paper1expoo.docx – ## INSTRUCTIONSPG.docx – ## NEEDDONE.docx – TEACHERCOMMENTS1.jpeg – TEACHERCOMMENTS2.jpeg – TEACHERCOMMENTS3.jpeg – TEACHERCOMMENTS4.jpeg – TEACHERCOMMENTS5.jpeg – PAPERUDID.docx **## Paper1expoo.docx** **Paper #1 (Exposition)** Paper #1 is an exposition. Expo…

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    Assignment Prompt & Instructions

    I HAVE included

    – ## Paper1expoo.docx

    – ## INSTRUCTIONSPG.docx

    – ## NEEDDONE.docx

    – TEACHERCOMMENTS1.jpeg
    – TEACHERCOMMENTS2.jpeg
    – TEACHERCOMMENTS3.jpeg
    – TEACHERCOMMENTS4.jpeg
    – TEACHERCOMMENTS5.jpeg
    – PAPERUDID.docx

    **## Paper1expoo.docx**

    **Paper #1 (Exposition)**

    Paper #1 is an exposition. Exposition is a form of writing where the main goal is explanation. It will be your job to find and narrow a topic sufficiently so that an in-depth discussion of it is possible in 5 – 8 pages, research that topic and document your research, write a carefully planned expository paper, and revise that paper to the proper academic standard
    **.**

    The topic you chose for this paper will be used for your second paper (argument) and the final paper (argument +). I sometimes allow students to change topics for the second paper (but you should check with me) because the first paper is primarily providing context for the arguments to come. What is transferred to paper #2 is usually introductory, and the paper provides you with a substantive understanding of the topic and the common knowledge involved.

    Thesis statements obviously vary, but for the first paper, you will want something that allows you to explain as much as argue. This is sometimes called a
    _soft argument_. For example, if I had chosen octopi as my broad topic, I might narrow things down to the unusual evolutionary development of octopi to allow for deeper exploration in the space allowed. The thesis statement might look something like this
    _: “Octopuses and some squid have followed a substantially different evolutionary path than most animals seeming to have left their evolutionary forebears far behind them in several adaptations, particularly in their neurological development.”_

    **Due: Friday. 09/26 (at the end of the day) for full credit. After that, it is considered late and subject to a 5% penalty.**

    There will be several steps to this, and particularly with this first paper, I will try to help you stay on track, but the resulting paper will need to do the following:

    ·
    Be 5 – 8 pages long not including the appropriate style’s end list of sources

    ·
    Include appropriate in-text academic citation style and source list

    ·
    Include at least three scholarly sources that go beyond foundational knowledge
    _These sources will be appropriately cited within the text, and all sources (cited or consulted) will be included in appropriate end list._

    · Address the topic with a depth appropriate for an academic work

    · Supply what background is needed, and only what is needed, for an academic reader

    · Include a thesis statement that properly directs the paper and answers a focused research question

    · Leave no obvious gaps or lingering questions for the reader

    · Follow a clear and logical train of thought at both the local and global levels without straying from the thesis

    · Carefully adhere to the conventions of grammar, usage, and mechanics as well as the formats required for the class and style type used.

    **## INSTRUCTIONSPG.docx**

    **INSTUCTIONS**

    **Paper #2 (Argument)**

    Paper #2 is an argument. This argument should have some connection to the exposition paper, but it should make a separate assertion that takes things further and requires more evidence. For example, if I had chosen the thesis statement
    _“Octopi and some squid have followed a substantially different evolutionary path than most animals seeming to have left their evolutionary forebears far behind them in several adaptations, particularly in their neurological development.”_ For Paper #1, then I might decide to narrow things to the nervous system for paper #2 because I’ve seen much more in the scholarly sources on this topic. In paper #1 I explained how octopuses diverged from other mollusks substantially and tied this in some ways to behaviors they have or niches they inhabit, To develop this idea I’ve come up with this thesis:
    _“Darwin suggested that evolution was driven by survival of the fittest; if that’s true, then it seems that octopuses at some point found their survival dependent on increasing sophistication particularly in the evolution of their nervous system.”_ This might need to change as I move forward, but I do have a plan for how to move forward, broadly.

    This paper should be 6 – 9 pages long and follow the instructions below. It is expected that some of what you’ve done will be integrated into paper #2 if only to provide introductory info. I have found a good way to start is to ask yourself if what you did in paper #1 could be condensed down (summarized briefly) into the introduction before the thesis statement for paper #2. That doesn’t mean that other parts might not be useful, but you should be taking information more than sections of text. Remember, you have a new thesis making a different type of claim, and you must stay focused on that.

    There will be several steps to this, but the resulting paper will need to do the following:

    · Be 6-9 pages long not including the appropriate style’s end list of sources

    ·
    Include appropriate in-text academic citation style and source list

    ·
    Include at least three more scholarly sources (a total of six) that go beyond foundational knowledge and provide support for your thesis. Some of these new sources must be from peer reviewed journals.
    _These sources will be appropriately cited within the text, and all sources (cited or consulted) will be included in appropriate end list._

    · Address the topic with a depth appropriate for an academic work

    · Supply what background is needed, and only what is needed, for an academic reader

    · Include a thesis statement that properly directs the paper and answers a focused research question

    · Leave no obvious gaps or lingering questions for the reader

    · Follow a clear and logical train of thought at both the local and global levels without straying from the topic

    · Carefully adhere to the conventions of grammar, usage, and mechanics as well as the formats required for the class.

    **## NEEDDONE.docx**

    Carter3

    Paper #1

    Although the NBA was created in 1946, African Americans were excluded from playing until the year 1950. Once African American players were able to play, they displayed a massive, new, and intriguing way to play the game of basketball. Black people showed that their way of playing basketball was and is going to be the way everyone plays the game of basketball. Through their innovative playing styles, captivating performances, and advocacy for social change, African American basketball players have profoundly shaped the sports style, boosted its global popularity, and influenced culture both on and off the court.

    Basketball was created in late 1891 by a man named James Naismith. James first introduced the sport to the community of what is now called Springfield College while he was an instructor there. As you can imagine, basketball was exceptionally different back then. It was originally used with a soccer ball with the different skills from American football, soccer, and hockey. When the game was first invented, teams had nine players, and the goal was a wooden basket nailed to the walls. Later, the game evolved to what it is now. Teams having 5 players became standard around 1897, it became an indoor and outdoor sport, and it also became popular between both men and women.

    By 1895, many U.S colleges had adopted this sport which made it increasingly popular. Then by the 1950’s, basketball had become a major sport in college, which in turn paved the route for the growth of professional basketball. In 1949, two major leagues named the National Basketball League, and the Basketball Association of America later joined forces to create what is now the NBA (National Basketball Association). After the NBA was created, it was not popular until years after. This is mostly because once black people were allowed to join the league, they showed their distinctive styles of playing, their distinctive cultural ways on and off the court, and their distinctive swag on and off the court.

    In 1950, once the blacks were allowed to join the league, Earl Lloyd changed the game forever by suiting up for the Washington Capitols. In a league that was previously talent judged by race, it had been completely shattered from the actions of one person. Earl Llyod. He proved that skill had no color— more importantly no race. Earl opened the door for many more African Americans to participate and earn their way to the league. By doing this, Earl was making a commanding statement by challenging old prejudices and sacrificing himself to prove people wrong. Lloyd’s impact goes way beyond his stats. He helped shape the NBA into a more inclusive and exciting place, paving the legacy of equality in the league. He was not just a player; he was a person who broke the NBA’s color barrier.

    Black players have undeniably revolutionized basketball with their groundbreaking, exciting, and inventive style of play. Black players brought a new level of athleticism, creativity, and flair to the game. For instance, LeBron James is a world-renowned basketball player who has been competing at a high level for over twenty years in the NBA. He has shaped the game exclusively by his style of play by being dominant, his physicality, and his IQ. Many people respect LeBron James to the point that he is considered in the G.O.A.T conversation. Another great player who has shaped the game is Stephen Curry. Steph has altered the game in ways that people did not even believe was possible. At a certain point in the NBA, the goal was to get downhill, run somebody over, and put the ball in the hoop. In this generation, players are working on their footwork, dancing with the ball, and taking highly contested step back three pointers. Steph Curry is the reason for this. He converts on this so much that people want to be like him. Many people try to even do his celebrations. His “Night Night” celebration. His no look three celebration. It is honestly just ridiculous at how much Steph Curry has changed the game by just doing his strength— shooting the basketball. After Steph Curry, the NBA has seen a major increase in 3-point shots attempted. In 2010-2011, that percentage rose from 22.9% to 39.2% in the 2024-2025 season. From inventive shot making ability, crazy ball handling skills, and the acrobatic dunking, black people have consistently redefined what is possible on the court. This influence has not only shaped the sport in the United States but also has resonated globally, inspiring players and fans worldwide to embrace a more expensive and dynamic approach.

    African Americans in basketball have used their visibility and name to advocate for change in several powerful ways to influence the world globally. Many have spoken out against racial injustice and police brutality, which has gotten undeniable common these days. These players have used their platforms to intensify excluded voices and demand that people take accountability for the actions that have been shown in recent times. These players aren't just balling on the court—they are using their popularity to actually address certain issues that matter. Most importantly, they are making sure everyone is held accountable for their actions, especially when things go sideways or off the walls. Also, they are all about helping the next generation by protecting schools, scholarships, and local programs to give young people a fair shot at life. Some players are even hitting the streets, protesting, organizing events, and supporting politicians who are serious about fairness. Just last year, Steph Curry publicly voiced his vote for Kamala Harris and promoted others to vote for her as well. People like LeBron James, with his "I PROMISE" school, and legends like Bill Russell, who stood up against segregation back in the day, show how committed they are. Even Mahmoud Abdul-Rauf, who took a stand, by not standing for the anthem which sparked controversy but, arose awareness, and Maya Moore, who put her career on hold to fight for justice, prove that these players are serious about shaking things up, both in the basketball world and way beyond! These players exemplify how influential figures in basketball have leveraged their status to push for societal improvements, challenge injustices, and inspire widespread action. Through these diverse efforts, all these African American players have demonstrated a commitment to driving meaningful change both within and beyond the basketball world.

    Black people have also profoundly shaped and boosted the popularity of the sport basketball. Despite constantly fighting backlash, limited opportunities, and racial segregation, they have continued to excel in the league and other places to showcase their talents. For example, the Harlem Globetrotters are perfect people to describe how African Americans have boosted the popularity and swag of the game itself. Through their entertaining performances and exciting styles, they have endured the role of making the sport more popular around the world. This era of basketball laid the groundwork for the eventual combination of black players playing in different leagues across the world and even creating their own leagues.

    While it took a while for black players to integrate into the NBA and other major leagues, once they did integrate icons like Bill Russell, Wilt Chamberlin, Kareem Abdul Jabbar, and even Michael Jordan dominated the game. These players have all set unbreakable records, won multiple championships, and achieved many individual awards. Their on-court achievements broke the racial barriers that were in the way and even challenged people’s mindset, inspiring a new generation of basketball. A new way of playing the game. A new way of learning the game. A new way of practicing the game. A new way of the sport basketball. Furthermore, these players specifically became cultural icons using their platforms for inspiring the new generation of hoops not only in the big leagues but in small places as well.

    Black players have not just shown that sport is all that matters to them. Icons, non-icons, it does not matter. Players that do not have the loudest and most popular fanbase still use their platform for good to express the needs of the community. It has extended to the younger black people joining the league to make it their duty, since the torch has passed to put in the work on and off the court to show that if people come together, a lot of good things can happen. Although it started generations ago, many people are stepping up to showcase that they are not afraid to do what is right.

    Ultimately, the integration of African American players into the NBA marked not only their entrance into the league, but into the league of its own. It was a transformative era that shaped how everyone plays the sport and how they take the lessons on the court and apply them to everyday use. Their impact extends far beyond the court. Fundamentally, mentally, and physically there is a new era of basketball because of black people. African American players have reshaped the game’s aesthetics, elevating its global appeal, and catalyzing significant cultural and social shifts resonate to this very day.

    Anderson, Ryan K. “Hoops: A Cultural History of Basketball in America.” North Carolina Historical Review, vol. 99, no. 2, Apr. 2024, pp. 250–51. EBSCOhost, research.ebsco.com/linkprocessor/plink?id=d3aa7443-9b7e-340d-a13e-c21a5471e237.

    "Black History Month: List of First Black Players to Reach NBA Milestones." NBA.Com, 31 Jan. 2025,
    [www.nba.com/news/first-black-players-nba-milestones](http://www.nba.com/news/first-black-players-nba-milestones).

    "History of Basketball." Naismithfoundation.Org, 12 Sept. 2022, naismithfoundation.org/history-of-basketball/.

    Jennings, Scott . "Basketball History." World of Basketball Your Guide to The Most Popular Sport, 22 Jan. 2015, www.worldofbasketball.org/basketball-history.htm.

    Kaiser, Susan B., and Sarah Rebolloso McCullough. “Entangling the Fashion Subject Through the African Diaspora: From Not to (K)Not in Fashion Theory.” Fashion Theory: The Journal of Dress, Body & Culture, vol. 14, no. 3, Sept. 2010, pp. 361–86. EBSCOhost,
    [https://doi.org/10.2752/175174110X12712411520331](https://doi.org/10.2752/175174110X12712411520331).

    "NBA's 3-point Revolution: How 1 Shot Is Changing the Game."
    _NBA.Com_, 14 Oct. 2021, www.nba.com/news/3-point-era-nba-75.

    Reese, Renford. “The Life and Legacy of Kobe Bryant: Reflections from Cal Poly Pomona.” Journal of African American Studies, vol. 25, no. 2, June 2021, pp. 339–52. EBSCOhost, https://doi.org/10.1007/s12111-021-09523-9.

    Taylor-Grover, Leslie. "How The NBA Became Mostly Black." PushBlack Daily Inspiring Black Stories Just for You, 3 May 2021, www.pushblack.us/news/how-nba-became-mostly-black.

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    **## Paper1expoo.docx**

    **Paper #1 (Exposition)**

    Paper #1 is an exposition. Exposition is a form of writing where the main goal is explanation. It will be your job to find and narrow a topic sufficiently so that an in-depth discussion of it is possible in 5 – 8 pages, research that topic and document your research, write a carefully planned expository paper, and revise that paper to the proper academic standard
    **.**

    The topic you chose for this paper will be used for your second paper (argument) and the final paper (argument +). I sometimes allow students to change topics for the second paper (but you should check with me) because the first paper is primarily providing context for the arguments to come. What is transferred to paper #2 is usually introductory, and the paper provides you with a substantive understanding of the topic and the common knowledge involved.

    Thesis statements obviously vary, but for the first paper, you will want something that allows you to explain as much as argue. This is sometimes called a
    _soft argument_. For example, if I had chosen octopi as my broad topic, I might narrow things down to the unusual evolutionary development of octopi to allow for deeper exploration in the space allowed. The thesis statement might look something like this
    _: “Octopuses and some squid have followed a substantially different evolutionary path than most animals seeming to have left their evolutionary forebears far behind them in several adaptations, particularly in their neurological development.”_

    **Due: Friday. 09/26 (at the end of the day) for full credit. After that, it is considered late and subject to a 5% penalty.**

    There will be several steps to this, and particularly with this first paper, I will try to help you stay on track, but the resulting paper will need to do the following:

    ·
    Be 5 – 8 pages long not including the appropriate style’s end list of sources

    ·
    Include appropriate in-text academic citation style and source list

    ·
    Include at least three scholarly sources that go beyond foundational knowledge
    _These sources will be appropriately cited within the text, and all sources (cited or consulted) will be included in appropriate end list._

    · Address the topic with a depth appropriate for an academic work

    · Supply what background is needed, and only what is needed, for an academic reader

    · Include a thesis statement that properly directs the paper and answers a focused research question

    · Leave no obvious gaps or lingering questions for the reader

    · Follow a clear and logical train of thought at both the local and global levels without straying from the thesis

    · Carefully adhere to the conventions of grammar, usage, and mechanics as well as the formats required for the class and style type used.

    **## INSTRUCTIONSPG.docx**

    **INSTUCTIONS**

    **Paper #2 (Argument)**

    Paper #2 is an argument. This argument should have some connection to the exposition paper, but it should make a separate assertion that takes things further and requires more evidence. For example, if I had chosen the thesis statement
    _“Octopi and some squid have followed a substantially different evolutionary path than most animals seeming to have left their evolutionary forebears far behind them in several adaptations, particularly in their neurological development.”_ For Paper #1, then I might decide to narrow things to the nervous system for paper #2 because I’ve seen much more in the scholarly sources on this topic. In paper #1 I explained how octopuses diverged from other mollusks substantially and tied this in some ways to behaviors they have or niches they inhabit, To develop this idea I’ve come up with this thesis:
    _“Darwin suggested that evolution was driven by survival of the fittest; if that’s true, then it seems that octopuses at some point found their survival dependent on increasing sophistication particularly in the evolution of their nervous system.”_ This might need to change as I move forward, but I do have a plan for how to move forward, broadly.

    This paper should be 6 – 9 pages long and follow the instructions below. It is expected that some of what you’ve done will be integrated into paper #2 if only to provide introductory info. I have found a good way to start is to ask yourself if what you did in paper #1 could be condensed down (summarized briefly) into the introduction before the thesis statement for paper #2. That doesn’t mean that other parts might not be useful, but you should be taking information more than sections of text. Remember, you have a new thesis making a different type of claim, and you must stay focused on that.

    There will be several steps to this, but the resulting paper will need to do the following:

    · Be 6-9 pages long not including the appropriate style’s end list of sources

    ·
    Include appropriate in-text academic citation style and source list

    ·
    Include at least three more scholarly sources (a total of six) that go beyond foundational knowledge and provide support for your thesis. Some of these new sources must be from peer reviewed journals.
    _These sources will be appropriately cited within the text, and all sources (cited or consulted) will be included in appropriate end list._

    · Address the topic with a depth appropriate for an academic work

    · Supply what background is needed, and only what is needed, for an academic reader

    · Include a thesis statement that properly directs the paper and answers a focused research question

    · Leave no obvious gaps or lingering questions for the reader

    · Follow a clear and logical train of thought at both the local and global levels without straying from the topic

    · Carefully adhere to the conventions of grammar, usage, and mechanics as well as the formats required for the class.

    **## NEEDDONE.docx**

    Carter3

    Paper #1

    Although the NBA was created in 1946, African Americans were excluded from playing until the year 1950. Once African American players were able to play, they displayed a massive, new, and intriguing way to play the game of basketball. Black people showed that their way of playing basketball was and is going to be the way everyone plays the game of basketball. Through their innovative playing styles, captivating performances, and advocacy for social change, African American basketball players have profoundly shaped the sports style, boosted its global popularity, and influenced culture both on and off the court.

    Basketball was created in late 1891 by a man named James Naismith. James first introduced the sport to the community of what is now called Springfield College while he was an instructor there. As you can imagine, basketball was exceptionally different back then. It was originally used with a soccer ball with the different skills from American football, soccer, and hockey. When the game was first invented, teams had nine players, and the goal was a wooden basket nailed to the walls. Later, the game evolved to what it is now. Teams having 5 players became standard around 1897, it became an indoor and outdoor sport, and it also became popular between both men and women.

    By 1895, many U.S colleges had adopted this sport which made it increasingly popular. Then by the 1950’s, basketball had become a major sport in college, which in turn paved the route for the growth of professional basketball. In 1949, two major leagues named the National Basketball League, and the Basketball Association of America later joined forces to create what is now the NBA (National Basketball Association). After the NBA was created, it was not popular until years after. This is mostly because once black people were allowed to join the league, they showed their distinctive styles of playing, their distinctive cultural ways on and off the court, and their distinctive swag on and off the court.

    In 1950, once the blacks were allowed to join the league, Earl Lloyd changed the game forever by suiting up for the Washington Capitols. In a league that was previously talent judged by race, it had been completely shattered from the actions of one person. Earl Llyod. He proved that skill had no color— more importantly no race. Earl opened the door for many more African Americans to participate and earn their way to the league. By doing this, Earl was making a commanding statement by challenging old prejudices and sacrificing himself to prove people wrong. Lloyd’s impact goes way beyond his stats. He helped shape the NBA into a more inclusive and exciting place, paving the legacy of equality in the league. He was not just a player; he was a person who broke the NBA’s color barrier.

    Black players have undeniably revolutionized basketball with their groundbreaking, exciting, and inventive style of play. Black players brought a new level of athleticism, creativity, and flair to the game. For instance, LeBron James is a world-renowned basketball player who has been competing at a high level for over twenty years in the NBA. He has shaped the game exclusively by his style of play by being dominant, his physicality, and his IQ. Many people respect LeBron James to the point that he is considered in the G.O.A.T conversation. Another great player who has shaped the game is Stephen Curry. Steph has altered the game in ways that people did not even believe was possible. At a certain point in the NBA, the goal was to get downhill, run somebody over, and put the ball in the hoop. In this generation, players are working on their footwork, dancing with the ball, and taking highly contested step back three pointers. Steph Curry is the reason for this. He converts on this so much that people want to be like him. Many people try to even do his celebrations. His “Night Night” celebration. His no look three celebration. It is honestly just ridiculous at how much Steph Curry has changed the game by just doing his strength— shooting the basketball. After Steph Curry, the NBA has seen a major increase in 3-point shots attempted. In 2010-2011, that percentage rose from 22.9% to 39.2% in the 2024-2025 season. From inventive shot making ability, crazy ball handling skills, and the acrobatic dunking, black people have consistently redefined what is possible on the court. This influence has not only shaped the sport in the United States but also has resonated globally, inspiring players and fans worldwide to embrace a more expensive and dynamic approach.

    African Americans in basketball have used their visibility and name to advocate for change in several powerful ways to influence the world globally. Many have spoken out against racial injustice and police brutality, which has gotten undeniable common these days. These players have used their platforms to intensify excluded voices and demand that people take accountability for the actions that have been shown in recent times. These players aren't just balling on the court—they are using their popularity to actually address certain issues that matter. Most importantly, they are making sure everyone is held accountable for their actions, especially when things go sideways or off the walls. Also, they are all about helping the next generation by protecting schools, scholarships, and local programs to give young people a fair shot at life. Some players are even hitting the streets, protesting, organizing events, and supporting politicians who are serious about fairness. Just last year, Steph Curry publicly voiced his vote for Kamala Harris and promoted others to vote for her as well. People like LeBron James, with his "I PROMISE" school, and legends like Bill Russell, who stood up against segregation back in the day, show how committed they are. Even Mahmoud Abdul-Rauf, who took a stand, by not standing for the anthem which sparked controversy but, arose awareness, and Maya Moore, who put her career on hold to fight for justice, prove that these players are serious about shaking things up, both in the basketball world and way beyond! These players exemplify how influential figures in basketball have leveraged their status to push for societal improvements, challenge injustices, and inspire widespread action. Through these diverse efforts, all these African American players have demonstrated a commitment to driving meaningful change both within and beyond the basketball world.

    Black people have also profoundly shaped and boosted the popularity of the sport basketball. Despite constantly fighting backlash, limited opportunities, and racial segregation, they have continued to excel in the league and other places to showcase their talents. For example, the Harlem Globetrotters are perfect people to describe how African Americans have boosted the popularity and swag of the game itself. Through their entertaining performances and exciting styles, they have endured the role of making the sport more popular around the world. This era of basketball laid the groundwork for the eventual combination of black players playing in different leagues across the world and even creating their own leagues.

    While it took a while for black players to integrate into the NBA and other major leagues, once they did integrate icons like Bill Russell, Wilt Chamberlin, Kareem Abdul Jabbar, and even Michael Jordan dominated the game. These players have all set unbreakable records, won multiple championships, and achieved many individual awards. Their on-court achievements broke the racial barriers that were in the way and even challenged people’s mindset, inspiring a new generation of basketball. A new way of playing the game. A new way of learning the game. A new way of practicing the game. A new way of the sport basketball. Furthermore, these players specifically became cultural icons using their platforms for inspiring the new generation of hoops not only in the big leagues but in small places as well.

    Black players have not just shown that sport is all that matters to them. Icons, non-icons, it does not matter. Players that do not have the loudest and most popular fanbase still use their platform for good to express the needs of the community. It has extended to the younger black people joining the league to make it their duty, since the torch has passed to put in the work on and off the court to show that if people come together, a lot of good things can happen. Although it started generations ago, many people are stepping up to showcase that they are not afraid to do what is right.

    Ultimately, the integration of African American players into the NBA marked not only their entrance into the league, but into the league of its own. It was a transformative era that shaped how everyone plays the sport and how they take the lessons on the court and apply them to everyday use. Their impact extends far beyond the court. Fundamentally, mentally, and physically there is a new era of basketball because of black people. African American players have reshaped the game’s aesthetics, elevating its global appeal, and catalyzing significant cultural and social shifts resonate to this very day.

    Anderson, Ryan K. “Hoops: A Cultural History of Basketball in America.” North Carolina Historical Review, vol. 99, no. 2, Apr. 2024, pp. 250–51. EBSCOhost, research.ebsco.com/linkprocessor/plink?id=d3aa7443-9b7e-340d-a13e-c21a5471e237.

    "Black History Month: List of First Black Players to Reach NBA Milestones." NBA.Com, 31 Jan. 2025,
    [www.nba.com/news/first-black-players-nba-milestones](http://www.nba.com/news/first-black-players-nba-milestones).

    "History of Basketball." Naismithfoundation.Org, 12 Sept. 2022, naismithfoundation.org/history-of-basketball/.

    Jennings, Scott . "Basketball History." World of Basketball Your Guide to The Most Popular Sport, 22 Jan. 2015, www.worldofbasketball.org/basketball-history.htm.

    Kaiser, Susan B., and Sarah Rebolloso McCullough. “Entangling the Fashion Subject Through the African Diaspora: From Not to (K)Not in Fashion Theory.” Fashion Theory: The Journal of Dress, Body & Culture, vol. 14, no. 3, Sept. 2010, pp. 361–86. EBSCOhost,
    [https://doi.org/10.2752/175174110X12712411520331](https://doi.org/10.2752/175174110X12712411520331).

    "NBA's 3-point Revolution: How 1 Shot Is Changing the Game."
    _NBA.Com_, 14 Oct. 2021, www.nba.com/news/3-point-era-nba-75.

    Reese, Renford. “The Life and Legacy of Kobe Bryant: Reflections from Cal Poly Pomona.” Journal of African American Studies, vol. 25, no. 2, June 2021, pp. 339–52. EBSCOhost, https://doi.org/10.1007/s12111-021-09523-9.

    Taylor-Grover, Leslie. "How The NBA Became Mostly Black." PushBlack Daily Inspiring Black Stories Just for You, 3 May 2021, www.pushblack.us/news/how-nba-became-mostly-black.

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    **## Paper1expoo.docx**

    **Paper #1 (Exposition)**

    Paper #1 is an exposition. Exposition is a form of writing where the main goal is explanation. It will be your job to find and narrow a topic sufficiently so that an in-depth discussion of it is possible in 5 – 8 pages, research that topic and document your research, write a carefully planned expository paper, and revise that paper to the proper academic standard
    **.**

    The topic you chose for this paper will be used for your second paper (argument) and the final paper (argument +). I sometimes allow students to change topics for the second paper (but you should check with me) because the first paper is primarily providing context for the arguments to come. What is transferred to paper #2 is usually introductory, and the paper provides you with a substantive understanding of the topic and the common knowledge involved.

    Thesis statements obviously vary, but for the first paper, you will want something that allows you to explain as much as argue. This is sometimes called a
    _soft argument_. For example, if I had chosen octopi as my broad topic, I might narrow things down to the unusual evolutionary development of octopi to allow for deeper exploration in the space allowed. The thesis statement might look something like this
    _: “Octopuses and some squid have followed a substantially different evolutionary path than most animals seeming to have left their evolutionary forebears far behind them in several adaptations, particularly in their neurological development.”_

    **Due: Friday. 09/26 (at the end of the day) for full credit. After that, it is considered late and subject to a 5% penalty.**

    There will be several steps to this, and particularly with this first paper, I will try to help you stay on track, but the resulting paper will need to do the following:

    ·
    Be 5 – 8 pages long not including the appropriate style’s end list of sources

    ·
    Include appropriate in-text academic citation style and source list

    ·
    Include at least three scholarly sources that go beyond foundational knowledge
    _These sources will be appropriately cited within the text, and all sources (cited or consulted) will be included in appropriate end list._

    · Address the topic with a depth appropriate for an academic work

    · Supply what background is needed, and only what is needed, for an academic reader

    · Include a thesis statement that properly directs the paper and answers a focused research question

    · Leave no obvious gaps or lingering questions for the reader

    · Follow a clear and logical train of thought at both the local and global levels without straying from the thesis

    · Carefully adhere to the conventions of grammar, usage, and mechanics as well as the formats required for the class and style type used.

    **## INSTRUCTIONSPG.docx**

    **INSTUCTIONS**

    **Paper #2 (Argument)**

    Paper #2 is an argument. This argument should have some connection to the exposition paper, but it should make a separate assertion that takes things further and requires more evidence. For example, if I had chosen the thesis statement
    _“Octopi and some squid have followed a substantially different evolutionary path than most animals seeming to have left their evolutionary forebears far behind them in several adaptations, particularly in their neurological development.”_ For Paper #1, then I might decide to narrow things to the nervous system for paper #2 because I’ve seen much more in the scholarly sources on this topic. In paper #1 I explained how octopuses diverged from other mollusks substantially and tied this in some ways to behaviors they have or niches they inhabit, To develop this idea I’ve come up with this thesis:
    _“Darwin suggested that evolution was driven by survival of the fittest; if that’s true, then it seems that octopuses at some point found their survival dependent on increasing sophistication particularly in the evolution of their nervous system.”_ This might need to change as I move forward, but I do have a plan for how to move forward, broadly.

    This paper should be 6 – 9 pages long and follow the instructions below. It is expected that some of what you’ve done will be integrated into paper #2 if only to provide introductory info. I have found a good way to start is to ask yourself if what you did in paper #1 could be condensed down (summarized briefly) into the introduction before the thesis statement for paper #2. That doesn’t mean that other parts might not be useful, but you should be taking information more than sections of text. Remember, you have a new thesis making a different type of claim, and you must stay focused on that.

    There will be several steps to this, but the resulting paper will need to do the following:

    · Be 6-9 pages long not including the appropriate style’s end list of sources

    ·
    Include appropriate in-text academic citation style and source list

    ·
    Include at least three more scholarly sources (a total of six) that go beyond foundational knowledge and provide support for your thesis. Some of these new sources must be from peer reviewed journals.
    _These sources will be appropriately cited within the text, and all sources (cited or consulted) will be included in appropriate end list._

    · Address the topic with a depth appropriate for an academic work

    · Supply what background is needed, and only what is needed, for an academic reader

    · Include a thesis statement that properly directs the paper and answers a focused research question

    · Leave no obvious gaps or lingering questions for the reader

    · Follow a clear and logical train of thought at both the local and global levels without straying from the topic

    · Carefully adhere to the conventions of grammar, usage, and mechanics as well as the formats required for the class.

    **## NEEDDONE.docx**

    Carter3

    Paper #1

    Although the NBA was created in 1946, African Americans were excluded from playing until the year 1950. Once African American players were able to play, they displayed a massive, new, and intriguing way to play the game of basketball. Black people showed that their way of playing basketball was and is going to be the way everyone plays the game of basketball. Through their innovative playing styles, captivating performances, and advocacy for social change, African American basketball players have profoundly shaped the sports style, boosted its global popularity, and influenced culture both on and off the court.

    Basketball was created in late 1891 by a man named James Naismith. James first introduced the sport to the community of what is now called Springfield College while he was an instructor there. As you can imagine, basketball was exceptionally different back then. It was originally used with a soccer ball with the different skills from American football, soccer, and hockey. When the game was first invented, teams had nine players, and the goal was a wooden basket nailed to the walls. Later, the game evolved to what it is now. Teams having 5 players became standard around 1897, it became an indoor and outdoor sport, and it also became popular between both men and women.

    By 1895, many U.S colleges had adopted this sport which made it increasingly popular. Then by the 1950’s, basketball had become a major sport in college, which in turn paved the route for the growth of professional basketball. In 1949, two major leagues named the National Basketball League, and the Basketball Association of America later joined forces to create what is now the NBA (National Basketball Association). After the NBA was created, it was not popular until years after. This is mostly because once black people were allowed to join the league, they showed their distinctive styles of playing, their distinctive cultural ways on and off the court, and their distinctive swag on and off the court.

    In 1950, once the blacks were allowed to join the league, Earl Lloyd changed the game forever by suiting up for the Washington Capitols. In a league that was previously talent judged by race, it had been completely shattered from the actions of one person. Earl Llyod. He proved that skill had no color— more importantly no race. Earl opened the door for many more African Americans to participate and earn their way to the league. By doing this, Earl was making a commanding statement by challenging old prejudices and sacrificing himself to prove people wrong. Lloyd’s impact goes way beyond his stats. He helped shape the NBA into a more inclusive and exciting place, paving the legacy of equality in the league. He was not just a player; he was a person who broke the NBA’s color barrier.

    Black players have undeniably revolutionized basketball with their groundbreaking, exciting, and inventive style of play. Black players brought a new level of athleticism, creativity, and flair to the game. For instance, LeBron James is a world-renowned basketball player who has been competing at a high level for over twenty years in the NBA. He has shaped the game exclusively by his style of play by being dominant, his physicality, and his IQ. Many people respect LeBron James to the point that he is considered in the G.O.A.T conversation. Another great player who has shaped the game is Stephen Curry. Steph has altered the game in ways that people did not even believe was possible. At a certain point in the NBA, the goal was to get downhill, run somebody over, and put the ball in the hoop. In this generation, players are working on their footwork, dancing with the ball, and taking highly contested step back three pointers. Steph Curry is the reason for this. He converts on this so much that people want to be like him. Many people try to even do his celebrations. His “Night Night” celebration. His no look three celebration. It is honestly just ridiculous at how much Steph Curry has changed the game by just doing his strength— shooting the basketball. After Steph Curry, the NBA has seen a major increase in 3-point shots attempted. In 2010-2011, that percentage rose from 22.9% to 39.2% in the 2024-2025 season. From inventive shot making ability, crazy ball handling skills, and the acrobatic dunking, black people have consistently redefined what is possible on the court. This influence has not only shaped the sport in the United States but also has resonated globally, inspiring players and fans worldwide to embrace a more expensive and dynamic approach.

    African Americans in basketball have used their visibility and name to advocate for change in several powerful ways to influence the world globally. Many have spoken out against racial injustice and police brutality, which has gotten undeniable common these days. These players have used their platforms to intensify excluded voices and demand that people take accountability for the actions that have been shown in recent times. These players aren't just balling on the court—they are using their popularity to actually address certain issues that matter. Most importantly, they are making sure everyone is held accountable for their actions, especially when things go sideways or off the walls. Also, they are all about helping the next generation by protecting schools, scholarships, and local programs to give young people a fair shot at life. Some players are even hitting the streets, protesting, organizing events, and supporting politicians who are serious about fairness. Just last year, Steph Curry publicly voiced his vote for Kamala Harris and promoted others to vote for her as well. People like LeBron James, with his "I PROMISE" school, and legends like Bill Russell, who stood up against segregation back in the day, show how committed they are. Even Mahmoud Abdul-Rauf, who took a stand, by not standing for the anthem which sparked controversy but, arose awareness, and Maya Moore, who put her career on hold to fight for justice, prove that these players are serious about shaking things up, both in the basketball world and way beyond! These players exemplify how influential figures in basketball have leveraged their status to push for societal improvements, challenge injustices, and inspire widespread action. Through these diverse efforts, all these African American players have demonstrated a commitment to driving meaningful change both within and beyond the basketball world.

    Black people have also profoundly shaped and boosted the popularity of the sport basketball. Despite constantly fighting backlash, limited opportunities, and racial segregation, they have continued to excel in the league and other places to showcase their talents. For example, the Harlem Globetrotters are perfect people to describe how African Americans have boosted the popularity and swag of the game itself. Through their entertaining performances and exciting styles, they have endured the role of making the sport more popular around the world. This era of basketball laid the groundwork for the eventual combination of black players playing in different leagues across the world and even creating their own leagues.

    While it took a while for black players to integrate into the NBA and other major leagues, once they did integrate icons like Bill Russell, Wilt Chamberlin, Kareem Abdul Jabbar, and even Michael Jordan dominated the game. These players have all set unbreakable records, won multiple championships, and achieved many individual awards. Their on-court achievements broke the racial barriers that were in the way and even challenged people’s mindset, inspiring a new generation of basketball. A new way of playing the game. A new way of learning the game. A new way of practicing the game. A new way of the sport basketball. Furthermore, these players specifically became cultural icons using their platforms for inspiring the new generation of hoops not only in the big leagues but in small places as well.

    Black players have not just shown that sport is all that matters to them. Icons, non-icons, it does not matter. Players that do not have the loudest and most popular fanbase still use their platform for good to express the needs of the community. It has extended to the younger black people joining the league to make it their duty, since the torch has passed to put in the work on and off the court to show that if people come together, a lot of good things can happen. Although it started generations ago, many people are stepping up to showcase that they are not afraid to do what is right.

    Ultimately, the integration of African American players into the NBA marked not only their entrance into the league, but into the league of its own. It was a transformative era that shaped how everyone plays the sport and how they take the lessons on the court and apply them to everyday use. Their impact extends far beyond the court. Fundamentally, mentally, and physically there is a new era of basketball because of black people. African American players have reshaped the game’s aesthetics, elevating its global appeal, and catalyzing significant cultural and social shifts resonate to this very day.

    Anderson, Ryan K. “Hoops: A Cultural History of Basketball in America.” North Carolina Historical Review, vol. 99, no. 2, Apr. 2024, pp. 250–51. EBSCOhost, research.ebsco.com/linkprocessor/plink?id=d3aa7443-9b7e-340d-a13e-c21a5471e237.

    "Black History Month: List of First Black Players to Reach NBA Milestones." NBA.Com, 31 Jan. 2025,
    [www.nba.com/news/first-black-players-nba-milestones](http://www.nba.com/news/first-black-players-nba-milestones).

    "History of Basketball." Naismithfoundation.Org, 12 Sept. 2022, naismithfoundation.org/history-of-basketball/.

    Jennings, Scott . "Basketball History." World of Basketball Your Guide to The Most Popular Sport, 22 Jan. 2015, www.worldofbasketball.org/basketball-history.htm.

    Kaiser, Susan B., and Sarah Rebolloso McCullough. “Entangling the Fashion Subject Through the African Diaspora: From Not to (K)Not in Fashion Theory.” Fashion Theory: The Journal of Dress, Body & Culture, vol. 14, no. 3, Sept. 2010, pp. 361–86. EBSCOhost,
    [https://doi.org/10.2752/175174110X12712411520331](https://doi.org/10.2752/175174110X12712411520331).

    "NBA's 3-point Revolution: How 1 Shot Is Changing the Game."
    _NBA.Com_, 14 Oct. 2021, www.nba.com/news/3-point-era-nba-75.

    Reese, Renford. “The Life and Legacy of Kobe Bryant: Reflections from Cal Poly Pomona.” Journal of African American Studies, vol. 25, no. 2, June 2021, pp. 339–52. EBSCOhost, https://doi.org/10.1007/s12111-021-09523-9.

    Taylor-Grover, Leslie. "How The NBA Became Mostly Black." PushBlack Daily Inspiring Black Stories Just for You, 3 May 2021, www.pushblack.us/news/how-nba-became-mostly-black.

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    attached – ## resp3.docx **## resp3.docx** **Response to your classmate:** **Post 2- Self-management.** Another evidence-based intervention that can be used in a school setting is self-management intervention. Smith et al. (2022) found positive results in a systematic review for the self-management …

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    attached

    – ## resp3.docx

    **## resp3.docx**

    **Response to your classmate:**

    **Post 2- Self-management.**

    Another evidence-based intervention that can be used in a school setting is self-management intervention. Smith et al. (2022) found positive results in a systematic review for the self-management procedures in all grades, improving behaviors and students’ academic growth.

    A self-management procedure will increase autonomy, regulation, and motivation, as the student will monitor and reinforce their behavior. It opens their participation in the behavior change process, creating a foundation for fading the intensity of the support needed. Self-management does have to be taught and is an effective strategy to support students' goal achievement; the intervention can be used in all tiers, promoting more independence and participation to have skills to be in an inclusive school environment.

    The program "We have choices" is a self-management strategy and was found to have positive results in a study conducted by Smolkowski et al. (2022); with general classroom students, the students showed more participation, engagement, and independence and less maladaptive behavior. The strategy consists of letting students choose some aspects of the tasks; for example, what subject they wanted to work on first, what type of materials they would prefer, environmental choices, and work area. They could choose between working in silence or discussing with others, working on the floor or at the table, and how they would show the teacher the work.

    Reference:

    Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review.
    _Campbell systematic reviews_,
    _18_(1), e1223.
    [https://doi.org/10.1002/cl2.1223Links to an external site.](https://doi.org/10.1002/cl2.1223)

    Smolkowski, K. Marquez, B. Marquez, J. Vincent, C. Pennefather, J. walker, H. & Strycker, L.A. (2022). Teaching self-management strategies to upper-elementary students: Evidence of promise from the we have choices
    program.
    _Psychology in the Schools, 60_(6).

    [**https://doi.org/10.1002/pits.22710** Links to an external site.](https://doi.org/10.1002/pits.22710)

    **## resp3.docx**

    **Response to your classmate:**

    **Post 2- Self-management.**

    Another evidence-based intervention that can be used in a school setting is self-management intervention. Smith et al. (2022) found positive results in a systematic review for the self-management procedures in all grades, improving behaviors and students’ academic growth.

    A self-management procedure will increase autonomy, regulation, and motivation, as the student will monitor and reinforce their behavior. It opens their participation in the behavior change process, creating a foundation for fading the intensity of the support needed. Self-management does have to be taught and is an effective strategy to support students' goal achievement; the intervention can be used in all tiers, promoting more independence and participation to have skills to be in an inclusive school environment.

    The program "We have choices" is a self-management strategy and was found to have positive results in a study conducted by Smolkowski et al. (2022); with general classroom students, the students showed more participation, engagement, and independence and less maladaptive behavior. The strategy consists of letting students choose some aspects of the tasks; for example, what subject they wanted to work on first, what type of materials they would prefer, environmental choices, and work area. They could choose between working in silence or discussing with others, working on the floor or at the table, and how they would show the teacher the work.

    Reference:

    Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review.
    _Campbell systematic reviews_,
    _18_(1), e1223.
    [https://doi.org/10.1002/cl2.1223Links to an external site.](https://doi.org/10.1002/cl2.1223)

    Smolkowski, K. Marquez, B. Marquez, J. Vincent, C. Pennefather, J. walker, H. & Strycker, L.A. (2022). Teaching self-management strategies to upper-elementary students: Evidence of promise from the we have choices
    program.
    _Psychology in the Schools, 60_(6).

    [**https://doi.org/10.1002/pits.22710** Links to an external site.](https://doi.org/10.1002/pits.22710)

  • [Solved] SECplan

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