Below is the details however i did start working on this research paper but I am having a hard time with my extended outline I have submitted the first two steps Defining the problem as well as an incomplete annotated bibilography. The topic is AIDS epidemic I will have to provide the sources and archives provided. This is the feedback my professor shared with me when I submited the first step which was to Define the Problem : Feedback to Learner 3/30/22 9:32 PM Good but needs revision for the final paper. Are you going to talk about AIDS in general or a particular aspect of aids as problem that you are going to propose a solution to? Keep in mind that you are going to propose a solution to the problem you have identified in the contents of the folder using the 5-step problem-solving method. I did not see you suggest an initial hypothesis in response to the problem. You need to write in paragraphs. From “There are however …” to the end should be broken into paragraphs. Cite the specific articles you read and let your reader know what is in those articles. I suggest you devote one paragraph to each article. Then pose a question or frame the topic as a specific problem you would like to propose a solution to followed by why you are interested in the topic. Your bio and pic should be at the end of your work. Did you consult other articles besides Koch, Edward I. Mayor Edward Koch Papers Volume 1 12 December 2007Laguardia and Wagner Archives? Acknowledge all your sources or works consulted. Your bio and pic should be at the end of your work. See an example of Step 1 below. Student Example Arlette Hernández Critical Thinking RWPS Project Step 1: Defining the Problem Invisible Labor in NYC Reading through the Archives’ “Women” folder, there were many documents that drew my attention and I started to notice a theme: that women’s labor was valued less than men’s. During WWI, many women were hired as trolley conductors but they all lost their jobs when men came back from the war. In a 2007 New York Times article, Gail Collins tells the story of Daisy Bates, the Civil Rights leader and New York’s head of the N.A.A.C.P., who was told to “walk with the wives” at the famous 1963 March on Washington where Martin Luther King Jr. gave his “I have a dream” speech. According to Collins, it is not much discussed that at that march no women were allowed to speak and that this was considered acceptable because Mahalia Jackson and Marian Anderson were scheduled to sing. This incident is typical of traditional views about women: that their contributions to beauty and family were valued, but nothing else. In an oral interview with Mary Burke Washington she talks about that it wasn’t until the 1950s when Mayor Wagner offhandedly told Mrs. Washington that it was “terrific” she would be staying in her city planning job as long as she felt well during her pregnancy, the expectation had been that as soon as a woman “showed” she was pregnant, she would have to quit her job. However, in the 1970s when the Daily News “broke” the story that hot pants (short shorts) were illegal in New York City, there was an immediate call to action among “girl watchers” in the City Council to “save the scenery” and “restore fun to Fun City” by repealing the law making the short shorts illegal. This is evidence of when women are deemed appropriate to be seen and when they are not. In 1996, the City Council’s Commission on Aging found that 80% of elderly women living in poverty were not in poverty until after their husbands died (p13). One of the reasons the report points to is that women are in the legal, taxable workforce for much shorter times than men, reducing their Social Security and retirement income. Of course, women are in the work force, especially women of color – just not with good paying, taxable jobs. Women were relied upon for the hidden, unpaid labor of raising families, cooking, cleaning, and low-income jobs and this puts them at an economic disadvantage for their entire lives. These documents made me start thinking about the invisible labor of women today and how women are valued in relation to men. Even though much progress has been made since the 1950s, a lot of that progress has been made exclusively by white women. In my community of Hispanic women, many are expected to do the labor of the house while men enjoy the benefits. I am expected to wash clothes, take care of my younger cousins, and do the dishes – even if these conflict with my schoolwork. My brothers, however, are encouraged to attend school or work or rest and hang out with friends when they are home. In addition to the work of the house, several of the women in my community work as professional cleaners – but most people would call them maids. They are underpaid, won’t benefit from Social Security, and do not seem to be on the minds of policy makers. Why is it that the work women do is either not economically valued at all or undervalued? What can we do to make their work valued more fairly? My preliminary hypothesis is that increasing awareness about this hidden work might help. ../../../../../Student.png My name is Arlette Hernández and I’m from the Bronx. I have four older brothers who are my role models. I’d like to start a career helping victims of domestic violence, especially elderly people in the LGBTQ+ community. I’m majoring in Philosophy and doing the Women, Gender, and Sexuality Studies Option because I think they’ll help me understand the issues I’m interested in and help me transfer to the Silberman School of Social Work at Hunter. OVERVIEW For the Research Project, each student will develop a problem confronting New York City and will analyze it using the problem-solving approach described in Chapter 3 of Thinking Critically. Research on the problem will begin in the LaGuardia Archives and be continued with digital sources and field research in the city. The final product produced by each student will be a research paper proposing solutions to the problem they have chosen. ARCHIVES VISIT (E238) I have to send the archive files The project will begin at the LaGuardia & Wagner Archives (Dr. Richard Lieberman, Director) during a class visit on TBD. As a repository for documents pertaining to NYC (Mayors, City Council, Housing Authority) the Archive collection deals with many problem issues that affect the lives of New Yorkers. The staff of the Archives will introduce students to its collections, demonstrate close reading of primary source documents, and suggest ways to use primary source documents in their research. NB: Archives Video Tutorials: • Discussion of what an Archive is: https://vimeo.com/418084673/6e2e56c168 • How to use the Archives website: Tutorial: Archives Website and Online Resources • How to read a primary source: Reading Primary Sources • Animation about the Archival Process: https://www.youtube.com/watch?v=407oy90z1IE Questions and suggestions regarding video tutorials should be directed to Molly Rosner in the Archives (mrosner@lagcc.cuny.edu) Citing Archival Sources: https://dal.ca.libguides.com/archivalresearch/citation DEFINING THE PROBLEM Following the visit to the Archives, students will develop a problem on which they would like to work. Folders with Archival material on a variety of problems (https://drive.google.com/drive/folders/1K0U5Qph-M94O-RfID5VTiVcx13Bdev1O) will be made available following the Archives workshop. Students will choose a folder, read a minimum of 10 pages of content from the folder, and write a 1-2 page reflection in which they explain what was in the pages they read, pose a specific problem based on what they found in those pages, explain why that problem is interesting to them, and suggest a preliminary hypothesis in response to their problem. Students should include a brief personal biography of two-three sentences and a recent digital photo of themselves. This step of the project is due via email enartey@lagcc.cuny.edu on MARCH 25. FIELD RESEARCH In addition to traditional research, students will also engage in real world investigations in NYC. For example, exploring the funding (and budget cuts) for AIDS programs might include a visit to an AIDS clinic and interviews with clients, staff, and city officials, while exploring the treatment of carriage horses in Central Park might include video or photographs of the horses at work. In addition to written notes, student research should be recorded through photographs, audio, or video recordings. Collecting historical documents such as photographs, letters, brochures, or memorabilia discovered during field research is encouraged. A field memo collecting and describing this research is due via email enartey@lagcc.cuny.edu on APRIL 1ST. RESEARCH & ANNOTATED BIBLIOGRAPHY Students’ exploration of their question should involve conducting research with a number of sources. The Archival documents in the provided folders offered a good place to begin. Students should then broaden their research to include news sources and scholarly articles accessible on the internet. Students should take notes based on what they find and critically evaluate their sources in terms of reliability, bias, relevance, and accuracy. They will submit an annotated bibliography of the sources they have chosen via email enartey@lagcc.cuny.edu on APRIL 8. See the following links for a useful guide on how to prepare an annotated bibliography. CORNELL UNIVERSITY https://guides.library.cornell.edu/annotatedbibliography PURDUE UNIVERSITY https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html EXTENDED OUTLINE Students will then construct an extended essay outline arguing for their solution to the problem they have identified, noting where their various research findings will fit into their arguments, and describing how and why their initial hypothesis has either changed or become better supported. This step is due via email enartey@lagcc.cuny.edu on APRIL 14. PAPER Students’ papers should synthesize their problem-solving research in a 1500+ word paper that employs the problem-solving approach described in Chapter 3 of Thinking Critically. Students should incorporate: – digital images of at least two relevant Archival documents from their folders or from their independent Archival research – at least one image, video, or audio file from their Field Research – at least three alternatives for solving the problem, using their initial hypothesis as one of the alternatives – a plan of action to implement the solution deemed to be the most promising