please write a research essay and complete 6 task before writing your essay. please complete all documents attach below.everything regarding this assignment is in document below.
annotated_bibliography_worksheet__mla___1_.pdf
bibliography..docx
outline.docx
rat_park.pdf
reading_task_1.docx
the_power_of_habit__by_charels_duhgg___habit_change_sections.pdf
annotated_bibliography_worksheet__mla___1_.pdf
bibliography..docx
outline.docx
rat_park.pdf
reading_task_1.docx
Unformatted Attachment Preview
Annotated Bibliography Worksheet
Part 1: Practice Citations
Author or Authors:
Tips on MLA Format:
Authors: For one author, use the author’s last name and then
the first name. Example: Daniels, Erin.
For articles with two authors, see above then add a comma
after the first name followed by and then the name of the
second author in normal order (first/last)
Example: Daniels, Erin, and Louise Erdrich.
Title of article:
Article Title: Complete title and subtitle of the article. The
most important words should be capitalized. Titles of articles
(magazines/newspapers/journals) have “quotation marks”
around them.
Example: “Welcome to the Classroom: Ten Tips for Teaching
College Freshmen.”
Publisher:
Publisher: A publisher is the newspaper or magazine title.
They should be capitalized and italicized followed by a
comma.
Example: College & Research Libraries News,
Volume/Issue number:
Volume/Issue: If your source has this information you must
include it in the following way:
Example: vol. 71, no. 8,
Publication Date:
Publication Date: Date the item was published followed by a
comma.
Example: Sept. 2010,
Page range:
Page Numbers: Page number range followed by a period.
Example: pp. 424-425.
Database & URL or DOI:
Title of container & Location: If the article was found in a
database, include the name of the database and either a URL
link or DOI (if available). Database should be italicized.
Example: Education Full Text (H.W. Wilson),
Example of MLA citation:
Magazine article found in CSUN database
search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=5029986
Daniels, Erin. “Welcome to the Classroom: Ten Tips for Teaching College Freshmen.” College & Research Libraries News,
vol. 71, no. 8, Sept. 2010, pp. 424-425. Education Full Text (H.W. Wilson),
search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=5029986
Practice citation here:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Part 2: Practice annotations
Annotations are usually comprised of four or more sentences about a particular source. Writing this is easier that it
might appear. Fill out each of the boxes to create your annotation.
Sentence #1: Summary: What was it about? What is the main point?
Pro Tip: Avoid using the first person (words like I, we, you, etc.) here.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Sentence #2: Why is this source useful or relevant to your research topic?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Sentence #3: What conclusions are reached, and how does the author support them? Give an example from
the data presented that best illustrates the value of the source.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Sentence #4: Evaluation: How reliable is this source?
Pro Tip: Things to consider: Author’s credibility, content & coverage, timeliness, accuracy and
objectivity.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
To create an annotated bibliography combine part 1 & part 2, the citation immediately followed by the annotation.
For your Research Essay, you are required to complete an
“Annotated Bibliography.”
•
•
Here is a website resource that will explain what an
annotated bibliography is and why it can be useful for
writers and readers: Annotated Bibliography Website
Resource (Links to an external site.)
Please complete the following worksheet with one of
your sources, then follow the format in your annotated
bibliography. Annotated Bibliography
Worksheet: annotated_bibliography_worksheet__mla_
(1).pdf
Actions
•
If you are still having trouble figuring out how to
complete a general citation on you bibliography
according to MLA 8 style, try using the
following Citation Builder (Links to an external site.) (Be
sure to choose MLA 8 in the drop down menu!)
You will need to write an outline for your essay, here are
some resources to help you create an outline for your
essay:
How to write an outline resource #1 (Links to an external
site.)
How to write an outline resource #2 (Links to an external
site.)
Introduction: This paragraph introduces the topic and
ends with a clear thesis statement. The thesis should
make a clear claim about your topic (attitude or angle) and
should include a plan of development. It should be the last
sentence in this paragraph.
Body Paragraphs: Create information “chunks” as
needed. Individual body paragraphs should
begin with clear topic sentences that act as an umbrella
statement for the paragraph.
•
•
•
•
develop ideas fully, providing relevant, sufficient details
include evidence gathered from your research, with
appropriate in-text citations.
include counter arguments or rebuttal. This means they
should state what your opponents say and why they are
incorrect.
create logical links between ideas, reflecting the
relationship between research and your own ideas.
Conclusion: This paragraph should briefly summarize
ideas in your essay and restate your thesis.
Revise and edit your outline:
•
•
•
•
•
If there are gaps in your essay, go back to the research
stage and gather more information.
If you have information that does not fit under your
thesis, you may need to revise the thesis or cut the
irrelevant information.
Make sure your thesis and the information in your body
paragraphs match. If not, adjust.
Add transitional words, phrases, or sentences as
needed for a logical progression of ideas.
Add or delete items from Works Cited page, based on
your final draft.
7
Rat Park
THE
RADICAL
A D D I C T I O N
EXPERIMENT
In the 1960s and 1970s scientists conducted research into the nature of
addiction. With animal models, they tried to create and quantify craving, tolerance, and withdrawal. Some of the more bizarre experiments
involved injecting an elephant with LSD using a dart gun, and pumping barbiturates directly into the stomachs of cats via an inserted
catheter. With cocaine alone, overfive hundred experiments are still performed every year, some on monkeys strapped into restraining chairs,
others on rats, whose nervous system so closely resembles ours that they
make, ostensibly, reasonable subjects for the study of addiction. Almost
all animal addiction experiments have focused on, and concluded with,
the notion that certain substances are irresistible, the proof being the
animal’s choice to self-administer the neurotoxin to the point of death.
However, Bruce Alexander and coinvestigators Robert Coambs and
Patricia Hadaway, in 1981, decided to challenge the central premise of
addiction as illustrated by classic animal experiments. Their hypothesis:
strapping a monkey into a seat for days on end, and giving it a button
to push for relief, says nothing about the power of drugs and everything
about the power of restraints—social, physical, and psychological. Their
idea was to test the animals in a truly benevolent environment, and to
see whether addiction was still the inevitable result. If it was, then drugs
deserved to be demonized. If it wasn’t, then perhaps, the researchers
suggested, the problem was not as much chemical as cultural.
I
k n o w a j u n k i e . E m m a i s h e r n a m e . At s i x t y – t h r e e years old, she i s
a s c i e n c e d e a n at a small N e w E n g l a n d c o l l e g e , and e v e n w h e n
she’s n o t in h e r office, she’s stylishly dressed, today in l i n e n pants a n d
a s c a r f t h e c o l o r o f m e r l o t . A f e w m o n t h s ago, s o m e t h i n g b a d h a p p e n e d t o t h e b o n e s i n E m m a ‘ s b a c k . T h e v e r t e b r a e , w h i c h snap
t o g e t h e r like L e g o s , b e g a n t o l o o s e n and slip. T o ease t h e pressure, she
w e n t u n d e r t h e knife a n d c a m e u p t o c o n s c i o u s n e s s w i t h a surgical
seam and o n e brown bottle
of O x y C o n t i n , the
m e d i c i n a l disks
releasing h e r to a plac e w i t h o u t pain.
O p i u m , called i n o l d e n days t h e S a c r e d A n c h o r o f Life, t h e P l a n t
o f J o y , M i l k o f Paradise, w r i t t e n a b o u t b y classic G r e e k physicians a s
c u r i n g ” c h r o n i c h e a d a c h e , epilepsy, apoplexy, tightness o f b r e a t h ,
c o l i c , lilac p o i s o n , hardness o f t h e spleen s t o n e , the troubles t o w h i c h
w o m e n are s u b j e c t , m e l a n c h o l y a n d all p e s t i l e n c e . ” O p i u m , a strange
s u b s t a n c e harvested from t h e l e g g y p o p p y plant w i t h its testicular
p o d full o f seed; i n n i n e t e e n t h – c e n t u r y E n g l a n d , n u r s i ng w o m e n
used t o b r e w t h e p o p p y plant’s seeds, d r i n k t h e tea, a n d q u i e t t h e i r
fitful infants. O p i u m , possibly t h e p r e c u r s o r to R i t a l i n , t h e first p s y chotropic,
sold
in
the
streets
of s m o k y
London
as
“Infant’s
Q u i e t n e s s ” and ” M r s . Winslow’s S o o t h i n g Syrup
E m m a L o w r y , h o w e v e r , has a different v i e w o f t h e drug. S u r g e r y
c u r e d t h e b a d b o n e s i n h e r b a c k b u t left h e r w i t h ” a t e r r i b l e d e p e n d e n c e . I n e v e r m u c h t h o u g h t a b o u t drugs, n e v e r m u c h c a r e d for t h e m
o n e w a y or t h e o t h e r , b u t I’ll tell y o u , I’ll n e v e r l o o k at a p o p p y plant
and t h i n k it’s p r e t t y — n e v e r , ever again,” she says w h e n I visit h e r in
h e r h o m e , a s o l a r – p a n e l e d c o n t e m p o r a r y w i t h h i g h w h i t e walls.
Today, E m m a i s reading a b o o k b y G e o r g e E l i o t , talkin g o n t h e
p h o n e t o h e r staff a b o u t h i r i n g p r o c e d u r e s , and i n b e t w e e n that,
telling me h e r tale. S h e d o e s n ‘ t n e e d to tell me really. I c a n see it, in
t h e way, after t w o h o u r s w i t h o u t a dose, h e r b o d y b e g i n s to q u i v e r; I
w a t c h h e r ease t w o tablets from t h e b o t t l e , p l a ce t h e m o n t h e pad o f
h e r t o n g u e . S h e c o u l d , i t s e e m s , n o m o r e refuse t h e s e pills than a
plant c o u l d d e n y t h e sun it tilts toward .
H e r s is a c o m m o n , u n d i s p u t e d story. O u r predecessors m a y have
t h o u g h t o p i u m a n elixir, b u t w e k n o w b e t t e r , w e w i t h o u r n e e d l e s
g o n e b l u n t from sharing, o u r c o l l e c t i v e nasal cavities collapsing. W e
k n o w drugs are addictive. I f y o u m a i n l i n e h e r o i n l o n g e n o u g h , y o u
will d e v e l o p a taste for it. I f y o u s m o k e c r a c k c o c a i n e , y o u will b e
r u s h e d and r o c k e d and later feel t h e n e e d for m o r e . W e t h i n k these
things b e c a u s e t h e m e d i a and t h e m e d i c a l e s t a b l i s h m e nt have r e p e a t edly tol d us it is so, t h e i r p r o o f in P E T scans s h o w i n g brains b r i g h t
red w i t h craving.
A n d yet, in t h e e n d , eve n p r o o f i t s e l f is a cultural c o n s t r u c t . B r u c e
A l e x a n d e r , P h . D . , a p s y c h o l o g i s t w h o lives i n V a n c o u v e r , B r i t i s h
C o l u m b i a , w i l l tell y o u this. He has spent his life studying t h e nature
o f a d d i c t i o n and has c o m e t o t h e c o n c l u s i o n that i t d o e s n o t reside i n
t h e p h a r m a c o l o g y o f a drug a t all, b u t i n t h e c o m p l e x w e a v e o f
u n s u p p o r t i v e s o c i e t i e s . A c c o r d i n g t o A l e x a n d e r , t h e r e i s n o such
t h i n g as a c h e m i c a l that causes a d d i c t i o n , as, say, a n t h r a x causes p u l m o n a r y distress. In A l e x a n d e r ‘ s s c h e m a , a d d i c t i o n is n o t a fact, b u t a
narrative, and o n e q u i t e p o o r l y p l o t t e d . T h e r e f o r e , h e v e r y m u c h
d o u b t s t h e stories o f t h e E m m a L o w r y s , o r t h e A A c o n v e r t s , o r t h e
research b y E . M . J e l l i n e c k , w h o was t h e first physician t o d u b a l c o h o l i s m a disease in t h e 1 9 6 0 s , and t h e later research by J a m e s O l d s
and P e t e r M i l n e r , w h o f o u n d that animals i n cages will c h o o s e
c o c a i n e o v e r f o o d until t h e y starve t o death, b o n e d rodents. Instead,
A l e x a n d e r has t w o stark claims: ( 1 ) t h e r e is really n o t h i n g ” i n h e r e n t l y
a d d i c t i v e ” a b o u t any drugs, a n d ( 2 ) r e p e a t e d e x p o s u r e s t o e v en t h e
m o s t e n t i c i n g drugs d o n o t usually lead t o p r o b l e m s .
” T h e vast m a j o r i t y o f p e o p l e , ” A l e x a n d e r says, ” w i l l use e v e n t h e
m o s t addictive substances, and will use t h e m perhaps repeatedly, b u t
there i s N O i n e x o r a b l e progression t o hell.”
H i s t o r y m a y prove h i m r i g h t . P r i o r t o t h e t e m p e r a n c e m o v e m e n t ,
w h e n o p i u m was legal, a d d i c t i o n levels r e m a i n e d at a steady o n e p e r cent o f the population. Despite the E m m a Lowrys o f the world,
A l e x a n d e r can r e c i t e studies that support his v i e w like s o m e m u s i cians play scales, in full c o m m a n d of t h e i r k e y b o a r d s — t h e study, for
i n s t a n c e , d o n e fifteen years ago, that s h o w e d t h e vast m a j o r i t y o f h o s pitalized patients e x p o s e d t o c o n s i s t e n t l y h i g h doses o f m o r p h i n e
w e r e able t o c o m e o f f w i t h o u t a p r o b l e m o n c e t h e i r pain h a d
resolved, a n d t h e O n t a r i o h o u s e h o l d survey, w h i c h s h o w e d that
n i n e t y – f i v e p e r c e n t o f O n t a r i a n s w h o use c o c a i n e d o s o less than
o n c e per m o n t h . In a
1974
S a n F r a n c i s c o study that f o l l o w e d
t w e n t y – s e v e n regular c o c a i n e users o v e r an e l e v e n – y e a r p e r i o d , all
respondents
remained
gainfully
employed; only
one, during
the
decade, had turned into a compulsive imbiber. Eleven of the respondents r e p o r t e d t h e y had used t h e i r addictive d r ug daily at s o m e
p o i n t , b u t w e r e n o l o n g e r d o i n g so. S e v e n o f t h o s e eleve n h a d
r e d u c e d t h e i r c o n s u m p t i o n from seven t o t h r e e g r a m s . A l e x a n d e r i s
especially f o n d o f c i t i n g t h e V i e t n a m W a r a s a natural e x p e r i m e n t i n
drug addiction; ninety percent o f the m e n w h o b e c a m e “addicted” t o
h e r o i n o n t h e w a r fields s t o p p e d usin g o n c e t h e y hit h o m e turf,
s t o p p e d simply a n d quietly, n e v e r t o g o b a c k t o c o m p u l s i v e use. A n d
t h e n there’s t h e e x c e l l e n t c r a c k c o c a i n e survey: a 1 9 9 0 study o f
y o u n g A m e r i c a n s w h i c h s h o w e d that 5.1 p e r c e n t o f t h e m h a d used
c r a c k o n c e i n t h e i r life, b u t o n l y 0 . 4 p e r c e n t h a d used i t t h e m o n t h o f
t h e i n t e r v i e w , a n d less than 0 . 0 5 p e r c e n t h a d used i t t w e n t y o r m o r e
days i n t h e m o n t h o f t h e i n t e r v i e w . ” T h e r e f o r e , ” c r o w s A l e x a n d e r t o
m e , ” i t w o u l d s e e m t h e m o s t addictive d r ug o n earth causes persistent
a d d i c t i o n i n n o m o r e than o n e user i n o n e h u n d r e d . ”
W e c o u l d g o o n . T h e r e are still m o r e studies t o prove his p o i n t s,
and A l e x a n d e r likes t o s o u n d t h e m . I n fact, h e likes t o rant a n d rave.
He speaks in a soft v o i c e t i n g e d w i t h a b i t of B r i t i s h , I t h i n k , b u t
t h e r e i s s o m e t h i n g c o m p u l s i v e i n his talk, his eyes w i d e a n d s o r t o f
startled b e h i n d t h e i r oval glasses, his folded hands t i g h t e n i n g to prove
a p o i n t . ” D o y o u use any drugs y o u r s e l f ? ” I ask h i m , b e c a u s e he
s o m e t i m e s s e e m s a little tilted. He says, ” W i t h special friends, I use
acid. I d o n ‘ t use it regularly, b u t it has p r o v i d e d me w i t h t h e o p p o r t u nity
fo r
profound
self-understanding. ”
He
pauses.
I’m
waiting.
” O n c e , ” h e says, ” I t o o k s o m e L S D a n d felt m y h e a d was i n a
dragon’s m o u t h , a n d w h e n I l o o k e d d o w n , m y l o w e r b o d y was i n
a n o t h e r beast’s m o u t h a n d I t h o u g h t , ‘ O k a y , I’ll j u s t lie d o w n and die.’
S o that’s w h a t I did. M y h e a r t s e e m e d t o stop b e a t i n g . I k n e w n o t t o
fight t h e beasts. As s o o n as I s t o p p e d resisting, t h e m o n s t e r s t u r n e d
i n t o a y e l l o w b e d of flowers, a n d I floated away. S i n c e t h e n I have n o t
feared m y mortality.”
” H o w l o n g a g o was t h a t ? ” I ask h i m .
” T w e n t y – f i v e years a g o o r so,” h e says.
W e l l , I t h i n k that’s a pretty g o o d a d v e r t i s e m e n t for acid. N o t o n l y
does i t b r e a k y o u i n t o B u d d h i s m faster than y o u c a n c r a c k t h e easiest
k o a n , b u t i t k e e p s y o u t h e r e w i t h o u t , apparently, m u c h f o l l o w – u p .
I eye h i m , warily. As a p s y c h o l o g i s t I have w o r k e d in s u b s t a n c e
abuse facilities, and I have seen f i r s t h a n d t h e powerful c h e m i s t r y o f
craving. I’d like to dismiss A l e x a n d e r as a pure propagandist, e x c e p t
t h e r e is this p r o b l e m a t i c , delightful, fascinating fact: A l e x a n d e r has
facts, i n t h e f o r m o f his o w n i n g e n i o u s e x p e r i m e n t s , t o prove his t h e o r i e s and substantiate t h e studies he so likes t o q u o t e . Y o u c a n resist
him, or you can c o m e with h i m , here and here and here, to the o d d est places, w h e r e y o u r a s s u m p t i o n s die d o w n a n d i n t h e i r place, a n
o p e n f i e l d — s t r a n g e sorts o f flowers, all o f t h e m u n e x p e c t e d .
B R U C E A L E X A N D E R WAS raised i n ” a red, w h i t e , a n d b l u e ” h o u s e h o l d . H i s father, a n a r m y officer a n d later a n e n g i n e e r for G E , spent
t h e last years o f his life insisting h e b e called C o l o n e l A l e x a n d e r . A t
n i n e t e e n years o f age, A l e x a n d e r , w h o …
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