PART I of IVYou will write 4 essays each worth 25 points. Each essay should be five paragraphs long. Each essay has a minimum word-count requirement of 350 words. There is no maximum word count but students who do well typically stay between 400-600 words. The first paragraph should introduce the topic and contain a thesis statement. It should contain between three-five (3-5) complete sentences, including the thesis statement. The second, third, and fourth paragraphs are the body paragraphs. Each body paragraph should contain between three-five (3-5) sentences, including the topic sentence (first sentence of the body paragraph, states a main point that supports the thesis) and at least two-three (2-3) specific examples per main point. The fifth and final paragraph should begin with a restatement of the thesis. It should be three-five (3-5) complete sentences, and include a brief summary/conclusion of the student's answer to the essay question. Cite all sources used after each essay; do not use any encyclopedias, blogs, or dictionaries.Essay one, first of four: Compare and contrast China and Japan, 1600s to post-WWII, in 3 specific aspects. The following course materials are relevant:Haw start of chapter 6 through Jesuits and Lazarists—on the start of the Qing DynastyMaddison 139-148 Tokugawa ruleWeek 5 lecture: Transformations in the EastHaw China mid-1800s to 1911 Republican Revolution (Chapter 6 section entitled Manchu Decline and Chapter 7 entire)Fei Ch'i-hao: The Boxer Rebellion, 1900 Double Ten 1911 Historic Event Leads to Fall of Qing DynastyMaddison 148-151 Japan’s Meiji periodMaddison 151-155 Japanese imperialism and growth, 1900-1950 WWII - Ep. 1 Act 3-Japan Invades ChinaHaw chapter 8 entire (The Northern Peace? China's Republic, the Warlords and the Communist Revolution, 1911-1949) Mao Zedong (1893-1976): Report on an Investigation of the Peasant Movement in Hunan, March 1927GO ON TO PART II Essay 2 of 4: Choose 3 Russian political leaders who we have studied this course and discuss his or her impact on the country. The following course materials are relevant:Ziegler 33-40 on Peter the Great and Russian exploration and expansionLecture on Absolutism and RevolutionZiegler 40-44 on Catherine the Greatselections of Catherine the Great Ziegler 51-58 nineteenth century RussiaZiegler 58-70 Russian Revolutions of 1905 and 1917Atkin and Biddiss on Stalin begin in chapter 6 The Soviet Union and Bolshevism abroad, starting from the section entitled “Stabilization, New Economic Policy and the United Front, 1921–28” and reading through the end of the chapter GO ON TO PART IIIEssay 3 of 4: With respect to the time period covered in this class, compare and contrast the relationship of India and the West with that of Africa and the West. Discuss 3 separate aspects.The following course materials are relevant:Streusand 201-210; 264-267; 272-278 (Mughal)Week 5 Lecture Transformations in the East Mohandas K. Gandhi: Indian Home Rule (1909)The British Presence in India in the 18th CenturyRothermund on British controlled India; the reading is found in Part II Themes, under THE END OF COLONIAL EMPIRES IN ASIA:INDIA: SETTING THE PACE FOR DECOLONIZATION, these two sections only: 1) The Conquest of India and the Origins of Indian Nationalism and 2)The Freedom Movement led by Mahatma GandhiIndia and the Western FrontRothermund on Decolonization in India: in Part II Themes, under THE END OF COLONIAL EMPIRES IN ASIA:INDIA: SETTING THE PACE FOR DECOLONIZATION, read these three sections: 1) British Policy and the ‘Transfer of Power’ 2) Lapse of Paramountcy: The Decolonization of the Princely States 3) From Creditor to Debtor: The Economic Implications of Indian IndependenceEhret 349-367 African in the Early Atlantic AgeEltis, A Brief Overview of the Trans-Atlantic Slave TradeTransatlantic Slavery DocumentarySlavery and the 'Scramble for Africa'African Soldiers in the First World WarRothermund on Decolonization in Africa: in Part II Themes, under THE ‘WIND OF CHANGE’ IN BLACK AFRICA read these two sections 1) DE GAULLE AND MACMILLAN IN AFRICA and 2) THE VANGUARD: GHANA, SIERRA LEONE AND GUINEA Move on to part IV.Essay 4 of 4: Identify and explain 3 key turning points that we have covered in this class in the history of the Middle East.The following course materials are relevant:Streusand 41-top 45; btm 92-96; 101-115 (Ottomans); 126-131; 157-162; 164-180 (Safavid); 183-191; 236-238; 242-251 (Mughal)Week 5 Lecture Transformations in the EastQuataert 54-72 the Ottoman Empire in the nineteenth centuryThe Young Turks: Proclamation for the Ottoman Empire, 1908 Stewart on the modern Middle East, chapter 5 entire and chapter 6 from the beginning of the chapter up through the section entitled, “The Rising Importance of Oil”

Read Case Study 7 in the text. Decoding the ethics code: A practical guide for psychologists. That is the name of the textbook. Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients.One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states thatLeo has a wonderful attitude toward his student clients. . . . Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him.It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future.Ethical DilemmaDr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students. Discussion QuestionsWhy is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are reasons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not?To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Should he address the dilemma differently if Leo self-identifies as non-Hispanic White than as Hispanic or non-Hispanic Black?Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?What steps should Dr. Vaji take to implement his decision and monitor its effect?Suggested ReadingsAllen, J. (2007). A multicultural assessment supervision model to guide research and practice. Professional Psychology: Research and Practice, 38, 248–258.Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees. Journal of Clinical Psychology: In Session, 70(11), 1051–1061. doi:10.1002/jclp.22126Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias, and multicultural competency among counselor trainees. Training and Education in Professional Psychology, 2, 103–110.Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists: Implications for training. Psychology in the Schools, 48, 619–631.Gilfoyle, N. (2008). The legal exosystem: Risk management in addressing student competence problems in professional psychology training. Training and Education in Professional Psychology, 2, 202–209.