In this discussion board graded assignment, you will view a video depicting a “traditional society” such as hunter-gatherers or horticulturalists, and then discuss what kinds of archaeological signatures would result in the activities being depicted.

WHEN WATCHING THE VIDEO, THINK ABOUT THE FOLLOWING QUESTIONS:

1. 1. What tools were being used during an activity?

   2. Which of these tools would we likely find in an archaeological site? For example, if people are using tools made of wood and wood does not typically preserve, then we would not likely find it at a site. Stone and metal don’t degrade easily, and bone preserves well in most cases.

   3. What kind of “features” did you see? Remember, archaeological features, unlike artifacts, are non-portable like fire pits, walls, and structures. As with artifacts, which ones do you think would we find in an archaeological site?

   4. What kind of spatial patterning did you observe during the activity? For example, where were people in relation to each other? How might this affect where artifacts and features are found in relation to one another?

   5. After considering the above questions, how confident are you that you could work backwards from the archaeological record to the behaviors that produced them? In other words, if you found the artifacts and features in a specific spatial configuration as you observe above, do you think they would have been produced by the same activity?

• • First, provide the title and a very brief synopsis (1 paragraph of a few sentences).
  • Using Questions 1-4 for an activity observed in the video, present a minimum of three hypotheses about what you would find at an archaeological site based on the ethnographic observations. Provide explanation as justification for how you formed your hypothesis. Hypotheses should be stated as an “If…then…” statement (or a similar variant). (1 paragraph)
  • Respond to Question 5. (1 paragraph)

AFTER POSTING:

• • Respond to at least one other student’s post in your group. In your response, be sure to offer both compliments and constructive criticism.

VIDEO LIST

Here is list a set of videos that are available online. Some may require login using your Sac State username. You are not limited to this list, but you should contact the instructor for permission to use an alternative video.

• Last Foragers Standing (Links to an external site.)
• The Hunters (Links to an external site.)
• A Rite of Passage (Links to an external site.)
• Pygmies of Africa (Links to an external site.)
• Primitive Peoples: The Hunt (Links to an external site.)
• Netsilik (Links to an external site.)(pick one video)
• The Hadza: Last of the First (Links to an external site.)
• Last of the Bushmen (Links to an external site.)
• The Ache Indians of Paraguay (Links to an external site.)
• The Last of the Cuiva: Disappearing World (Links to an external site.)
• Batak: Ancient Spirits, Modern World (Links to an external site.)
• Tribe: Akie (Links to an external site.)
• Spirits of the Rocks: The Culture of the San Bushpeople

SAMPLE ASSIGNMENT

Sample-2

Throughout the semester, each student will be responsible to post a meaningful reflection in Canvas after reading and discussing key texts within 6 areas of inquiry around 1) Indigenous religion, 2) Indian religion, 3) Chinese religion, 4) Pre-Christian Monotheist religion, 5) Christianity, 6) Islam and 7) Modern Religions.

[Student Learning Outcomes 1, 4, 5]

Using Chapter 2, 3 or one online option (Greco-Roman or Egyptian), submit a 2-page MLA formatted essay to address all 5 points below. Quote and cite 2 passages from the textbook or online readings to support your perspective. I recommend writing five paragraphs over 2 double-spaced pages to address each of these questions in turn.

1. How does your chosen Indigenous religion define Deities / Deity / or Reality?

2. What stories, myths or teachings reveal consequences or rewards of actions by members of this community?

3. What role do leaders have in the Indigenous community?

4. What rituals, practices, ceremonies or holidays do they consider most important?

5. How does this tradition handle sickness, aging, death and the afterlife?

SAMPLE ASSIGNMENT

Sample-2

1. Consider again a joint probability distribution, this time of random variables x and y:
y\x 0 1 2 3 4
0 0.08 0.07 0.06 0.01 0.01
1 0.06 0.10 0.12 0.05 0.02
2 0.05 0.06 0.09 0.04 0.03
3 0.02 0.03 0.00 0.03 0.04
a. Obtain E(y|x) and plot it against x. (So, repeat what you did in Problem 1 in
HW 1)
b. Are x and y statistically independent? How do you know?
c. Obtain E(E(y|x)). Show that the law of iterated expectation (i.e., E(E(y|x))=E(y)) indeed holds
in this numerical example.

DETAILED ASSIGNMENT

20200917073915instruction

Seedless Vascularized Lab

● Be able to define alternation of generations, antheridium, archegonium, sporophyte, sporangium, gametophyte
● Diagram the plant life cycle to show alternation of generations in Pteridophytes
● Recognize horsetails, ferns, and club mosses
● Identify and describe the function of sporophyte and gametophyte generation in ferns
● Distinguish and describe the functions of fern archegonia and antheridia

DETAILED ASSIGNMENT

20200917072308seedlessvascularizedlab__1_

Complete the following five post lab questions.

Here are some mechanisms provided during the experiment.

C₆H₈O₆ + I₂ → C₆H₆O₆ + 2 I^– + 2 H⁺

KIO₃ + 5 KI + 6 H⁺ → 3 I₂ + 6 K⁺ + 3 H₂O

Questions:

1 The titration reaction in this experiment is between ascorbic acid and iodine, can we directly use iodine to prepare an iodine standard solution, then do the titration with the iodine solution? Why or why not?

2 Why is NaHCO₃ added when preparing the KI solution.

3 Suppose a sample needs to consume 0.02m mol KIO₃ to reach the endpoint, theoretically, the solution must have at least how much grams of KI?

4 A student is supposed to add 5 mL KI solution into the sample, but, due to a mistake, the student added 5.1 mL KI solution. Will the mistake affect the calculated concentration of ascorbic acid? If yes, higher or lower? Explain.

5 Describe in detail the steps of a quantitative transfer. In this experiment, you are required to weight your sample in a 50 mL beaker and quantitatively transfer and dilute it in a 10.00 mL volumetric flask. Be specific when describing the quantity of water used and the tools you will need.

DETAILED ASSIGNMENT

20200917071044post_lab_questions_for_exp_4

pick any document from link

http://www.americanyawp.com/reader/17-conquering-t…

discuss and ACAPS handout critique from the PRIMARY DOCUMENTS section of the Textbook. Be sure you are using information from the READER!

An ACAPS worksheet helps you convey concepts and information concisely and accurately through a close reading of the text.  It requires you to think about the document’s purpose and significance in historical context.  Therefore, it will help you gather the necessary material to write your short essays about the importance of any given topic and its related source material—complete with the relevant citations to prove your interpretation.

Instructions:  In order to more effectively analyze a source, develop the habit of considering the following questions when reading any source material. If it, helps, remember the acronym ACAPS— Author, Context, Audience, Purpose, Significance.[1]

[1] Adapted from AVID Postsecondary Strategies for Success (AVID Press, 2011), pp. 119-121.

DETAILED ASSIGNMENT

20200917070001acaps_handout_2_

During this module, you explored topics relating to the development and implementation of a SETA program within an organization. Based on your understanding of SETA programs and how they relate to the secure software development process discuss the following:

• Describe what you feel are best practices for implementing an AppSec SETA program.

• Provide support for those choices using sources from your textbook or the Saudi Digital Library to support your viewpoint.

In preparing your response, include at least one source from professional or academic literature—such as articles from peer-reviewed journals and relevant textbooks. For this course, Wikipedia is not considered an academic or professional reference. Also, proofread and spell check your responses. All sources should be formatted using APA guidelines.

SAMPLE ASSIGNMENT

Sample-2

ENC1101 Literacy Narrative project 1

Your thesis will make a clear statement about your relationship with literacy, and your narrative will share the experiences that explain the statement.

You are the main character in your Literacy Narrative, and your readers want to see how the main character developed as a result of interaction with people and texts and contexts. Your development is the real moral of your story, and textual engagement is one of the motivating factors that contributed to your development.

SAMPLE ASSIGNMENT

Sample-2

For this assignment, you are to read current news articles about Latin America from the website for the North American Congress of Latin America (NACLA) and submit three short reviews during the semester. Please submit one review per due date. Each review is to be at least 3-4 pages and each due date corresponds to a regional topic in Latin America. The due dates for these reports are September 25 and October 23.

Please use both a title page and a works cited page (neither of these pages count toward your 3-4 pages of text).

In your works cited page, compose your article entry in a format like this:

Nidia Bautista, “Justice for Lesvy: Indifference and Outrage in Response to Gender Violence in Mexico City,” NACLA Report on the Americas website (July 31, 2017).

In terms of the content of each report, I am looking for two main points of discussion. First, you should devote the first half of the report to a summary of the main points in the article that you selected. To help you to address this issue, consider some of these questions: What is the main issue being discussed? (i.e. immigration, elections, education, environment, women’s issues, crime, etc.) Who are the main personalities mentioned in the article? (i.e. Enrique Peña Nieto, Andres Manuel Lopez Obrador, President Trump, etc.) How does the issue affect the people of the country mentioned in the article? Does the issue have any connection with United States interests? What do you think could be the best solution to resolve this problem?

And for the second point of discussion, please analyze the article that you selected and present your point of view on the story. For example, how do you feel about the story? How did this article contribute to your understanding about modern Latin America? And what do you think about the author’s perspective on the article? How does this topic relate to contemporary political, economic or cultural themes in the United States today?

Here is a list of articles from the NACLA website pertaining to regions for the September 25 due date. Everybody, just pick any one article from this list for your September 25 review. You will repeat the same process for your review on a South American nation. These articles range in date from February 2019 to August 2020. For this list, I’m going in alphabetical order by nation:

Here are the regional topics corresponding to each due date:

ONLY CHOOSE FROM SEP 25 ignore october 23.

September 25: Mexico, the Caribbean (Cuba, Haiti, Puerto Rico, Dominican Republic, etc.), Border issues and Latinx communities, and Central America (Guatemala, Honduras, El Salvador, Costa Rica, Panama, Nicaragua, and Belize).

October 23: South America (Brazil, Argentina, Chile, Peru, Uruguay, Ecuador, Colombia, Bolivia, Paraguay, and Venezuela)

BARBADOS:

• CARIBBEAN FOOD SOVEREIGNTY DURING COVID-19 (LINKS TO AN EXTERNAL SITE.)

BARBUDA:

• AFTER IRMA, DISASTER CAPITALISM THREATENS CULTURAL HERITAGE IN BARBUDA (LINKS TO AN EXTERNAL SITE.)

BORDER ISSUES/LATINX COMMUNITIES AND ISSUES:

• ABOLISH ICE! FIGHTING FOR HUMANITY OVER PROFIT IN IMMIGRATION POLICY (LINKS TO AN EXTERNAL SITE.)

• BORDER LAND, BORDER WATER (BOOK REVIEW) (LINKS TO AN EXTERNAL SITE.)

• BORDER SHUTDOWNS: STATE VIOLENCE AND PSYCHOLOGICAL WARFARE PERFORMED (LINKS TO AN EXTERNAL SITE.)

• CLOUDS AT THE BORDER: THREATENED BY THE WALL (LINKS TO AN EXTERNAL SITE.)

• DISMANTLING ANTI-BLACKNESS TOGETHER (LINKS TO AN EXTERNAL SITE.)

• IMMIGRATION NATION (FILM REVIEW) (LINKS TO AN EXTERNAL SITE.)

• INFORMAL RECYCLERS FIGHT FOR SURVIVAL IN GENTRIFYING BROOKLYN (LINKS TO AN EXTERNAL SITE.)

• LIFE AND RESISTANCE FOR MIGRANT FAMILIES IN THE RIO GRANDE (BOOK REVIEW) (LINKS TO AN EXTERNAL SITE.)

• LOCAL PAPER COVERS PANDEMIC’S IMPACT IN QUEENS (LINKS TO AN EXTERNAL SITE.)

• ON THE FRONT LINES OF TRUMP’S IMMIGRATION WAR IN THE U.S. HEARTLAND (LINKS TO AN EXTERNAL SITE.)

• REDUCING MIGRANTS’ LIVES TO ONE GRISLY PHOTOGRAPH (LINKS TO AN EXTERNAL SITE.)

• THE CASE FOR NUANCE IN IMMIGRANT STORIES (BOOK REVIEW) (LINKS TO AN EXTERNAL SITE.)

• THE DEADLY REVERBERATIONS OF U.S. BORDER POLICY (BOOK REVIEW) (LINKS TO AN EXTERNAL SITE.)

• THE OPPORTUNISTIC BORDER LOGIC OF THE PANDEMIC (LINKS TO AN EXTERNAL SITE.)

• THEY ARE CONCENTRATION CAMPS—AND THEY ARE ALSO PRISONS (LINKS TO AN EXTERNAL SITE.)

• U.S. ASYLUM LAW IS A BIOPOLITICAL CRISIS (BOOK REVIEW) (LINKS TO AN EXTERNAL SITE.)

• “WHAT BETTER FUNCTION FOR ART AT THIS TIME THAN AS A VOICE FOR THE VOICELESS”: THE WORK OF CHICANO ARTIST MALAQUÍAS MONTOYA (LINKS TO AN EXTERNAL SITE.)

COSTA RICA:

• COSTA RICA’S COVID-19 RESPONSE SCAPEGOATS NICARAGUAN MIGRANTS (LINKS TO AN EXTERNAL SITE.)

CUBA:

• A SHIP ADRIFT: CUBA AFTER THE PINK TIDE (LINKS TO AN EXTERNAL SITE.)

• ON SOVEREIGNTIES AND SOLIDARITIES (LINKS TO AN EXTERNAL SITE.)

• WHY TRUMP’S CUBA POLICY IS SO WRONG (LINKS TO AN EXTERNAL SITE.)

DOMINICAN REPUBLIC:

• CHECKPOINT NATION (LINKS TO AN EXTERNAL SITE.)

• POST-ELECTORAL CRISIS IN THE DOMINICAN REPUBLIC (INTERVIEW) (LINKS TO AN EXTERNAL SITE.)

• THE RIGHT’S CONTINUED DOMINANCE IN THE DOMINICAN REPUBLIC (LINKS TO AN EXTERNAL SITE.)

EL SALVADOR:

• 100 DAYS OF NAYIB BUKELE IN EL SALVADOR: SOCIAL MOVEMENT PERSPECTIVES (INTERVIEW) (LINKS TO AN EXTERNAL SITE.)

• CONFRONTING INTERNAL FORCED DISPLACEMENT IN EL SALVADOR (LINKS TO AN EXTERNAL SITE.)

• DEATH BY DEPORTATION, WITH HELP FROM THE HUMAN RIGHTS ESTABLISHMENT (LINKS TO AN EXTERNAL SITE.)

• DEPORTATION CONTAGIONS (LINKS TO AN EXTERNAL SITE.)

• EL BUKELAZO: SHADES OF DICTATORSHIP IN EL SALVADOR (LINKS TO AN EXTERNAL SITE.)

• EL SALVADOR’S BACKSLIDE (LINKS TO AN EXTERNAL SITE.)

• POETS AND PROPHETS OF RESISTANCE: INTELLECTUALS AND THE ORIGINS OF EL SALVADOR’S CIVIL WAR (BOOK REVIEW) (LINKS TO AN EXTERNAL SITE.)

• THE HOLLYWOOD KID: THE VIOLENT LIFE AND VIOLENT DEATH OF AN MS-13 HITMAN (BOOK REVIEW) (LINKS TO AN EXTERNAL SITE.)

GUATEMALA:

• A DISPATCH FROM THE CARAVAN (LINKS TO AN EXTERNAL SITE.)

• A VICTORY FOR GUATEMALA’S PACTO DE CORRUPTOS (LINKS TO AN EXTERNAL SITE.)

• DEFENDING CONSULTATION: INDIGENOUS RESISTANCE AGAINST THE ESCOBAL MINE IN GUATEMALA (LINKS TO AN EXTERNAL SITE.)

• DEMOCRACY IN CRISIS IN GUATEMALA (LINKS TO AN EXTERNAL SITE.)

• GUATEMALA: IMPUNITY FOR WAR CRIMINALS, AGAIN (LINKS TO AN EXTERNAL SITE.)

• “HISTORY MOVES FORWARD. YOU CANNOT GO BACK:” AN INTERVIEW WITH JUDGE YASSMÍN BARRIOS (LINKS TO AN EXTERNAL SITE.)

• IN GUATEMALA, FINDING A VOICE IN INDIGENOUS COMMUNITY RADIO (LINKS TO AN EXTERNAL SITE.)

• IN GUATEMALA, OUT WITH THE OLD, IN WITH THE OLDER (LINKS TO AN EXTERNAL SITE.)

• IS GUATEMALA A “SAFE THIRD COUNTRY” FOR DISPOSABLE PEOPLE? (LINKS TO AN EXTERNAL SITE.)

• OFFICIALS CONCEAL CONDITIONS AT GUATEMALA MENTAL HEALTH HOSPITAL DURING PANDEMIC (LINKS TO AN EXTERNAL SITE.)

• SEX WORKERS UNIONIZE IN GUATEMALA (LINKS TO AN EXTERNAL SITE.)

• TALKING LIKE A MINING COMPANY: THE ESCOBAL MINE IN GUATEMALA (LINKS TO AN EXTERNAL SITE.)

• WHITE FLAGS AS GUATEMALANS GROW HUNGRY (LINKS TO AN EXTERNAL SITE.)

HAITI:

• A YOUNG DUVALIER AND HAITI’S UNREMEMBERED PAST (LINKS TO AN EXTERNAL SITE.)

• BEHIND THE COVID NUMBERS IN HAITI (LINKS TO AN EXTERNAL SITE.)

• BUILDING CORRUPTION IN HAITI (LINKS TO AN EXTERNAL SITE.)

• HAITI AT THE CROSSROADS (LINKS TO AN EXTERNAL SITE.)

• SHOOTING AT HAITIAN PARLIAMENT SURPRISES FEW AS ANTI-GOVERNMENT PROTESTS CONTINUE (LINKS TO AN EXTERNAL SITE.)

HONDURAS:

• FOR MURDERED HONDURAN ORGANIZER BERTA CÁCERES, “ANY INJUSTICE WAS HER BATTLE” (LINKS TO AN EXTERNAL SITE.)

• GARÍFUNA COMMUNITY DEMANDS RETURN OF KIDNAPPED LEADERS (LINKS TO AN EXTERNAL SITE.)

• HONDURAS A DECADE AFTER THE COUP: AN INTERVIEW WITH LUIS MÉNDEZ (LINKS TO AN EXTERNAL SITE.)

• ON HONDURAS (LINKS TO AN EXTERNAL SITE.)

• POLITICAL PRISONERS RELEASED AS GOVERNMENT’S LEGITIMACY CRUMBLES IN HONDURAS (INTERVIEW) (LINKS TO AN EXTERNAL SITE.)

• THE FLAME OF OPPOSITION IN HONDURAS (LINKS TO AN EXTERNAL SITE.)

• THE ROOTS OF THE NATIONAL STRIKE IN HONDURAS: AN INTERVIEW WITH BAYRON RODRÍGUEZ PINEDA (LINKS TO AN EXTERNAL SITE.)

• THE STAIN THAT MARDI GRAS COVERS UP: WORKER VULNERABILITY IN NEW ORLEANS (LINKS TO AN EXTERNAL SITE.)

• U.S. VIOLENCE PREVENTION IN HONDURAS: HELP OR HYPOCRISY? (LINKS TO AN EXTERNAL SITE.)

• WHO KILLED BERTA CÁCERES (BOOK REVIEW) (LINKS TO AN EXTERNAL SITE.)

JAMAICA:

• RETHINKING SARGASSUM SEAWEED: COULD IT BE THE NEW NORMAL IN JAMAICA? (LINKS TO AN EXTERNAL SITE.)

MEXICO:

• A LABOR SPRING FOR MEXICO’S MAQUILAS? (LINKS TO AN EXTERNAL SITE.)

• “A PROJECT FOR LIFE” IN MEXICO CITY (LINKS TO AN EXTERNAL SITE.)

• AMLO PUSHES AHEAD ON MILITARIZED MEGAPROJECTS (LINKS TO AN EXTERNAL SITE.)

• AMLO’S CRUMBLING PROMISE TO MIGRANTS (LINKS TO AN EXTERNAL SITE.)

• BLURRING THE DIVISION BETWEEN CHURCH AND STATE IN AMLO’S MEXICO (LINKS TO AN EXTERNAL SITE.)

• EL CHAPO AND MEXICO’S DRUG WAR SPECTACLE (LINKS TO AN EXTERNAL SITE.)

• FOR MEXICO’S STRIKING UNIVERSITY WORKERS, A WAR OF ATTRITION OVER PUBLIC EDUCATION (LINKS TO AN EXTERNAL SITE.)

• “GREEN TIDE” REACHES MEXICO AS OAXACA DECRIMINALIZES ABORTION (LINKS TO AN EXTERNAL SITE.)

• IN MEXICO, THE THREATS AND FAILURES OF PRE-TRIAL DETENTION (LINKS TO AN EXTERNAL SITE.)

• JULIÁN LEYZAOLA’S DANGEROUS PLANS FOR TIJUANA (LINKS TO AN EXTERNAL SITE.)

• LÓPEZ OBRADOR’S PUBLIC ENEMY NUMBER ONE (LINKS TO AN EXTERNAL SITE.)

• MACHISTA MEDIA GET IT WRONG ON FEMINIST PROTESTS IN MEXICO (INTERVIEW) (LINKS TO AN EXTERNAL SITE.)

• MAQUILADORAS AND THE EXPLOITATION OF MIGRANTS ON THE BORDER (LINKS TO AN EXTERNAL SITE.)

• MEXICAN WOMEN CALL ON GOVERNMENT TO END VIOLENCE (LINKS TO AN EXTERNAL SITE.)

• MINING CULTURE WARS ESCALATE IN OAXACA (LINKS TO AN EXTERNAL SITE.)

• NARCOS MEXICO IS NOT THE EDUCATION WE NEED (TELEVISION REVIEW) (LINKS TO AN EXTERNAL SITE.)

• ON THE COAST OF OAXACA, AFRO AND INDIGENOUS TRIBES FIGHT FOR WATER AUTONOMY (LINKS TO AN EXTERNAL SITE.)

• PANDEMIC INTENSIFIES WOMEN’S STRUGGLE FOR WATER IN OAXACA, MEXICO (LINKS TO AN EXTERNAL SITE.)

• REVISITING THE BATTLE OF CULIACÁN (LINKS TO AN EXTERNAL SITE.)

• THE LEGACY OF SAMIR FLORES, ONE YEAR LATER (LINKS TO AN EXTERNAL SITE.)

• THE REBIRTH OF MEXICO’S ELECTRICAL WORKERS (LINKS TO AN EXTERNAL SITE.)

• THE SEARCH FOR ANSWERS IN MEXICO (LINKS TO AN EXTERNAL SITE.)

• TODAY WE PROTEST, TOMORROW WE STRIKE (LINKS TO AN EXTERNAL SITE.)

• TRANSLATING THE FOURTH TRANSFORMATION (INTERVIEW) (LINKS TO AN EXTERNAL SITE.)

• TWENTY-FIRST CENTURY BATTLEFIELDS (BOOK EXCERPT) (LINKS TO AN EXTERNAL SITE.)

NICARAGUA:

• DECIPHERING NICARAGUA’S TEPID COVID RESPONSE (LINKS TO AN EXTERNAL SITE.)

• THE ANTI-SANDINISTA YOUTH OF NICARAGUA (LINKS TO AN EXTERNAL SITE.)

• THE SANDINISTA LABOR PARADOX (LINKS TO AN EXTERNAL SITE.)

• THE YOUTH LEADING NICARAGUA’S UPRISING, ONE YEAR LATER (LINKS TO AN EXTERNAL SITE.)

PUERTO RICO:

• A DISASTROUS METHANE GAS SCHEME THREATENS PUERTO RICO’S ENERGY FUTURE (LINKS TO AN EXTERNAL SITE.)

• ADJUNCT FACULTY IN AN ADJUNCT COUNTRY (LINKS TO AN EXTERNAL SITE.)

• DOING REGGAETÓN HOWEVER HE WANTS: BAD BUNNY’S YHLQMDLG (MUSIC REVIEW) (LINKS TO AN EXTERNAL SITE.)

• POLICING IS THE CRISIS (LINKS TO AN EXTERNAL SITE.)

• PUERTO RICAN PEOPLE’S ASSEMBLIES SHIFT FROM PROTEST TO PROPOSAL (LINKS TO AN EXTERNAL SITE.)

• PUERTO RICO’S SEISMIC SHOCKS (LINKS TO AN EXTERNAL SITE.)

• STEP BY POWERFUL STEP, CITIZENS LEAD PUERTO RICO INTO ITS SOLAR FUTURE (LINKS TO AN EXTERNAL SITE.)

• THE ANTI-CORRUPTION CODE FOR THE NEW PUERTO RICO (LINKS TO AN EXTERNAL SITE.)

• THE PROTESTS IN PUERTO RICO ARE ABOUT LIFE AND DEATH (LINKS TO AN EXTERNAL SITE.)

• THE SUMMER 2019 UPRISING: BUILDING A NEW PUERTO RICO

SAMPLE ASSIGNMENT

Sample-2