will be submitted into a global data base to check for plagarism please help i’m out of time as I work two jobs with three children and I’ve never had to do this before only 15 more credits to graduate Footnotes in text citation. page number at least two primary sources ie: bill of rights secondary sources , one graph, one cartoon ,one book5 paragraphs good transitional topic sentences June 1866 the Fourteenth Amendment was passed by Congress, and in 1868 was ratified by the states. The Fourteenth Amendment prohibited states from denying any person of his life, liberty, or property without due process of law and not to deny to any person within their jurisdiction the equal protection of the law. (’14Th Amendment U.S. Constitution’) Having little faith that the law alone would bring about the desired result , Affirmative Action policies were put into effect to manage states and regulate compliance. Seeking a remedy to past discrimination, an illogical discriminatin race based policy was formed. Equality demands ‘equal treatment’ not extra privilege. Most would agree to change behavior that has been dixcriminatory is athical;howerver , there are flaws. High level solutions bloom from the Visionaries, as proclaimed predestined Manifest. Incentives, coercion , lasws, policies are the means b which government steer social change. Civil rights at it’s core is aimed at eliminating adverse consequences of discrimination and historical practices that have been called into question. Blacks, Hispanics and women were in the narrow scope of this policy. Superior as deemed by destiny it is ironic that the choice to discriminate in order to obtain ‘equal treatment’. This violates common sense. Ending discrimination and the civil rights aganeda are historically justified as our country has evolved so has the thinking and minds of the people. Affirmative Action does not address the past discrimination of human institutions Equality as described by the United States Constitution does not historically justify Affirmative Action. Of the many flaws ther are three that should be examined.
The first inadequate result of Affirmative Action is self –esteem damage. Reducing merit , conduct, talents, choices , abilities and character, to an issue of race. Minorities in positions are stigmatized by the assistance and preferential practices in their favor as their labeled as weak, and victims.
Govt. publication
`14TH AMENDMENT THE U.S. CONSTITUTION
In-text: (`14Th Amendment The U.S. Constitution 1868)
Bibliography: `14Th Amendment The U.S. Constitution. 1868.
Your bibliography – 10 Nov 2014
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ARCHIVES.GOV
Transcript of the Constitution of the United States – Official Text
Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
In-text: (Archives.gov, 2014)
Bibliography: Archives.gov, (2014). Transcript of the Constitution of the United States – Official Text. [online] Available at: http://www.archives.gov/exhibits/charters/constitution_transcript.html [Accessed 10 Nov. 2014].
http://www.archives.gov/exhibits/charters/charters_of_freedom_7.html
ARCHIVES.GOV
Charters of Freedom – The Declaration of Independence, The Constitution, The Bill of Rights
In-text: (Archives.gov, 2014)
Bibliography: Archives.gov, (2014). Charters of Freedom – The Declaration of Independence, The Constitution, The Bill of Rights. [online] Available at: http://www.archives.gov/exhibits/charters/charters_of_freedom_7.html [Accessed 10 Nov. 2014].
THE WHITE HOUSE
Taking Action in Honor of National Equal Pay Day
In-text: (The White House, 2014)
Bibliography: The White House, (2014). Taking Action in Honor of National Equal Pay Day. [online] Available at: http://www.whitehouse.gov/blog/2014/04/08/taking-action-honor-national-equal-pay-day [Accessed 10 Nov. 2014].

ANDRE, C., VELASQUEZ, M. AND MAZUR, T.
Affirmative Action: Twenty-five Years of Controversy
In-text: (Andre, Velasquez and Mazur, 2014)
Bibliography: Andre, C., Velasquez, M. and Mazur, T. (2014).Affirmative Action: Twenty-five Years of Controversy. [online] Scu.edu. Available at: http://www.scu.edu/ethics/publications/iie/v5n2/affirmative.html [Accessed 10 Nov. 2014].

DOL.GOV
U.S. Department of Labor – Office of Federal Contract Compliance Programs (OFCCP) – Facts on Executive Order 11246 � Affirmative Action
Goals, Timetables & Good Faith Efforts The numerical goals are established based on the availability of qualified applicants in the job market or qualified candidates in the employer’s work force. Executive Order numerical goals do not create set-asides for specific groups, nor are they designed to achieve proportional representation or equal results. Rather, the goal-setting process in affirmative action planning is used to target and measure the effectiveness of affirmative action efforts to eradicate and prevent discrimination. The Executive Order and its supporting regulations do not authorize OFCCP to penalize contractors for not meeting goals. The regulations at 41 CFR 60-2.12(e), 60-2.30 and 60-2.15, specifically prohibit quota and preferential hiring and promotions under the guise of affirmative action numerical goals. In other words, discrimination in the selection decision is prohibited.
In-text: (Dol.gov, 2014)
Bibliography: Dol.gov, (2014). U.S. Department of Labor – Office of Federal Contract Compliance Programs (OFCCP) – Facts on Executive Order 11246 � Affirmative Action. [online] Available at: http://www.dol.gov/ofccp/regs/compliance/aa.htm [Accessed 10 Nov. 2014].

Website
THE WHITE HOUSE
Taking Action in Honor of National Equal Pay Day
In-text: (The White House, 2014)
Bibliography: The White House, (2014). Taking Action in Honor of National Equal Pay Day. [online] Available at: http://www.whitehouse.gov/blog/2014/04/08/taking-action-honor-national-equal-pay-day [Accessed 10 Nov. 2014]. It’s a classic 5-paragraph persuasive or analytical paper that builds on the analytical paragraph-writing skills you’ve been developing all semester, and what you’ve likely done (or are doing) in English Composition. The opening paragraph should introduce a question you’re addressing, and include a response to that question that is as succinct as possible (one or two sentences). This opening paragraph will start off fairly general as you frame the question by introducing some context, than gradually narrow down to your thesis (response) toward the end of the opening paragraph. The next paragraphs will be the three main points of your argument, and the last paragraph will be your conclusion. Each of the three (or more) argument paragraphs in the body of the essay will have an opening sentence or two that provides some transition to the previous paragraph while introducing a new idea. Transition sentences should move along your discussion and crystallize main points. Your paper should be ordered in a logical manner, and not jump around all over the place. Here’s another good source with guides on effective paragraph writing and thesis statements.
Unlike some argumentative or analytical essays, this one will have elements of a research paper, insofar as you’ll consult and cite reference materials. It’s really a hybrid of the classic argumentative/analytical essay and research paper models. It’s built around a question and thesis, but it includes research. Tap into at least 3-4 books, articles and websites. Use at least one book for research (online or hard copy), even if you don’t read the entire thing — that’s usually where the hard-core scholarship can be found. Exclude our own textbook from your sources, and generally use websites ending in .org, .gov, .net or .edu, not .com. Tap into our own extensive ACC Library, our online History Hub Library or UT. The UT PCL library is open to the public before 10, and you can check out books by getting a Tex-share card from the Public Library. The History Hub Library can be a bit overwhelming, but if you dive into it with an idea of what you’re looking for, it’s a good tool. Real college-level research goes past Schmoop, History.org, History Channel, Sparknotes, etc. Do not use on-line encyclopedias such as Wikipedia except for initial studies and peripheral fact-checking (not as a main source). Wikipedia is a good source for bibliographies, toward the end of entries, but use real sources for the heart of your research, including scholarly books and articles, and primary sources. Use at least one actual book, even if you tap the index rather than reading the whole book, and even if the book is online (or Kindle) instead of a hard copy.

Include at least one primary source (original source) — a document, letter, diary, newspaper, telegram, speech, key photo or painting, manuscript, cartoon, etc. from the time period in question that provides evidence or firsthand testimony. How might this firsthand testimony, itself, be biased? How does interpretation of this primary source impinge on your argument? An obvious place to look for primary sources is in the discussion or notes of the main secondary sources you use. What sort of evidence are the authors writing and arguing about? The History Hub Library is another good place to mine for primary sources, as are the ACC Library’s American Decades/Gale Library and Milestone Documents pages. Failure to utilize a primary source will result in a 5-point penalty.