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Essay 10-13 Historians have seen the reform movements of the 1830s and 1840s as both conservative and radical. Give at least two specific examples of how aspects of the movement were conservative (how they upheld institutions and values). Then suggest at least two examples of how other aspects were radical (how they overturned institutions and values). On balance, was reform a greater force for change or for preservation? (chapter 12) List three ways that the government promoted economic growth after 1815. Which do you think was the most important and why? Why did factories develop in the United States? How did they change over time? How did the Supreme Court aid the development of a market economy? (chapter 10) Describe the change in attitudes toward slavery in the South before and after the early 1830s. What events contributed to that change? What arguments did southerners use to defend slavery? (chapter 13) Give three ways that the Jacksonian era was, and three ways that it was not, an era of the common people. On the whole, which of the two arguments do you think was more important in the Jacksonian era? Please use examples from your readings. (chap 11) ...
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1.The United States experienced a market revolution after 1815 due.docx
1.The United States experienced a market revolution after 1815 due to the growth of the transportation and manufacturing industries. It was through urbanization that the country was able to establish more factories and this saw immigrant from Ireland coming into the country. The Lowell Journal explain the problems that the women were undergoing through one of them being low wages and fake promises. The women feel subordinate to the factory owners because of the owners’ rudeness and disrespect. The women are subordinates because the owners cut reduced their wages. The strike leader meant that the factory owners were proud and disrespectful. The dimension is that the factory owners marginalized the workers. The turnout was unintended and only happened because the workers were fed up with the insolence of the factory owners.
2.One of the short term effects of Indian removal is that the people revolted that decision by the president. Moreover, more than five hundred Chickasaws died of dysentery and smallpox during the Trail of Tears journey. The Indian removal is believed to give the Indians the right to live how they wanted once they were in Mississippi and this freedom was viewed as appealing to the Indians
3.The United States become a leading industrial power in the 19th century due to the rural, urban migration that was taking place. This translated to more workers in the factories and increased productivity due to the use of steam as a source of energy.
The economic inequality can be attributed to luck and the willingness of a person to work harder than other individuals. Moreover, this saw some individuals moving from being squatters to landowners
The ideology of manifest destiny prompted Americans to work hard, and the booming economy became attractive to outsiders. This made immigration to be rampant in the United States from 1840.
The annexation of Texas saw the United States being granted Texas whereas Mexico also wanted to have it led to a civil war between the two countries.
References
Horsman, R. (2014). The New Republic: The United States of America 1789-1815. Routledge.
Roarke, et al. The American Promise: A Concise History, Volume I - Fifth Edition. New York: Bedford St. Martins, 2013.
ISBN-13:9781457631450
1. First, explain HOW and WHY the United States experienced a "market revolution" after 1815. Be sure to address transformations in transportation, work, politics, and the economy in your response (worth 2 points). Secondly, review the document(s) on pages 280 - 281, "Mill Girls Stand Up to Factory Owners, 1834." After reading thoroughly the information presented there, respond to the following questions: (1 paragraph)
a. Does the Lowell Journal adequately explain how a few "ringleaders" could motivate over eight hundred female workers to engage in street protests? (worth 2 points).
b. Why do the strikers invoke Revolutionary-era ideals of independence and liberty and the phrase "daughters of freemen"? Do these y.
Essay Questions (15 points each4 will be graded for 60 points total.docx
Essay Questions (15 points each/4 will be graded for 60 points total):
a.
With the advent of maritime exploration the influence of the West (at this point, meaning Western Europe) changed greatly.
Describe how the influence of the West changed with regards to economic, political, and cultural influence.
Further, discuss the original motivations for Western maritime exploration and the consequences of this new venture.
Be sure to use specific examples.
b.
Early modern Europe experienced tremendous upheaval during the 15
th
through 18
th
centuries due to the Renaissance and Reformation.
Discuss how these two movements were intertwined.
In other words, how did the Renaissance influence the Reformation and vice versa, how did the Reformation influence the Renaissance.
Be sure to use specific examples.
c.
Discuss the specific doctrinal and political issues that led to the Protestant Reformation.
How did the Catholic Church respond to the Reformation?
d.
Compare and contrast the political situations in early modern England and France with regards to the structure of the government and the power of the monarchy.
e.
The creation of the Atlantic World resulted in a period of exchange unparalleled in human history.
This period of exchange is commonly referred to as the Columbian Exchange and involved the widespread exchange of food, animals, plants, human populations, diseases, ideas, and religion, just to name a few, between the different continents and ethnic groups of the Atlantic World.
Discuss at least three different large categories of exchanges (food, animals, plants, human populations, diseases, ideas, and religion) and the consequences of these exchanges.
Be sure to discuss three different aforementioned categories, but be sure to list specific examples for each category.
f.
Discuss European, American, and African participation in the Atlantic slave trade.
What was the impetus behind the slave trade and the consequences for each of the three participant groups (European, American, and African)?
Finally, what effect did the slave trade have on the economy and social structure of each participant group?
g.
Describe the interactions between the rulers of the Ottoman Empire and non-Muslims within the empire.
Also describe the interactions between the rulers of the Mughal Empire and non-Muslims within the Empire.
Finally, compare and contrast the two empires with regards to how they tolerated non-Muslims within their respective empires.
h.
Why was the Ottoman Empire more powerful, in the early modern period, than any other European or Islamic power?
Be sure to discuss specific political, economic, military, cultural and social reasons behind their power.
.
Answer the following questions to the best of your ability1) De.docx
Answer the following questions to the best of your ability:
1) Describe Native America societies prior to European contact. What are some examples of how their civilizations varied by region across North and South America?
2) What was the Columbian Exchange? Give at least 5 examples,
(be specific with details)
. What are some effects this had on both the Old and New Worlds?
3) Briefly describe the relationship between Powhatan and the English colonists of Virginia Colony in the 17thcentury. How did they help one another? How did they oppose one another?
4) Refer to the website below on the
Mayflower Compact, 1620
. What do the writers claim their purpose was in founding a colony (Plymouth)? What do the writers claim is their purpose in establishing this charter?
*copy/paste into your browser to answer the questions above:
https://avalon.law.yale.edu/17th_century/mayflower.asp
5) What was the major cash crop of the English colonies around the Chesapeake Bay (e.g., Virginia and Maryland)? What unfree laborers primarily worked that crop for wealthier landowners in the 17th century? What unfree laborers were the predominant labor force on plantations as the 18th century wore on?
6) Describe the First and Second Great Awakenings. What were some similarities between those movements? What were some differences?
7) What are at least 4 factors that led to the American Revolution? Briefly describe each one.
8) Describe the influence of Enlightenment ideals on the Constitution? What were three (3) major compromises that were necessary to gain enough support to ratify the Constitution
(describe them)
?
9) What was the “Revolution of 1800” and why is it important, even today?
10) What was the Louisiana Purchase? Give three examples of long-term consequences of the US acquiring that territory?
11) Throughout the 17th, 18th, and 19th centuries, what are some of the ways in which American Indian peoples interacted with European (and later, American) settlers? What were some of the strategies which American Indian tribes used to navigate European and US expansion?
12) Describe the difference between northern and southern states in the US between 1800 and 1850. What were some of their defining characteristics?
13) What factors prompted the South to secede from the United States in 1860/1861? What was Pres. Lincoln’s response? What were 3 consequences of the Civil War?
14) Describe Reconstruction. Did it work (how and/or how not)?
.
Essay Provide a 1-3 page response (written) to the following ques.docx
Essay: Provide a 1-3 page response (written) to the following question. There are a total of ten (10) possible points for this section.
We began our class talking about “America the exception.” In other words, America was an exception to the great civilizations of the past (ancient China, Rome, Egypt, etc.) in that American society was not ruled by a monarch or religious official but by the people. The years between the establishment of the Constitution and the Civil War posed a significant challenge to the concept of the “people’s rule” in America. Construct an argumentative essay that discusses the challenges that the expansion of the federal government, the Industrial Revolution, and, most importantly, chattel slavery posed to American freedom and democracy. Why were these issues so challenging and what did America do to “restore” power to the people?
It may be helpful to consider the following issues:
· The Northwest Ordinance
· Internal Slave Trade
· Industrialization/Lowell, Massachusetts
· Urbanization
· The Missouri Compromise
· Texas annexation
· The Compromise of 1850
· The Kansas-Nebraska Act
· The Dred Scott Decision
· Gettysburg Address
· Black Codes
· 13th, 14th, and 15th Amendments
*** You are expected to treat this question with the same consideration you would any other essay. It should have a thesis. It should be properly organized. It should be written in complete sentences. I do not expect citations. I do expect that you appropriately engage course material.
...
Please submit ONE of the following assignments by the due date indic.docx
Please submit ONE of the following assignments by the due date indicated on the schedule.
1/
Two New Englanders
In the attached document are some excerpts which show the philosophical views of two famous New Englanders, one who was a key figure in the foundations of the Massachusetts Bay Colony in the early 17th century and one who was born in this colony in the 18th century. Indicate at least three ways in which their philosophy and outlook differs, and in general what this might suggest about how colonial society had changed between these two centuries. Some categories you might consider include overall cultural attitudes and what they perceive as the proper economic and political order. Your essay should be primarily based upon the documents provided and your assertions should be clearly supported with specific examples or quotes taken from the documents.
Two New Englanders
2/
Revolution and Constitution
Read through the attached documents: Declarations and Resolves of the First Continental Congress and the Constitution of the United States of America. I don’t expect you to read every part of the Constitution, but you should have a general idea of how it distributes power, etc.
In a short paper indicate four major grievances that the Colonists expressed in the Declarations and Resolves against the actions of the British government and the extent to which the Constitution and the Bill of Rights addresses these concerns (in other words, does the Constitution and the Bill of Right have specific safeguards against the type of abuses that the colonists suffered at the hands of the British?) Your assertions should be supported with BRIEF quotes taken from the primary source documents. Please refer only to the original Constitution and the first ten amendments (the Bill of Rights), not the amendments that followed. Similarly, confine yourself to the specific grievances addressed in the Declarations and Resolves. The purpose of this exercise is to have you analyze the primary source documents, not do research on the internet.
I would suggest that you pursue directed reading -- ie, skim through the Declarations and Resolves trying to identify the key issues that the colonists were concerned about, and then see if you can match those grievances to elements of the Constitution and Bill of Rights.
Revolution and Constitution Documents
3/
Debate over Women's Rights
Read the following documents which reveal different perspectives on the issue of women's rights. What are the key arguments against women's rights given by Dr. Todd? How does Gail Hamilton respond? In your essay you should indicate at least three major points of disagreement between their views. Do you think Hamilton effective refutes Dr. Todd's arguments? Your essay should be primarily based upon the documents provided and your assertions should be clearly supported with specific examples or quotes taken from the documents.
Debate Over Women's Rights
4/
The Debate over Indian Removal
Re.
1. (TCOs 1 and 2) Identify and analyze at least two major actions .docx
1. (TCOs 1 and 2) Identify and analyze at least two major actions taken by the English Parliament during the 1760s that angered the colonists, and discuss specifically at least one act that dealt with what the colonists viewed as unfair taxation. Then discuss the significance to the colonists of the Tea Act and the Coercive Acts and why these particularly galled the colonists. Make sure you use enough details to support your answer.
2. (TCO 2) Identify and analyze the main provisions of the Compromise of 1850. Be sure to analyze the problem of California and how this led to the Compromise. Then analyze how the Compromise set off a storm of political controversy between 1849 and 1850. Identify the key players and how they viewed the Compromise. What was the role of President Zachary Taylor in these discussions? Be sure to use enough details to support your answer
3. (TCOs 6 and 7) Identify and explain at least two major reasons for the growing call in the late 1800s for the United States to become a global empire. Then identify and describe one of the first events that signaled the beginning of American imperialism. Make sure you use enough details to support your answer.
4. (TCOs 7 and 9) Identify and analyze at least two events from the Cold War. Then assess how these events affected the relationship between the United States and the Soviet Union. Make sure you use enough details to support your answer.
All Answer should be 500 words at least and I need it in 2 hours please. Thank you. You and it should apa formatted and referenced where ever possible.
...
History 061 Journal EntriesInstructions After researching t.docx
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith
Duties
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu
Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...
His 303 entire course the american constitution new coursework
This document provides an overview and instructions for the HIS 303 Entire Course on the American Constitution. It includes summaries of the weekly coursework, which covers topics such as the English influences on colonial political institutions, the Constitutional Convention of 1787, debates over federalism and states' rights, the expansion of presidential power, the New Deal, and contemporary issues regarding interpretations of the Constitution. Students are asked to discuss these topics by drawing connections to primary documents, videos, and scholarly secondary sources. The final paper involves examining the history of a single constitutional issue in depth and justifying an interpretation of how it should be understood today.
Recommended
1.The United States experienced a market revolution after 1815 due.docx
1.The United States experienced a market revolution after 1815 due to the growth of the transportation and manufacturing industries. It was through urbanization that the country was able to establish more factories and this saw immigrant from Ireland coming into the country. The Lowell Journal explain the problems that the women were undergoing through one of them being low wages and fake promises. The women feel subordinate to the factory owners because of the owners’ rudeness and disrespect. The women are subordinates because the owners cut reduced their wages. The strike leader meant that the factory owners were proud and disrespectful. The dimension is that the factory owners marginalized the workers. The turnout was unintended and only happened because the workers were fed up with the insolence of the factory owners.
2.One of the short term effects of Indian removal is that the people revolted that decision by the president. Moreover, more than five hundred Chickasaws died of dysentery and smallpox during the Trail of Tears journey. The Indian removal is believed to give the Indians the right to live how they wanted once they were in Mississippi and this freedom was viewed as appealing to the Indians
3.The United States become a leading industrial power in the 19th century due to the rural, urban migration that was taking place. This translated to more workers in the factories and increased productivity due to the use of steam as a source of energy.
The economic inequality can be attributed to luck and the willingness of a person to work harder than other individuals. Moreover, this saw some individuals moving from being squatters to landowners
The ideology of manifest destiny prompted Americans to work hard, and the booming economy became attractive to outsiders. This made immigration to be rampant in the United States from 1840.
The annexation of Texas saw the United States being granted Texas whereas Mexico also wanted to have it led to a civil war between the two countries.
References
Horsman, R. (2014). The New Republic: The United States of America 1789-1815. Routledge.
Roarke, et al. The American Promise: A Concise History, Volume I - Fifth Edition. New York: Bedford St. Martins, 2013.
ISBN-13:9781457631450
1. First, explain HOW and WHY the United States experienced a "market revolution" after 1815. Be sure to address transformations in transportation, work, politics, and the economy in your response (worth 2 points). Secondly, review the document(s) on pages 280 - 281, "Mill Girls Stand Up to Factory Owners, 1834." After reading thoroughly the information presented there, respond to the following questions: (1 paragraph)
a. Does the Lowell Journal adequately explain how a few "ringleaders" could motivate over eight hundred female workers to engage in street protests? (worth 2 points).
b. Why do the strikers invoke Revolutionary-era ideals of independence and liberty and the phrase "daughters of freemen"? Do these y.
Essay Questions (15 points each4 will be graded for 60 points total.docx
Essay Questions (15 points each/4 will be graded for 60 points total):
a.
With the advent of maritime exploration the influence of the West (at this point, meaning Western Europe) changed greatly.
Describe how the influence of the West changed with regards to economic, political, and cultural influence.
Further, discuss the original motivations for Western maritime exploration and the consequences of this new venture.
Be sure to use specific examples.
b.
Early modern Europe experienced tremendous upheaval during the 15
th
through 18
th
centuries due to the Renaissance and Reformation.
Discuss how these two movements were intertwined.
In other words, how did the Renaissance influence the Reformation and vice versa, how did the Reformation influence the Renaissance.
Be sure to use specific examples.
c.
Discuss the specific doctrinal and political issues that led to the Protestant Reformation.
How did the Catholic Church respond to the Reformation?
d.
Compare and contrast the political situations in early modern England and France with regards to the structure of the government and the power of the monarchy.
e.
The creation of the Atlantic World resulted in a period of exchange unparalleled in human history.
This period of exchange is commonly referred to as the Columbian Exchange and involved the widespread exchange of food, animals, plants, human populations, diseases, ideas, and religion, just to name a few, between the different continents and ethnic groups of the Atlantic World.
Discuss at least three different large categories of exchanges (food, animals, plants, human populations, diseases, ideas, and religion) and the consequences of these exchanges.
Be sure to discuss three different aforementioned categories, but be sure to list specific examples for each category.
f.
Discuss European, American, and African participation in the Atlantic slave trade.
What was the impetus behind the slave trade and the consequences for each of the three participant groups (European, American, and African)?
Finally, what effect did the slave trade have on the economy and social structure of each participant group?
g.
Describe the interactions between the rulers of the Ottoman Empire and non-Muslims within the empire.
Also describe the interactions between the rulers of the Mughal Empire and non-Muslims within the Empire.
Finally, compare and contrast the two empires with regards to how they tolerated non-Muslims within their respective empires.
h.
Why was the Ottoman Empire more powerful, in the early modern period, than any other European or Islamic power?
Be sure to discuss specific political, economic, military, cultural and social reasons behind their power.
.
Answer the following questions to the best of your ability1) De.docx
Answer the following questions to the best of your ability:
1) Describe Native America societies prior to European contact. What are some examples of how their civilizations varied by region across North and South America?
2) What was the Columbian Exchange? Give at least 5 examples,
(be specific with details)
. What are some effects this had on both the Old and New Worlds?
3) Briefly describe the relationship between Powhatan and the English colonists of Virginia Colony in the 17thcentury. How did they help one another? How did they oppose one another?
4) Refer to the website below on the
Mayflower Compact, 1620
. What do the writers claim their purpose was in founding a colony (Plymouth)? What do the writers claim is their purpose in establishing this charter?
*copy/paste into your browser to answer the questions above:
https://avalon.law.yale.edu/17th_century/mayflower.asp
5) What was the major cash crop of the English colonies around the Chesapeake Bay (e.g., Virginia and Maryland)? What unfree laborers primarily worked that crop for wealthier landowners in the 17th century? What unfree laborers were the predominant labor force on plantations as the 18th century wore on?
6) Describe the First and Second Great Awakenings. What were some similarities between those movements? What were some differences?
7) What are at least 4 factors that led to the American Revolution? Briefly describe each one.
8) Describe the influence of Enlightenment ideals on the Constitution? What were three (3) major compromises that were necessary to gain enough support to ratify the Constitution
(describe them)
?
9) What was the “Revolution of 1800” and why is it important, even today?
10) What was the Louisiana Purchase? Give three examples of long-term consequences of the US acquiring that territory?
11) Throughout the 17th, 18th, and 19th centuries, what are some of the ways in which American Indian peoples interacted with European (and later, American) settlers? What were some of the strategies which American Indian tribes used to navigate European and US expansion?
12) Describe the difference between northern and southern states in the US between 1800 and 1850. What were some of their defining characteristics?
13) What factors prompted the South to secede from the United States in 1860/1861? What was Pres. Lincoln’s response? What were 3 consequences of the Civil War?
14) Describe Reconstruction. Did it work (how and/or how not)?
.
Essay Provide a 1-3 page response (written) to the following ques.docx
Essay: Provide a 1-3 page response (written) to the following question. There are a total of ten (10) possible points for this section.
We began our class talking about “America the exception.” In other words, America was an exception to the great civilizations of the past (ancient China, Rome, Egypt, etc.) in that American society was not ruled by a monarch or religious official but by the people. The years between the establishment of the Constitution and the Civil War posed a significant challenge to the concept of the “people’s rule” in America. Construct an argumentative essay that discusses the challenges that the expansion of the federal government, the Industrial Revolution, and, most importantly, chattel slavery posed to American freedom and democracy. Why were these issues so challenging and what did America do to “restore” power to the people?
It may be helpful to consider the following issues:
· The Northwest Ordinance
· Internal Slave Trade
· Industrialization/Lowell, Massachusetts
· Urbanization
· The Missouri Compromise
· Texas annexation
· The Compromise of 1850
· The Kansas-Nebraska Act
· The Dred Scott Decision
· Gettysburg Address
· Black Codes
· 13th, 14th, and 15th Amendments
*** You are expected to treat this question with the same consideration you would any other essay. It should have a thesis. It should be properly organized. It should be written in complete sentences. I do not expect citations. I do expect that you appropriately engage course material.
...
Please submit ONE of the following assignments by the due date indic.docx
Please submit ONE of the following assignments by the due date indicated on the schedule.
1/
Two New Englanders
In the attached document are some excerpts which show the philosophical views of two famous New Englanders, one who was a key figure in the foundations of the Massachusetts Bay Colony in the early 17th century and one who was born in this colony in the 18th century. Indicate at least three ways in which their philosophy and outlook differs, and in general what this might suggest about how colonial society had changed between these two centuries. Some categories you might consider include overall cultural attitudes and what they perceive as the proper economic and political order. Your essay should be primarily based upon the documents provided and your assertions should be clearly supported with specific examples or quotes taken from the documents.
Two New Englanders
2/
Revolution and Constitution
Read through the attached documents: Declarations and Resolves of the First Continental Congress and the Constitution of the United States of America. I don’t expect you to read every part of the Constitution, but you should have a general idea of how it distributes power, etc.
In a short paper indicate four major grievances that the Colonists expressed in the Declarations and Resolves against the actions of the British government and the extent to which the Constitution and the Bill of Rights addresses these concerns (in other words, does the Constitution and the Bill of Right have specific safeguards against the type of abuses that the colonists suffered at the hands of the British?) Your assertions should be supported with BRIEF quotes taken from the primary source documents. Please refer only to the original Constitution and the first ten amendments (the Bill of Rights), not the amendments that followed. Similarly, confine yourself to the specific grievances addressed in the Declarations and Resolves. The purpose of this exercise is to have you analyze the primary source documents, not do research on the internet.
I would suggest that you pursue directed reading -- ie, skim through the Declarations and Resolves trying to identify the key issues that the colonists were concerned about, and then see if you can match those grievances to elements of the Constitution and Bill of Rights.
Revolution and Constitution Documents
3/
Debate over Women's Rights
Read the following documents which reveal different perspectives on the issue of women's rights. What are the key arguments against women's rights given by Dr. Todd? How does Gail Hamilton respond? In your essay you should indicate at least three major points of disagreement between their views. Do you think Hamilton effective refutes Dr. Todd's arguments? Your essay should be primarily based upon the documents provided and your assertions should be clearly supported with specific examples or quotes taken from the documents.
Debate Over Women's Rights
4/
The Debate over Indian Removal
Re.
1. (TCOs 1 and 2) Identify and analyze at least two major actions .docx
1. (TCOs 1 and 2) Identify and analyze at least two major actions taken by the English Parliament during the 1760s that angered the colonists, and discuss specifically at least one act that dealt with what the colonists viewed as unfair taxation. Then discuss the significance to the colonists of the Tea Act and the Coercive Acts and why these particularly galled the colonists. Make sure you use enough details to support your answer.
2. (TCO 2) Identify and analyze the main provisions of the Compromise of 1850. Be sure to analyze the problem of California and how this led to the Compromise. Then analyze how the Compromise set off a storm of political controversy between 1849 and 1850. Identify the key players and how they viewed the Compromise. What was the role of President Zachary Taylor in these discussions? Be sure to use enough details to support your answer
3. (TCOs 6 and 7) Identify and explain at least two major reasons for the growing call in the late 1800s for the United States to become a global empire. Then identify and describe one of the first events that signaled the beginning of American imperialism. Make sure you use enough details to support your answer.
4. (TCOs 7 and 9) Identify and analyze at least two events from the Cold War. Then assess how these events affected the relationship between the United States and the Soviet Union. Make sure you use enough details to support your answer.
All Answer should be 500 words at least and I need it in 2 hours please. Thank you. You and it should apa formatted and referenced where ever possible.
...
History 061 Journal EntriesInstructions After researching t.docx
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith
Duties
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu
Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...
His 303 entire course the american constitution new coursework
This document provides an overview and instructions for the HIS 303 Entire Course on the American Constitution. It includes summaries of the weekly coursework, which covers topics such as the English influences on colonial political institutions, the Constitutional Convention of 1787, debates over federalism and states' rights, the expansion of presidential power, the New Deal, and contemporary issues regarding interpretations of the Constitution. Students are asked to discuss these topics by drawing connections to primary documents, videos, and scholarly secondary sources. The final paper involves examining the history of a single constitutional issue in depth and justifying an interpretation of how it should be understood today.
HIS 311 Education Organization / snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
Prepare 1–2 pages of notes addressing each of the following criteria:
Refer to Table 1-
HIS 311 Enhance teaching - snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes.
His 311 Education Specialist-snaptutorial.com
This document contains instructions for three different assignments related to a course on American constitutional history and civil liberties:
1) The first assignment asks students to prepare lecture notes summarizing America's core political ideals and rules of politics from a textbook, the strengths and weaknesses of the Articles of Confederation, and the powers granted and denied to federal and state governments in the US Constitution.
2) The second assigns students to write a 350-500 word newspaper article explaining the history of the civil rights movement in the 1940s-1960s and discussing the 1964 and 1968 Civil Rights Acts.
3) The third instructs students to describe the original intent behind several freedoms and rights protected in the US Constitution: freedom of speech
His 311 Exceptional Education-snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
1 History 161 Latin American History Final exam stu.docx
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
1.) Discuss the transportation revolution that followed the opening .docx
1.) Discuss the transportation revolution that followed the opening of the Erie Canal and the ways in which it influenced the American economy.
2.) Examine what was considered “women’s work” in the first half of the nineteenth century. What professions, if any, were readily available to women, and how did some individuals help push these boundaries?
3.)The Tariff of 1816 and the Panic of 1819 revealed deep sectional differences. Discuss those differences and what was done to bridge some of them. Were these efforts enough?
4.) Much has been made of the “corrupt bargain” of the 1824 election. Explain the events in question and discuss the merits of such a deal.
5.) Ultimately, the Jackson presidency was revolutionary. Discuss the major political changes brought about by Jackson’s administration.
6.) Why did President Jackson veto the recharter of the Second Bank of the United States?
7.) What was more important in creating the distinctiveness of the Old South, its economics or its culture?
8.) in what ways were the differences and divisions between the antebellum South and northern society expanding by 1860? Why?
9.) Why is having a high literacy rate, like the United States had during the first part of the nineteenth century, so significant to a country?
10.) What was the relationship between the women’s rights movement and the abolitionist movement? How did the issue of women’s rights help split the abolitionist movement?
11.) Does Mexico deserve any of the blame for the Mexican-American War? Did the Mexican government feel it had any other choice but to pursue war?
12.) In 1844, John C. Calhoun, as Secretary of State for President Tyler, wrote that adding Texas as a slave state was necessary to keep the South in the Union. Does evidence suggest that he was right?
.
The Constitution and Bill of Rights defined the structure of the US .docx
The Constitution and Bill of Rights defined the structure of the US government and the rights of its citizens. But as the new nation embarked on its experiment with democracy, it soon became clear that rights were not equally protected for everyone in America.
In the period between the American Revolution and the Civil War, reformers and radicals from a variety of communities began actively agitating for change and the expansion of rights. The Declaration of Independence and the Constitution opened the doors to the idea that all Americans should enjoy equality and liberty. But what steps would be necessary to make these promises real?
The Assignment:
In a thoughtful, well-written essay, answer the following question
:
In the period between 1790 and 1860, what strategies did activists use to agitate for reform? What methods did they use to influence politics, the government, and public opinion?
In your answer, you may want to consider the abolition movement, the women’s rights movement, worker’s protests or any other protest movement from the period that we have studied. Be sure to cite specific examples from the primary and secondary sources.
.
Greek and Roman classicsInstructions Write an ess.docx
The document provides instructions for writing an essay examining the rise of the polis in ancient Greece during the Archaic Period from 750-500 BC. It asks the writer to discuss how the "8th century revolution" fundamentally changed Greek society and how Athens and Sparta specifically shaped their governments in response. The writer should also consider how these choices influenced the Persian and Peloponnesian Wars in the Classical Period from 500-323 BC. The instructions provide an outline for a three paragraph response discussing the problems created by changes in the Archaic Period, how Athens and Sparta addressed these problems differently, and the results in terms of each city-state's power and influence over major wars.
Civil Subjects
This document provides a history strategy for the UPSC prelims exam, focusing on how to prepare the history section. It recommends prioritizing modern history, which receives the highest weightage, followed by ancient and medieval history. The document divides history into four sections - modern, ancient, medieval, and culture - and provides details on the weightage, focus areas, and books to refer for each section. Specifically for modern history, it outlines the key periods and events of Indian history from the 18th century to independence, important figures and movements, and previous year exam questions.
Various reform groups with various causes developed in the US in the
Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other.
Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s.
In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”.
Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor.
Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes.
Identify the source(s) where you read about the reform cause.
From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”).
Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change.
Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time.
Identify the source(s) where you read about Wilson.
...
1) One Spanish official remarked, the maxim of the conqueror mus.docx
1) One Spanish official remarked, “the maxim of the conqueror must be to settle.” Explain what you think he meant by this statement. Illustrate the various ways conquerors settled the New World, commenting on what worked, what did not work, and the consequences of those methods.
(2) Once England decided to create an overseas empire, it did so with impressive speed. Explain the motives behind English expansion to the North American continent, including the Great Migration.
(3) Explain the impact on colonial life of the religious revival movement known as the Great Awakening. Be sure to discuss its social as well as religious effects. What do you imagine some of the Great Awakening’s “significant political consequences” alluded to by Eric Foner might have been?
(4) Revolution is a dynamic process with consequences no one can anticipate. Explain the initial goals of the colonists in 1765 at the time of the Stamp Act and the evolution of their ultimate decision to declare independence in 1776. What were the political and social consequences of the Revolution that had emerged by 1783?
(5) Identify the three major ways that the U.S. Constitution addressed the institution of slavery. Would you say the Constitution was a proslavery or an antislavery document? Explain your answer.
(6) What liberties and freedoms of Americans were being violated by European powers prior to the War of 1812? How did Jefferson and Madison view liberty in terms of British and French behavior on the seas? How did the War Hawks view liberty? Was war the only answer by 1812?
(7) The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
(8) Andrew Jackson, one historian has written, was the “symbol for an age.” How might Jackson be considered symbolic of certain ideas and trends in the early nineteenth century? Can you think of other appropriate symbolic figures for that period, and possibly for contemporary American politics as well?
(9) Many Americans and immigrants from other lands believed California presented a magnificent opportunity for economic freedom once gold was discovered. However, the boundaries of freedom were tightly drawn in California. Explain the expansions and limitations of freedom there. Please include elements from the Daughter of Fortune story to support your arguments.
(10) Explain how the various parties reacted to the Kansas-Nebraska Act. Be sure to discuss why the Whig Party failed, why the Democratic Party split, and why the Republican Party unified. How did each party view slavery and define freedom?
.
Chartists And Chartism Essays
The document provides context on Chartism and discusses Thomas Babington Macaulay's speech from 1842. It summarizes that Chartism was a working class movement seeking political reform through a petition with six points. Macaulay's speech opposed extending voting rights and presented the working class in a negative light. He portrayed workers as children incapable of responsibility and claimed only the wealthy property owners could lead society well. Overall, the speech dismissed calls for political reform and portrayed the working class in a patronizing manner.
Question history out a federal republic.docx
Alexander Hamilton advocated for a national bank and permanent national debt as Secretary of the Treasury to fund the new federal government and establish its credit. This worried his Republican opponents who feared a strong central government. The French and Haitian Revolutions influenced American politics by increasing support for Republican ideals of limited government and strengthened the American economy and westward expansion. During this period, the United States gained dominance over eastern North America through the implementation of Federalist economic policies between 1790-1800 and Republican policies focused on states' rights and limited federal power between 1801-1825 that weakened the Federalist party.
LatinAmericanCOT
From 1750 to the present, Latin America experienced both political changes and continuities. The region broke free from colonial rule in the early 1800s through independence revolutions, but instability and foreign influence remained as new authoritarian leaders came to power. Over time, liberal and conservative ideologies emerged seeking to reform government and society, yet democratic traditions were weak after centuries of monarchy, and instability persisted.
For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx
For Part 2 of the Unit 3 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 9 and 10 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West.
2 - Discuss the impact of the market revolution on women and African-Americans (both free and slave).
3 - Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who benefited? What were some ways workers responded?
4 - Thoroughly describe the arguments made that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles?
5 - Explain how transcendentalism and the Second Great Awakening affected the definitions of freedom. How were both movements a response to the market revolution?
6 - One German newcomer wrote that “there aren’t any masters [in America], here everyone is a free agent.” How accurate a statement was that? Why would a German immigrant view America as free? Do you think an Irish immigrant would feel the same way about America? Why or why not?
7 - The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
8 - Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty.
9 - Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America.
10 - Thinking back to previous chapters, analyze America’s policies toward Indians from the Washington administration through the removal of Indians from the southeastern states in the 1830s and early 1840s. What ideas and policies about Indians remained the same? Which changed? Why?
.
April 19, 2018 Course #Title MATU-203 – Introduction.docx
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docx
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Approaches, Issues, Applications edited by Steffen.docx
Approaches,
Issues,
Applications
edited by Steffen P. Walz and Sebastian Deterding
© 2014 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (includ-
ing photocopying, recording, or information storage and retrieval) without permission in writing from the publisher.
MIT Press books may be purchased at special quantity discounts for business or sales promotional use. For information,
please email [email protected]
This book was set in Gentium Book Basic 10/14pt by Toppan Best-set Premedia Limited, Hong Kong. Printed and bound
in the United States of America.
Library of Congress Cataloging-in-Publication Data
The gameful world: approaches, issues, applications/ edited by Steffen P. Walz & Sebastian Deterding.
pages cm
Includes bibliographical references and index.
ISBN 978-0-262-02800-4 (hardcover: alk. paper) 1. Games-Social aspects. 2. Play- Social aspects. 3. Creative ability-
Social aspects. 4. Social psychology. I. Walz, Steffen P ., 1973- editor of compilation. II. Deterding, Sebastian, 1978-
editor of compilation.
GV1201.38.G36 2014
306.4'87- dc23
2014013731
10 9 8 7 6 5 4 3 2 1
POSITION STATEMENT
LOSING IS FUN
McKenzie Wark
If "Never work!" was the apex of critical strategy in
the twentieth century, perhaps "Never play!" could
be the same point of extreme negation for the twenty-
first. It is of course almost impossible to never work,
but it at least defines an ambition: to abolish wage
labor and the commodity form.
It was and remains a surprisingly popular ambi-
tion. The cycle of struggles in the overdeveloped
world in the late twentieth century took it as their
lodestar, whether unwittingly or not. The whole
counterstrategy of making work seem like some-
thing else, like play even, stems from the boredom
that both wage labor and the commodity form
generated.
This boredom is spreading even to what was once
called the underdeveloped world. By their tens of
millions, peasants left the land, in China and else-
where, and in some cases ended up in the factories
that make the world's commodities. But it's getting
harder to keep them there. The riots and suicides at
Foxconn are just the tip of the iceberg. Nobody much
likes to do this sort of work if there's any option.
In the overdeveloped world, work is only one of
the ways of creating a value chain and extracting a
profit. The more advanced form of spectacular
economy extracts value from play. This is why the
critical slogan of the times might need to be "Never
play!" Where play was some kind of alternative for
so many late-twentieth-century avant-gardes, from
the Situationists to the Fluxus movement to the New
Games movement, the overdeveloped world in the
twenty-first century is all about recuperating those
energies, those desires, those appetites, for the com-
modity form.
There are several versions of the recupe.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docx
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
Applying Evidence-Based Practice”Population groups with differe.docx
Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docx
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
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Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
Prepare 1–2 pages of notes addressing each of the following criteria:
Refer to Table 1-
HIS 311 Enhance teaching - snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes.
His 311 Education Specialist-snaptutorial.com
This document contains instructions for three different assignments related to a course on American constitutional history and civil liberties:
1) The first assignment asks students to prepare lecture notes summarizing America's core political ideals and rules of politics from a textbook, the strengths and weaknesses of the Articles of Confederation, and the powers granted and denied to federal and state governments in the US Constitution.
2) The second assigns students to write a 350-500 word newspaper article explaining the history of the civil rights movement in the 1940s-1960s and discussing the 1964 and 1968 Civil Rights Acts.
3) The third instructs students to describe the original intent behind several freedoms and rights protected in the US Constitution: freedom of speech
His 311 Exceptional Education-snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
1 History 161 Latin American History Final exam stu.docx
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
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1.) Discuss the transportation revolution that followed the opening .docx
1.) Discuss the transportation revolution that followed the opening of the Erie Canal and the ways in which it influenced the American economy.
2.) Examine what was considered “women’s work” in the first half of the nineteenth century. What professions, if any, were readily available to women, and how did some individuals help push these boundaries?
3.)The Tariff of 1816 and the Panic of 1819 revealed deep sectional differences. Discuss those differences and what was done to bridge some of them. Were these efforts enough?
4.) Much has been made of the “corrupt bargain” of the 1824 election. Explain the events in question and discuss the merits of such a deal.
5.) Ultimately, the Jackson presidency was revolutionary. Discuss the major political changes brought about by Jackson’s administration.
6.) Why did President Jackson veto the recharter of the Second Bank of the United States?
7.) What was more important in creating the distinctiveness of the Old South, its economics or its culture?
8.) in what ways were the differences and divisions between the antebellum South and northern society expanding by 1860? Why?
9.) Why is having a high literacy rate, like the United States had during the first part of the nineteenth century, so significant to a country?
10.) What was the relationship between the women’s rights movement and the abolitionist movement? How did the issue of women’s rights help split the abolitionist movement?
11.) Does Mexico deserve any of the blame for the Mexican-American War? Did the Mexican government feel it had any other choice but to pursue war?
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The Constitution and Bill of Rights defined the structure of the US .docx
The Constitution and Bill of Rights defined the structure of the US government and the rights of its citizens. But as the new nation embarked on its experiment with democracy, it soon became clear that rights were not equally protected for everyone in America.
In the period between the American Revolution and the Civil War, reformers and radicals from a variety of communities began actively agitating for change and the expansion of rights. The Declaration of Independence and the Constitution opened the doors to the idea that all Americans should enjoy equality and liberty. But what steps would be necessary to make these promises real?
The Assignment:
In a thoughtful, well-written essay, answer the following question
:
In the period between 1790 and 1860, what strategies did activists use to agitate for reform? What methods did they use to influence politics, the government, and public opinion?
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The document provides instructions for writing an essay examining the rise of the polis in ancient Greece during the Archaic Period from 750-500 BC. It asks the writer to discuss how the "8th century revolution" fundamentally changed Greek society and how Athens and Sparta specifically shaped their governments in response. The writer should also consider how these choices influenced the Persian and Peloponnesian Wars in the Classical Period from 500-323 BC. The instructions provide an outline for a three paragraph response discussing the problems created by changes in the Archaic Period, how Athens and Sparta addressed these problems differently, and the results in terms of each city-state's power and influence over major wars.
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This document provides a history strategy for the UPSC prelims exam, focusing on how to prepare the history section. It recommends prioritizing modern history, which receives the highest weightage, followed by ancient and medieval history. The document divides history into four sections - modern, ancient, medieval, and culture - and provides details on the weightage, focus areas, and books to refer for each section. Specifically for modern history, it outlines the key periods and events of Indian history from the 18th century to independence, important figures and movements, and previous year exam questions.
Various reform groups with various causes developed in the US in the
Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other.
Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s.
In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”.
Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor.
Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes.
Identify the source(s) where you read about the reform cause.
From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”).
Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change.
Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time.
Identify the source(s) where you read about Wilson.
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1) One Spanish official remarked, “the maxim of the conqueror must be to settle.” Explain what you think he meant by this statement. Illustrate the various ways conquerors settled the New World, commenting on what worked, what did not work, and the consequences of those methods.
(2) Once England decided to create an overseas empire, it did so with impressive speed. Explain the motives behind English expansion to the North American continent, including the Great Migration.
(3) Explain the impact on colonial life of the religious revival movement known as the Great Awakening. Be sure to discuss its social as well as religious effects. What do you imagine some of the Great Awakening’s “significant political consequences” alluded to by Eric Foner might have been?
(4) Revolution is a dynamic process with consequences no one can anticipate. Explain the initial goals of the colonists in 1765 at the time of the Stamp Act and the evolution of their ultimate decision to declare independence in 1776. What were the political and social consequences of the Revolution that had emerged by 1783?
(5) Identify the three major ways that the U.S. Constitution addressed the institution of slavery. Would you say the Constitution was a proslavery or an antislavery document? Explain your answer.
(6) What liberties and freedoms of Americans were being violated by European powers prior to the War of 1812? How did Jefferson and Madison view liberty in terms of British and French behavior on the seas? How did the War Hawks view liberty? Was war the only answer by 1812?
(7) The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
(8) Andrew Jackson, one historian has written, was the “symbol for an age.” How might Jackson be considered symbolic of certain ideas and trends in the early nineteenth century? Can you think of other appropriate symbolic figures for that period, and possibly for contemporary American politics as well?
(9) Many Americans and immigrants from other lands believed California presented a magnificent opportunity for economic freedom once gold was discovered. However, the boundaries of freedom were tightly drawn in California. Explain the expansions and limitations of freedom there. Please include elements from the Daughter of Fortune story to support your arguments.
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Question history out a federal republic.docx
Alexander Hamilton advocated for a national bank and permanent national debt as Secretary of the Treasury to fund the new federal government and establish its credit. This worried his Republican opponents who feared a strong central government. The French and Haitian Revolutions influenced American politics by increasing support for Republican ideals of limited government and strengthened the American economy and westward expansion. During this period, the United States gained dominance over eastern North America through the implementation of Federalist economic policies between 1790-1800 and Republican policies focused on states' rights and limited federal power between 1801-1825 that weakened the Federalist party.
LatinAmericanCOT
From 1750 to the present, Latin America experienced both political changes and continuities. The region broke free from colonial rule in the early 1800s through independence revolutions, but instability and foreign influence remained as new authoritarian leaders came to power. Over time, liberal and conservative ideologies emerged seeking to reform government and society, yet democratic traditions were weak after centuries of monarchy, and instability persisted.
For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx
For Part 2 of the Unit 3 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 9 and 10 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West.
2 - Discuss the impact of the market revolution on women and African-Americans (both free and slave).
3 - Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who benefited? What were some ways workers responded?
4 - Thoroughly describe the arguments made that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles?
5 - Explain how transcendentalism and the Second Great Awakening affected the definitions of freedom. How were both movements a response to the market revolution?
6 - One German newcomer wrote that “there aren’t any masters [in America], here everyone is a free agent.” How accurate a statement was that? Why would a German immigrant view America as free? Do you think an Irish immigrant would feel the same way about America? Why or why not?
7 - The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
8 - Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty.
9 - Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America.
10 - Thinking back to previous chapters, analyze America’s policies toward Indians from the Washington administration through the removal of Indians from the southeastern states in the 1830s and early 1840s. What ideas and policies about Indians remained the same? Which changed? Why?
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PROFICIENT
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EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
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30-35
One or two of the
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incomplete or
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demonstrate good
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20-29
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incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
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0
Part 1 is missing from
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contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
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36-40
The paper fulfills all
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clearly with proper labeling.
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clearly and are mostly
correct. Most graphs
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LEVEL
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BEGINNING
LEVEL
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Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
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Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
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SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
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CRITICAL THINKING
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ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
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Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
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Use
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The research paper must be at least 2,500 words supported by evidence (citations from
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Note: the research should be thorough and exhaustive.
A minimum of five
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Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
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matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
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journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
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All images, tables, figures are to be included in the appendices and
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Formatting Details
Margins
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Line Spacing
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Page Numbering
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Type Style
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size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
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Approaches,
Issues,
Applications
edited by Steffen P. Walz and Sebastian Deterding
© 2014 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (includ-
ing photocopying, recording, or information storage and retrieval) without permission in writing from the publisher.
MIT Press books may be purchased at special quantity discounts for business or sales promotional use. For information,
please email [email protected]
This book was set in Gentium Book Basic 10/14pt by Toppan Best-set Premedia Limited, Hong Kong. Printed and bound
in the United States of America.
Library of Congress Cataloging-in-Publication Data
The gameful world: approaches, issues, applications/ edited by Steffen P. Walz & Sebastian Deterding.
pages cm
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ISBN 978-0-262-02800-4 (hardcover: alk. paper) 1. Games-Social aspects. 2. Play- Social aspects. 3. Creative ability-
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POSITION STATEMENT
LOSING IS FUN
McKenzie Wark
If "Never work!" was the apex of critical strategy in
the twentieth century, perhaps "Never play!" could
be the same point of extreme negation for the twenty-
first. It is of course almost impossible to never work,
but it at least defines an ambition: to abolish wage
labor and the commodity form.
It was and remains a surprisingly popular ambi-
tion. The cycle of struggles in the overdeveloped
world in the late twentieth century took it as their
lodestar, whether unwittingly or not. The whole
counterstrategy of making work seem like some-
thing else, like play even, stems from the boredom
that both wage labor and the commodity form
generated.
This boredom is spreading even to what was once
called the underdeveloped world. By their tens of
millions, peasants left the land, in China and else-
where, and in some cases ended up in the factories
that make the world's commodities. But it's getting
harder to keep them there. The riots and suicides at
Foxconn are just the tip of the iceberg. Nobody much
likes to do this sort of work if there's any option.
In the overdeveloped world, work is only one of
the ways of creating a value chain and extracting a
profit. The more advanced form of spectacular
economy extracts value from play. This is why the
critical slogan of the times might need to be "Never
play!" Where play was some kind of alternative for
so many late-twentieth-century avant-gardes, from
the Situationists to the Fluxus movement to the New
Games movement, the overdeveloped world in the
twenty-first century is all about recuperating those
energies, those desires, those appetites, for the com-
modity form.
There are several versions of the recupe.
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Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
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Homo
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Once
Homo
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Homo
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Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
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Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
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Apply the
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to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docx
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docx
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docx
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docx
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docx
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docx
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docx
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docx
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docx
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docx
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docx
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docx
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
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