Short Essay 2 The Great DepressionDocuments A-J reveal politica.docx
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This document provides instructions for a short essay assignment analyzing how and why federal power expanded during the Great Depression in response to documents A-J related to political actions taken during that time period. Students are asked to evaluate the success and necessity of the political measures taken by citing at least 5 of the 10 documents provided and incorporating relevant historical context and knowledge.
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Background In 1938, in Munich, the British Prime Minister Neville.docx
The passage discusses America's initially isolationist stance during the rise of Nazi Germany in the late 1930s. While Britain attempted appeasement and entered war against Germany in 1939, the US did little to stop Hitler's expansion and only gradually entered the war. It was not until the US was directly attacked that it fully engaged. World War II marked a turning point where the US could no longer remain aloof from major international crises and shaped America's emerging role in foreign affairs. The resources discuss America's isolationist sentiments in the 1930s according to the Nye Report and Lindbergh speech, as well as Roosevelt's address shifting policy and the Lend-Lease Act aiding Allies.
Davis, 130010179
Mobilization for World War 2 had significant impacts on American politics and society. It led to increased government control through censorship and propaganda to encourage support for the war effort. This unified the public but also changed their access to information. Mobilization also helped end the Great Depression by creating jobs and reducing unemployment. It established organized labor unions to increase production while limiting strikes. Mobilization mobilized the entire population, including through civilian contributions to the war such as victory gardens. It changed the role of women as many entered the workforce while production increased. Overall, mobilization had wide-ranging effects on both politics and society in America during World War 2.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 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 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when ...
Background When the First World War ended, Americans welcomed wha.docx
The decades from 1920 to 1940 transformed American society more than any other time period. During these decades, there was a struggle over how to define American national identity as groups like the KKK fought to define it in terms of white Protestantism against others seeking more secular and inclusive definitions. The Great Depression led to the New Deal which dramatically expanded the federal government's role in peoples' lives in ways that many felt violated the Constitution, while others felt did not go far enough. Taken together, these decades brought revolutionary changes to America.
Paragraph 1 (approximately 4-6 sentences)The 1920s is often cal.docx
Paragraph 1 (approximately 4-6 sentences):
The 1920s is often called “the Roaring Twenties” for its sweeping economic and cultural changes, as well as radical political movements. For this paragraph, take the perspective of
one
prominent person from the 1920s such as Henry Ford, Mary Pickford, Babe Ruth, Marcus Garvey, William Jennings Bryan, William Joseph Simmons, Calvin Coolidge or Herbert Hoover.
What role did this person play in the events (economic, cultural or political) of the 1920s? How did this change America? Overall, did this person seem to support the direction that the country took during the 1920s? Or was this person a critic of American society in this decade? Explain your answer.
Using footnotes and the Turabian citation style (see the Discussions Guideline), please remember to at least cite at least
one
source from materials assigned for chapter 22 (the chapter and primary source document) in your paragraph.
Paragraph 2 (approximately 4-6 sentences):
President Franklin Delano Roosevelt’s (1933-1945) New Deal was an attempt to help the tens of millions of Americas who suffered during the Great Depression of the 1930s. The New Deal greatly expanded the size of the federal government as it created many new government agencies and resulted in greater federal spending. Some New Deal agencies helped alleviate the Great Depression, while others were failures.
Which New Deal agency was the greatest
failure
and why? Which New Deal agency was the greatest
success
and why?
Using footnotes and the Turabian citation style (see the Discussions Guideline), please remember to at least cite at least
one
source from materials assigned for chapter 23 (the chapter and primary source document) in your paragraph.
.
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This document is a study guide for a test on the history of Europe. It covers several major events and time periods: European exploration beginning in the 15th century with figures like Prince Henry and Christopher Columbus; World War I and its causes; the Russian Revolution of 1917; the interwar period including the Great Depression and rise of dictators; World War II and the Allied and Axis powers; and the Cold War between the US and Soviet Union after WWII. Key events discussed include the Treaty of Versailles, the splitting of Germany and Berlin after WWII, and the building of the Berlin Wall.
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This study guide provides questions to help students review key topics relating to the history of Europe, including European exploration, World War I, the Russian Revolution, the period between World Wars I and II, World War II, and the Cold War. Students are asked to define imperialism, describe figures like Prince Henry the Navigator and Christopher Columbus, identify causes and outcomes of conflicts, and explain political changes and ideological clashes like the Cold War.
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This study guide provides an overview of major events and topics in European history from the 15th century through the Cold War era. It covers European exploration beginning in the 15th century, World War I and its causes from 1914-1918, the Russian Revolution of 1917, the period between the two world wars including the Great Depression, World War II from 1939-1945, and the Cold War between the United States and Soviet Union. The guide defines key terms and leaders, lists important dates, and summarizes major events, treaties, and the impact of industrialization on warfare.
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Background In 1938, in Munich, the British Prime Minister Neville.docx
The passage discusses America's initially isolationist stance during the rise of Nazi Germany in the late 1930s. While Britain attempted appeasement and entered war against Germany in 1939, the US did little to stop Hitler's expansion and only gradually entered the war. It was not until the US was directly attacked that it fully engaged. World War II marked a turning point where the US could no longer remain aloof from major international crises and shaped America's emerging role in foreign affairs. The resources discuss America's isolationist sentiments in the 1930s according to the Nye Report and Lindbergh speech, as well as Roosevelt's address shifting policy and the Lend-Lease Act aiding Allies.
Davis, 130010179
Mobilization for World War 2 had significant impacts on American politics and society. It led to increased government control through censorship and propaganda to encourage support for the war effort. This unified the public but also changed their access to information. Mobilization also helped end the Great Depression by creating jobs and reducing unemployment. It established organized labor unions to increase production while limiting strikes. Mobilization mobilized the entire population, including through civilian contributions to the war such as victory gardens. It changed the role of women as many entered the workforce while production increased. Overall, mobilization had wide-ranging effects on both politics and society in America during World War 2.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 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 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when ...
Background When the First World War ended, Americans welcomed wha.docx
The decades from 1920 to 1940 transformed American society more than any other time period. During these decades, there was a struggle over how to define American national identity as groups like the KKK fought to define it in terms of white Protestantism against others seeking more secular and inclusive definitions. The Great Depression led to the New Deal which dramatically expanded the federal government's role in peoples' lives in ways that many felt violated the Constitution, while others felt did not go far enough. Taken together, these decades brought revolutionary changes to America.
Paragraph 1 (approximately 4-6 sentences)The 1920s is often cal.docx
Paragraph 1 (approximately 4-6 sentences):
The 1920s is often called “the Roaring Twenties” for its sweeping economic and cultural changes, as well as radical political movements. For this paragraph, take the perspective of
one
prominent person from the 1920s such as Henry Ford, Mary Pickford, Babe Ruth, Marcus Garvey, William Jennings Bryan, William Joseph Simmons, Calvin Coolidge or Herbert Hoover.
What role did this person play in the events (economic, cultural or political) of the 1920s? How did this change America? Overall, did this person seem to support the direction that the country took during the 1920s? Or was this person a critic of American society in this decade? Explain your answer.
Using footnotes and the Turabian citation style (see the Discussions Guideline), please remember to at least cite at least
one
source from materials assigned for chapter 22 (the chapter and primary source document) in your paragraph.
Paragraph 2 (approximately 4-6 sentences):
President Franklin Delano Roosevelt’s (1933-1945) New Deal was an attempt to help the tens of millions of Americas who suffered during the Great Depression of the 1930s. The New Deal greatly expanded the size of the federal government as it created many new government agencies and resulted in greater federal spending. Some New Deal agencies helped alleviate the Great Depression, while others were failures.
Which New Deal agency was the greatest
failure
and why? Which New Deal agency was the greatest
success
and why?
Using footnotes and the Turabian citation style (see the Discussions Guideline), please remember to at least cite at least
one
source from materials assigned for chapter 23 (the chapter and primary source document) in your paragraph.
.
History of Europe Study Guide Key
This document is a study guide for a test on the history of Europe. It covers several major events and time periods: European exploration beginning in the 15th century with figures like Prince Henry and Christopher Columbus; World War I and its causes; the Russian Revolution of 1917; the interwar period including the Great Depression and rise of dictators; World War II and the Allied and Axis powers; and the Cold War between the US and Soviet Union after WWII. Key events discussed include the Treaty of Versailles, the splitting of Germany and Berlin after WWII, and the building of the Berlin Wall.
History of Europe Study guide
This study guide provides questions to help students review key topics relating to the history of Europe, including European exploration, World War I, the Russian Revolution, the period between World Wars I and II, World War II, and the Cold War. Students are asked to define imperialism, describe figures like Prince Henry the Navigator and Christopher Columbus, identify causes and outcomes of conflicts, and explain political changes and ideological clashes like the Cold War.
History of Europe study guide key
This study guide provides an overview of major events and topics in European history from the 15th century through the Cold War era. It covers European exploration beginning in the 15th century, World War I and its causes from 1914-1918, the Russian Revolution of 1917, the period between the two world wars including the Great Depression, World War II from 1939-1945, and the Cold War between the United States and Soviet Union. The guide defines key terms and leaders, lists important dates, and summarizes major events, treaties, and the impact of industrialization on warfare.
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This document provides background information on the federal government's treatment of domestic communists and supporters of Axis powers (Italy, Germany, Japan) during World War II. It discusses the establishment of committees like HUAC to investigate these groups. While Italian fascist support was small and declined after the US entered the war, the government interned hundreds and arrested thousands of Italian Americans. German Nazi support was a greater initial concern, and Japanese propaganda outlets operated until 1940 when the US entered the war and interned over 100,000 Japanese Americans. The document establishes context for a planned analysis of how the government approached and treated communists and each Axis power's supporters during this period.
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This study guide provides an overview of major events and topics in European history from the 15th century through the Cold War era. It covers European exploration and colonization led by figures like Prince Henry and Christopher Columbus; World War I and its causes, key alliances and outcome through the Treaty of Versailles; the Russian Revolution and establishment of communist rule under Vladimir Lenin; the global depression between the World Wars and rise of dictators like Hitler; World War II including allied and axis powers and US involvement; and the Cold War between the US and Soviet Union defining the postwar period.
Histry of europe study guide key
This study guide provides an overview of major events and topics in European history from the 15th century through the Cold War era. It covers European exploration and colonization led by figures like Prince Henry and Christopher Columbus; World War I and its causes, key alliances and outcome established by the Treaty of Versailles; the Russian Revolution and establishment of communist rule under Vladimir Lenin; the global depression sparked by the 1929 U.S. stock market crash and rise of dictators like Hitler; World War II including allied and axis powers and U.S. entry after Pearl Harbor; and the Cold War between the U.S. and USSR involving the division of Germany and construction of the Berlin Wall.
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Background When the First World War began, African-American leade.docx
Background:
When the First World War began, African-American leaders pressed the government to provide black men the right to go to combat to prove their devotion to their country. Hoping that their service would lay a stake on citizenship that the nation would have no choice but to honor, the “New Negro” of the 1920s adopted a more militant stance toward civil rights. The civil rights struggle envisioned at the time, however, made few concrete gains. Discrimination and disenfranchisement persisted.
African-American leaders responded to the Second World War much as they had to the First, offering their services while expecting recognition in return. They intended to fight a “Double-V Campaign” against fascism abroad and racism at home. They helped to kill fascism abroad; racist policies at home survived, but only for a time. Less than a decade after the war ended, the Brown case struck down the principle of “separate but equal” in schools. A grass-roots movement emerged to challenge discrimination elsewhere. By 1965, nonviolent means had murdered Jim Crow. Yet, the 60s were nothing if not a violent decade, marred by war, riots, and assassinations. By the end of the decade, Americans were as divided in some ways as they had ever been, and hopes for integration into a single American nation largely gave way to an emphasis on the unique needs and interests of different groups within the nation.
Resources:
When writing your response, draw from material in the following video:
Beacham, T. Gilmartin, B., Grobman, S, Ling, C., & Rhee, V. (Producers), Libretto, J. (Director). (2004).
Let freedom ring: Moments from the civil rights movement, 1954-1965
[News program]. New York, NY: NBC Universal. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=40565&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Also in your response, draw from at least
TWO
of the documents listed below:
(1962).
“The bottom of the economic totem pole”: African American women in the workplace
.
Retrieved from http://historymatters.gmu.edu/d/6472
(1962).
The Port Huron statement of the students for a democratic society
.
Retrieved from http://www.h-net.org/~hst306/documents/huron.html
(1969).
“The cycle of poverty”: Mexican-American migrant farmworkers testify before Congress
. Retrieved from http://historymatters.gmu.edu/d/7024
(1970).
“We must destroy the capitalistic system which enslaves us”: Stokely Carmichael advocates black revolution
. Retrieved from http://historymatters.gmu.edu/d/6461
(1976).
“Self determination of free peoples”: Founding documents of the American Indian Movement (AIM)
. Retrieved from http://historymatters.gmu.edu/d/6897
Steinem, G. (1970).
“All our problems stem from the same sex based myths”: Gloria Steinem delineates American gender myths during ERA hearings
.
Retrieved from http://historymatters.gmu.edu/d/7025
Truscott, L. (1969, July 3).
Gay power comes to Sheridan Square
.
The Village Voice.
Retrieved from h.
Visions chapter 22
This document provides an overview of the Great Depression and President Franklin D. Roosevelt's New Deal programs implemented in response. It discusses the stock market crash of 1929, President Hoover's unsuccessful response, FDR's election and introduction of wide-ranging economic reforms between 1933-1938. These included programs to help farmers, establish Social Security, and address the challenges of groups like the poor and African Americans during this difficult time.
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NOTE Before starting the Timeline project please refer to the Ex.docx
NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document.
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled, “Timeline Part IV.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IV
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
. Be sure to cite all sources.
Major Event/Theme in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:
a)
The Truman doctrine
b)
The Korean War
c)
Eisenhower and the 1950s
d)
JFK and the Cuban missile crisis and the JFK Assassination
e)
Johnson and the Great Society
2)
The theme (thread) of God-given rights/freedoms as it relates to:
a)
The Civil Rights Movement
b)
The Vietnam War
c)
The Women’s Rights Movement
3)
The cumulative effect of the integrity crisis in the Johnson (Vietnam) and Nixon (Watergate) presidencies on the cultural milieu of the nation.
4)
The conservative revolution of the 1980s, including the impact of the “Religious Right” and the legacy of the Reagan Administration.
5)
The end of the Cold War in the early 1990s (including the fall of the Berlin Wall).
6)
Trends in American Domestic and Foreign Policy in the post-Cold War Era.
NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document.
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled, “Timeline Part IV.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IV
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
. Be sure to cite all sources.
Major Event/Theme in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:
a)
The Truman doctrine
b)
The Korean War
c)
Eisenhower and the 1950s
d)
JFK and the Cuban missile crisis and the JFK Assassination
e)
Johnson and the Great Society
2)
The t.
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World War II had several major causes and turning points:
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2. The US initially pursued neutrality but gradually provided more aid to the Allies and entered the war after the Japanese attack on Pearl Harbor in 1941.
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- Figures involved in espionage accusations and trials are named, such as Alger Hiss
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Histry of europe study guide key
This study guide provides an overview of major events and topics in European history from the 15th century through the Cold War era. It covers European exploration and colonization led by figures like Prince Henry and Christopher Columbus; World War I and its causes, key alliances and outcome through the Treaty of Versailles; the Russian Revolution and establishment of communist rule under Vladimir Lenin; the global depression between the World Wars and rise of dictators like Hitler; World War II including allied and axis powers and US involvement; and the Cold War between the US and Soviet Union defining the postwar period.
Histry of europe study guide key
This study guide provides an overview of major events and topics in European history from the 15th century through the Cold War era. It covers European exploration and colonization led by figures like Prince Henry and Christopher Columbus; World War I and its causes, key alliances and outcome established by the Treaty of Versailles; the Russian Revolution and establishment of communist rule under Vladimir Lenin; the global depression sparked by the 1929 U.S. stock market crash and rise of dictators like Hitler; World War II including allied and axis powers and U.S. entry after Pearl Harbor; and the Cold War between the U.S. and USSR involving the division of Germany and construction of the Berlin Wall.
Final Essay HIS 603
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Background When the First World War began, African-American leade.docx
Background:
When the First World War began, African-American leaders pressed the government to provide black men the right to go to combat to prove their devotion to their country. Hoping that their service would lay a stake on citizenship that the nation would have no choice but to honor, the “New Negro” of the 1920s adopted a more militant stance toward civil rights. The civil rights struggle envisioned at the time, however, made few concrete gains. Discrimination and disenfranchisement persisted.
African-American leaders responded to the Second World War much as they had to the First, offering their services while expecting recognition in return. They intended to fight a “Double-V Campaign” against fascism abroad and racism at home. They helped to kill fascism abroad; racist policies at home survived, but only for a time. Less than a decade after the war ended, the Brown case struck down the principle of “separate but equal” in schools. A grass-roots movement emerged to challenge discrimination elsewhere. By 1965, nonviolent means had murdered Jim Crow. Yet, the 60s were nothing if not a violent decade, marred by war, riots, and assassinations. By the end of the decade, Americans were as divided in some ways as they had ever been, and hopes for integration into a single American nation largely gave way to an emphasis on the unique needs and interests of different groups within the nation.
Resources:
When writing your response, draw from material in the following video:
Beacham, T. Gilmartin, B., Grobman, S, Ling, C., & Rhee, V. (Producers), Libretto, J. (Director). (2004).
Let freedom ring: Moments from the civil rights movement, 1954-1965
[News program]. New York, NY: NBC Universal. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=40565&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Also in your response, draw from at least
TWO
of the documents listed below:
(1962).
“The bottom of the economic totem pole”: African American women in the workplace
.
Retrieved from http://historymatters.gmu.edu/d/6472
(1962).
The Port Huron statement of the students for a democratic society
.
Retrieved from http://www.h-net.org/~hst306/documents/huron.html
(1969).
“The cycle of poverty”: Mexican-American migrant farmworkers testify before Congress
. Retrieved from http://historymatters.gmu.edu/d/7024
(1970).
“We must destroy the capitalistic system which enslaves us”: Stokely Carmichael advocates black revolution
. Retrieved from http://historymatters.gmu.edu/d/6461
(1976).
“Self determination of free peoples”: Founding documents of the American Indian Movement (AIM)
. Retrieved from http://historymatters.gmu.edu/d/6897
Steinem, G. (1970).
“All our problems stem from the same sex based myths”: Gloria Steinem delineates American gender myths during ERA hearings
.
Retrieved from http://historymatters.gmu.edu/d/7025
Truscott, L. (1969, July 3).
Gay power comes to Sheridan Square
.
The Village Voice.
Retrieved from h.
Visions chapter 22
This document provides an overview of the Great Depression and President Franklin D. Roosevelt's New Deal programs implemented in response. It discusses the stock market crash of 1929, President Hoover's unsuccessful response, FDR's election and introduction of wide-ranging economic reforms between 1933-1938. These included programs to help farmers, establish Social Security, and address the challenges of groups like the poor and African Americans during this difficult time.
Wwii notes pacific campaign us history
To what extent does the US, as well as other
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protect the weak from the wicked?
NOTE Before starting the Timeline project please refer to the Ex.docx
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NOTE: The timeline project does not need to be submitted to turnitin.
NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IV
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
. Be sure to cite all sources.
Major Event/Theme in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:
a)
The Truman doctrine
b)
The Korean War
c)
Eisenhower and the 1950s
d)
JFK and the Cuban missile crisis and the JFK Assassination
e)
Johnson and the Great Society
2)
The theme (thread) of God-given rights/freedoms as it relates to:
a)
The Civil Rights Movement
b)
The Vietnam War
c)
The Women’s Rights Movement
3)
The cumulative effect of the integrity crisis in the Johnson (Vietnam) and Nixon (Watergate) presidencies on the cultural milieu of the nation.
4)
The conservative revolution of the 1980s, including the impact of the “Religious Right” and the legacy of the Reagan Administration.
5)
The end of the Cold War in the early 1990s (including the fall of the Berlin Wall).
6)
Trends in American Domestic and Foreign Policy in the post-Cold War Era.
NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document.
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled, “Timeline Part IV.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IV
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
. Be sure to cite all sources.
Major Event/Theme in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:
a)
The Truman doctrine
b)
The Korean War
c)
Eisenhower and the 1950s
d)
JFK and the Cuban missile crisis and the JFK Assassination
e)
Johnson and the Great Society
2)
The t.
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World War II had several major causes and turning points:
1. Political instability and economic devastation following WWI led to the rise of fascist dictators like Hitler, Mussolini, and Tojo who led the Axis powers of Germany, Italy, and Japan.
2. The US initially pursued neutrality but gradually provided more aid to the Allies and entered the war after the Japanese attack on Pearl Harbor in 1941.
3. Major Allied victories like the Battle of Midway and D-Day helped turn the tide of the war, which ended with the US dropping atomic bombs on Hiroshima and Nagasaki in 1945.
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The document summarizes several key outcomes and events during the Cold War era following World War II. It discusses the formation of the United Nations to prevent future global wars. It also describes the occupations and divisions of Japan and Germany as well as the ruins left in Europe. The Cold War was then defined as a 45-year competition between the capitalist United States and its allies against the communist Soviet Union and Eastern Bloc over ideological differences. Major events and policies on both the international front and home front in the US are outlined, including the Truman Doctrine, NATO, the Warsaw Pact, the Korean War, and McCarthyism.
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A.p. ch 33 pt. 4
Hoover faced a cruel dilemma as president during the Great Depression crisis. While his reputation as an efficiency expert crashed along with the stock market, he tried to compromise between a hands-off philosophy and direct relief. He supported businesses in hopes the economy would improve but faced criticism for not directly aiding Americans as other nations did. By 1932, Hoover had started expanding the government's role in assistance despite his small government views, though he still resisted what he saw as socialism. This set the stage for FDR to further expand the welfare state.
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This unit plan outlines a lesson on the Cold War for an 11th grade US History class. It includes a 10 question multiple choice test covering topics like the Red Scare, McCarthyism, containment policy, and postwar events. It also includes short answer and essay questions asking students about the Gulf of Tonkin incident, US foreign policy aims, and the political/social impact of McCarthyism or how postwar policies reflected containment. The test and questions are designed to assess students' understanding of key events and policies during the Cold War era.
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The Great Depression was an event felt by the entire world, an economic collapse unparalleled in history. This period in history has special relevance today, as we experience many of the economic troubles that affected our predecessors during that troublesome period. The web site will examine several different topics relating to the Depression.
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This document summarizes the rise of government repression of civil liberties in the United States prior to Pearl Harbor through increased surveillance, legislation, and harassment of dissenters. It details how the government passed numerous laws restricting political activity like the Smith Act and Alien Registration Act. It also expanded the FBI's domestic surveillance powers through executive orders allowing it to monitor a wide range of groups for subversive or disloyal activities in the name of national security as tensions in Europe grew prior to US entry into World War 2. This set the stage for greater repression of Japanese Americans and others after Pearl Harbor.
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2. The Truman Doctrine provided aid to Greece and Turkey to fight communism and established the policy of containment to stop communism from spreading.
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Write an essay of about 750 to 1000 words, or 3 to 4 pages (double-
spaced), in response to the ALL the prompts below (4 Paragraphs) .
The relevant texts for Essay are the assigned:
* Sorensen, A Brief History of the Paradox, pp. 184- 185 on McTaggart
and pp. 173-176 on Augustine’s theory of time as subjective.
* David Lewis, “The Paradoxes of Time Travel”.
— Do not use any other outside sources! This is not a report on what
others have written about McTaggart or Lewis or time travel. This is
an exercise in thinking-by-writing!
Consider our discussions of, on one hand, McTaggart’s seemingly
paradoxical argument that time is “unreal” and, on the other hand,
Lewis’ account of the seemingly paradoxical possibility of time travel.
Write an essay in which you explore the potential “paradoxes” of time
we considered in McTaggart’s argument that “time is unreal” and in
Lewis’ account of time travel as “possible” in a “strange” possible world
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Specifically, structure your narrative in response to the following
themes.
Paragraph 1: Explain the distinction between the “A series” and the “B
series” of time, as McTaggart introduced these terms. Why did
McTaggart think A time is more fundamental than B time? Why did he
think A time is impossible?
Paragraph 2: Explain Lewis’ distinction between “external time” and
“personal time”. How does Lewis’ distinction compare with
McTaggart’s distinction above?
Paragraph 3: Explain how, for Lewis, time travel is possible, even if
strange. What is a “person”, for Lewis? What then is “personal
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A U G U S T I N E ’S P R A G M A T I C P A R A D OX E S 173
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CBIO Lab: Mitosis and Meiosis p. 1/10
Name:_________________________
Instructor: ___________ Section: ___
MITOSIS AND MEIOSIS
One of the tenets of cell theory is that all cells come from pre-existing cells. All individual
organisms begins with one cell, and yet in multicellular organisms the number of cells in the
adult may be in the trillions. This requires cells to repeatedly divide during the life of an
organism.
The average adult human body is made up of about 37 trillion cells. Of these, approximately 50
billion are fat cells and 2 billion are heart muscle cells. By the time you finish reading this
sentence, 50 million of your cells will have died and been replaced by others. Human cells are
estimated to divide nearly 2 trillion times every day. Amazingly, humans contain at least 10
times as many bacteria cells as human cells. The 100 trillion bacterial cells are much smaller
than human cells and have a faster generation time.
Mitosis and meiosis are two processes that produce new cells through cell division, which occurs
as a part of the cell cycle. The new “daughter” cells produced by these processes are quite
different because they have different purposes. These differences occur because the processes
have several key differences as outlined in the video lecture. You will be doing several lab
activities examining mitosis and meiosis and what can happen if problems occur during these
cell division processes.
Why are we doing this lab?
1. To gain a better understanding of the mitotic and meiotic processes of cell division that
occur in humans and all other animals.
2. To examine how issues in mitosis and meiosis can lead to diseases and disorders in
humans.
CBIO Lab: Mitosis and Meiosis p. 2/10
Background: Phases of mitosis
For each phase, draw and label:
a. Chromatin or chromosomes
b. Centrosomes
c. Microtubules/spindle
d. Cell membrane
CBIO Lab: Mitosis and Meiosis p. 3/10
Activity 1: Mitosis under the microscope
1. Use Google images of mitosis (Google “mitosis of onion root tip”) to identify cells in
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Cells in…Interphase will have chromatin, not distinct chromosomes
Prophase will have distinctly visible chromosomes
Metaphase will have chromosomes lined up along the equator of the cell
Anaphase will have chromosomes separating at the centromeres
Telophase will have chromosomes decondensing into chromatin and a .
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide Tex.docx
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide TextNarrativeComments1Social Media in the WorkplaceTitle Slide2Introduction“Twitter is not a technology, it’s a conversation – and it’s happening with or without you.” – Charlene Li, author
Over 306 million active Twitter users send 500 million Tweets daily *Hello, my name it Tony Student, I currently work as an Information Security Manager at a financial services firm in the Washington DC Metro area and am responsible for securing a multi-trillion dollar financial platform. Part of my responsibilities is to provide training and awareness on topics that deal with Information Security including the use of Social Media in the Workplace.
Social media is a powerful platform which helps connect people. According to Charlene Li, author of Groundswell, “Twitter is not a technology, it’s a conversation – and it’s happening with or without you.”
Consider the fact that every minute of every day roughly 5,800 tweets are posted to the Twitterverse. This amounts to over 500 million tweets daily! That statistic definitely echoes the sentiment of Charlene Li and is an important thing to consider when it comes to business. Social media can become a positive part of promoting a company's brand and allows a business to provide supreme customer service.3AgendaSocial Media Primer
Five Leading Practices on Social Media
Best Buy Case Study
Closing Remarks
Questions and AnswersFor today's agenda we are going to cover the following topics:
Social Media Primer - Which will provide insight into what social media is and its purpose
Five Leading Practices on Social Media - Tips on the appropriate use of Social Media
Best Buy Case Study - An example of how one big box retailer sets the tone and expectation on social media for business use
Closing Remarks - Final thoughts one how transformative social media can be for business
Questions and Answers - To be able to provide some time to answer those burning questions that you didn't realize you had until you saw this material.4Social Media PrimerAn online medium for social collaboration *
It’s all about the content
Pictures
Videos
Music
Social Media can enable business
Platforms include LinkedIN, Twitter, Facebook, etc.
According to the English Oxford Living Dictionary, Social Media are "Websites and applications that enable users to create and share content or to participate in social networking."
In other words, social media in an online medium for social collaboration. All said and done, it's all about the content that people and companies produce and publish to the masses. The platform is an enabler for businesses to create accessibility for consumers to producers of a product or idea.
Examples of social media platforms that you may already be familiar with include, LinkedIN, a professional social networking site; Twitter, a microblogging site, and Facebook which originally started out as a place for college folks to collaborate and quickly turned .
Sheet1Pretax IncomeYang, Ziyun make sure to add back income t.docx
Sheet1Pretax Income
Yang, Ziyun: make sure to add back income tax paid through Nov. See account 999 Nov balance.
Subject to State Taxes- 0State Tax- 0Subject to Fed Taxes
Yang, Ziyun: State Taxes can be deducted from Fed taxable income
- 0Progressive ratefirst 50,000 @15%7,500next 25,000 @ 25%6,250remainder @ 34%(25,500)Fed Tax(11,750)Federal Surtax
Yang, Ziyun: 5% on income over $100,000, surtax not to exceed $11,750
- 0
Yang, Ziyun: Updated in V2
Total Fed Tax(11,750)Total Income Tax(11,750)Less: Income Taxes Paid
Yang, Ziyun: Paid taxes through Nov. See account 999 Nov balance.
72,000Tax accrual
Yang, Ziyun: debit exp, credit payable
(83,750)
Sheet2
Sheet3
Research question
Human factors for changes in natural geology
Ivan Tai
Humans as major geological and geomorphological agents in the Anthropocene: the significance of artificial ground in Great Britain
Since the first prehistoric people started to dig for stone to make implements, rather than pick up loose material, humans have modified the landscape through excavation of rock and soil, generation of waste and creation of artificial ground. In Great Britain over the past 200 years, people have excavated, moved and built up the equivalent of at least six times the volume of Ben Nevis.
Simon J. Price
, Jonathan R. Ford
, Anthony H. Cooper
and Catherine Neal
Published:13 March 2011
2
Why I choose this research question?
Because human The natural changes are very large, from climate change to changes in topographical attitudes.
InstructionNarrative and InstructionsRockford Corporation is a wholesale plumbing supply distributor. The corporation was organized in 1981, under the laws of the State of Illinois, with an authorized capitalization of 100,000 sharesof no-par common stock with a stated value of $16 per share. The common stock is sold over thethe counter in the local area. You have been hired as of Thursday, December 25, 2018, to replace thecontroller, who has resigned. As controller, you are responsible for the corporation's accountingrecrods, preparation of the financial statements, safeguarding the corporate assets, and providingmanagement with financial information to set prices and to monitor and control operations. Rockford Corporation closes its books annually on December 31 but prepares financial statementsquarterly. Adjusting entries are posted to the general ledger only at year-end; at the end of the first, second, and third quarter the adjustments are entered only on a work sheet, not in the generalledger. Therefore, the adjusting entries to be recorded on December 31 are annual adjustments that you must journalize and the post to the general ledger accounts before preparing the financial statements.Rockford Corporation maintains a perpetual inventory system and takes a physical count each yearto adjust the inventory carrying amount. Purchases are recorded at the gross amount (discountstaken are recognized at the date of payment) of.
Sheet1PMGT 576 Assignment Rubric – Unit 7 Assignment20Are all of t.docx
This document outlines an assignment for a team to develop a presentation using Kotter's 8-step change management model to help a company called Harrisburg Textile transform into a more agile and lean organization. The document provides background information on Harrisburg Textile, including details on its history, current issues it faces, and the rationale for choosing Kotter's model over other change frameworks. It also includes templates for the team to fill in for each step of Kotter's model in their presentation, describing the key elements, how it would be implemented at Harrisburg Textile, and why it is important.
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT700100013.docx
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT7001000130070010001300InterestEBT (EBIT - Interest)Tax Net IncomeTotal Shares OutstandingEPS
.
Sheet1Phase of Business Financal Management needsDebt FinancingEq.docx
Sheet1Phase of Business/ Financal Management needsDebt FinancingEquity FinancingGift FinancingFinancing for StartupsConsumer Banks, Commercial Banks, SBA insured loans, Economic development agencies, Incubators, Accelerators, Leasing companies, Personal credit cardsFriends, family, Angels, Venture capital, direct public offering, CrowdfundingPersonal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for GrowthCommercial banks, SBA, Private placement loans, Economic development agency, supplliers, leasing company, personal credit cardself generated funds, venture capital, direct public offering, merger, acquisitionInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Operationsfactor receivables, business cc, commercial bank, sba, private placement loans, suppliers, leasing companiesself generated funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Exitconsumer banks, Commercial Banks, SBA, private placement loans, economic development agencies, sba investment companies, suppliers, leasing companies, lines of creditself generate funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferral
1
Email Communication Responses – No. 1 Employment Law Compliance Plan
Email Communication Responses – No. 1 Employment Law Compliance Plan
From:
To: “CEO Smith” [email protected][email protected]
Date: November 28, 2016
Re: Employment Law Compliance Plan
Mr. Smith:
With reference to the email sent to Nov.1, these are and will be the measures to take regarding your request
With the purpose of improving the operation of the company, it is necessary to review and update the policies of the company, as well as everything related to labor laws. This will provide the necessary means to comply with what is established by law and in turn with the company staff. If everything related to these issues is kept up to date, errors are less likely to be made when corrective measures are taken, just as it is of the utmost importance that all the members of the directive know in depth the laws that protect the workforce in all aspects. It is necessary to carry out the appropriate training as soon as possible. Remember that as a team, meeting these requirements is completely necessary.
Every decision taken, entails a res.
Sheet1PeriodEngine Failures(a) 4-period moving average(b) weighted.docx
This reflection document discusses the use of portfolio assessment rubrics to evaluate students. The teacher notes that students were previously assessed only on theoretical knowledge, not practical skills. To address this, the teacher plans to modify the portfolio to include practical skills assessment. Research on portfolio assessment highlighted its benefits over traditional testing. Classroom observations of other teachers provided ideas on instructional strategies to incorporate. The portfolio modification and use of rubrics improved student assessment scores, showing the effectiveness of this approach.
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condi.docx
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condition (Under 60 years or Over 60 years)Speed (mph)Broken Glass? (Y or N)GenderAgeRaceEthnicityEV2HitOver 6040YMale74WhiteCuban-AmericanTV3HitOver 6055YFemale65From multiple racesFrom multiple Spanish, Hispanic, or Latino groupsEV3SmashedUnder 6070NFemale22From multiple racesI am not Spanish, Hispanic, or LatinoJT1SmashedUnder 6050YMale18AsianI am not Spanish, Hispanic or LatinoDB3SmashedOver 6025NFemale63Black or African-AmericanI am not Spanish, Hispanic or LatinoDB4SmashedUnder 6050YFemale31Black or African-AmericanI am not Spanish, Hispanic or LatinoJT2HitUnder 6045YFemale19Black or African-AmericanI am not Spanish, Hispanic or LatinoDB2HitOver 6065YMale62WhiteI am not Spanish, Hispanic or LatinoDB1HitUnder 6060NMale31Black or African-AmericanI am not Spanish, Hispanic, LatinoDJC4SmashedUnder 6024NFemale24AsianI am not Spanish, Hispanic, or LatinoDJC1HitOver 6060NFemale67WhiteI am not Spanish, Hispanic, or LatinoDJC2HitUnder 6045NFemale23WhiteI am not Spanish, Hispanic, or LatinoDJC3SmashedOver 6062YMale62WhiteI am not Spanish, Hispanic, or LatinoLM4HitOver 6070NFemale62From multiple racesI am not Spanish, Hispanic, or LatinoLM3SmashedOver 6040NFemale61WhiteI am not Spanish, Hispanic, or LatinoPH1SmashedUnder 6060NFemale27WhiteI am not Spanish, Hispanic, or LatinoLM4SmashedUnder 6080NFemale31Some other raceSome other Spanish, Hispanic, Latino groupPH4HitOver 6080NFemale71Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupPH2SmashedOver 6050NFemale60Some other race (Hispanic)Puerto RicanPH3HitUnder 6025NFemale28Some other race (Hispanic)Puerto RicanLM2HitUnder 6060NFemale35From multiple racesPuerto RicanTV2SmashedUnder 6040NFemale36Some other race (Hispanic)Puerto RicanTV1HitUnder 6050NFemale40From multiple racesSome other Spanish, Hispanic, Latino groupDA2HitOver 6050NMale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupDA1SmashedOver 6055NFemale65Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA4HitUnder 6030YMale21Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA3SmashedUnder 6035NMale19Some other race (Latino)Some other Spanish, Hispanic, Latino groupEV4HitOver 6040YFemale61WhiteSome other Spanish, Hispanic, Latino groupTV4SmashedOver 6055YFemale60WhiteSome other Spanish, Hispanic, Latino groupJT4SmashedOver 6050NMale66From multiple racesSome other Spanish, Hispanic, Latino groupJT13HitOver 6060YMale62Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT14SmashedUnder 6070YMale30Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT12HitUnder 6060YMale37Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupJT11SmashedOver 6090NFemale67Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT3HitOver 6080NFemale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupEV1SmashedUnder 6025NFemale21WhiteN/A
Final Course Assignment.
Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (u.docx
Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (used once only)Theory1Functional orientation
- evidence
- tangible product adv (features, performances, benefits)Inconsistent Messages
(say, do, confirm)It is recommended that supermarket A is to include the term 'wsl' in adv so as to .. Result of implementing consequences theory (journals on this theory)Strength 12Symbolic/experiential orientation
- cartoons, facial expressions, colours, pictures, animations
- emotional
- price ('8' - lucky/prosperity, '9' - longevity)ConsequencesStrength 23Category-dominance orientation (strengths only)
- brand name/logo of adv (evidence)
- e.g. FairPrice advertisement, Rolex, key sponsorsTrustworthinessStrength 34TOMASymbolic/experiential orientationSymbolic/experiential orientationWeakness 15Hierarchy EffectFunctional orientationFunctional orientationWeakness 26CPMAttributes
- what attracts ann advertisement
- features, product image, design, benefitsAttributesAttributesLaddering ProcessConsequences
- adv/benefits of using advertised products/services
- must believe/buy/agree your benefits & advConsequencesConsequencesValues
- quality
- experience post-purchase
- warranties, (money-back) guarantees, 3rd party endorsement, testimonial evidences, awards won, year of history, reputationValues
- critical weakness is that it lacks of…. Deemed to be a signofocant weakness… failed to apply Value Theory (journals)
- if the whole industry does not offer ____, do not take it as a weakness
- no need for comparisonValuesUnique Selling Proposition (USP)
- Superiority
- Unique
- Distinctive
*trademarks, patents, awards wonBrand Image (Transformational Advertising)
- brand logo
- fashion, prestegious productsResonance
- reflect audience life experience
- testimonial evidences
- before & after imagesResonance
- celebrity not good, lacks worthinessResonance
- change endorser (Jack Neo/Tiger Woods)Emotional
- colours, pictures, images, font size, choice of words, testimonial evidencesEmotional Pre-emptive
- message of superiority
- 'No. 1 top seller brand', 'Voted by many'
- country of originCelebrity Endorser
- TEARS model (credibility & attractiveness)
- trustworthiness, Expertise
- physical attractiveness, respect, similarity (to target audience)
- Brian WongCelebrity Endorser
- Jack NeoCelebrity Endorser
- It is recommended that XXX should engage XXX to endorse in the brand to increase attraciveness, expertise… Celebrity Endorser Theory (journal)Typical-person EndorserTypical-person EndorserTypical-person Endorser
- in order to increase attractiveness, recommended that XXX should engage a typical-person endorser (journal)Humour
- cartoons, facial expressions, vocabHumour
- cartoons, facial expressions, vocab*page 197 - theories
10
100PLUS ACTIVE
Student’s Name
Institutional Affiliation
Date
100PLUS ACTIVE
1. Executive Summary
Within marketing, there is a need to conduct promotions of products through .
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A.docx
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A21.459B25 kPa34.35950 kPa18.771C19.282D17.816E23.651F26.148GTBCH28.664
LEEDS BECKETT UNIVERSITY
CIVIL ENGINEERING
GEOTECHNICAL ENGINEERING: APPLICATION & THEORY (BEng)
Laboratory Experiment:
Undrained triaxial compression test (without pore water pressure measurement) BS
1377: Part 7: 1990.
Object of Experiment:
To determine the undrained shear strength of a soil using the triaxial compression test.
Theory/Apparatus:
The apparatus consists of a cell, which is filled with water under pressure; the
specimen is loaded vertically, via a proving ring to measure load.
Triaxial Cell
The vertical load on the specimen is increased until failure occurs, the vertical strain
being recorded at the same time using a dial gauge. The test is repeated on different
specimens from the same soil, using different values of cell pressure.
254
Stresses on specimen in Triaxial Cell
Cell Pressure Deviator Stress =P/A 1=3+P/A
1 = major principal stress
3 = minor principal stress
Therefore, P/A = (1-3) =Deviator stress
The deviator stress is the load on the specimen, P, divided by the cross sectional area
of the specimen. However, as the sample is compressed during the test, the cross
sectional area will increase. Therefore, in calculating the deviator stress an allowance
for the change in area must be considered.
For the calculation of deviator stress, it is assumed that the volume of the specimen
remains constant and that the sample will deform as a cylinder, e.g.
100%
o
X
Strain
L
1 3
P
Deviator stress
A
where P = vertical load, which is measured by a proving ring (kN)
A = Area calculated using the following method;
( ) )o o o oVolume V A L AL A L X
255
1
o o
o
V A
or A or A
L X
Method:
1. Extrude the sample from the tube and trim to size - soil sample of 38mm
diameter and 76mm long.
2. Sleeve the sample with the rubber membrane.
3. Put the sample on the pedestal at the bottom of the cell and seal with the
rubber ring. Place the loading cap on top of the sample and seal with rubber
ring, before securing top drainage tube.
4. Mount the cell over the sample and fill as per the
Flooding Triaxial Cell checklist.
5. Set-up the test with the Clisp Studio assistant, and complete the
Pressurising Triaxial Cell checklist before running the test stages.
6. When test stages are complete, end the test via Clip Studio and complete the
Draining Triaxial Cell checklist.
Results and Calculations:
• Sketch the failure mode of each sample.
• Calculate the moisture content of the soil as per Appendix A.
• Calculate the results as follows:
(i) For each sample tested:
• Find the failure strain (either the final value or.
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarita.docx
A survey was conducted of 150 residents in Springdale, asking about their shopping habits and attitudes toward three local shopping areas: Springdale Mall, Downtown, and West Mall. The survey collected data on respondents' demographics and shopping behaviors. Point estimates and 95% confidence intervals were calculated for the average attitudes toward each shopping area based on interval scale questions. Confidence intervals were also determined for population proportions related to respondent sex and marital status. Sample sizes needed to estimate mean attitudes within 0.05 margins of error at 95% confidence were calculated.
Sheet1Learning Solultions NameVersion NumberMediumTypeLessonSc.docx
Sheet1Learning Solultions Name:Version NumberMedium/Type:Lesson/ScenarioTaskOrderEventfunctionality descriptionGraphicsTextAnimationName the taskprovide name of screen/window/tab that is either new or needs to be modifieddescribe level of functionality needed - fully functional, view only, part functional part view only, etc.File names of screenprint JPEGs, gifs, tifs, and pngs.Text that must be programmed inDescribe internal movements or animations requiredLogin1Logon screenEntered text needs to move to the next screenlogin_dialog.jpgEnter your user name and password. For this exercise, use the name "student" and the password "learn".An arrow point to the login box.
What is the final product's medium (e.g., .SWF, .PPT, .PPS. Video, .WAV)
Think of sub-section as lesson or scenarios within the larger learning solution.
Sheet2
Sheet3
ALL STAR CAFÉ
NOVEMBER 2018
SALES PROFITS AND OPERATIONS
ACTION PLAN
MISSION STATEMENT: TO PROVIDE THE FRESHEST HIGH-QUALITY FOODS AND BEVERAGE PRODUCTS,
SERVED BY A FULLY TRAINED AND KNOWLEDGEABLE WELL TAKEN CARE OF STAFF PRODUCING,
OUTSTANDING PROFITS FOR OUR OWNERS
1) PERFECT EXECUTION OF OUR COMPANY’S MISSION STATEMENT AND CORE VALUES
BREAKDOWN
A. FRESHEST HIGHEST QUALITY PRODUCT INSURE PROPER RECEIVING, DATING, ROTATION OF
THE PRODUCT, PROPER INVENTORY LEVELS, INSURE ACCURATE ORDERS FOR LEVELS AS
WELL AS PREPARED PRODUCT
B. HIRE, TRAIN AND DEVELOP A KNOWLEDGEABLE STAFF THAT IS PAID APPROPRIATELY AND
GIVEN INCENTIVES TO MAINTAIN OPTIMAL PERFORMANCE. CONDUCT REGULAR EMPLOYEE
REVIEWS AND KEEP ISSUES OF COMMUNICATION OPEN
C. INSURE OPTIMAL PROFITS BY ENSURING THE BEST INDUSTRY PRICING MAKING SURE THAT
MARGINS ARE CONSISTENT WITH THE INDUSTRY.
2) ENSURING MANAGEMENT AND STAFF ADHERE TO POLICIES, PROCEDURES AND PROTOL
MANAGEMENT, STAFF AND SHIFT MEETINGS.
● BREAKDOWN- HAVE EMPLOYEE HANDBOOK AVAILABLE
● HAVE REGULAR STAFF AND MGMT MEETINGS
● SET POLICIES THAT ARE NOT CURRENTLY ENFORCED, DOCUMENTED.
3) RESPONSIBLE PARTY IS MAINTAINING A CLEAR ORGANIZED FACILITY
● USE OF CHECKLISTS
● STAFF UNDERSTAND EQUIPMENT
● STAFF UNDERSTANDS THEIR RESPONSIBILITIES
4) EFFECTIVE OVERSIGHT OF STAF IN CONSTRUCTION WITH MOMT TEAM AND HOW TO IDENTIFY
KEY PERSONNEL.
● REGULAR STAFF EVALUATION
● REGULAR STAFF PEP TALKS
REGULAR STAFF TRAINING SESSIONS
5) MONITORING THE DAILY+WEEKLY+MONTHLY FINANCIAL CONTROL SYSTEMS INCLUDING FLASH
REPORTS, INVENTORIES, EVALUATION, RECEIVING OF PRODUCT, MONITORING OF INVOICING,
S.P.M.H+ PRODUCTIVITY
A. UPDATE P.O.S, ASAP
B. BREAKDOWN OF REPORTS
C. ACCURATE REPORTING OF ALL MONITORED COSTS
6) OVERALL DEVELOPING AND CULTIVATING AN ENVIRONMENT AND CULTURE OF HIGH ENERGY
AND GUEST FIRST ORIENTED ATTITUDE THAT MOTIVATES AND PROMOTES TEAMWORK.
A. MANAGEMENT LEADS
B. STAFF ACCOLADES
C. ENERGY IS CONTAGIOUS!
7) ABILITY OF PERSONEL TO EVALUATE, ORGANIZA AND PRIORITIZE ACTIVITIES AND
RESPONSIBILITIES, INCLUDING LABOUR MANAGEMENT, EM.
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk.docx
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk ProbabilityFactored Risk costRisk Impact to ProjectRisk Mitigation PlanPoint of ContactExpected Risk Retire date1$20,00020%$4,000L2$03$04$05$06$07$08$09$010$0$0$0
10
1
2
3
4
5
6
8
9
7
Sheet2
Sheet3
Case Study:
Edward Bernays
Public Relations Pioneer
Who was Edward Bernays?
Born in Vienna in 1891, distant nephew of Sigmund Freud
His approach to public relations was to use symbols and the mass media to engineer consent
He claimed the public was essentially reactive
But the rise of the middle class meant that there was no longer the ruling class and the uneducated masses who followed dumbly . . .
What did he believe?
This emerging new social strata needed to be controlled and led.
He believed in a completely hierarchical view of society: the intelligent few have been charged with the responsibility of contemplating and influencing the tide of history and of dealing with the masses.
How did he deal with the masses?
Used sociology, psychology and economics and applied them to the messages and methods
He saw the PR expert as an applied social scientist educated to use an understanding of these three fields to influence and direct public attitudes (in a democratic society!)
How did he deal with the masses?
“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in a democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country.”
Edward Bernays
What is PR?
“Of course, you know, we don’t deal in images, we deal in reality.”
For Bernays, PR was about creating and projecting credible renditions of reality itself.
He called news any overt act which stands out of the routine.
A PR expert carries out an overt act to interrupt the routine to bring out a response.
PR is the science of creating circumstances which do not appear to be staged.
Edward Bernays
“The public relations counsel sometimes uses current stereotypes, sometimes combats them and sometimes created new ones. In using them, he very often brings to the public a stereotype they already know, to which he adds new ideas, this fortifies his own and gives a greater carrying power.”
Edward Bernays
He fully believed that to manipulate the public, one must know its public as well as know who influences that public
PR experts, as molders of public opinion, must be ongoing monitors of social attitudes.
Edward Bernays
Part of this influencing involved using the implied authority, i.e. the social power of certain groups or leaders
E.g. “Damaged Goods” – he promoted a play about syphillis by securing members of high society and doctors as advocates
To encourage people to eat more bacon, he launched a campaign in which a doctor promoted the benefits of a hearty breakfast
Lucky Strikes
In 1929, Bernays was hired by the tobacco company that made Lucky S.
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$.docx
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$9Spoons$0.9710$9.70Forks$1.1010$11knifes$1.0510$10.50Beverage$2.895$14.45Food$1501$150Candy$4.687$32.76Cake$651$65Napkins$3.697$25.83Total $339.58Budget $400$60.42
1
2
3
4
5
6
7
8
9
A
B
C
D
Item
Price
# of Items
Total Price
Cups
$1.89
6
$11.34
Plates
$1.50
6
$9
Spoons
$0.97
10
$9.70
Forks
$1.10
10
$11
knifes
$1.05
10
$10.50
Beverage
$2.89
5
$14.45
Food
$150
1
$150
Candy
$4.68
7
$32.76
https://www.wordsmyth.net/
This is a free, multilingual online encyclopedia whose entries can be directly edited or added to by anyone who has access to the Web. I think is very helpful and is going to be a good recommendation tor students.
Chapter 2
Computer Applications in Education
INSTRUCTIONAL SOFTWARE
Programs developed specifically to deliver or assist with student instruction on a topic
*
3.*
Instructional Software ClassificationsDrill and Practice skill practiceTutorial information delivery Simulation demonstrationexploration
Instructional Games
skill practice
exploration
Problem Solving
skill practice
exploration
*
3.*
Problem of Identifying Types of SoftwareToday’s software packagesHard to classifySeveral different activitiesOverlap of functions in one packageExample: Reader RabbitDrill activitiesProblem solvingGames
3.*
Recent Trends in Software Design and DeliveryMultimedia elementsOnline access and componentsRenewed emphasis on directed strategies and networked systems
*
3.*
DRILL AND PRACTICE
TypesFlashcard activityBranching drillExtensive feedback activities
Criteria for well-designed programs Control over presentation Appropriate feedback Answer reinforcement
*
3.*
DRILL AND PRACTICE
Benefits Immediate feedbackMotivationalSaves teacher time
Limitations and problems
Perceived misuses
Criticism by constructivists
*
3.*
DRILL AND PRACTICE
Ways to useTo supplement or replace worksheetsTo assist in preparing for objective tests
Guidelines for useSet time limitsAssign individuallyUse learning stations
*
3.*
TUTORIALS
Tutorial typesLinear tutorialsBranching tutorials
Criteria for well-designed programs Extensive interactivity Thorough user control Appropriate pedagogy Adequate answer- judging and feedback Appropriate graphics Adequate record keeping
*
3.*
TUTORIALS
BenefitsImmediate feedbackMotivationalSaves teacher time
Limitations and problems Criticism by constructivists Hard to find Reflect only one instructional approach
M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
*
3.*
TUTORIALS
Ways to useSelf-paced reviewsAlternative learning strategiesWhen teachers are not available
Guidelines for useAssign individuallyUse learning stations or individual checkout
M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddl.
Sheet1In_OutAustralian_CityInternational_CityAirlineRoutePort_Coun.docx
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