Exam II (Chapters 21-24)Part I.Essays. Write essays of .docx

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Exam II (Chapters 21-24) Part I. Essays. Write essays of one and a half pages each on FOUR of these questions: 1. Progressives. What do you find remarkable about the era of Progressivism? Describe three particular leaders or movements and show how they help define this time period. How did the Progressives shape the society we live in today? 2. World War I. Why did the U.S. get involved in World War I? Why was it a controversial war in America? Explain Wilson's goals after the war. How successful was he? 3. World War I and American Life. Explain the impact of World War I in America. Consider various social, economic and political changes in the country during and right after the war. Do you think these changes were actually caused by the war? 4. The 1920s. What happened in America during the 1920s? Why do historians see the 20s as the beginning of "modern times"? Address social, cultural, economic and political factors. 5. Depression. Explain some of the possible causes of the Great Depression. Who suffered the most? How did people react to economic stress? Describe some social changes in this era. 6. New Deal. Explain how Franklin Roosevelt proposed to help the economy. Why was he able to make so many changes? What lasting impact did New Deal policies have on America? 7. New Dealers and Progressives. How were the New Dealers similar to Progressive leaders of a generation earlier? How were they different? To the extent they differed, was it because they had different ideals or because they were in different times? 8. Women. Explain some of the changes in women’s lives in the early 1900s. Describe the role of women in shaping the Progressive Era, World War I, the 1920s, and 1930s. Do you think the status of women changed because of women’s activism or because of other changes in society? 9. Three key terms. Develop an essay using three of the key terms from the handouts. Show how the terms are related to each other and how they combine to give us a better understanding. Part II. Pictures. Include a picture to go with each essay. Explain how the picture helps us understand the key points in the essay. Keys for Success: - Explain your points simply, like you would to another student. - Write in short paragraphs. - Use specific examples from our readings and class discussion. - Relate your answers to major concepts and trends we have covered. - Note how specific things in the pictures add to our understanding. .

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the economy. Why was he able to make so many changes?
What lasting impact did New Deal policies have on America?
7. New Dealers and Progressives. How were the New Dealers
similar to Progressive leaders of a generation earlier? How
were they different? To the extent they differed, was it because
they had different ideals or because they were in different
times?
8. Women. Explain some of the changes in women’s lives in
the early 1900s. Describe the role of women in shaping the
Progressive Era, World War I, the 1920s, and 1930s. Do you
think the status of women changed because of women’s activism
or because of other changes in society?
9. Three key terms. Develop an essay using three of the key
terms from the handouts. Show how the terms are related to
each other and how they combine to give us a better
understanding.
Part II. Pictures.
Include a picture to go with each essay. Explain how the
picture helps us understand the key points in the essay.
Keys for Success:
- Explain your points simply, like you would to another student.
- Write in short paragraphs.
- Use specific examples from our readings and class discussion.
- Relate your answers to major concepts and trends we have
covered.
- Note how specific things in the pictures add to our
understanding.

Similar to Exam II (Chapters 21-24)Part I.Essays. Write essays of .docx

Part 1: Post a Response 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. Part 2: Respond to a Peer Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections. .

Part 1 Post a ResponseVarious reform groups with various causes.docx

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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 History 161 Latin American History Final exam stu.docx

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ssignment: Revolution and Depression Set the Stage for Another War The two decades between the World Wars were ones of economic, social, and political upheaval and turmoil all over the world. Anticolonialist movements were sweeping through many regions that had long been far flung parts of European empires. New ideas in science, technology, and popular culture were calling into question much about traditional society. A worldwide Great Depression seemed to threaten the economic viability of some of the world’s most prosperous and powerful nations. Although different regions of the world were impacted differently by the end of World War I and the changes taking place in its aftermath, all regions were affected. This week, we read about how the Americas, East Asia, India and Southeast Asia, and the Middle East and Africa fared during the 1920s and 1930s. For this week's Assignment, you will look at one of these four areas and analyze how the interwar decades influenced its stability. To prepare for this Assignment: Review Chapter 12 (pp. 173–189), Chapter 13 (pp. 190–203), Chapter 14 (pp. 204–212), and Chapter 15 (pp. 213–227) in this week's Learning Resources to understand how each of the four regions was impacted by the interwar period. Choose one of the four regions (the Americas, East Asia, India and Southeast Asia, and the Middle East and Africa) to analyze in depth. Consider how political factors like revolution and the rise of radical political ideologies, anticolonial/independence movements, and global social and economic upheaval affected your region Reflect on how these factors might have influenced how your region looked in 1939, when another World War began. The assignment: Compose a 2-page essay in which you do the following: Choose one of the four regions covered in this week’s Course Resources (the Americas, East Asia, India and Southeast Asia, and the Middle East and Africa) to profile. Of the elements that impacted the world during the interwar years (revolution and the rise of radical political ideologies, anticolonial/independence movements, and global social and economic upheaval) which were the most important factors in shaping your region during the 1920s and 1930s and why? How did your region relate to the different powers that would once again go to war in 1939? Support your assertions by making multiple references to your course readings. .

ssignment Revolution and Depression Set the Stage for Another W.docx

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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 ...

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I am posting 29 questions, I would like them all to be answered eventually through individual posts. Therefore, the discussion thread will be open to see prior to your initial post. When making your initial post please pick 2 questions to answer, one must be from 1-17 and one question must be from 18-29. I prefer you to attempt to answer questions not answered previously. You will be using OpenStax chapters 22/23 or Exploring American Histories Vol 2 mostly chapter 20. You only need to respond once. If all 29 questions have not been answered then pick another question to answer. If all 29 questions have been answered then simply respond to someone's post on a question you did not answer. Please note, I realize your responses may be shorter this way. Though please attempt to thoroughly answer your selected questions. Describe America’s foreign policy around the time of the Civil War. Explain to your reader the efforts of William Seward. How did the newspapers portray his efforts? Do you think Seward’s efforts back then made an impact on the time we live in now? 22.1 Describe the changes to business, religious and social interests at the time. How did these topics influence America in regards to an empire. 22.1 Describe Lottie Moon. 22.1 Who was Fredrick Jackson Turner? Describe the thoughts he published in his Frontier Thesis (you may need to refer to the chapter introduction and 22.1) Who was Alfred Thayer Mahanr? Describe the thoughts he published. 22.1 Describe expansion in the Pacific, specifically Queen Liliuokalani. 22.1 Describe the events and issues leading up to the Spanish American War, include the term yellow journalism. 22.2 Once the war commenced, explain the action that took place, include information on the Rough Riders. 22.2 What was important about the Smoked Yankees? 22.2 Explain events post the Spanish and American War. 22.2 Summarize the authors opinion of why China? 22.3 Describe the Open Door Notes and what they events/actions/issues happened after they were drafted. 22.3 What does it meant to “speak softly, and carry a big stick”? 22.4 Describe the purpose/benefits to the Panama Canal, the cost of construction, and the danger of construction. 22.4 Describe the Roosevelt Corollary, what did and the impact it made. 22.4 Describe events with Asian countries leading to President Theodore Roosevelt winning the Nobel Peace Prize. 22.4 Explain how William Howard Taft used American economic power to protect the nation’s interests in its new empire. 22.5 Explain Woodrow Wilson’s foreign policy and the difficulties of maintaining American neutrality at the outset of World War I. 23.1 Identify the key factors that led to the U.S. declaration of war on Germany in April 1917. 23.1 Identify the steps taken by the U.S. government to secure enough men, money, food, and supplies to prosecute World War I. 23.2 Explain how the U.S. government attempted to sway popular opinion in favor of the war effort. 23.2 E.

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7B Final Essay Questions for Spring 2018 Essay Questions: Write an essay of five to seven paragraphs about one of the following topics. Incorporate material from both class texts, and from the lectures. Include six citations from the Divine textbook. The context of this test is the twentieth century, starting with the World War I and ending with the present. . 1. Compare and contrast the experiences of two or more groups during our period: women, African-Americans, labor, the military, Asians, and Mexican-Americans. 2. What were the most important events of World War I and or World War II? 3. Write about the Vietnam War. 4. Describe the most important developments in American foreign policy during the twentieth century. 5. Describe the administration of Franklin Roosevelt. 6. Select five presidents and write about their administrations. 7. Write about the technological changes that affected Americans during the twentieth century. 8. Discuss the history of mass media in during our period. ...

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1. Why was Great Britain the first state to have an Industrial Revolution? Why did it happen in Britain when it did? What were the basic features of the new industrial system created by the Industrial Revolution? 2. How did the Industrial Revolution spread from Britain to the continent and the United States, and how did industrialization in these areas differ from Great Britain’s industrialization? 3. In what ways does Twain’s Life on the Mississippi illustrate the impact of the transportation revolution on the daily life in the United States? 4. What effects did the Industrial Revolution have on urban life, social classes, family life and standards of living? What were working conditions like in the opening decades of the Industrial Revolution, and what efforts were made to address these conditions and improve them? 5. What are the major similarities and differences between the attitudes toward business of Samuel Smiles and Shibuzawa Elichi? How do you explain the differences, and what are their implications? 6. What kind of working conditions did children face in the textile mills during the early Industrial Revolution? Why were they beaten? What kind of working conditions did children face in the mines during the early Industrial Revolution? Why did entrepreneurs permit such conditions and such treatment of children? 1. What were the goals of the Congress of Vienna and the Concert of Europe? How successful were the characters gathered at Vienna in achieving those goals? 2. Based on Metternich’s discussion in his Memoirs , how would you define conservatism? What experiences conditioned Metternich’s ideas? Based on the selection provided, what policies do you think Metternich would have wanted his government to pursue? 3. Based on Mill’s discussion in On Liberty , how would you define liberalism? How do Mill’s ideas fit into the concept of democracy? Which is more important in his thought, the individual or the society? 4. What regions saw a great deal of revolutionary activity in 1848-1849 and which regions did not? What are the reasons behind this distribution? 5. Based on the principles outlined in Mazzini’s Young Italy Oath , define nationalism. Why have some called nationalism a “secular religion?” 6. What were the characteristics of Romanticism, and how were they reflected in literature, art, and music? 1. Why did Louis Napoleon’s argument to the French people have such a strong popular appeal? What are the similarities in the practice of Realpolitik by Louis Napoleon and Otto von Bismarck? What are the noticeable differences in their two approaches? What can you learn about Realpolitik from the two selections? 2. Why did Garibaldi become such a national hero to the Italian people? How does Garibaldi’s comportment as a political and military leader prefigure the conduct of later revolutionary leaders and military activists? 3. What changes did Tsar Alexander II’s emancipation of .

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HISTORICAL PERSPECTIVE ESSAY Choose one essay question below. Write an essay answering all parts of the question. This essay should be at least 7 pages long with a 12-point font excluding bibliography page and cover sheet. This essay will be evaluated on historical significance and examples to support the essay question. You must use additional resources besides your textbook to fully complete this essay. Please do not use ALL internet sources to complete this assignment or you will automatically be deducted ten points from your paper.You must use primary and/or some secondary sources to complete this historical essay. Please save a copy of your essay on a disk or cd. 1. Explore the European impact, positive and negative, on the native populations of South America. How did the Spanish methods of dealing with their new territories in America affect the native population? Compare and contrast Spanish colonial rule in the sixteenth century with that of Portugal. BE VERY THOROUGH IN THIS ESSAY 2. What were the most significant results of European expansions into Africa in the early modern era? To what degree did European actions determine these results? Compare and contrast slavery in Africa before the sixteenth century to African slavery after the arrival of the Europeans. Are there any similarities and differences between the two forms of slavery? Explain. Finally, how and why, was the African slave trade altered by growing European participation after 1480? Did these alternatives affect Africa or other areas more? Why? 3. Define the religious sect called the Anabaptist that emerged during the Renaissance and Reformation Era. Make sure to discuss the origins of this group and why defining the Anabaptist can be quite controversial and complex. Also, does this religious group called themselves Anabaptists? Explain. Completely review the theology of the Anabaptists and was this theology contrary to Catholicism and Protestantism? Explain. Finally, why did the Catholics and Protestant groups cruelly persecute the Anabaptists during the Renaissance and Reformation Era? Explain. Is this religious sect still practicing their religion today in the 21st Century? If so, give details on how the religion evolved or remained true to its original theology? 4. Completely compare and contrast the Protestant Reformation, English Reformation and the Catholic Reformation. Make sure to discuss the key players in each movement and how the movement affected Europe at that time. 5. Completely analyze the major events surrounding the Salem Witchcraft trials. Make sure to discuss the following when completing the essay: outside influences that led to the hysteria (war abroad led to war and uncertainty into the American colonies), the key players of this movement, the Porter family, gender roles and sexuality, public trials, public executions, how the hysteria ended and Massachusetts restitution to wrongfully accused families. 6. Explain what elements aided, and li ...

HISTORICAL PERSPECTIVE ESSAYChoose one essay question below. W

SusanaFurman449

Media Literacy Paper You will write a 4–5-page paper, double spaced, on a historical American event/topic which has had an impact in the Media as well as worldwide. Explain exactly what happened (the when, where and what for, etc.), why it is considered historical and what its significance is in terms of media literacy. Did it change the way the media treats such events, from the time it happened to this very day? What was its impact socially...culturally...politically, etc., both here and abroad? Did it raise any new issues/problems for future (and similar) media experiences? What evidence supports this? This should be a thought-provoking paper on why this event captured the public’s imagination and why it still resonates today. Topic: Modern Advertising and How It’s Changed to Include More Minorities/Interest Groups **Please include a list of sources that you used. HIST – 150 – History of the Modern World Fall 2021 – Final Exam Part II Choose TWO of the following essays prompts. Type your responses in Word and upload to Blackboard by Tuesday, 11/23 at 11:59pm. 1. Analyze the factors that encouraged the rise of authoritarian political systems during the 1920s and 1930s. Compare the governments that emerged in Italy, Germany, Japan, and the USSR. 2. What motivated the United States and the Soviet Union during the Cold War? Analyze the political, social, and economic impacts the Cold War had on the populations of the First and Second Worlds. 3. Since the 1970s, the world has experienced an unprecedented interconnectedness both economically and culturally. Explain what allowed for this interconnectedness and the ways in which globalization has affected the world and individual nation-states. Articulate the ways in which globalization before the 1970s had actually been a slow process unfolding for centuries (be sure to give specific examples). Is globalization a good or bad thing? Each essay is worth 50 points and will be evaluated in the following manner: Essay Component Points Possible Formatting/Grammar/Proper citation of primary sources (source title, page number) /10 Clearly stated argument /10 Includes specific information taken from lectures, class discussion, and reading of text. (Information taken from internet sources is not permissible) /15 Provides evidence from primary sources to illustrate and bolster argument /15 Prompt Primary Sources Prompt #1: Chapter 19 Prompt #2: Chapter 20 & Chapter 21 Prompt #3: Chapter 21 ...

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Assignment 1.1: Industrialization After the Civil War Thesis and Outline After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems for American society. Consider events that took place after the Civil War and discuss ways that industrialization affected the U.S. between 1865 and 1920. Part 1: Write a thesis statement that is one to two (1-2) sentences long in which you: State your thesis on how industrialization after the Civil War influenced U.S. society, economy, and politics. Justify your response. For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/ Part 2: For the next part of this assignment you will create an outline of the main points you want to address in this paper. This outline will serve as the basis for your Assignment 1.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/ Write a one to two (1-2) page outline in which you: List three (3) major aspects of industrialization between 1865 and 1920. In your response, consider society, the economy, and politics. List five (5) specific groups that were affected by industrialization. Provide two (2) examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.) List five (5) ways that industrialization affected the life of the average working American during this period. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Include a cover page containing the title of the assignment, your name, your professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Identify and discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history. Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States. Recognize the major turning points in American history since the Civil War. Use techno ...

Assignment 1.1 Industrialization After the Civil War Thesis and

desteinbrook

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? .

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx

rhetttrevannion

Journal 1: What will you want future historians to know about today? Everything that has happened up until this moment is part of history. Historians reconstruct the past based on documents and artifacts that are available to them, and what may be available to a given historian may differ depending on a variety of factors. In this unit, we have been learning about the events and culture of the United States during the Reconstruction Era, roughly 150 years ago. For this journal entry, imagine what an historian conducting research 150 years from now would want to know about what is happening in the United States today. Write for 15 minutes, or about 250 words, about what you think that historian would want and need to know. Think of your journal entry as a "primary source document" that will be uncovered in 150 years - your journal entry will help that historian understand the United States today. Journal 2: Contesting the West During the Gilded Age, Anglo settlers moved into the Great Plains and Mountain West regions in increasing numbers, setting up conflicts with Native American Indians who had lived on the land for many generations. Imagine you are either a Plains Indian, or an Anglo farmer, in the West. Write for 15 minutes, or approximately 250 words, about your experiences. Be sure to write in complete sentences and in your own words. Journal 3: Reflecting on Immigration As you have read in Chapter 17 and watched in the accompanying video lesson, immigration was a major feature and driver of change during the Gilded Age. Immigration is also a major issue today, with some calling for restrictions on immigration, and others calling for immigrants to be welcomed into the United States, even as Texas generally and Dallas specifically have among the highest concentrations of immigrants from around the world. Reflect on the extent to which our local and national economy and society relies on immigration, and reflect on the extent to which immigrants play a role in your daily life. Write for approximately 15 minutes, or 250 words, about your thoughts on immigrants and immigration in the 21st century. Journal 4: Module 4 Journal: Ideologies and Empire You have learned about both domestic racial and gender relations, as well as the beginnings of the United States' overseas empire at the turn of the 20th Century, from the chapters and video lessons. In what ways do you think that attitudes about race and gender in the United States, intersect with ideas about the projection of U.S. economic and military power abroad, in the current era? Write for 15 minutes, or approximately 250 words, on this subject. Please write in complete sentences and in your own words. Journal 5: Progressive Reforms Today As you have read in Chapter 19 and watched in the accompanying video lesson, the Progressive Era was characterized by a series of significant reforms that were advanced at both the state and federal level. Many of these reforms continue with us today.

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Great depression turn n talk activity

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Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not? Do their perceptions of nature shift throughout the story? Why or why not? Write down a loose response about what I think of the question and what I remember of the story. ICE method. I introduce the citation C the citation itself E explain its meaning to your argument. The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading. 3. Nature as Protagonist in “The Open Boat” Anthony Channell Hilfer Texas Studies in Literature and Language, Volume 54, Number 2, Summer 2012, pp. 248-257 (Article) Published by University of Texas Press DOI: For additional information about this article [ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ] https://doi.org/10.1353/tsl.2012.0012 https://muse.jhu.edu/article/476402 https://doi.org/10.1353/tsl.2012.0012 https://muse.jhu.edu/article/476402 Anthony Channell Hilfer248 3. Nature as Protagonist in “The Open Boat” The bottom of the sea is cruel. —Hart Crane, “Voyages” As many critics have argued, questions of perspective and epistemology are central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s first sentence famously clues us to this: “None of them knew the color of the sky” (68). But behind the uncertainties of perspective is a determinable ontology, a presence, or rather, I shall argue, a sort of presence, the existence of which implies a rectified aesthetic response. This response emerges, however, from negations, denials, and occultations: what is not seen, who is not there, and what does not happen.3 Here again, when we look at nature we behold things that are not there and miss “the nothing that is.” Fully as much as Stevens in “The Snow Man,” Crane is concerned with certain conventions of representation: personification, the picturesque, the American sublime, and the melodramatic, which although it does not inform “The Snow Man” is played on in Stevens’s “The Ameri- can Sublime.” Crane’s story is intertextual with nature poetry, sentimental poetry, hymns, and landscape art, as well as with Darwinism, theological clichés, and, less obviously, theological actualities. For the most part these conventions add up to what the Stevens poem declares is “not there.” To get to “the nothing that is” we must first traverse this ocean of error. Doing so helps keep our p.

Examine how nature is discussed throughout The Open Boat.” Loo.docx

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Examine "All Children Can Learn" . Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners. First, provide five evidence-based strategies: Two instructional strategies (i.e., graphic organizers), Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.), One activity (e.g., Think-Pair-Share). Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation. .

Examine All Children Can Learn. Then, search the web for effec.docx

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Examine each of these items, which are available on the internet: 1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it. 2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting? 3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again, this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out? After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism. write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today. .

Examine each of these items, which are available on the internet .docx

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Examine a web browser interface and describe the various forms .docx

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Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page. Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8 (4), 377-383. Scenario: Culture, Psychology, and Community Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups . Part 1: Developing an Understanding (2 pages) Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. ( Note : Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.) Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism. Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects (2 pages) Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why? Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics (2 pages) Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario. Further explain any implications that may arise from when working between and within groups. Support your Assignment by citing all resources in APA style, including those in the Learning Resources. .

Examine a scenario that includes an inter-group conflict. In this sc.docx

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Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021 .

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Exam IT 505 Multiple Choice (20 questions , 2 points each) Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect 1. Which of the following is NOT one of the typical characteristics of back-end networks? A. high data rate B. high-speed interface C. distributed access D. extended distance 2. Problems with using a single Local Area Network (LAN) to interconnect devices on a premise include: A. insufficient reliability, limited capacity, and inappropriate network interconnection devices B. insufficient reliability, limited capacity, and limited distances C. insufficient reliability, limited distances, and inappropriate network interconnection devices D. limited distances, limited capacity, and inappropriate network interconnection devices 3. Which of following is NOT one of the designs that determines data rate and distance? A. the number of senders B. the number of receivers C. transmission impairment D. bandwidth 4. The fact that signal strength falls off with distance is called ________________. A. bandwidth B. attenuation C. resistance D. propagation 5. Which of the following is NOT one of the distinguishing characteristics for optical fiber cables compared with twisted pair or coaxial cables? A. greater capacity B. lower attenuation C. electromagnetic isolation D. heavier weight 6.________ is a set of function and call programs that allow clients and servers to intercommunicate. A. IaaS B. SQL C. API D. Middleware 7. A computer that houses information for manipulation by networked clients is a __________. A. server B. minicomputer C. PaaS D. broker 8. ________ is software that improves connectivity between a client application and a server. A. SQL B. API C. Middleware D. SAP 9. The inability of frame relay to do hop by hop error control is offset by: A. its gigabit speeds B. its high overhead C. the extensive use of in-band signaling D. the increasing reliability of networks 10. All Frame Relay nodes contain which of the following protocols? A. LAPB B. LAPD C. LAPF Core D. LAPF Control 11. The technique employed by Frame Relay is called __________. A. inband signaling B. outband signaling C. common channel signaling D. open shortest path first routing 12. In ATM, the basic transmission unit is the ________. A. frame B. cell C. packet D. segment 13. When using ATM, which of the following is NOT one of the advantages for the use of virtual paths? A. less work is needed to set a virtual path B. the network architecture is simplified C.

Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docx

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EXAM Estructura 8.1 - Miniprueba A Verbos Complete the chart with the correct verb forms. infinitivo seguir (1) [removed] yo (2) [removed] morí tú seguiste (3) [removed] nosotras seguimos (4) [removed] ellos (5) [removed] murieron Completar Fill in the blanks with the correct preterite forms of the verbs in parentheses. Diego y Javier [removed] (conseguir) un mapa. Esta mañana usted [removed] (despedirse) de los estudiantes. Tú [removed] (sentirse) mal ayer. La semana pasada yo no [removed] (dormir) bien. Amparo [removed] (preferir) comer en casa. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo Edgar / preferir / pollo asado Edgar prefirió el pollo asado. Álvaro y yo / servir / los entremeses [removed] ¿quién / repetir / las instrucciones? [removed] ayer / yo / despedirse / de / mis sobrinos [removed] ustedes / dormirse / a las diez [removed] La cena Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used. abrir conseguir escoger leer mirar pedir preferir probar repetir sentirse servir vestirse Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros (1) [removed] este lugar porque Jorge (2) [removed] una reseña ( review ) en Internet que decía ( said ) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros (3) [removed] de bluejeans. De verdad, en Mi Tierra mis amigos y yo (4) [removed] como ( like ) en casa. El camarero que nos (5) [removed] fue muy amable. Para empezar, Jorge e Iván (6) [removed] tamales, pero yo (7) [removed] esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto ( so much ) que no (8) [removed] nada de postre ( dessert ). ¡Fue una cena deliciosa! .

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Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John. Choose two of the following questions to answer as part of your initial post. What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed? What were some of the barriers John faced in accessing medical care and mental health care? How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair? The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John? In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking? Please include at least three scholarly sources within your initial post. Rubric: Discussion Question Rubric Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Discussion Question Rubric – 100 PointsCriteriaExemplary Exceeds ExpectationsAdvanced Meets ExpectationsIntermediate Needs ImprovementNovice InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites two references. 35 points Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development. Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understandin.

Examine current practice guidelines related to suicide screeni.docx

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Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes. At each decision point stop to complete the following: Decision #1 Which decision did you select? Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Decision #2 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Decision #3 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Also include how ethical considerations might impact your treatment plan and communication with clients. BACKGROUND The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month. Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit. During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so. She currently weighs .

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Examination of Modern Leadership Module 1: Leadership: History, Fundamentals, and the Modern Context Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development. Learning Outcomes 1. Compare and contrast historical leadership concepts against modern and postmodern organization needs. 2. Analyze leadership approaches using a critical framework. 3. Construct a personal leadership biography. For Your Success & Readings A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce. Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success. In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory. Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study. Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity! Required · Introduction and Chapters 1 & 2 in Leadership: A Critical Text · Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31. · Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203 · Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224. · Blom, M. .

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Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others. (1) identify the key organizational behavior issues facing management, (2) what impact the international environment has on these issues, (3) strategies management should use to overcome these issues, (4) how these strategies will impact the overall organizational operations, and (5) identify the potential costs and risks to the organizations of implementing the newly developed strategies. Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work. APA format, Times New Roman (12), 20-25 pages, No plagiarism. .

Examine current international OB issues that challenge organizat.docx

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate- level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. Executive Program Practical Connection Assignment At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and kn.

Executive Program Practical Connection Assignment .docx

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. .

Executive Program Practical Connection Assignment Component .docx

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Executive Program Group Project Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.   Criteria Excellent Satisfactory Less than Satisfactory Not Completed Log Completion 4 points Food logs are complete with detailed food/beverage items 3 points Food logs are complete but lack some detail on food/beverage items (3 pts) 2 points Food logs are complete are missing substantial detail on food/beverage items 0 points Student did not complete this component of the project. / 4 Por.

Executive Program Group Project Assignment Component Profi.docx

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Executive Practical Connection Activity it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career. Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. Requirements: · Provide a 500 word (or 2 pages double spaced) minimum reflection. · Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. · Share a personal connection that identifies specific knowledge and theories from this course. · Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. · You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace. MY ROLE: BIGDATA/KAFKA ADMIN Need Plagiarism report for this Assignement. ****Directions Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information. 1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus). 2. Describe the type of healthcare policy you would advocate for in an effort to change this issue. 3. What type of campaign would you need to launch in order to gather a network of support? 4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise. 1. NR708HealthPol Retweeted Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele #NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter … Helping Vulnerable People Before Disasters Strike | Campaign for Action Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year campaignforaction.org 13h · · 2. NR708HealthPol Retweeted Diana Mason@djmasonrn By @AmyAnderso.

Executive Practical Connection Activityit is a priority that stu.docx

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Executive FunctionThe Search for an Integrated AccountMari.docx

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Executive Compensation and Incentives Martin J. Conyon* Executive Overview The objective of a properly designed executive compensation package is to attract, retain, and motivate CEOs and senior management. The standard economic approach for understanding executive pay is the principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that boards and compensation committees have become more independent over time. In addition, we demonstrate that compensation committees containing affiliated directors do not set greater pay or fewer incentives. Introduction E xecutive compensation is a complex and controversial subject. For many years, academics, policymakers, and the media have drawn attention to the high levels of pay awarded to U.S. chief executive officers (CEOs), questioning whether they are consistent with shareholder interests.1 Some academics have further argued that flaws in CEO pay arrangements and deviations from shareholders’ interests are widespread and considerable.2 For example, Lucian Bebchuk and Jesse Fried provide a lucid account of the managerial power view and accompanying evidence.3 Marianne Bertrand and Sendhil Mullainathan too provide an analysis of the ‘skimming view’ of CEO pay.4 In contrast, John Core et al. present an economic contracting approach to executive pay and incentives, assessing whether CEOs receive inefficient pay without performance.5 In this paper, we show what has happened to CEO pay in the United States. We do not claim to distinguish between the contracting and managerial power views of executive pay. Instead, we document the pattern of executive pay and incentives in the United States, investigating whether this pattern is consistent with economic theory. The Context: Who Sets Executive Pay? B efore examining the empirical evidence presented in this paper, it is important to consider the pay-setting process and who sets executive pay. The standard economic theory of executive compensation is the principal-agent model.6 The theory maintains that firms seek to design the most efficient compensation packages possible in order to attract, retain, and motivate CEOs, executives, and managers.7 In the agency model, shareholders set pay. In practice, however, the compensation com- mittee of the board determines pay on behalf of shareholders. A principal (shareholder) designs a contract and makes an offer to an agent (CEO/ manager). Executive compensation ameliorates a moral hazard problem (i.e., manager opportunism) arising from low firm ownership. By using stock options, restricted stock, and long-term contracts, shareholders motivate the CEO to maximize firm value. In other words, shareholders try to design optimal compensation packages .

Executive Compensation and IncentivesMartin J. ConyonEx.docx

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Executing the Strategy Learning Objectives After reading this chapter, you should be able to: • Distinguish good operational plans from weak ones. • Detail the value of tracking progress on all operational plans. • Discuss why emergent strategies occur and how they might affect an organization’s current strategy. • Implement the ten basic steps of a generic strategic formulation process. • Manage, improve, and evaluate an existing strategic management process. Chapter 9 Neil Webb/Ikon Images/Getty Images spa81202_09_c09.indd 247 1/16/14 10:08 AM CHAPTER 9Section 9.1 Managing Operational Plans Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across a calm pond on a sunny day, but rather like crossing from one bank of a raging river to the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the way. While it is not impossible to reach the other bank (the goal), the task often becomes one of overcoming obstacles and making constant adjustments without losing sight of the goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot be implemented. This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted to assessing, improving, and managing the strategy formulation process itself. 9.1 Managing Operational Plans The process for obtaining board approval of operational plans is covered in this chapter. Exactly what is it that gets approved? An operational plan is a document that specifies the projects or tasks that must be accomplished to achieve particular operational objectives. Many of these plans will contain activities that are ongoing. Some will include plans for enhanced or new services. Details specified in operational plans include the names of those who will be involved and the individual responsible for each one, what equipment will be needed, when each will start and end, and the estimated costs for each activity. Given the level of detail required, it should come as no surprise that an operational plan for a large functional unit, such as the nursing department in a hospital, can run to many pages, as there are lots of activities to be detailed. Operational plans for small HSOs such as physi- cian clinics and community health centers may be just a few pages long unless new strategic initiatives are to be undertaken. It takes contributions from everyone who will be involved in that HSO’s operations to create such plans. They will make sure that continuing current operations are included in the plans, which is easily done. What adds a level of com- plexity and difficulty is incorporating additional tasks demanded by a change in strategy. Consider the following scenarios, which illustrate the difficulty in creating operational plans that involve more than simply repeating what was done the previous year: Javier Larrea/age fotostock/Getty Ima.

Executing the StrategyLearning ObjectivesAfter reading.docx

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Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages Requirements: 1. An al yz e Fe d era l E x pre ss ’ s v a lu e cr e atio n f r ont i e r , a n d deter m in e w h i ch o f th e f ou r bu i l d i ngb l oc k s o f c o m pet i t i v e a d v a nta g e t h e co m pa n y n eed s i n orde r t o con t i n u e t o m a i n t a i n a b o v e-a v er a g e pro f ita b i l i t y . Provi d ea ra ti o n aletosup p orttheresponse. 2. Deter m i n e th e m a i n aspe ct o f produc t d i ff erent i atio n a n d capac i t y c o ntr o l t h a t Fe d era l E x pre s s c oul d us e i n or d e r t o m a i n t a i n a n ed g eo v e r i tsr i v a l s .J u st i f y t h er e sp on se. 3. A ss es s th e e f f i c i en c y o f Federa l E x pre ss ’ s c ur r en t bu s i ne ss m odel , a n d reco m m en d o n e (1 ) ne w bu s i n es s -leve l stra t e g y t h a t gi v e s t h e co m pa n ya co m p et i t i ve a dvant a g e ove r it s r i v a l s. P r o v i d earat i o n ale f o rthereco m m enda ti on. 4. E x a m in e th e m anne r i n wh i c h overa l l g l o b a l co m pet i t i o n m a y i m pa ct th e n e w bu s i ne ss strate g y tha t y o u re c o m m ende d i n Que s t i o n 3 . Next , su g ge st on e (1 ) si g n i f i c an t w a y t ha t Feder a l E x pre s s m a y c on f r on t i ts g l ob a lc o m pet it i o n .

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Exam II (Chapters 21-24)Part I.Essays. Write essays of .docx

1. Exam II (Chapters 21-24) Part I. Essays. Write essays of one and a half pages each on FOUR of these questions: 1. Progressives. What do you find remarkable about the era of Progressivism? Describe three particular leaders or movements and show how they help define this time period. How did the Progressives shape the society we live in today? 2. World War I. Why did the U.S. get involved in World War I? Why was it a controversial war in America? Explain Wilson's goals after the war. How successful was he? 3. World War I and American Life. Explain the impact of World War I in America. Consider various social, economic and political changes in the country during and right after the war. Do you think these changes were actually caused by the war? 4. The 1920s. What happened in America during the 1920s? Why do historians see the 20s as the beginning of "modern times"? Address social, cultural, economic and political factors. 5. Depression. Explain some of the possible causes of the Great Depression. Who suffered the most? How did people react to economic stress? Describe some social changes in this era. 6. New Deal. Explain how Franklin Roosevelt proposed to help

2. the economy. Why was he able to make so many changes? What lasting impact did New Deal policies have on America? 7. New Dealers and Progressives. How were the New Dealers similar to Progressive leaders of a generation earlier? How were they different? To the extent they differed, was it because they had different ideals or because they were in different times? 8. Women. Explain some of the changes in women’s lives in the early 1900s. Describe the role of women in shaping the Progressive Era, World War I, the 1920s, and 1930s. Do you think the status of women changed because of women’s activism or because of other changes in society? 9. Three key terms. Develop an essay using three of the key terms from the handouts. Show how the terms are related to each other and how they combine to give us a better understanding. Part II. Pictures. Include a picture to go with each essay. Explain how the picture helps us understand the key points in the essay. Keys for Success: - Explain your points simply, like you would to another student. - Write in short paragraphs. - Use specific examples from our readings and class discussion. - Relate your answers to major concepts and trends we have covered. - Note how specific things in the pictures add to our understanding.

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