MyRubricHSY1012HIST102 Essay Writing RubricA score of 0 may be given in any category for compositions that are entirely illegible or otherwise unscorable: blank responses, responses written in a foreign language, restatements of the prompt, responses that are off-topic or incoherent.Thesis, Focus, and Content (36 points)CATEGORY7.2 - Above Standards6 - Meets Standards4.8- Approaching Standards3.6- Below Standards0 or No ScoreFocus or Thesis StatementThe thesis statement names the topic iof the essay and outlines the main points to be discussed.The thesis statement names the topic of the essay.The thesis statement outlines some or all of the main points to be discussed but does not name the topic.The thesis statement does not name the topic AND does not preview what will be discussed.See aboveSupport of the thesisSupport information is related to and supportive of the topic/subject.Support information has minor weaknesses in relatedness to and/or support of the topic/subject.Support information has major weaknesses in relatedness to and/or support of the topic/subject.An attempt has been made to add support information, but it was unrelated or confusing.See aboveEvidence & ExamplesAll of the evidence and examples are specific, relevant, and explanations are given that show how each support the thesis and support for the thesis.Most of the evidence and examples are specific, relevant and explanations are given that show how each support the thesis and support for the thesis.At least one of the pieces of evidence and examples is relevant and has an explanation that show how each support the thesis and support for the thesis.Evidence and examples are NOT relevant and/or are not explained in a way that add to the support of the thesis.See aboveElaborationElaboration consists of specific, developed details.Elaboration consists of some specific details.Elaboration consists of general and/or undeveloped details, which may be presented in a list-like fashion.Elaboration is sparse; almost no details.See aboveSequencingArguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.See aboveWriting Conventions (worth 24 points)4.8 - Above Standards3.6 - Meets Standards2.4 - Approaching Standards1.2 - Below Standards0 or No ScoreTransitionsA variety of thoughtful transitions are used. They clearly show how ideas are connected.Transitions show how ideas are connected, but there is little variety.Some transitions work well, but some connections between ideas are fuzzy.The ...
1
Assessment 3
Individual Reflective Report
Semester 1, 2022
Unit
code/name
ICT101 Introduction to Information Technology
Due date
and Time
Report: Week 12, Friday
Time: 5pm
Total marks 40 marks
General
Instruction
for students
Submit your reflective report based on the scenario and information below.
Your task is choosing a business and discuss the future applications of information
technology for this business. You can find similar scenarios in the course contents. You will
apply knowledge accumulated in the unit, labour market data, research into available
education and training options; and will integrate this information with a discussion of current
challenges for the business and the contribution that IT can reasonably be expected to make
in meeting those challenges.
Deliverables
Word length: 2,000
Report Due: Week 12, Friday
Time: 5pm
Report Structure
• Cover Page - your name, ID, subject, date, report title and WORD COUNT
• Executive Summary
• Table of Contents - listed sections (and sub-sections if required)
• Introduction - Brief and clear introduction
• Body
• References-listing of all cited literature. A small number of high-quality references
strategically used is the main aim here.
2
Formatting Guide
Font: Times New Roman 12pt for paragraph text, 14pt bold for headings, with single
paragraph breaks between paragraphs.
Line Spacing: 1.5, Margins: 2cm all around
Alignment: left-aligned.
Page numbering: Insert page number
3
Marking Rubric Reflective Report
Table 1 – Reflective Report Rubric
Item Good (5) Satisfactory (3-4) Unsatisfactory (2) Poor (0-1)
Introduction
(5%)
Clear problem
statements,
project objects,
project scope.
Reasonable
problem
statements,
project objects,
project scope.
Problem
statements, project
objects, project
scope not clearly
stated.
Problem
statements,
project objects,
project scope
not given or
unacceptable.
Assumptions
(5%)
Project
assumptions
clearly stated.
Project
assumptions
adequately
stated.
Project
assumptions not
clearly stated.
Project
assumptions
not made or
unacceptable.
Technical
Specifications/
Scenario
developed
(5%)
Technical
specifications
scenario
adequately
identified and
stated.
Technical
specifications
scenario
identified and
stated, but not
complete or
inadequate.
Technical
specifications
scenario not clearly
identified and
stated.
Technical
specifications
scenario not
stated or
unacceptable.
Research
(5%)
Research is
complete,
contemporary.
Research is
mostly complete.
Research is out of
date.
Research is
mostly/wholly
incomplete.
Discussion of
the difficult
Challenges
(5%)
Discussion
adequately
addresses all
business needs.
Discussion
adequately
add ...
This document provides instructions and guidelines for students completing an individual reflective report on information technology applications for a chosen business. It outlines the structure and formatting requirements for the report, which is to be 2,000 words and discuss challenges the business faces and how IT can help address them. It will be graded based on a rubric that evaluates elements like the introduction, research, discussion of challenges, and contribution of IT. Students are asked to submit the report by Week 12 Friday at 5pm.
Deviance: Breaking Cultural Norms Free Essay Example. Case study on deviance 500 Words - PHDessay.com. Deviance and its Consequences Essay - Denise West SOC- August 18, 2019 .... deviance essay. Biological explanations and social constructionist theories of deviance .... Understanding deviance in the classroom Essay Example Topics and Well .... Deviance is relative. Evaluate this term - GCSE Sociology - Marked by .... Deviance essay - writefiction581.web.fc2.com. SOC-100Devianceand Consequences Essay - Deviance and Its Consequences .... Crime and deviance essay plans and responses Sociology - A Level A .... Deviant Behavior and Societal Perspectives on It Free Essay Example. Deviance Essay Sociology Deviance Sociology Psychology .... Deviance in society essay. Sociological Issues of Deviance Assignment Example Topics and Well .... Evaluate the usefulness of functionalist approaches in understanding .... Labelling Essay crime and deviance Deviance Sociology Crimes. Deviance in sociology examples. Chapter 7. Deviance, Crime, and .... Deviance as a Social Problem Essay Example Topics and Well Written .... Custom Writing Professional Paper Writing,Term papers,Research .... Deviance In Society Essays. Essay On Deviance PPT. Sociology of Deviance Case Study Example Topics and Well Written .... Assignment writing on deviance - Deviance amp; Deviants. Deviance essay sociology - etdlibtutr.x.fc2.com. Workplace Deviance: Generation Y Employees a Necessary Evil Essay .... Defining Deviancy Up Essay Example StudyHippo.com. Introduction to Deviance Worksheet for Higher Ed Lesson Planet. Deviance - Lecture notes - 28 - 31 - Soci 3290 - Memorial University .... 5 Theories Of Deviance Pdf. 011 Personal Narrative Essay Example High School Examples And Forms .... 002 Essay Example Social Media Argumentative Deviance Oglasi On .... ᐅ Essays On Deviance Free Argumentative, Persuasive, Descriptive and ... Essay On Deviance Essay On Deviance
THE NATURE OF CULTURE,
THE NATURE OF PEOPLE
Chapter 2
Key ConceptsCultureSocializationCultural identityCultural diversityRaceStereotypeCultural values
*
Need for CultureFramework for ways and behaviors in a groupEstablishes rules and expectationsAssigns meaning to realityShared meanings and valuesDefines nature of interactionsGives sense of belongingness
*
Diversity and CultureDiversity exists within a cultureBehaviors and lifestyles may differ among members of same cultureDifferences in views and ways to interpret reality Variety of factors influence diverse ways among members of same cultural groupExperiences EducationSocial and economic factors
*
Dimensions of Culture
Perception of Reality Interpretation of Events Use of Symbolism Value Judgments Assigning of Meaning Representation of Reality
Functions of Culture
define behaviors, roles, rituals, and expectationsinterpret the tangible and the intangibleoffer stability in lifeinfluence interpretation of lifegive individuals identityprovide sense of belonging
Cultural LevelsIdeasBeliefsFearsEmotions
Material Culture
Non-material CultureDress codesArtUtensilsToolsLanguages
Elements of Cultural IdentityAgeEthnic or national originFamilyReligionGenderLanguageGeographical regionEducational backgroundExceptionalities Job or professionSocio-economic level
Key Elements of Cultural Diversity
NationalityRace/EthnicityReligionSocial ClassGenderExceptionalityAge
Elements of EthnicityReligion Ancestry Nationality Birth/ religious conversionFamilyPlace of birth/parents
Defined by:
Received through:
Perspectives on RaceDescribes biological featuresSocial descriptorStereotype of a groupBiases (prejudice, discrimination)Misleading notions
Multicultural Early Childhood EducationEffective Early childhood educatorsclarify own cultural views.examine and clarify stereotypes. become culturally knowledgeable.continuously learn about other cultures.consider principles of development when planning and designing children’s learning experiences.
Diss 1
I really like the systems theory mainly because how its described. If one part of the system is affected, every other part is as well. Nursing is very much apart of the systems theory because we are just one part of the whole unit, if nursing were to fall apart or even if administrative systems disappeared then we would ultimately not succeed. The chaos theory makes a lot of sense to me, because its constant managing. There is always going to be that stressor in the hospital setting where nursing staff calls out due to a life incident and I don't foresee us ever having enough nurses to cover that gap. I think we had a better system of nurse to patient ratios then we would see a lot of nurses coming into work and falling back in love with their job. Of course life still happens but the rise in calling out due to just about anything I think would overall decrease. Both theories are ver.
Martin Luther King Jr I Have A Dream Essay – Telegraph. 004 Martin Luther King Jr Essay Mlk1 ~ Thatsnotus. College essay: An essay on martin luther king jr. Martin Luther Essay | HIST1011 - The Emergence of Modern Europe (A .... St. Albans City School Daily Announcements: Martin Luther King Jr .... Martin Luther King Essay | Essay
The document provides an overview of the Biography Resource Center database. It summarizes the database's key features, including over 450,000 biographies from various reference titles, periodicals, photos, and vetted websites. It also highlights recent additions to content, continuous updates, and marketing materials available. New modules are announced that will expand the number of biographies and perspectives within the database.
one page on each topic of life span development issues relating t.docxvannagoforth
one page on each topic of "life span development issues relating to Mass incarcerations for racial inequality, Ethical issues relating to mass incarceration for racial inequality, meant health and call for reform" so four pages
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Or ...
Case study week 1 IntroductionSlavery will hone your abili.docxdrennanmicah
Case study week 1: Introduction:
Slavery will hone your abilities to search and compile a response to the prompts provided below by describing the dynamics of slavery. Although slavery had existed among African peoples prior to the European slave trade, the status of slaves in Africa was much different than that of slaves as a result of the trade. The condition of the latter took a different path from the start. The transition of this status in the colonies is illustrated through primary sources as seen with several Acts of the Virginia Commonwealth. Research suggests that British North America saw the economic benefit of slavery and adopted "the Peculiar Institution" with slavery at the heart of their success. However, different viewpoints on slavery would soon lead to one of the greatest conflicts on American soil - the American Civil War.
Instructions:
Locate the webpage Acts of the Virginia Commonwealth on the PBS site Slavery and the Making of America: The Slave Experience.
Use the following keywords in your search
: acts of Virginia Commonwealth slave experience. Read the information on this page. Feel free also to locate and incorporate additional scholarly sources to respond to this case study.
Construct the case study by responding to the following prompts
:
1)Describe in what ways the practice of slavery was different between Africans and Europeans?
2)Explain how the length of service of slaves (servants being brought into the colony without indentures or covenants) change between 1642 and 1705?
3)How was the status of children born to slaves by white men determined?
4)Describe in what ways were slaves treated similarly to property (regarding the right of possession, damage to property, etc.)?
5)As the author of the Declaration of Independence, analyze Jefferson's viewpoint of slavery and abolition of slavery.
Make sure to cite and reference sources. Make sure that the writing is clear, well-developed, and free from spelling and grammatical errors. Please note that part of your grade is to include a documented example of the primary source.
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
Use in-text citations that correspond with your end references.
------------------------------------------------------------------------------------------------------
Grading Rubric: Must follow to receive full credit
Case Study Grading Rubric - 100 pts
Criteria Ratings Pts:
This criterion is linked to a Learning Outcome Length
5.0 pts
Meets length requirement
0.0 pts
Does not meet length requirement
5.0 pts
This criterion is linked to a Learning Outcome Content
10.0 pts
Paper addresses all aspects of the assignment.
8.5 pts
Paper addresses most aspects of the assignment.
7.5 pts
Paper addresses some aspects of the assignment.
6.0 pts
Paper addresses few aspects of the assig.
1
Assessment 3
Individual Reflective Report
Semester 1, 2022
Unit
code/name
ICT101 Introduction to Information Technology
Due date
and Time
Report: Week 12, Friday
Time: 5pm
Total marks 40 marks
General
Instruction
for students
Submit your reflective report based on the scenario and information below.
Your task is choosing a business and discuss the future applications of information
technology for this business. You can find similar scenarios in the course contents. You will
apply knowledge accumulated in the unit, labour market data, research into available
education and training options; and will integrate this information with a discussion of current
challenges for the business and the contribution that IT can reasonably be expected to make
in meeting those challenges.
Deliverables
Word length: 2,000
Report Due: Week 12, Friday
Time: 5pm
Report Structure
• Cover Page - your name, ID, subject, date, report title and WORD COUNT
• Executive Summary
• Table of Contents - listed sections (and sub-sections if required)
• Introduction - Brief and clear introduction
• Body
• References-listing of all cited literature. A small number of high-quality references
strategically used is the main aim here.
2
Formatting Guide
Font: Times New Roman 12pt for paragraph text, 14pt bold for headings, with single
paragraph breaks between paragraphs.
Line Spacing: 1.5, Margins: 2cm all around
Alignment: left-aligned.
Page numbering: Insert page number
3
Marking Rubric Reflective Report
Table 1 – Reflective Report Rubric
Item Good (5) Satisfactory (3-4) Unsatisfactory (2) Poor (0-1)
Introduction
(5%)
Clear problem
statements,
project objects,
project scope.
Reasonable
problem
statements,
project objects,
project scope.
Problem
statements, project
objects, project
scope not clearly
stated.
Problem
statements,
project objects,
project scope
not given or
unacceptable.
Assumptions
(5%)
Project
assumptions
clearly stated.
Project
assumptions
adequately
stated.
Project
assumptions not
clearly stated.
Project
assumptions
not made or
unacceptable.
Technical
Specifications/
Scenario
developed
(5%)
Technical
specifications
scenario
adequately
identified and
stated.
Technical
specifications
scenario
identified and
stated, but not
complete or
inadequate.
Technical
specifications
scenario not clearly
identified and
stated.
Technical
specifications
scenario not
stated or
unacceptable.
Research
(5%)
Research is
complete,
contemporary.
Research is
mostly complete.
Research is out of
date.
Research is
mostly/wholly
incomplete.
Discussion of
the difficult
Challenges
(5%)
Discussion
adequately
addresses all
business needs.
Discussion
adequately
add ...
This document provides instructions and guidelines for students completing an individual reflective report on information technology applications for a chosen business. It outlines the structure and formatting requirements for the report, which is to be 2,000 words and discuss challenges the business faces and how IT can help address them. It will be graded based on a rubric that evaluates elements like the introduction, research, discussion of challenges, and contribution of IT. Students are asked to submit the report by Week 12 Friday at 5pm.
Deviance: Breaking Cultural Norms Free Essay Example. Case study on deviance 500 Words - PHDessay.com. Deviance and its Consequences Essay - Denise West SOC- August 18, 2019 .... deviance essay. Biological explanations and social constructionist theories of deviance .... Understanding deviance in the classroom Essay Example Topics and Well .... Deviance is relative. Evaluate this term - GCSE Sociology - Marked by .... Deviance essay - writefiction581.web.fc2.com. SOC-100Devianceand Consequences Essay - Deviance and Its Consequences .... Crime and deviance essay plans and responses Sociology - A Level A .... Deviant Behavior and Societal Perspectives on It Free Essay Example. Deviance Essay Sociology Deviance Sociology Psychology .... Deviance in society essay. Sociological Issues of Deviance Assignment Example Topics and Well .... Evaluate the usefulness of functionalist approaches in understanding .... Labelling Essay crime and deviance Deviance Sociology Crimes. Deviance in sociology examples. Chapter 7. Deviance, Crime, and .... Deviance as a Social Problem Essay Example Topics and Well Written .... Custom Writing Professional Paper Writing,Term papers,Research .... Deviance In Society Essays. Essay On Deviance PPT. Sociology of Deviance Case Study Example Topics and Well Written .... Assignment writing on deviance - Deviance amp; Deviants. Deviance essay sociology - etdlibtutr.x.fc2.com. Workplace Deviance: Generation Y Employees a Necessary Evil Essay .... Defining Deviancy Up Essay Example StudyHippo.com. Introduction to Deviance Worksheet for Higher Ed Lesson Planet. Deviance - Lecture notes - 28 - 31 - Soci 3290 - Memorial University .... 5 Theories Of Deviance Pdf. 011 Personal Narrative Essay Example High School Examples And Forms .... 002 Essay Example Social Media Argumentative Deviance Oglasi On .... ᐅ Essays On Deviance Free Argumentative, Persuasive, Descriptive and ... Essay On Deviance Essay On Deviance
THE NATURE OF CULTURE,
THE NATURE OF PEOPLE
Chapter 2
Key ConceptsCultureSocializationCultural identityCultural diversityRaceStereotypeCultural values
*
Need for CultureFramework for ways and behaviors in a groupEstablishes rules and expectationsAssigns meaning to realityShared meanings and valuesDefines nature of interactionsGives sense of belongingness
*
Diversity and CultureDiversity exists within a cultureBehaviors and lifestyles may differ among members of same cultureDifferences in views and ways to interpret reality Variety of factors influence diverse ways among members of same cultural groupExperiences EducationSocial and economic factors
*
Dimensions of Culture
Perception of Reality Interpretation of Events Use of Symbolism Value Judgments Assigning of Meaning Representation of Reality
Functions of Culture
define behaviors, roles, rituals, and expectationsinterpret the tangible and the intangibleoffer stability in lifeinfluence interpretation of lifegive individuals identityprovide sense of belonging
Cultural LevelsIdeasBeliefsFearsEmotions
Material Culture
Non-material CultureDress codesArtUtensilsToolsLanguages
Elements of Cultural IdentityAgeEthnic or national originFamilyReligionGenderLanguageGeographical regionEducational backgroundExceptionalities Job or professionSocio-economic level
Key Elements of Cultural Diversity
NationalityRace/EthnicityReligionSocial ClassGenderExceptionalityAge
Elements of EthnicityReligion Ancestry Nationality Birth/ religious conversionFamilyPlace of birth/parents
Defined by:
Received through:
Perspectives on RaceDescribes biological featuresSocial descriptorStereotype of a groupBiases (prejudice, discrimination)Misleading notions
Multicultural Early Childhood EducationEffective Early childhood educatorsclarify own cultural views.examine and clarify stereotypes. become culturally knowledgeable.continuously learn about other cultures.consider principles of development when planning and designing children’s learning experiences.
Diss 1
I really like the systems theory mainly because how its described. If one part of the system is affected, every other part is as well. Nursing is very much apart of the systems theory because we are just one part of the whole unit, if nursing were to fall apart or even if administrative systems disappeared then we would ultimately not succeed. The chaos theory makes a lot of sense to me, because its constant managing. There is always going to be that stressor in the hospital setting where nursing staff calls out due to a life incident and I don't foresee us ever having enough nurses to cover that gap. I think we had a better system of nurse to patient ratios then we would see a lot of nurses coming into work and falling back in love with their job. Of course life still happens but the rise in calling out due to just about anything I think would overall decrease. Both theories are ver.
Martin Luther King Jr I Have A Dream Essay – Telegraph. 004 Martin Luther King Jr Essay Mlk1 ~ Thatsnotus. College essay: An essay on martin luther king jr. Martin Luther Essay | HIST1011 - The Emergence of Modern Europe (A .... St. Albans City School Daily Announcements: Martin Luther King Jr .... Martin Luther King Essay | Essay
The document provides an overview of the Biography Resource Center database. It summarizes the database's key features, including over 450,000 biographies from various reference titles, periodicals, photos, and vetted websites. It also highlights recent additions to content, continuous updates, and marketing materials available. New modules are announced that will expand the number of biographies and perspectives within the database.
one page on each topic of life span development issues relating t.docxvannagoforth
one page on each topic of "life span development issues relating to Mass incarcerations for racial inequality, Ethical issues relating to mass incarceration for racial inequality, meant health and call for reform" so four pages
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Or ...
Case study week 1 IntroductionSlavery will hone your abili.docxdrennanmicah
Case study week 1: Introduction:
Slavery will hone your abilities to search and compile a response to the prompts provided below by describing the dynamics of slavery. Although slavery had existed among African peoples prior to the European slave trade, the status of slaves in Africa was much different than that of slaves as a result of the trade. The condition of the latter took a different path from the start. The transition of this status in the colonies is illustrated through primary sources as seen with several Acts of the Virginia Commonwealth. Research suggests that British North America saw the economic benefit of slavery and adopted "the Peculiar Institution" with slavery at the heart of their success. However, different viewpoints on slavery would soon lead to one of the greatest conflicts on American soil - the American Civil War.
Instructions:
Locate the webpage Acts of the Virginia Commonwealth on the PBS site Slavery and the Making of America: The Slave Experience.
Use the following keywords in your search
: acts of Virginia Commonwealth slave experience. Read the information on this page. Feel free also to locate and incorporate additional scholarly sources to respond to this case study.
Construct the case study by responding to the following prompts
:
1)Describe in what ways the practice of slavery was different between Africans and Europeans?
2)Explain how the length of service of slaves (servants being brought into the colony without indentures or covenants) change between 1642 and 1705?
3)How was the status of children born to slaves by white men determined?
4)Describe in what ways were slaves treated similarly to property (regarding the right of possession, damage to property, etc.)?
5)As the author of the Declaration of Independence, analyze Jefferson's viewpoint of slavery and abolition of slavery.
Make sure to cite and reference sources. Make sure that the writing is clear, well-developed, and free from spelling and grammatical errors. Please note that part of your grade is to include a documented example of the primary source.
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
Use in-text citations that correspond with your end references.
------------------------------------------------------------------------------------------------------
Grading Rubric: Must follow to receive full credit
Case Study Grading Rubric - 100 pts
Criteria Ratings Pts:
This criterion is linked to a Learning Outcome Length
5.0 pts
Meets length requirement
0.0 pts
Does not meet length requirement
5.0 pts
This criterion is linked to a Learning Outcome Content
10.0 pts
Paper addresses all aspects of the assignment.
8.5 pts
Paper addresses most aspects of the assignment.
7.5 pts
Paper addresses some aspects of the assignment.
6.0 pts
Paper addresses few aspects of the assig.
Dissertations 5 ref, plagiarism, own crit-analysis [handout]Study Hub
This 3 sentence summary provides an overview of the key points from the document:
The document discusses referencing, bibliographies, and plagiarism, focusing on proper citation and formatting of references. It covers both the Harvard and Cambridge referencing styles, explaining how to incorporate citations in the text and structure bibliographies. The document also addresses referencing various source types including books, journal articles, websites, and primary sources.
The document provides instructions for an assignment where students create a "Historical Facebook" page by taking on the persona of someone living during a historical time period they are studying. Students are asked to include biographical details to develop their character, then write Facebook status updates to share perspectives on events happening around them and daily life during that era from their character's point of view. The assignment aims to have students practice writing informative texts to narrate historical events in a creative format.
How To Introduce Yourself In An Essay. Introduce yourself speech essay - Intr...Olga Valentin
The main benefit was improving their ability to diagnose hidden reasons for problems in the classroom in order to change their approach or address the underlying issues. This helped them grow as reflective teachers and increase their research skills. However, their overloaded schedules made it difficult to dedicate time to exploratory practice or action research. Additionally, many lacked background in how to conduct this type of research. Securing support from administrators and balancing the demands of teaching were also major challenges.
Week 3 Project - STAT 3001Student Name Type your name here.docxcockekeshia
Week 3 Project - STAT 3001
Student Name: <Type your name here>
Date: <Enter the date on which you began working on this assignment.>
Instructions: To complete this project, you will need the following materials:
· STATDISK User Manual (found in the classroom in DocSharing)
· Access to the Internet to download the STATDISK program.
Part I. Analyze Data
Instructions
Answers
1. Open the file MOVIES using menu option Datasets and then Elementary Stats, 9th Edition. This file contains some information about a collection of movies. How many observations are there in this file?
2-7 Analyze the data in this file and complete the following table, indicating for each variable what type of data it represents.
Variable
Qualitative/ Quantitative
Discrete/ Continuous/ Neither
Level of Measurement
1.
Rating
2.
Budget
3.
Gross
4.
Length
5.
Viewer
8. Would you consider this data to represent a sample or a population?
Part II. ScatterPlots
9. Create a scatterplot for the data in the Budget and Gross columns. Paste it here.
10. Explain the visual relationship between Budget costs and Gross Earnings of the movies.
11. Create a scatterplot for the data in the Budget and the Viewer Rating columns. Paste it here.
12. Explain the visual relationship between Budget costs and Viewer Rating.
Part III. Correlation
13. Using Stat Disk, calculate the linear correlation between the data in the Budget and Gross columns. List the steps used for the calculation and give the resulting correlation coefficient.
14. Explain the mathematical relationship between Budget costs and Gross Earnings of the movies based on the linear correlation coefficient. Be certain to include comments about the magnitude and the direction of the correlation
15. List the sample size and the degrees of freedom for this computation.
16. Using Stat Disk, calculate the linear correlation between the data in the Budget and Viewer Rating columns.
17. Compare and contrast these two relationships:
BUDGET and GROSS
BUDGET and RATING
How are they similar? How are they different?
[Hint: Read Page 290 “Types of Correlation”]
Part IV. Simple Regression
Let’s say that we wanted to be able to predict the GROSS earnings (in millions of dollars) for an upcoming movie based on the BUDGET (in millions of dollars) spent on the movie. Using this sample data, perform a simple-regression to determine the line-of-best fit. Use the BUDGET as your x (independent) variable and GROSS as your y (response) variable.
18. Paste your results here:
Answer the following questions related to this simple regression
19. What is the equation of the line-of-best fit? Insert the values for bo and b1 from above.
20. What is the slope of the line? What does it tell you about the relationship between the BUDGET and GROSS data? Be sure to specify the proper units.
[Hint: remember that both variables are measured in millions of dollars.]
21. What is the y-intercept of the line? .
Academic Essay Examples - 18+ in PDF | Examples. College Essay Format: Simple Steps to Be Followed. College Essay Examples - 13+ in PDF | Examples. Short Essay Writing Help: Topics Examples and Essay Sample. Business Paper: Sample argument essay. 50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. Ap Lang Rhetorical Analysis Essay Example 2020 5 2015 | Libertyparkusafd. College Essay Examples - 9+ in PDF | Examples. FREE 9+ College Essay Examples in PDF | Examples - How to write english .... an argument paper with two different types of writing and the same type .... 32 College Essay Format Templates & Examples - TemplateArchive. how to write an article paper 2. Standard Essay Format | Proper Essay Format Proper Essay Format Cover .... Writing essay papers - College Homework Help and Online Tutoring.. Essay Writing Examples - 21+ Samples in PDF | DOC | Examples. 10+ Formal Writing Examples - PDF | Examples. Sample Essay. Proper Essay Format : Navigation menu. Impressive Sample Scholarship Essays Based Financial Need ~ Thatsnotus. How to Write an Essay ~ Endless Lingbooks. Business paper: Sample essay paper. essay examples: essay papers. Contoh Essay Pdf – Ilustrasi. Sample essay-p1 | Lepre's Learning Log. Academic Essay Examples - 15+ in PDF | Examples. Formal Essays - 9+ Examples, Format, Sample | Examples. How to Write In College Essay Format | OCC NJ. Argumentative essay example short Truth or Consequences .... How to write an informal essay paper a report by justin mark - Issuu. Top Blc Sharp Essay Examples The Latest - scholarship. Definition of essay writing pdf. 10 Tips to Write an Essay and Actually Enjoy It Written Essay Papers
Written Essay Papers. Contoh Essay Pdf IlustrasiKelly Simon
Academic Essay Examples - 18+ in PDF | Examples. College Essay Format: Simple Steps to Be Followed. College Essay Examples - 13+ in PDF | Examples. Short Essay Writing Help: Topics Examples and Essay Sample. Business Paper: Sample argument essay. 50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. Ap Lang Rhetorical Analysis Essay Example 2020 5 2015 | Libertyparkusafd. College Essay Examples - 9+ in PDF | Examples. FREE 9+ College Essay Examples in PDF | Examples - How to write english .... an argument paper with two different types of writing and the same type .... 32 College Essay Format Templates & Examples - TemplateArchive. how to write an article paper 2. Standard Essay Format | Proper Essay Format Proper Essay Format Cover .... Writing essay papers - College Homework Help and Online Tutoring.. Essay Writing Examples - 21+ Samples in PDF | DOC | Examples. 10+ Formal Writing Examples - PDF | Examples. Sample Essay. Proper Essay Format : Navigation menu. Impressive Sample Scholarship Essays Based Financial Need ~ Thatsnotus. How to Write an Essay ~ Endless Lingbooks. Business paper: Sample essay paper. essay examples: essay papers. Contoh Essay Pdf – Ilustrasi. Sample essay-p1 | Lepre's Learning Log. Academic Essay Examples - 15+ in PDF | Examples. Formal Essays - 9+ Examples, Format, Sample | Examples. How to Write In College Essay Format | OCC NJ. Argumentative essay example short Truth or Consequences .... How to write an informal essay paper a report by justin mark - Issuu. Top Blc Sharp Essay Examples The Latest - scholarship. Definition of essay writing pdf. 10 Tips to Write an Essay and Actually Enjoy It Written Essay Papers
Policy ProposalsPolicy development and implementation are essent.docxstilliegeorgiana
Policy Proposals
Policy development and implementation are essential processes that need to be embraced in social work. They are crucial aspects that can influence change on how things can be done for our clients to achieve either a negative or positive outcomes. Notably as a social worker, if you need to be more effective in practice, then you should advocate for policies that enhance the desired results to your clients during service time (Plummer, Makris, Brocksen, 2014). Significantly, as a social worker, I have realized that I should not emphasize on every social policy; however, I must make consideration of policies that cover all of my clients.
Policy
To provide permanent housing vouchers for families that are homeless and provide short term assistance to the less affected family. This policy is essential because there will be a consistent payment irrespective of the fact that the tenants will guarantee a particular portion, the clients are aware that failure to do so they might lose their voucher. This means that there will be strict guidelines regulating the behaviors of tenants. Thus, failure to adhere to any part of their signed lease results in loss of the voucher (Plummer et al., 2014).
Jose a Latino male aged 42 years and who is heterosexual he is homeless and has a concern of substance abuse. In this case, Jose requires both counseling and housing services. Considerably, I will implement the housing programs to all individuals who are homeless, and thus Jose will be a beneficiary. Further, I would appeal to the state and federal governments to provide substantial assistance to victims suffering from drug and substance abuse and homeless. I will factor the homeless individuals to further their education by providing resources that will facilitate their learning and social services as well. The policy will cost a substantial amount financed by the government and state agencies annually.
The author designates a trade-off is how policy ranks high in one criterion but maybe lower on another standard (Jansson, 2018).In the case of Jose, the trade-off will be developed limiting the annually cost and providing a prepaid voucher system without adhering to state and federal tax penalties laws. Also, in the case of Jose, I would use a trade-off in implementing more homeless shelters and spend less money on the substance abuse issues with Jose but I would have more money invested in the effectiveness of helping a diverse population of homeless people in seeking shelters.
References
Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]."Working with Clients with Addictions: The Case of Jose" (pp. 65–68).
Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series. Chapter 8, "Placing Policy Proposals i ...
1.Must have an introduction paragraph and a conclusion paragraph.docxelliotkimberlee
1.
Must have an introduction paragraph and a conclusion paragraph.
2.
Must include references cited in the paper and a reference page with "retrieved from" for each reference used on reference page.
3.
Must not have any plagiarism.
4.
Must be in APA format.
Content and Development All key elements of the assignment are covered in a substantive way. • All questions are answered adequately and thoughtfully. • The paper is 1,050 to 1,750 words in length. The content is comprehensive, accurate, and persuasive. The paper develops a central theme or idea directed toward the appropriate audience. Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically. The introduction provides sufficient background on the topic and previews major points. The conclusion is logical, flows from the body of the paper, and reviews the major points. Additional Comments: Paragraph transitions are present, logical, and maintain the flow throughout the essay. The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise. Sentences are well constructed, strong, and varied. Sentence transitions are present and maintain the flow of thought. Additional Comments: The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements. Intellectual property is recognized with in-text citations and a reference page. Rules of grammar, usage, and punctuation are followed. Spelling is correct.
ASSIGNMENT
Write
a 1,050- to 1,750-word paper that answers the following questions:
·
What information about diversity in the United States has helped you better understand or relate to others in ways that you may not have in the past? Have you learned something new about your own racial, ethnic, or cultural history?
·
Trends in immigration will continue to shape the demographics of the United States. What will the U.S. population look like in the year 2050? Why do you think so?
o
What challenges does the United States face due to the diversity of its people?
o
What are the benefits and/or disadvantages of such a diverse society?
·
How can we foster a climate of acceptance and cultural pluralism in the United States?
o
In what ways does the media perpetuate stereotyping and prejudice? Provide examples to support your assertion.
o
In what ways does the media help foster appreciation for diversity? Provide examples to support your assertion.
o
How might individuals and the United States work together to reduce discrimination?
o
How might you change your own behaviors in your work or school environment to better interact with your diverse colleagues?
·
Use
APA guidelines.
.
Research PaperSocial IssueGetting StartedSet up th.docxeleanorg1
This research paper examines three 19th century farming handbooks in historical context. Population growth, improved transportation, and technological advances transformed farming from a way of life into a business. Agricultural journals emerged to spread new scientific knowledge among farmers. Handbooks also played a role in educating young farmers. The paper analyzes three handbooks from the 1800s in light of changes in farming, knowledge distribution, and education's increasing focus on agriculture.
The document provides instructions for using the library website, including searching for books and articles, getting materials through interlibrary loan, and citing sources properly. Key changes mentioned are replacing the old library catalog with a new search box, allowing users to access items from all CSU campuses, and removing the need for a separate library password. Tips are offered for effective searching techniques and common citation errors to avoid.
Dissertations 5 ref, plagiarism, own crit-analysisStudy Hub
This document provides an overview of the topics that will be covered in the final week of a 5-week course on dissertation and major project writing. The topics include referencing and bibliographies, plagiarism and how to avoid it, and the final stages of writing including introductions, conclusions, editing, and proofreading. Referencing, bibliographies, and avoiding plagiarism are discussed in more detail with examples provided of different citation styles.
Feudalism, Social Orders, and Political Reorganization.docxlmelaine
Feudalism, Social Orders, and Political Reorganization
New Styles of Kingship and Political Organizations
Political Re-organization, 800-1000s
EnglandStrong forms of KingshipAlfred the Great (r. 871-899), King of the Anglo-Saxons
King Cnut (r. 1017-1038Translation of religious works into Anglo-Saxon
Conversion to Christianity
Reform of the Legal SystemCentralization of Power
Cultural ties with Scandinavia
Spread of Christianity, conversion of Viking invadersTenuous royal control
Political Re-organization, 800-1000s
Frankish Kingdom (West Francia)Weak but prestigious KingsHugh Capet (r. 987-996) inaugurates Capetian DynastyRoyal rituals: anointing and coronation ceremonies
Paris established as the capital of France, important cultural, economic, and intellectual centerFrom strong forms of rulership and centralized authority to weak forms of rulership and decentralized authorityInternal fragmentation, limited royal authority
Political Re-organization, 800-1000s
Germany (Holy Roman Empire)Strong kingshipOtto I, (r. 936-973), King of Germany, King of Italy, and Emperor since 962.
Otto II (r. 973-983)
Otto III (r. 983-1002)Ottonian Renaissance:
Spread of education and learning (including women)
Adoption of Arabic numerals
Production of manuscripts
Byzantine influencePolitical gains during the Carolingian era remained under the OttoniansAdopted primogeniture and patrilineal succession, thus avoiding division of the state.
Strong polity
Political Re-organization, 800-1000s
Iberian Peninsula (Christian Iberia)Warrior KingsAlfonso the Great (r. 848-910), founder and ruler of Kingdom of Leon (first Christian Kingdom in Muslim occupied Iberia). Knighthood culture, strong military ethos
Poem of “El Cid” (Famous Castilian who conquered territories from Muslims)Christian rulers continued to expand onto Muslim territories in a process known as the Reconquista (Reconquest)
Political Re-organization, 800-1000s
Italian PeninsulaDifferent polities:
Communes and City-States controlled by a number of families
Factional politics
Strong Papacy
Pope Sylvester II (r. 999-1003)Adoption of Arab number system and arithmetic
Revival of liberal arts curriculum
Most sophisticated culture due to mercantile activitiesEmergence of communes and city-states with shared governancePolitical fragmentation
Discussion question
Based on what you know about feudalism and politics in this period, in what ways is this map depiction of the distribution of power in Europe around 1050 deceptive?
1Research Proposal Guidelines: 30 PointsA research proposal details what you intend to accomplish with your research project. It describes what you have and intend to do as well as indicate the value of your work. The purpose of the proposal is to set the writing the goals and purpose of your research project. While the content is subject to change as you continue your research, write with certainty and provide concrete details, clarif ...
Feudalism, Social Orders, and Political Reorganization.docxmglenn3
Feudalism, Social Orders, and Political Reorganization
New Styles of Kingship and Political Organizations
Political Re-organization, 800-1000s
EnglandStrong forms of KingshipAlfred the Great (r. 871-899), King of the Anglo-Saxons
King Cnut (r. 1017-1038Translation of religious works into Anglo-Saxon
Conversion to Christianity
Reform of the Legal SystemCentralization of Power
Cultural ties with Scandinavia
Spread of Christianity, conversion of Viking invadersTenuous royal control
Political Re-organization, 800-1000s
Frankish Kingdom (West Francia)Weak but prestigious KingsHugh Capet (r. 987-996) inaugurates Capetian DynastyRoyal rituals: anointing and coronation ceremonies
Paris established as the capital of France, important cultural, economic, and intellectual centerFrom strong forms of rulership and centralized authority to weak forms of rulership and decentralized authorityInternal fragmentation, limited royal authority
Political Re-organization, 800-1000s
Germany (Holy Roman Empire)Strong kingshipOtto I, (r. 936-973), King of Germany, King of Italy, and Emperor since 962.
Otto II (r. 973-983)
Otto III (r. 983-1002)Ottonian Renaissance:
Spread of education and learning (including women)
Adoption of Arabic numerals
Production of manuscripts
Byzantine influencePolitical gains during the Carolingian era remained under the OttoniansAdopted primogeniture and patrilineal succession, thus avoiding division of the state.
Strong polity
Political Re-organization, 800-1000s
Iberian Peninsula (Christian Iberia)Warrior KingsAlfonso the Great (r. 848-910), founder and ruler of Kingdom of Leon (first Christian Kingdom in Muslim occupied Iberia). Knighthood culture, strong military ethos
Poem of “El Cid” (Famous Castilian who conquered territories from Muslims)Christian rulers continued to expand onto Muslim territories in a process known as the Reconquista (Reconquest)
Political Re-organization, 800-1000s
Italian PeninsulaDifferent polities:
Communes and City-States controlled by a number of families
Factional politics
Strong Papacy
Pope Sylvester II (r. 999-1003)Adoption of Arab number system and arithmetic
Revival of liberal arts curriculum
Most sophisticated culture due to mercantile activitiesEmergence of communes and city-states with shared governancePolitical fragmentation
Discussion question
Based on what you know about feudalism and politics in this period, in what ways is this map depiction of the distribution of power in Europe around 1050 deceptive?
1Research Proposal Guidelines: 30 PointsA research proposal details what you intend to accomplish with your research project. It describes what you have and intend to do as well as indicate the value of your work. The purpose of the proposal is to set the writing the goals and purpose of your research project. While the content is subject to change as you continue your research, write with certainty and provide concrete details, clarif.
The document provides instructions for several writing assignments for an SOC 262 class on race and ethnicity. It includes prompts for papers on the social construction of race, discrimination and prejudice, Native American and Asian American groups, and current racial/ethnic relationships in the US. Students are asked to compare biological and social views of race, examine evidence for race as a social construct, and discuss the impacts of allowing multiple race selections in the 2000 Census. The assignments must be formatted in APA style and include references beyond the required textbook.
Essay On Management (Sample). Online assignment writing service.Stephanie Rivas
The original Grimm fairytales were much darker than the versions popularized by Disney films. In the Grimm version of Snow White, the poisoned apple was meant to kill her rather than put her to sleep. The Grimm version of Sleeping Beauty featured the prince impregnating the sleeping princess. Cinderella's father abandoned her to abuse by her stepsisters in the Grimm tale, rather than dying as a kind father. The Grimm version also included graphic violence like the step sisters cutting off their toes to fit the glass slipper. Disney adapted the tales to be more suitable for children by removing graphic violence and portraying parental figures and romantic endings more positively.
Literary Essay Example. 012 Essay Example English Literature Structure How To...g5xxy1h3
Literary Essay - 7 Examples, Format, Pdf Examples. How to Write a Literary Analysis Outline amp; Examples at KingEssays. 13 Literary Essay Templates in Word Google Docs Apple Pages PDF. FREE 10 Literary Essay Samples in MS Word PDF. Essay Writing Examples - 21 in PDF Examples. FREE 9 Sample Essay Templates in MS Word PDF. Literary Analysis Essay: Tips to Write a Perfect Essay - wuzzupessay. Literary essay example. Literature Essay. 2022-10-18. The Literary Analysis Essay: A Teachers Guide Mud and Ink Teaching. Gratis Voorbeeld Literair onderzoek Essay. Essay websites: Sample literature essay. Example Of Literary Critique Essay - Literary Analysis Essay Objective .... Textual analysis essay structure. Rhetorical Analysis Essay .... Literary Essay - Teaching to the Test-Taker. 010 Essay Example How To Write Literary Writing 001 Thatsnotus. A guide to writing the literary analysis essay. How To Write Literary Analysis Essay Telegraph. Literature essay. 17 Thesis Statement Essay Examples Pics - scholarship. Literary Essay Example Literary analysis essay, Literary essay, Poem .... 019 Literary Essay Example Format The Door Miroslav Holub Poem Analysis .... An Introduction To Root Factors For Literary Analysis Essay Examples .... 021 Essay Example How To Write Response Critical Analysis Literature .... 012 Essay Example English Literature Structure How To Write Literary .... 10 Literary Essay Examples most complete - Essay. An Analysis Of Realistic Programs For Literary Essay Example - Extra. Literary essay examples elementary - Dental Vantage - Dinh Vo DDS Literary Essay Example Literary Essay Exampl
Research a historical figure in the public health world.docxwrite5
The document provides instructions for an assignment to research the historical figure W.E.B. DuBois and his contributions to public health. Students are asked to analyze DuBois' background and experience, the political and social context of the time period in which he worked, his motivations and beliefs, how he overcame adversities, the outcomes and importance of his work, and why his contributions were important for public health and U.S. history at that time. The assignment must be 4 pages long, include an introduction, conclusion, and references in APA format.
Research a historical figure in the public health world.docx4934bk
The document provides instructions for an assignment to research the historical figure W.E.B. DuBois and his contributions to public health. Students are asked to analyze DuBois' background and experience, the socioeconomic and political context of the time period in which he worked, his motivations and beliefs, how he overcame adversities, the outcomes and importance of his work, and why his contributions were important for public health and U.S. history at that time. The assignment must be 4 pages long, include an introduction, conclusion, and references in APA format.
This document provides an outline for writing an exemplification essay. It explains that an exemplification essay requires the writer to provide examples or evidence to support a generalization. Crafting an effective outline involves carefully considering the main thesis, identifying key examples to support it, and organizing them logically. The challenges are in selecting relevant examples that both illustrate the point and contribute to coherence, and in striking the right balance between the generalization and specific examples. An exemplification essay outline demands attention to detail to ensure a logical progression of ideas that avoids confusion and allows the examples to build effectively.
This document provides information on citing and referencing sources using the Harvard referencing style. It defines what an in-text citation and reference list are, and explains why citations and references are important. It gives examples of how to format in-text citations for different source types like books, chapters in edited books, and sources with multiple authors. It also provides instructions on how to format reference list entries for various source types, including books, book chapters, and edited books. The document aims to teach students how to properly cite sources when writing assignments and avoid plagiarism.
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
More Related Content
Similar to MyRubricHSY1012HIST102 Essay Writing RubricA score of 0 may be giv.docx
Dissertations 5 ref, plagiarism, own crit-analysis [handout]Study Hub
This 3 sentence summary provides an overview of the key points from the document:
The document discusses referencing, bibliographies, and plagiarism, focusing on proper citation and formatting of references. It covers both the Harvard and Cambridge referencing styles, explaining how to incorporate citations in the text and structure bibliographies. The document also addresses referencing various source types including books, journal articles, websites, and primary sources.
The document provides instructions for an assignment where students create a "Historical Facebook" page by taking on the persona of someone living during a historical time period they are studying. Students are asked to include biographical details to develop their character, then write Facebook status updates to share perspectives on events happening around them and daily life during that era from their character's point of view. The assignment aims to have students practice writing informative texts to narrate historical events in a creative format.
How To Introduce Yourself In An Essay. Introduce yourself speech essay - Intr...Olga Valentin
The main benefit was improving their ability to diagnose hidden reasons for problems in the classroom in order to change their approach or address the underlying issues. This helped them grow as reflective teachers and increase their research skills. However, their overloaded schedules made it difficult to dedicate time to exploratory practice or action research. Additionally, many lacked background in how to conduct this type of research. Securing support from administrators and balancing the demands of teaching were also major challenges.
Week 3 Project - STAT 3001Student Name Type your name here.docxcockekeshia
Week 3 Project - STAT 3001
Student Name: <Type your name here>
Date: <Enter the date on which you began working on this assignment.>
Instructions: To complete this project, you will need the following materials:
· STATDISK User Manual (found in the classroom in DocSharing)
· Access to the Internet to download the STATDISK program.
Part I. Analyze Data
Instructions
Answers
1. Open the file MOVIES using menu option Datasets and then Elementary Stats, 9th Edition. This file contains some information about a collection of movies. How many observations are there in this file?
2-7 Analyze the data in this file and complete the following table, indicating for each variable what type of data it represents.
Variable
Qualitative/ Quantitative
Discrete/ Continuous/ Neither
Level of Measurement
1.
Rating
2.
Budget
3.
Gross
4.
Length
5.
Viewer
8. Would you consider this data to represent a sample or a population?
Part II. ScatterPlots
9. Create a scatterplot for the data in the Budget and Gross columns. Paste it here.
10. Explain the visual relationship between Budget costs and Gross Earnings of the movies.
11. Create a scatterplot for the data in the Budget and the Viewer Rating columns. Paste it here.
12. Explain the visual relationship between Budget costs and Viewer Rating.
Part III. Correlation
13. Using Stat Disk, calculate the linear correlation between the data in the Budget and Gross columns. List the steps used for the calculation and give the resulting correlation coefficient.
14. Explain the mathematical relationship between Budget costs and Gross Earnings of the movies based on the linear correlation coefficient. Be certain to include comments about the magnitude and the direction of the correlation
15. List the sample size and the degrees of freedom for this computation.
16. Using Stat Disk, calculate the linear correlation between the data in the Budget and Viewer Rating columns.
17. Compare and contrast these two relationships:
BUDGET and GROSS
BUDGET and RATING
How are they similar? How are they different?
[Hint: Read Page 290 “Types of Correlation”]
Part IV. Simple Regression
Let’s say that we wanted to be able to predict the GROSS earnings (in millions of dollars) for an upcoming movie based on the BUDGET (in millions of dollars) spent on the movie. Using this sample data, perform a simple-regression to determine the line-of-best fit. Use the BUDGET as your x (independent) variable and GROSS as your y (response) variable.
18. Paste your results here:
Answer the following questions related to this simple regression
19. What is the equation of the line-of-best fit? Insert the values for bo and b1 from above.
20. What is the slope of the line? What does it tell you about the relationship between the BUDGET and GROSS data? Be sure to specify the proper units.
[Hint: remember that both variables are measured in millions of dollars.]
21. What is the y-intercept of the line? .
Academic Essay Examples - 18+ in PDF | Examples. College Essay Format: Simple Steps to Be Followed. College Essay Examples - 13+ in PDF | Examples. Short Essay Writing Help: Topics Examples and Essay Sample. Business Paper: Sample argument essay. 50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. Ap Lang Rhetorical Analysis Essay Example 2020 5 2015 | Libertyparkusafd. College Essay Examples - 9+ in PDF | Examples. FREE 9+ College Essay Examples in PDF | Examples - How to write english .... an argument paper with two different types of writing and the same type .... 32 College Essay Format Templates & Examples - TemplateArchive. how to write an article paper 2. Standard Essay Format | Proper Essay Format Proper Essay Format Cover .... Writing essay papers - College Homework Help and Online Tutoring.. Essay Writing Examples - 21+ Samples in PDF | DOC | Examples. 10+ Formal Writing Examples - PDF | Examples. Sample Essay. Proper Essay Format : Navigation menu. Impressive Sample Scholarship Essays Based Financial Need ~ Thatsnotus. How to Write an Essay ~ Endless Lingbooks. Business paper: Sample essay paper. essay examples: essay papers. Contoh Essay Pdf – Ilustrasi. Sample essay-p1 | Lepre's Learning Log. Academic Essay Examples - 15+ in PDF | Examples. Formal Essays - 9+ Examples, Format, Sample | Examples. How to Write In College Essay Format | OCC NJ. Argumentative essay example short Truth or Consequences .... How to write an informal essay paper a report by justin mark - Issuu. Top Blc Sharp Essay Examples The Latest - scholarship. Definition of essay writing pdf. 10 Tips to Write an Essay and Actually Enjoy It Written Essay Papers
Written Essay Papers. Contoh Essay Pdf IlustrasiKelly Simon
Academic Essay Examples - 18+ in PDF | Examples. College Essay Format: Simple Steps to Be Followed. College Essay Examples - 13+ in PDF | Examples. Short Essay Writing Help: Topics Examples and Essay Sample. Business Paper: Sample argument essay. 50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. Ap Lang Rhetorical Analysis Essay Example 2020 5 2015 | Libertyparkusafd. College Essay Examples - 9+ in PDF | Examples. FREE 9+ College Essay Examples in PDF | Examples - How to write english .... an argument paper with two different types of writing and the same type .... 32 College Essay Format Templates & Examples - TemplateArchive. how to write an article paper 2. Standard Essay Format | Proper Essay Format Proper Essay Format Cover .... Writing essay papers - College Homework Help and Online Tutoring.. Essay Writing Examples - 21+ Samples in PDF | DOC | Examples. 10+ Formal Writing Examples - PDF | Examples. Sample Essay. Proper Essay Format : Navigation menu. Impressive Sample Scholarship Essays Based Financial Need ~ Thatsnotus. How to Write an Essay ~ Endless Lingbooks. Business paper: Sample essay paper. essay examples: essay papers. Contoh Essay Pdf – Ilustrasi. Sample essay-p1 | Lepre's Learning Log. Academic Essay Examples - 15+ in PDF | Examples. Formal Essays - 9+ Examples, Format, Sample | Examples. How to Write In College Essay Format | OCC NJ. Argumentative essay example short Truth or Consequences .... How to write an informal essay paper a report by justin mark - Issuu. Top Blc Sharp Essay Examples The Latest - scholarship. Definition of essay writing pdf. 10 Tips to Write an Essay and Actually Enjoy It Written Essay Papers
Policy ProposalsPolicy development and implementation are essent.docxstilliegeorgiana
Policy Proposals
Policy development and implementation are essential processes that need to be embraced in social work. They are crucial aspects that can influence change on how things can be done for our clients to achieve either a negative or positive outcomes. Notably as a social worker, if you need to be more effective in practice, then you should advocate for policies that enhance the desired results to your clients during service time (Plummer, Makris, Brocksen, 2014). Significantly, as a social worker, I have realized that I should not emphasize on every social policy; however, I must make consideration of policies that cover all of my clients.
Policy
To provide permanent housing vouchers for families that are homeless and provide short term assistance to the less affected family. This policy is essential because there will be a consistent payment irrespective of the fact that the tenants will guarantee a particular portion, the clients are aware that failure to do so they might lose their voucher. This means that there will be strict guidelines regulating the behaviors of tenants. Thus, failure to adhere to any part of their signed lease results in loss of the voucher (Plummer et al., 2014).
Jose a Latino male aged 42 years and who is heterosexual he is homeless and has a concern of substance abuse. In this case, Jose requires both counseling and housing services. Considerably, I will implement the housing programs to all individuals who are homeless, and thus Jose will be a beneficiary. Further, I would appeal to the state and federal governments to provide substantial assistance to victims suffering from drug and substance abuse and homeless. I will factor the homeless individuals to further their education by providing resources that will facilitate their learning and social services as well. The policy will cost a substantial amount financed by the government and state agencies annually.
The author designates a trade-off is how policy ranks high in one criterion but maybe lower on another standard (Jansson, 2018).In the case of Jose, the trade-off will be developed limiting the annually cost and providing a prepaid voucher system without adhering to state and federal tax penalties laws. Also, in the case of Jose, I would use a trade-off in implementing more homeless shelters and spend less money on the substance abuse issues with Jose but I would have more money invested in the effectiveness of helping a diverse population of homeless people in seeking shelters.
References
Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]."Working with Clients with Addictions: The Case of Jose" (pp. 65–68).
Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series. Chapter 8, "Placing Policy Proposals i ...
1.Must have an introduction paragraph and a conclusion paragraph.docxelliotkimberlee
1.
Must have an introduction paragraph and a conclusion paragraph.
2.
Must include references cited in the paper and a reference page with "retrieved from" for each reference used on reference page.
3.
Must not have any plagiarism.
4.
Must be in APA format.
Content and Development All key elements of the assignment are covered in a substantive way. • All questions are answered adequately and thoughtfully. • The paper is 1,050 to 1,750 words in length. The content is comprehensive, accurate, and persuasive. The paper develops a central theme or idea directed toward the appropriate audience. Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically. The introduction provides sufficient background on the topic and previews major points. The conclusion is logical, flows from the body of the paper, and reviews the major points. Additional Comments: Paragraph transitions are present, logical, and maintain the flow throughout the essay. The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise. Sentences are well constructed, strong, and varied. Sentence transitions are present and maintain the flow of thought. Additional Comments: The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements. Intellectual property is recognized with in-text citations and a reference page. Rules of grammar, usage, and punctuation are followed. Spelling is correct.
ASSIGNMENT
Write
a 1,050- to 1,750-word paper that answers the following questions:
·
What information about diversity in the United States has helped you better understand or relate to others in ways that you may not have in the past? Have you learned something new about your own racial, ethnic, or cultural history?
·
Trends in immigration will continue to shape the demographics of the United States. What will the U.S. population look like in the year 2050? Why do you think so?
o
What challenges does the United States face due to the diversity of its people?
o
What are the benefits and/or disadvantages of such a diverse society?
·
How can we foster a climate of acceptance and cultural pluralism in the United States?
o
In what ways does the media perpetuate stereotyping and prejudice? Provide examples to support your assertion.
o
In what ways does the media help foster appreciation for diversity? Provide examples to support your assertion.
o
How might individuals and the United States work together to reduce discrimination?
o
How might you change your own behaviors in your work or school environment to better interact with your diverse colleagues?
·
Use
APA guidelines.
.
Research PaperSocial IssueGetting StartedSet up th.docxeleanorg1
This research paper examines three 19th century farming handbooks in historical context. Population growth, improved transportation, and technological advances transformed farming from a way of life into a business. Agricultural journals emerged to spread new scientific knowledge among farmers. Handbooks also played a role in educating young farmers. The paper analyzes three handbooks from the 1800s in light of changes in farming, knowledge distribution, and education's increasing focus on agriculture.
The document provides instructions for using the library website, including searching for books and articles, getting materials through interlibrary loan, and citing sources properly. Key changes mentioned are replacing the old library catalog with a new search box, allowing users to access items from all CSU campuses, and removing the need for a separate library password. Tips are offered for effective searching techniques and common citation errors to avoid.
Dissertations 5 ref, plagiarism, own crit-analysisStudy Hub
This document provides an overview of the topics that will be covered in the final week of a 5-week course on dissertation and major project writing. The topics include referencing and bibliographies, plagiarism and how to avoid it, and the final stages of writing including introductions, conclusions, editing, and proofreading. Referencing, bibliographies, and avoiding plagiarism are discussed in more detail with examples provided of different citation styles.
Feudalism, Social Orders, and Political Reorganization.docxlmelaine
Feudalism, Social Orders, and Political Reorganization
New Styles of Kingship and Political Organizations
Political Re-organization, 800-1000s
EnglandStrong forms of KingshipAlfred the Great (r. 871-899), King of the Anglo-Saxons
King Cnut (r. 1017-1038Translation of religious works into Anglo-Saxon
Conversion to Christianity
Reform of the Legal SystemCentralization of Power
Cultural ties with Scandinavia
Spread of Christianity, conversion of Viking invadersTenuous royal control
Political Re-organization, 800-1000s
Frankish Kingdom (West Francia)Weak but prestigious KingsHugh Capet (r. 987-996) inaugurates Capetian DynastyRoyal rituals: anointing and coronation ceremonies
Paris established as the capital of France, important cultural, economic, and intellectual centerFrom strong forms of rulership and centralized authority to weak forms of rulership and decentralized authorityInternal fragmentation, limited royal authority
Political Re-organization, 800-1000s
Germany (Holy Roman Empire)Strong kingshipOtto I, (r. 936-973), King of Germany, King of Italy, and Emperor since 962.
Otto II (r. 973-983)
Otto III (r. 983-1002)Ottonian Renaissance:
Spread of education and learning (including women)
Adoption of Arabic numerals
Production of manuscripts
Byzantine influencePolitical gains during the Carolingian era remained under the OttoniansAdopted primogeniture and patrilineal succession, thus avoiding division of the state.
Strong polity
Political Re-organization, 800-1000s
Iberian Peninsula (Christian Iberia)Warrior KingsAlfonso the Great (r. 848-910), founder and ruler of Kingdom of Leon (first Christian Kingdom in Muslim occupied Iberia). Knighthood culture, strong military ethos
Poem of “El Cid” (Famous Castilian who conquered territories from Muslims)Christian rulers continued to expand onto Muslim territories in a process known as the Reconquista (Reconquest)
Political Re-organization, 800-1000s
Italian PeninsulaDifferent polities:
Communes and City-States controlled by a number of families
Factional politics
Strong Papacy
Pope Sylvester II (r. 999-1003)Adoption of Arab number system and arithmetic
Revival of liberal arts curriculum
Most sophisticated culture due to mercantile activitiesEmergence of communes and city-states with shared governancePolitical fragmentation
Discussion question
Based on what you know about feudalism and politics in this period, in what ways is this map depiction of the distribution of power in Europe around 1050 deceptive?
1Research Proposal Guidelines: 30 PointsA research proposal details what you intend to accomplish with your research project. It describes what you have and intend to do as well as indicate the value of your work. The purpose of the proposal is to set the writing the goals and purpose of your research project. While the content is subject to change as you continue your research, write with certainty and provide concrete details, clarif ...
Feudalism, Social Orders, and Political Reorganization.docxmglenn3
Feudalism, Social Orders, and Political Reorganization
New Styles of Kingship and Political Organizations
Political Re-organization, 800-1000s
EnglandStrong forms of KingshipAlfred the Great (r. 871-899), King of the Anglo-Saxons
King Cnut (r. 1017-1038Translation of religious works into Anglo-Saxon
Conversion to Christianity
Reform of the Legal SystemCentralization of Power
Cultural ties with Scandinavia
Spread of Christianity, conversion of Viking invadersTenuous royal control
Political Re-organization, 800-1000s
Frankish Kingdom (West Francia)Weak but prestigious KingsHugh Capet (r. 987-996) inaugurates Capetian DynastyRoyal rituals: anointing and coronation ceremonies
Paris established as the capital of France, important cultural, economic, and intellectual centerFrom strong forms of rulership and centralized authority to weak forms of rulership and decentralized authorityInternal fragmentation, limited royal authority
Political Re-organization, 800-1000s
Germany (Holy Roman Empire)Strong kingshipOtto I, (r. 936-973), King of Germany, King of Italy, and Emperor since 962.
Otto II (r. 973-983)
Otto III (r. 983-1002)Ottonian Renaissance:
Spread of education and learning (including women)
Adoption of Arabic numerals
Production of manuscripts
Byzantine influencePolitical gains during the Carolingian era remained under the OttoniansAdopted primogeniture and patrilineal succession, thus avoiding division of the state.
Strong polity
Political Re-organization, 800-1000s
Iberian Peninsula (Christian Iberia)Warrior KingsAlfonso the Great (r. 848-910), founder and ruler of Kingdom of Leon (first Christian Kingdom in Muslim occupied Iberia). Knighthood culture, strong military ethos
Poem of “El Cid” (Famous Castilian who conquered territories from Muslims)Christian rulers continued to expand onto Muslim territories in a process known as the Reconquista (Reconquest)
Political Re-organization, 800-1000s
Italian PeninsulaDifferent polities:
Communes and City-States controlled by a number of families
Factional politics
Strong Papacy
Pope Sylvester II (r. 999-1003)Adoption of Arab number system and arithmetic
Revival of liberal arts curriculum
Most sophisticated culture due to mercantile activitiesEmergence of communes and city-states with shared governancePolitical fragmentation
Discussion question
Based on what you know about feudalism and politics in this period, in what ways is this map depiction of the distribution of power in Europe around 1050 deceptive?
1Research Proposal Guidelines: 30 PointsA research proposal details what you intend to accomplish with your research project. It describes what you have and intend to do as well as indicate the value of your work. The purpose of the proposal is to set the writing the goals and purpose of your research project. While the content is subject to change as you continue your research, write with certainty and provide concrete details, clarif.
The document provides instructions for several writing assignments for an SOC 262 class on race and ethnicity. It includes prompts for papers on the social construction of race, discrimination and prejudice, Native American and Asian American groups, and current racial/ethnic relationships in the US. Students are asked to compare biological and social views of race, examine evidence for race as a social construct, and discuss the impacts of allowing multiple race selections in the 2000 Census. The assignments must be formatted in APA style and include references beyond the required textbook.
Essay On Management (Sample). Online assignment writing service.Stephanie Rivas
The original Grimm fairytales were much darker than the versions popularized by Disney films. In the Grimm version of Snow White, the poisoned apple was meant to kill her rather than put her to sleep. The Grimm version of Sleeping Beauty featured the prince impregnating the sleeping princess. Cinderella's father abandoned her to abuse by her stepsisters in the Grimm tale, rather than dying as a kind father. The Grimm version also included graphic violence like the step sisters cutting off their toes to fit the glass slipper. Disney adapted the tales to be more suitable for children by removing graphic violence and portraying parental figures and romantic endings more positively.
Literary Essay Example. 012 Essay Example English Literature Structure How To...g5xxy1h3
Literary Essay - 7 Examples, Format, Pdf Examples. How to Write a Literary Analysis Outline amp; Examples at KingEssays. 13 Literary Essay Templates in Word Google Docs Apple Pages PDF. FREE 10 Literary Essay Samples in MS Word PDF. Essay Writing Examples - 21 in PDF Examples. FREE 9 Sample Essay Templates in MS Word PDF. Literary Analysis Essay: Tips to Write a Perfect Essay - wuzzupessay. Literary essay example. Literature Essay. 2022-10-18. The Literary Analysis Essay: A Teachers Guide Mud and Ink Teaching. Gratis Voorbeeld Literair onderzoek Essay. Essay websites: Sample literature essay. Example Of Literary Critique Essay - Literary Analysis Essay Objective .... Textual analysis essay structure. Rhetorical Analysis Essay .... Literary Essay - Teaching to the Test-Taker. 010 Essay Example How To Write Literary Writing 001 Thatsnotus. A guide to writing the literary analysis essay. How To Write Literary Analysis Essay Telegraph. Literature essay. 17 Thesis Statement Essay Examples Pics - scholarship. Literary Essay Example Literary analysis essay, Literary essay, Poem .... 019 Literary Essay Example Format The Door Miroslav Holub Poem Analysis .... An Introduction To Root Factors For Literary Analysis Essay Examples .... 021 Essay Example How To Write Response Critical Analysis Literature .... 012 Essay Example English Literature Structure How To Write Literary .... 10 Literary Essay Examples most complete - Essay. An Analysis Of Realistic Programs For Literary Essay Example - Extra. Literary essay examples elementary - Dental Vantage - Dinh Vo DDS Literary Essay Example Literary Essay Exampl
Research a historical figure in the public health world.docxwrite5
The document provides instructions for an assignment to research the historical figure W.E.B. DuBois and his contributions to public health. Students are asked to analyze DuBois' background and experience, the political and social context of the time period in which he worked, his motivations and beliefs, how he overcame adversities, the outcomes and importance of his work, and why his contributions were important for public health and U.S. history at that time. The assignment must be 4 pages long, include an introduction, conclusion, and references in APA format.
Research a historical figure in the public health world.docx4934bk
The document provides instructions for an assignment to research the historical figure W.E.B. DuBois and his contributions to public health. Students are asked to analyze DuBois' background and experience, the socioeconomic and political context of the time period in which he worked, his motivations and beliefs, how he overcame adversities, the outcomes and importance of his work, and why his contributions were important for public health and U.S. history at that time. The assignment must be 4 pages long, include an introduction, conclusion, and references in APA format.
This document provides an outline for writing an exemplification essay. It explains that an exemplification essay requires the writer to provide examples or evidence to support a generalization. Crafting an effective outline involves carefully considering the main thesis, identifying key examples to support it, and organizing them logically. The challenges are in selecting relevant examples that both illustrate the point and contribute to coherence, and in striking the right balance between the generalization and specific examples. An exemplification essay outline demands attention to detail to ensure a logical progression of ideas that avoids confusion and allows the examples to build effectively.
This document provides information on citing and referencing sources using the Harvard referencing style. It defines what an in-text citation and reference list are, and explains why citations and references are important. It gives examples of how to format in-text citations for different source types like books, chapters in edited books, and sources with multiple authors. It also provides instructions on how to format reference list entries for various source types, including books, book chapters, and edited books. The document aims to teach students how to properly cite sources when writing assignments and avoid plagiarism.
Similar to MyRubricHSY1012HIST102 Essay Writing RubricA score of 0 may be giv.docx (20)
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
Name Bijapur Fort Year 1599 Location Bijapur city.docxgilpinleeanna
Name: Bijapur Fort
Year: 1599
Location: Bijapur city in Bijapur District of the Indian state of Karnataka
The fort precinct is studded with the historical fort, palaces, mosques, tombs and
gardens.
Built by Yusuf Adil Shah, during the rule of Adil Shahidynasty.
https://en.wikipedia.org/wiki/Bijapur,_Karnataka
https://en.wikipedia.org/wiki/Bijapur_district,_Karnataka
https://en.wikipedia.org/wiki/States_and_territories_of_India
https://en.wikipedia.org/wiki/Karnataka
https://en.wikipedia.org/wiki/Adil_Shahi
Name: Adham Khan's Tomb
Year: 1561
Location : Qutub Minar, Mehrauli, Delhi,
Built for 16th-century tomb of Adham Khan, a general of the Mughal Emperor Akbar.
It consists of a domed octagonal chamber in the Lodhi Dynasty style and Sayyid
dynasty early in the 14th century.
https://en.wikipedia.org/wiki/Qutub_Minar
https://en.wikipedia.org/wiki/Mehrauli
https://en.wikipedia.org/wiki/Delhi
https://en.wikipedia.org/wiki/Adham_Khan
https://en.wikipedia.org/wiki/Mughal_Emperor
https://en.wikipedia.org/wiki/Akbar
https://en.wikipedia.org/wiki/Lodhi_Dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
These two objects are both tomb and have it’s own style form certain dynasty.
I chose these two objects is because they are both architecture and I can talk more about
how different dynasty influences the design of the architecture.s
Week 10 Assignments – XBRL
DUE DATE: Sunday midnight of Week 6, submitted in a MS Word (or Excel if
computations required) document with filename format:
Last First_Week X hwk.doc or .xls Make sure your name appears on each page of the
homework using the header function.
Homework questions:
1. Why do you think it took from 1999, when the XBRL concept was invented, until 2009
for the SEC require that public filers adopt?
2. From the PWC Webcast on XBRL, what are the differences between the “bolt-on” and
“embedded” approach to XBRL?
3. If you worked in the Finance and Accounting department of a company, how could you
use XBRL tags to help in your job? Could XBRL tagging help other functions in a
company do their jobs?
4. US public filers are required to begin tagging and reporting financial data using XBRL
beginning in 2009. From earlier in this course, they also have many major projects that
are required now or in the coming years (IFRS, Fair Value, etc.). Aside from the obvious
benefit of job creation for CPA’s and the companies which provide these
services/software ☺, what impact do you think these requirements are going to have on
companies? Will this divert attention and resources from their core business or will this
be like all other changes they go through (e.g. SOX), an intense implementation then
business as usual?
...
Name _______________________________ (Ex2 rework) CHM 33.docxgilpinleeanna
Name: _______________________________ (Ex2 rework)
CHM 3372, Winter 2016
Exam #2 Re-work
Due Wed, 3/2/16
1. Make the ketone below from 13C-labeled formaldehyde and propane. Make certain to keep
track of your labels throughout your synthesis. (27 points)
O
Name: _______________________________ (Ex2 rework)
2. (a) The reaction below can form two possible diastereomeric products. Draw the structures of
both products, and the mechanism of the formation of either one. (4 points)
O
1. LiAlH4
2. NH4Cl, H2O
(b) What characterizes a thermodynamic product of a reaction (any reaction)? What
characterizes a kinetic product of reaction? (2 points)
(c) Which product from part (a) would you expect to be the thermodynamic product? Why? (2
points)
(d) Which product would you expect to be the kinetic product? Why? (Note that this is not
necessarily the "non-thermodynamic" product.) (2 points)
(e) When this reaction is performed, regardless of what the temperature is, only one of the two
possible products is ever formed. Which one? (1 points)
(f) Why is the other diastereomer never formed? What must occur in order for it to be formed,
which will never occur with this particular reagent? Why? (3 points)
(g) Although the other diastereomer is never formed directly in this reaction, gentle heating with
aqueous acid will isomerize the initial product into the other diastereomer. Draw the mechanism
of the isomerization, and comment on why this isomerization occurs -- why one diastereomer
will react completely to form the other. (5 points)
Name: _______________________________ (Ex2 rework)
3. This page seems like it was tough on Q#3. Let’s see if you do better the second time around.
From the three alcohols shown, provide syntheses for the molecules below. For any SN2 or E2
reactions, use only non-halogen leaving groups – use a different leaving group which was
covered in Ch. 11. (12 points)
From: Make:
OH
OH
CH3 OH
O
O
CH3
O
O
O
Name: _______________________________ (Ex2 rework)
4. (a) Once again, write the oxidation state of the metal (each complex is neutral, Nickel is
Group 10; OTf is triflate, CF3SO3-), number of d electrons, and total valence electrons for the
metal in each complex, and indicate what type of reaction is occurring. (8 points)
H Ni
OTf
PPh3
Ni
OTf
PPh3H
Ni
OTf
PPh3
Ni
OTf
PPh3
Ni
OTf
PPh3
H
(b) What are the reactant(s) and product(s) of the reaction? (This time, they are not drawn for
you.) (2 points)
(c) If the ethylene molecule were deuterated completely (CD2=CD2), where would the deuterium
atoms end up in the product? Draw the structure, showing the position(s) of the deuterium
atoms. Assume the catalytic cycle has run several times already. (2 points)
Name: _______________________________ (Ex2 rework)
5. (a) I defined a conjugated system gener ...
Name 1 Should Transportation Security Officers Be A.docxgilpinleeanna
Name:
1
Should Transportation Security Officers Be Armed?
It is the opinion of this writer that Transportation Security Officers (TSOs) should not be
armed. It is my intent to illustrate that point in this paper. During my research I will weigh the
advantages and disadvantages of arming TSOs, examining each side of the argument. I will also
offer a potential solution that while costly will still prove to be less costly than arming TSOs.
What has led to this discussion? For a majority of our society it takes years and certain
events to take place in our lives for change to occur. Those events include graduating High
School/College, getting married, or having children. In a matter of only five short minutes on
the morning of November 1st, 2013, some individual’s lives changed forever. On that morning
Paul Anthony Ciancia, age 23, opened fire in Terminal 3 of the Los Angeles International
Airport (LAX). His senseless acts killed a TSO, while injuring six other individuals. The
shooting has been debated over and over again on whether it is a terrorist act or not. The
activities before, during, and after the shooting will show the acts were certainly a terrorist
attack. But more importantly could any deaths or injuries have been avoided if the TSOs were
armed? These is the question that will continue to be debated and one that will be addressed in
this paper.
Synopsis of the event that led up to this argument:
Shortly after being dropped off at the airport by his roommate, Paul Ciancia pulled out a
rifle and began opening fire. He was carrying luggage that was filled with a semiautomatic .223
caliber Smith & Wesson M&P-15 rifle, five 30-round magazines, and hundreds of additional
rounds of ammunition ("Lax shooting suspect," 2013). Walking up to the TSA checkpoint,
Ciancia pulled out a rifle and opened fire hitting TSO Gerardo Hernandez in the chest. Ciancia
Name:
2
then apparently moved into the screening area where he continued to fire striking two other
TSOs and a male citizen. According to eye witnesses, Ciancia continually asked civilians if they
were TSA officers, when they said “no” he moved on without shooting them ("Lax shooting:
Latest," 2013). Ciancia made it as far as the food court some five minutes after the first shots
were fired. He was then surrounded by LAX police officers who engaged him in a gunfight.
Shortly after the gunfight ended Ciancia was taken into custody where he had to be transported
to a nearby trauma hospital for gunshot wounds (Abdollah, 2013).
In total eight individuals had to be treated at the scene. Four victims were treated for
gunshot wounds, while the others were treated for other injuries ("6 hospitalized after," 2013).
The sole suspect Paul Ciancia was carrying a note on him that stated he “wanted to kill TSA”
and describe them as “pigs”, the note also mentioned “fiat currency” and “NWO” ("Lax shooting
...
Name Don’t ForgetDate UNIT 3 TEST(The direct.docxgilpinleeanna
Name: Don’t Forget
Date:
UNIT 3 TEST
(The directions and procedures for this test are the same as for the previous Unit test.)
Save this test on your computer, and complete the questions by marking correct answers with the “text color” function in WORD ( ) located on the “home” toolbar.Please attach your completed test to the assignment submission page.
Section I
Please identify problems of vagueness, overgenerality and ambiguity (double meaning) in the following passages. Then explain briefly how/why the passage exemplifies that problem. (Some examples may contain more than one problem.)
1. Who was Hitler? He was an Austrian.
__vague
__overgeneral
__ambiguous
Explanation:
2. The judge sanctioned the firm's criminal conduct.
__vague
__overgeneral
__ambiguous
Explanation:
3. "Turn right here!"
__vague
__overgeneral
__ambiguous
Explanation:
4. (From a Student Code of Conduct- Sexual impropriety in the dorms after 6:00 pm is forbidden.
__vague
__overgeneral
__ambiguous
Explanation:
5. Did Donald win the election? Well, he did get quite a few votes!
__vague
__overgeneral
__ambiguous
Explanation:
6. How are Henry’s finances? Oh, he’s really quite well off!
__vague
__overgeneral
__ambiguous
7. Bertha Belch, as missionary from Africa, will be speaking tonight at the Calvary Chapel. Come and hear Bertha Belch all the way from Africa.
__vague
__overgeneral
__ambiguous
Explanation:
8. Lower Slobovia can’t be a very well-run country. I mean, it’s not particularly democratic!
[Careful: Think about the various aspects of these claims before answering.]
__vague
__overgeneral
__ambiguous
Section II. Definitions
Please indicate whether the following are stipulative, persuasive, lexical or precising definitions.
9. Postmodern means a chaotic and confusing mishmash of images and references that leaves readers and viewers longing for the days of a good, well-told story.
__ stipulative
__ persuasive
__ lexical
__ précising
10. A triangle is a plane figure enclosed by 3 straight lines.
__ stipulative
__ persuasive
__ lexical
__ precising
11. An arid region, for purposes of this study, is any region that receives an average of less than 15 inches of rain per year
__ stipulative
__ persuasive
__ lexical
__ precising
14. A Blanker is someone who sends holiday cards without signatures or personalized messages
__ stipulative
__ persuasive
__ lexical
__ precising
15. Tragedy, in literary terms, means a serious drama that usually ends in disaster nd that focuses on a single character who experiences unexpected reversals in fat, often falling from a position of authority and power because of an unrecognized flaw or misguided action
__ stipulative
__ persuasive
__ lexical
__ précising
Section III. Strategies for Defining
Please indicate whether the following lexical definitions are ostensive definitions, enumerative definitions, definitions by s ...
Name Add name hereConcept Matching From Disease to Treatmen.docxgilpinleeanna
Name: Add name here
Concept Matching: From Disease to Treatment
Using your textbooks, complete the empty squares on the table below to match specific diseases with their pathology, pathophysiology and pharmacological treatment. Be sure to use appropriate medical terminology when adding information. You should review two different sources at a minimum to develop your brief synopses.
Example of completed row:
Disease
Body system
Signs/Symptoms
Pathophysiology
Treatment(s) (Pharm & Other)
Acne vulgaris
Integumentary system
Non-inflammatory comedones or inflammatory papules, pustules or modules. Symptoms can include pain, erythema and tenderness
Release of inflammatory mediators into the skin, with follicle hyperkeratinization, Propionibacterium acne colonization, and excess production of sebum
Depending on severity, topical mediations include benzyol peroxide or retinoid drugs. Hormonal drugs (such as oral contraceptives), and in some cases antibiotics may be used for severe inflammatory acne. Nonpharmacological treatments include dermabrasion or phototherapy
Disease
Body System
Signs/Symptoms
Pathophysiology
Treatment(s)
Atopic Dermatitis
Multiple Sclerosis
Squamous cell carcinoma
Osteoporosis
Osteosarcoma
Rheumatoid arthritis
Epilepsy
Psoriasis
Alzheimer’s Disease
...
Name Abdulla AlsuwaidiITA 160Uncle VanyaMan has been en.docxgilpinleeanna
Name Abdulla Alsuwaidi
I
TA 160
"Uncle Vanya"
“Man has been endowed with reason,
with the power to create, so that he can add to what he's been given.
But up to now, he hasn't been a creator, only a destroyer.
Forests keep disappearing, rivers dry up,
wild life's become extinct, the climate's ruined,
and the land grows poorer and uglier”
The play “Uncle Vanya” written by Anton Chekhov is a pearl of the classics of Russian literature. Anton Chekhov left a great legacy in a form of his plays and short stories for the classics of world literature. Without a shadow of doubt, this masterpiece, written by one of the most prominent the Russian playwrights of his time, should be read with further analysis and discussion. “Uncle Vanya” is a realist play and Chekhov tried to make its scenes as true-to-life as possible. Chekhov spent one year writing “Uncle Vanya” and introduced a number of changes between the years 1896 – 1897. The final version of his play is famous worldwide. The plot of the play narrates a heartbreaking story of how the main hero, Ivan Petrovich Voynitsky or Uncle Vanya that was a rather calm and quiet man undergoes a moral “rebirth” developing a spirit of a rebellion. Uncle Vanya, the main hero of the play, can be characterized as a bitter aging man who spent his life in toil working for his brother-in-law. Chekhov depicted the character of uncle Vanya as a misanthrope who recognized the miserable nature of other characters.
Moreover, Chekhov’s play also involves a number of other important issues that are experienced by the play’s characters. These issues include the feeling of pointless life lacking meaning, missed opportunities, and the most touching feeling of blind admiration. It should be admitted that Chekhov used to create hidden meaning in his plays to make the readers think critically not only of his work but of their lives either. Therefore, in the play, Chekhov made every character individualistic. For instance, the central character in the play, Uncle Vanya, cares about patrimony and the Serebryakov’s family’s property. Throughout the play, uncle Vanya finds himself dismissed and rejected without the right for an opinion. Chekhov also pointed out the suffering of other characters who struggle to change their lives for better. The play consists of a number of personal dramas that are interconnected.
It can be stated that Chekhov included a number of opposite lines in his play such as the choice between obedience or riot, feeling of admiration and disrespect. The following lines from the play demonstrate the feeling of disappointment and understanding the pointlessness of a situation: “”I’m mad — but people who conceal their utter lack of talent, their dullness, their complete heartlessness under the guise of the professor, the purveyor of learned magic — they aren’t mad” (Uncle Vanya). Uncle Vanya is concerned about the wasted years and the thought of how his life could look like in case he used the opportun ...
Name Add name hereHIM 2214 Module 6 Medical Record Abstractin.docxgilpinleeanna
Name: Add name here
HIM 2214 Module 6: Medical Record Abstracting
Instructions: In this medical record abstracting assignment you will first need to download and the records (history & physical, surgery consultation, operative report, pathology report and discharge summary) for a patient with digestive system problems. (Recommend reading them in the order listed).
Save your answers to the following related questions in this document and submit them for this module's assignment.
1. Define the terms diverticulosis and diverticulitis.
2. What is the pathophysiology of diverticulitis?
3. What is a hiatal hernia?
4. Describe some of the signs or symptoms a person with a hiatal hernia might have.
5. What is a pulmonary embolus?
6. What was the etiology (cause) of the pulmonary embolus for this patient?
7. What is gastritis?
8. Which problem is likely a contributor to the patient’s Type II diabetes mellitus?
9. What was the purpose of the barium enema?
10. What does the abbreviation HEENT stand for?
11. What is thrombophlebitis?
12. What is a surgical resection?
13. Define anastomosis.
14. What is ferrous gluconate and what is it used to treat?
15. What condition is the drug Darvocet used to treat?
16. What are electrolytes?
17. What is exogenous obesity?
18. Where is the femoral pulse found/taken?
19. Where is the popliteal pulse found/taken?
20. What is hepatosplenomegaly?
21. Which condition(s) is/are the drug Humulin used to treat?
22. What is an adenocarcinoma?
23. Which condition(s) is/are the drug Lanoxin used to treat?
24. What is the purpose of ordering the blood test PTT?
25. What is a colon stricture?
26. What is/are the etiologies associated with colorectal cancer?
27. What is the medical term for gallstones?
28. Which condition(s) is the drug Zantac used to treat?
29. What does the pathology report indicate about the spread of the carcinoma in this patient?
30. What is the etiology of Type II diabetes mellitus?
· Academic arguments are designed to get someone to agree with the author, who may use pathos (emotion), logos (logic and facts) and ethos (authority and expertise) to persuade.
Academic arguments are not about ranting, screaming or otherwise increasing conflict, but in fact are the opposite: They attempt to help the other person understand what the author believes to be right (opinion) based on the evidence presented (authority, logic, facts).
For your topic for your final paper, what kinds of arguments can you develop for your claim (thesis, main idea)?
Health Record Face Sheet
Record Number:
005
Age:
67
Gender:
Male
Length of Stay:
3 days
Service:
Inpatient Hospital Admission
Disposition:
Home
Discharge Summary
Patient is a 67-year-old male. He saw the doctor recently with abdominal pain and constipation. A barium enema showed diverticulosis and perhaps a stricture near the sigmoid and rectal junction. He was scoped by the doctor, who saw a stricture at that point and sa ...
Name Sophocles, AntigoneMain Characters Antigone, Cre.docxgilpinleeanna
Name:
Sophocles, Antigone
Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger.
1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so?
2. Who is in the right? Antigone? Creon? Both? Neither? Why?
3. What makes this play tragic?
4. What is the role of the chorus in this production? How do they fit into the play?
5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law?
6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art?
...
N4455 Nursing Leadership and ManagementWeek 3 Assignment 1.docxgilpinleeanna
N4455 Nursing Leadership and Management
Week 3 Assignment 1: Financial Management Case Study v2.2
Name:
Date:
Overview: Financial Management Case Study
One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing.
Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management.
· To calculate the percent of the whole a given number represents, follow these steps:
Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100).
Multiply the new decimal number by the whole.
Example: What is 30% of 70?
30%= .30; (.30) × 70 = 21
· To find out what percentage a number represents in relation to the whole, follow these steps:
Divide the number by the whole (usually the small number by the large number).
Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100).
Example: What percent of 45 is 10?
10 ÷ 45 = .222; so, 10 is 22% of 45.
* You will only need addition, subtraction, multiplication, and division.
Case Study
You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year.
Patient Data
ADC: 54
Budget based on 5.4 Avg. HPPD
(5.4 HPPD excludes head nurse and unit secretaries)
Staff Data
Total FTEs
37.0 Variable FTEs
1.0 Nurse Manager
2.2 Unit Secretaries
40.2 Total FTEs
Staffing Mix
RN
65%
LVN
20%
NA
15%
Average Salary Scale per Employee
(Fringe benefits are 35% of salaries)
Nurse Manager
$77,999.00 per year
Registered Nurses (RN)
$36.00 per hour
Licensed Vocational Nurses (LVN)
$24.00 per hour
Nurse Aides (NA)
$13.50 per hour
Unit Secretary (US)
$11.25 per hourRubric
Use this rubric to guide your work on this assignment.
Criteria
Target
Acceptable
Unacceptable
Question 1
Both % and FTEs column totals within ± 2 of correct answers
(13-16 Points)
Either % or FTEs column totals within ± 2 of correct answers
(5-12 points)
Neither % nor FTEs column totals within ± 2 of correct answers
(0-4 points)
Question 2
All column (except Hours and Salary) totals within ± 2 of correct answers
(17-20 Points)
At least 4 column totals within ± 2 of correct answers
(5-16 points)
Less than 4 column totals within ± 2 of correct answers
(0-4 points)
Question 3
A. Table
All ...
Name Habitable Zones – Student GuideExercisesPlease r.docxgilpinleeanna
Name:
Habitable Zones – Student Guide
Exercises
Please read through the background pages entitled Life, Circumstellar Habitable Zones, and The Galactic Habitable Zone before working on the exercises using simulations below.
Circumstellar Zones
Open the Circumstellar Zone Simulator. There are four main panels:
· The top panel simulation displays a visualization of a star and its planets looking down onto the plane of the solar system. The habitable zone is displayed for the particular star being simulated. One can click and drag either toward the star or away from it to change the scale being displayed.
· The General Settings panel provides two options for creating standards of reference in the top panel.
· The Star and Planets Setting and Properties panel allows one to display our own star system, several known star systems, or create your own star-planet combinations in the none-selected mode.
· The Timeline and Simulation Controls allows one to demonstrate the time evolution of the star system being displayed.
The simulation begins with our Sun being displayed as it was when it formed and a terrestrial planet at the position of Earth. One can change the planet’s distance from the Sun either by dragging it or using the planet distance slider.
Note that the appearance of the planet changes depending upon its location. It appears quite earth-like when inside the circumstellar habitable zone (hereafter CHZ). However, when it is dragged inside of the CHZ it becomes “desert-like” while outside it appears “frozen”.
Question 1: Drag the planet to the inner boundary of the CHZ and note this distance from the Sun. Then drag it to the outer boundary and note this value. Lastly, take the difference of these two figures to calculate the “width” of the sun’s primordial CHZ.
CHZ Inner Boundary
CHZ Outer Boundary
Width of CHZ
NAAP – Habitable Zones 1/7
Question 2: Let’s explore the width of the CHZ for other stars. Complete the table below for stars with a variety of masses.
Star Mass (M )
Star Luminosity (L )
CHZ Inner Boundary (AU)
CHZ Outer Boundary (AU)
Width of CHZ (AU)
0.3
0.7
1.0
2.0
4.0
8.0
15.0
Question 3: Using the table above, what general conclusion can be made regarding the location of the CHZ for different types of stars?
Question 4: Using the table above, what general conclusion can be made regarding the width of the CHZ for different types of stars?
Exploring Other Systems
Begin by selecting the system 51 Pegasi. This was the first planet discovered around a star using the radial velocity technique. This technique detects systematic shifts in the wavelengths of absorption lines in the star’s spectra over time due to the motion of the star around the star-planet center of mass. The planet orbiting 51 Pegasi has a mass of at least half Jupiter’s mass.
Question 5: Zoom out so that you can compare this planet to those in our solar system (you can click-hold-drag to change t ...
Name Class Date SKILL ACTIVITY Giving an Eff.docxgilpinleeanna
Name Class Date
SKILL ACTIVITY
Giving an Effective Presentation
Directions: Read the information about oral presentations. Then
complete an outline for your own presentation.
One kind of oral presentation is a speech in which you explain
a position, or opinion, about an issue. After your speech, the
audience asks questions and you answer them. Preparing is the
first step. Use the following list as a guide to prepare.
• Decide what opinion you will take—for or against—and why.
• Write a short opening statement that gives your opinion.
• Gather facts and examples that support your opinion.
• Write a short conclusion that restates your opinion.
• Brainstorm a list of questions that your audience might ask.
Write down answers to the questions.
• Practice your presentation. Keep track of how long your
speech takes.
When you make the presentation, follow these steps:
• Begin with your opening statement.
• Give facts and examples that support your opinion.
• Conclude by stating your opinion again in different words.
• Answer questions from the audience. Listen carefully to make
sure you understand each question.
• While you are speaking, remember to look at your audience.
• Speak loudly and clearly so they can hear you.
Directions: Prepare and give a presentation on the following
topic: Is the increase in temporary employment a good thing for
American workers? Copy the following outline onto your own
paper to begin organizing your ideas.
I. Your opening statement:
II. Facts and examples that support your opinion:
1–5.
III. Your conclusion:
IV. Questions the audience may ask:
1–5.
V. Answers to these questions:
1–5.
BODY%RITUAL%AMONG%THE%NACIREMA%%
Horace%Miner%
%
From%Horace%Miner,%"Body%Ritual%among%the%Nacirema."%Reproduced%by%permission%of%the%
American%Anthropological%Association%from%The%American%Anthropologist,%vol.%58%(1956),%pp.%
503S507.%
%
Most%cultures%exhibit%a%particular%configuration%or%style.%A%single%value%or%pattern%of%perceiving%
the%world%often%leaves%its%stamp%on%several%institutions%in%the%society.%Examples%are%"machismo"%
in%Spanish>influenced%cultures,%"face"%in%Japanese%culture,%and%"pollution%by%females"%in%some%
highland%New%Guinea%cultures.%Here%Horace%Miner%demonstrates%that%"attitudes%about%the%
body"%have%a%pervasive%influence%on%many%institutions%in%Nacireman%society.%
The%anthropologist%has%become%so%familiar%with%the%diversity%of%ways%in%which%different%peoples%
behave%in%similar%situations%that%he%is%not%apt%to%be%surprised%by%even%the%most%exotic%customs.%
In%fact,%if%all%of%the%logically%possible%combinations%of%behavior%have%not%been%found%somewhere%
in%the%world,%he%is%apt%to%suspect%that%they%must%be%present%in%some%yet%undescribed%tribe.%%This%
point%has,%in%fact,%been%expressed%with%respect%to%clan%organization%by%Murdock.%In%this%light,%
the%magical%beliefs%and%practices%of%the%Nacirema%present%such%unusual%aspect ...
Name Speech Title I. Intro A) Atten.docxgilpinleeanna
Name:
Speech Title
I. Intro:
A) Attention getter --
B) Purpose Statement --
C) Thesis --
II. BODY
A) Main Point Number 1:
a)
b)
c)
transition --
B) Main Point Number 2:
a)
b)
c)
transition --
C) Main Point Number 3:
a)
b)
c)
transition –
III. CONCLUSION:
A) Summary statement --
B) Memorable conclusion --
References
List all references on a separate page with the word “References” centered at the top.
Name: Suepin Nguyen
Hygiene Saves Lives
I. Intro: To give an informational speech about Ignaz Philipp Semmelweis
A) Attention getter – On each square centimeter of your skin, there are about 1,500
bacteria. That’s a lot of germs. According to a study conducted by Michigan State
University researchers, 95% of people do not properly wash their hands long enough to
kill the infection causing germs and bacteria (Jaslow, “95 Percent of People Wash Their
Hands Improperly: Are You One of Them?”).
B) Purpose Statement - That’s gross. While I can’t force you to wash your hands, perhaps
today I can help you realize just how much history and evidence is behind this crucial
bathroom ritual.
C) Thesis – Today, I will inform you all about Ignaz Philipp Semmelweis by discussing first
about his practice and studies, second about his scientific methods that saved a lot of
lives, and third about the germ theory we all take for granted.
II. BODY:
A) Main Point Number 1: To begin, I want to introduce Ignaz Philipp Semmelweis.
a) Ignaz Semmelweis became a physician and earned his doctorate degree in medicine
in 1844. This time period was known as the start of the golden age of the physician
scientist” (NPR.org). This means that doctors were expected to have scientific
training. Doctors were more interested in numbers and collecting data (Justin Lessler,
an assistant professor at Johns Hopkins School of Public Health).
b) In 1846, Dr. Semmelweis showed up for his new job in the maternity clinic at the
General Hospital in Vienna. Due to the time period, Dr. Semmelweis thought like a
physician scientist and wanted to figure out why so many women in maternity wards
were dying from childbed fever (Davis, “The Doctor Who Championed
Hand-Washing and Briefly Saved Lives”).
c) So what did he do? He collected data of his own. He studied two maternity wards in
the hospital. One was staffed by all male doctors and medical students, and the other
by female midwives. He tallied up the number of deaths in each ward and found that
women in the clinic staffed by doctors and medical students died at a rate 5 times ...
n engl j med 352;16www.nejm.org april 21, .docxgilpinleeanna
The document discusses the case of Terri Schiavo, who was in a persistent vegetative state for 15 years. It summarizes the key facts of her medical condition and diagnosis, the disagreement between her husband and parents about continuing life-sustaining treatment, and the multiple legal appeals involved in the case. It concludes that while both sides wanted what was right for Terri, the central issue is determining what the patient herself would have wanted, which the courts found clear evidence for in Terri's case based on prior statements to her husband.
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 1
Indicate the answer choice that best completes the statement or answers the question.
1. Each of the following is considered the business of social welfare except:
a. telling people how to live their lives.
b. ending all types of discrimination and oppression.
c. providing child-care services for parents who work outside the home.
d. rehabilitating people who are addicted to alcohol or drugs.
2. Which of the following statements is consistent with the residual view of social welfare?
a. Recipients are viewed as being entitled to social services and financial help.
b. Social services and financial help should be provided to an individual on a short-term basis, primarily during
emergencies.
c. It is associated with the belief that an individual’s difficulties are due to causes largely beyond his or her
control.
d. There is no stigma attached to receiving funds or services. In this view, when difficulties arise, causes are
sought in the society, and efforts are focused on improving the social institutions within which the individual
functions.
3. Which of the following is consistent with an institutional view of social welfare?
a. Social services and financial aid should be provided only when other measures or efforts have been exhausted.
b. Causes for client’s difficulties are sought in the society.
c. Clients are to blame for their predicaments because of personal inadequacies.
d. Recipients are required to perform certain low-grade work assignments to receive financial aid.
4. The Elizabethan Poor Law of 1601 established three categories of relief recipients:
a. the insane, the poor, and the disabled.
b. the insane, dependent children, and the poor.
c. the able-bodied poor, the impotent poor, and dependent children.
d. the disabled, wives of prisoners, and the poor.
5. Before 1930 social services and financial assistance for people in need were provided primarily by _____.
a. churches and voluntary organizations
b. federal and state institutions
c. richer European countries
d. the military
6. President Clinton and the Republican-controlled Congress abolished Aid to Families with Dependent Children (AFDC)
in 1996 and replaced it with:
a. Welfare Services for Single Mothers.
b. Temporary Assistance to Needy Families.
c. Conditional Aid to Single Parents.
d. Assistance for Poor Families.
Indicate whether the statement is true or false.
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 2
7. One of the businesses of social welfare is to provide adequate housing for the homeless.
a. True
b. False
8. In the past, social welfare has been more of a pure sci ...
NAME ----------------------------------- CLASS -------------- .docxgilpinleeanna
The document discusses foreign companies establishing manufacturing operations in the United States. It notes that while some US jobs have moved overseas, many foreign companies are also creating new jobs in the US for reasons like proximity to consumers, business incentives from local communities, and generally better business conditions. The article provides examples of Mexican, Japanese, and European companies that have expanded manufacturing in the US and employed thousands of American workers.
Name Understanding by Design (UbD) TemplateStage 1—Desir.docxgilpinleeanna
This document summarizes a proposed change by a Little League commission to eliminate scoring in games. The commission believes this will reduce stress in children, but the summary argues that:
1) There is no evidence scoring causes stress, and children face stress from many sources unrelated to baseball.
2) Removing scoring upends decades of tradition and takes away important lessons about effort and reward for children.
3) Parents will likely oppose the change as it diminishes their experiences supporting and bonding with their children over the game.
Name MUS108 Music Cultures of the World .docxgilpinleeanna
Name MUS108 Music Cultures of the World Points /40
Winter 2018 Exam 2
(Take Home, open notes – NOT open book)
Matching – (1 point each, 8 points total)
Match each term with one of the following cultures by writing the corresponding letter in the blank space:
A. India
B. Bali
C. Ireland
1. _______sitar
2._______kilitan telu
3._______kecak
4._______gamelan
5._______Sean-nós
6._______beleganjur
7._______alap
8._______céilí
9. Describe Irish music. Please include information from each of the 3 different “eras” discussed in the book. (4 points)
10. Describe a raga in detail, with much attention paid to form, instruments, and development/barhat. (4 points)
11. What effect did the potato famine have on the culture and music of Ireland? (6 points)
12. What is ombak? Please explain it in detail, including how it is achieved. (4 points)
13. What is the difference between ceili and session? (2 points)
5. Listening Exercise – 12 points ( 4 points each) Sound Files are on Moodle!!!
Listen to the sound clips. See if you can guess what culture/tradition they come from. You may even be able to guess the type/form of music. Please write down your thought process. What are the clues? Why might it be from one particular culture? Listen to instruments, form, texture. The right answer is not the goal. What I need to see is your reasoning. You could get full credit even if you guess the wrong culture, provided your reasoning is sound. Complete sentences are not needed; lists are fine.
Clip 1.
Clip 2.
Clip 3.
...
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
MyRubricHSY1012HIST102 Essay Writing RubricA score of 0 may be giv.docx
1. MyRubricHSY1012HIST102 Essay Writing RubricA score of 0
may be given in any category for compositions that are entirely
illegible or otherwise unscorable: blank responses, responses
written in a foreign language, restatements of the prompt,
responses that are off-topic or incoherent.Thesis, Focus, and
Content (36 points)CATEGORY7.2 - Above Standards6 - Meets
Standards4.8- Approaching Standards3.6- Below Standards0 or
No ScoreFocus or Thesis StatementThe thesis statement names
the topic iof the essay and outlines the main points to be
discussed.The thesis statement names the topic of the essay.The
thesis statement outlines some or all of the main points to be
discussed but does not name the topic.The thesis statement does
not name the topic AND does not preview what will be
discussed.See aboveSupport of the thesisSupport information is
related to and supportive of the topic/subject.Support
information has minor weaknesses in relatedness to and/or
support of the topic/subject.Support information has major
weaknesses in relatedness to and/or support of the
topic/subject.An attempt has been made to add support
information, but it was unrelated or confusing.See
aboveEvidence & ExamplesAll of the evidence and examples
are specific, relevant, and explanations are given that show how
each support the thesis and support for the thesis.Most of the
evidence and examples are specific, relevant and explanations
are given that show how each support the thesis and support for
the thesis.At least one of the pieces of evidence and examples is
relevant and has an explanation that show how each support the
thesis and support for the thesis.Evidence and examples are
NOT relevant and/or are not explained in a way that add to the
support of the thesis.See aboveElaborationElaboration consists
of specific, developed details.Elaboration consists of some
specific details.Elaboration consists of general and/or
undeveloped details, which may be presented in a list-like
fashion.Elaboration is sparse; almost no details.See
2. aboveSequencingArguments and support are provided in a
logical order that makes it easy and interesting to follow the
author's train of thought.Arguments and support are provided in
a fairly logical order that makes it reasonably easy to follow the
author's train of thought.A few of the support details or
arguments are not in an expected or logical order, distracting
the reader and making the essay seem a little confusing.Many of
the support details or arguments are not in an expected or
logical order, distracting the reader and making the essay seem
very confusing.See aboveWriting Conventions (worth 24
points)4.8 - Above Standards3.6 - Meets Standards2.4 -
Approaching Standards1.2 - Below Standards0 or No
ScoreTransitionsA variety of thoughtful transitions are used.
They clearly show how ideas are connected.Transitions show
how ideas are connected, but there is little variety.Some
transitions work well, but some connections between ideas are
fuzzy.The transitions between ideas are unclear OR
nonexistant.See aboveCitation StyleThe specified citation style
has been exercised with no errors throughout the entire paper.
Includes all relevant components of the given citation style (e.g.
- cover page, bibliography/works cited, etc.)The specified
citation style has been exercised with only 1 or 2 errors
throughout the entire paper. Includes all relevant components
of the given citation style (e.g. - cover page,
bibliography/works cited, etc.)The specified citation style has
been exercised with only 3 or 4 errors throughout the entire
paper. Includes all relevant components of the given citation
style (e.g. - cover page, bibliography/works cited, etc.)The
specified citation style has been attempted but the paper
contains 4 or more errors in its execution or is missing a major
element of the given citation style.See aboveSentence
FluencyDemonstrates skillful sentence fluency (varies length,
good flow rhythm, and varied structure).Demonstrates
reasonable sentence fluency.Demonstrates minimal sentence
fluency.Sentence fluency is lacking.See aboveGrammar &
SpellingAuthor makes no errors in grammar or spelling that
3. distract the reader from the content.Author makes 1-2 errors in
grammar or spelling that distract the reader from the
content.Author makes 3-4 errors in grammar or spelling that
distract the reader from the content.Author makes more than 4
errors in grammar or spelling that distract the reader from the
content.See aboveCapitalization & PunctuationAuthor makes no
errors in capitalization or punctuation, so the essay is
exceptionally easy to read.Author makes 1-2 errors in
capitalization or punctuation, but the essay is still easy to
read.Author makes a few errors in capitalization and/or
punctuation that catch the reader's attention and interrupt the
flow.Author makes several errors in capitalization and/or
punctuation that catch the reader's attention and interrupt the
flow.See above
Streetcar Suburbs: The Process of Growth in Boston, 1870 –
1900
By Sam B Warner, Jr.
Harvard University Press and The M.I.T. Press, Cambridge
Massachusetts, 1962
Chapter 1 and Chapter 2
THE CITY of Boston is old and full of monuments to the past.
To visitors it often appears a dowdy
repository for some of the nation's early memories. But to those
who know it better the city's life has
always been one of ceaseless change. The visitor who stops at
Paul Revere's house seldom realizes
that within thirty years the society that had produced so many
revolutionaries was dead. And the
local resident who stands before William Lloyd Garrison's well-
known statue seldom recognizes that
the generation of Bostonians who erected this statue could not
bring forth such an uncompromising
4. radical. Boston, like the various societies that made it, has been
ever changing, ever in transition.
The differences that mark the successive eras have come from
the shifting of emphasis from one set
of problems to another from politics to business, from foreign
trade to manufacture, from prosperity
to depression.
No period in Boston's history was more dynamic than the
prosperous years of the second half of
the nineteenth century. One of the most enduring of the many
transformations of this era was the
rearrangement of the physical form of the city itself. In fifty
years it changed from a merchant city of
two hundred thousand inhabitants to an industrial metropolis of
over a million. In 1850 Boston was a
tightly packed seaport; by 1900 it sprawled over a ten-mile
radius and contained thirty-one cities and
towns. The growth of the city brought other major changes. The
old settlement of 1850 became by
1900 the principal zone of work-the industrial, commercial, and
communications center of the
metropolitan region. At the same time the tenements and old
dwellings of the area came to house the
lower-income half of the population. Beyond the inner
concentrated section there grew an equally
novel environment, the enormous outer ring of new commuters'
houses.
Boston in 1900 was very much a city divided. With the
exception of the expensive houses of the
Back Bay, it was an inner city of work and low income housing,
and an outer city of middle- and
upper-income residences. The wide extent of settlement in the
outer residential zone was made
possible by the elaboration of the new street railway
5. transportation system, and a parallel extension
of city services. Here the course of building reflected the
movement of successive waves of people
out from the center of the city. Here the new houses and
neighborhoods demonstrated the economic
progress of half of Boston's families and their aspirations for a
satisfactory home environment.
With these changes in scale and plan many of the familiar
modem problems of city life began to
emerge: the bedroom town; the inundation of country villages
by commuters; the sudden withdrawal
of whole segments of an old neighborhood's population; the
rapid building and rapid decay of entire
MAP 1. The pedestrian city of 1850 and the suburban
metropolis of 1900. The metropolis of 1900 is that described by
Sylvester Baxter, Greater
Boston; A Study for a Federated Metropolis (Boston, 1891). See
Table 1 for population distribution.
THE PEDESTRIAN CITY OF 1850 (2 mile radius)
Boston Proper
East Boston
South Boston
Cambridge
Charlestown
Roxbury
THE PERIPHERAL TOWNS IN 1850 (3 mile radius) Brookline
6. Chelsea
Dorchester
Somerville
D THE NEW SUBURBS IN 1900 (10 mile radius)
sections of a city; the spread of the metropolis beyond any
encompassing political boundaries; the
growth of non-elective agencies of government to meet
metropolitan transportation, sanitary, and
recreation demands; and, above all, the discipline of the lives of
city dwellers into specialized
transportation paths, specialized occupations, specialized home
environments, and specialized
community relationships. With the new metropolis and all its
changes the ancient problems of large
cities once more came to life: the individual members of urban
society became isolated within a
physical and social network which had passed their
comprehension and control.
In 1850 Boston was something familiar to Western history and
manageable by its traditions. The
attitudes and institutions that governed its daily life had been
developed slowly over at least 500
years. By 1900 it had become, along with many European and
American cities, something entirely
new, an industrial and suburban metropolis. Most of this
metropolis of 1900 still survives. Even
today it is the home of the bulk of Greater Boston's industry and
commerce, and probably half its
population. Decisions made by city officials, corporation
managers, and homebuilders, decisions
now sixty to one hundred years old, still rule much of today's
7. social, economic, and political life.
Perhaps most important, many of the traditions of thought and
behavior first elaborated during the
last half of the nineteenth century still dominate present action.
WHO BUILT THE METROPOLIS?
The Boston metropolis is the product of hundreds of thousands
of separate decisions. Looking
back on the period for which detailed information is available,
the years 1870-1900, one can make
out a kind of partnership which constructed the new industrial
and suburban metropolis. It was a
partnership between large institutions and individual investors
and homeowners.
No organization, however, tied together the two groups.
Boston's water commissioners and the
president of the West End Street Railway Company, for
example, were guided by their own day-to-
day needs. And the homeowner who sought a lot and decided to
build a house was unable to change
city policy or affect the transportation service currently offered.
Although throughout the last half of
the nineteenth century one third to one half of the City of
Boston's budget was annually committed
to projects and services directly affecting real estate, most of
the political campaigns turned on other
conflicts: Republicans versus Democrats; native Americans
versus immigrants; more city jobs
versus economy; corruption versus honesty. In addition, no
zoning laws and few of the direct
regulations now current in American cities then controlled the
behavior of builders.
8. Common ideas and attitudes created the partnership of the large
institutions and the individual
homeowners and investors. Both groups shared an enthusiasm
for a two-part city-a city of work sep-
arated from a city of homes. This enthusiasm colored every
decision, whether it was a decision made
by the director of a large corporation or by a mortgage-pressed
carpenter. Both groups were also
subject to common disciplines: the disciplines of the
contemporary money market, the disciplines of
the current engineering and architecture, the disciplines of
Boston's geography, and the disciplines of
the matrix of prior decisions which set the environment in
which men worked.
The building of the new divided metropolis was a popular
movement, a movement executed by
hundreds of thousands of middle class citizens. This book is a
search for the historical background of
the " multitudes of decisions which together created the new
urban environment of 1900. Three
questions will guide the search. Who made the decisions to
build what? What patterns were created
by the repetition of individual decisions? What were the
consequences of these patterns?
The old records of the building of Boston do not yield
information to which a modern sociological
class analysis can be applied. Little but the census and legal
records survive as the literature of this
mass movement. Therefore, the story must be told largely by the
patterns made by the end products
of the decisions themselves: the parks, the streets, the pipes, the
tracks, the houses. The method of
this book will be to look first at the largest patterns and then
with ever narrowing focus to descend to
the smallest patterns. The book will proceed from common
9. nineteenth century ideas and
experiences, to the metropolitan transportation and utility
network, to the towns, to the neighbor-
hoods, to single streets, and finally to individual houses and
their builders. In the range of narrow
focus Boston's old suburbs, the formerly independent towns of
Roxbury, West Roxbury, and Dor-
chester, will provide the detail of the story.
COMMON IDEAS AND EXPERIENCES
In the late nineteenth century most Bostonians, indeed most
Americans, held in common a certain
way of looking at the world. Their outlook was a product of the
conditions of the times. Three sets of
experiences and three associated ideas informed men's life in
the city: 'the increasing
industrialization of work was accompanied by the idea of
romantic capitalism; The experience of
immigration gave rise to nostalgic nationalism; The impact of
ever more intensive urbanization
called forth the emotional reaction of the rural ideal. Old
residents and newcomers alike interpreted
the changing possibilities and disciplines of their lives in terms
of a mixture of these experiences and
ideas. .
Industrialization and immigration together fired the economy of
nineteenth century Boston. The
10. port of Boston, one of the most active ports in the United
States, served as the place of entry for
thousands of European immigrants. Prior to the 1840's farmers,
artisans, and mill workers from the
British Isles, men squeezed by the shifting rewards and
penalties of English industrialization, made
up the bulk of the new arrivals. Joining them were sizeable
numbers of Germans seeking an escape
from the poverty of Central Europe. Also, as the trading center
for New England and the Maritime
Provinces of Canada, Boston attracted a steady flow of men
from this back country.
These three main groups of newcomers, though they included
small numbers of German Jews and
Irish, German, and French-Canadian Catholics, were much the
same in background, habits, and
religion as the resident population of the city. Indeed, with
some variations in proportions, these
areas had supplied New England with its immigrants for the past
two hundred years. The strong tide
of democratic tolerance that had been growing since the
eighteenth century easily buried such
religious and ethnic tensions as existed among these groups, the
old residents, and the other small
immigrant colonies. Men from the British Isles, from the
Maritimes, and from rural New England
continued to come to Boston in large numbers throughout the
nineteenth century, and with the
repeated experience of easy assimilation this immigration came
to be fused in people's minds with
the old stock.
The great decline of Irish agriculture, beginning with the
terrible potato famines of the 1840's,
brought a radical change in Boston's population. Catholic Irish
11. peasants, for the most part unskilled
and penniless, arrived by the shipload. By 1875, sixty thousand
foreign born Irish were living in
Boston. During the balance of the century immigration from that
poverty stricken island continued
so rapidly that despite the growth of the city the Irish
newcomers and their children made up from 30
to 40 percent of Boston's total population. Then, in the last
decade of the century, as Irish
immigration began to slacken, their place was taken by new
waves of people from Central, Eastern,
and Southern Europe. Beginning around 1890, Jews and Italians
became an important element in the
population of the city.
This enormous and continuous influx of people made Boston a
great labor pool. Early
industrialists had set up their factories in the small towns of
New England not only for water power
but also to tap the surplus labor resources of the farm-young
women and children. .
Now next to a fully developed seaport there existed a whole
army of men and women desperately
in need of work. The industrial prosperity of the Boston region
dates from the 1840's when
improvements in steam engines provided the power, and the
flood of cheap labor provided the hands
to tend factories and machines. Ironworks, textile and shoe
factories, and almost every kind of
manufacture came to be carried on in the area. In some cases
businessmen adapted old trades to the
unskilled peasants. For example, by the Civil War Boston led
the nation in the production of
inexpensive ready-made garments. Ready-made clothes was a
new industry developed by the novel
12. breakdown of tailoring into its simplest operations. With this
reorganization unskilled women and
children could work this formerly complicated trade in
sweatshop factories or tenement homes.
With its old merchant capital and new abundance of workers,
the city grew, and grew wealthy, as
never before. The money of this period paid for the expensive
homes of the South End and Back
Bay, the estates of Roxbury, Jamaica Plain, Brookline, Milton,
and Dedham. Municipal enterprise
went forward on an unprecedented scale. The streets were
widened, marshes filled and hills leveled,
parks laid out, and miles of waterworks constructed. Year after
year the City of
Boston's expenditures exceeded those of the Commonwealth of
Massachusetts. And the ample stone
churches which still stand in every section of the city bear
testimony to the wealth of private
subscription.
This whole fifty-year era brought with it a special kind of life.
Its dynamism and prosperity not
only made its economic system of capitalism popular but also
generated a kind of enthusiasm for
wealth and productivity which gave contemporary enterprise a
romantic quality. For the majority of
men prosperity and happiness in this capitalist era required the
acceptance of its three disciplines:
hard work, thrift, and education. Each one of these disciplines
was at once a description of rational
behavior necessary for the success of the economic system and a
prescription of an ideal in its own
13. right.
Hard work and devotion to the task brought advancement in the
job and security against being laid
off. By long hours, too, ambitious men working on borrowed
capital pitted their time against the
risks of speculation. Beyond such rational guides to behavior
emphasis also fell on hard work
because the job lay at the core of romantic capitalism. In this
society work was a source of joy as
well as a virtue. The society had a great appreciation for
productivity in any form. The man whose
dozen garish barn signs brought orders for a carload of
patent medicines, the inventor of an automatic oven that sent
forth an unceasing parade of soda
crackers, or the traditional artisan whose high skill and patience
could make a violin-all were heroes.
However, since the production of personal wealth brought the
greatest power in the society, this kind
of productivity brought with it the greatest popular standing.
Thrift was likewise a rational economic necessity and a
generalized virtue. By putting aside
earnings a man could protect himself against hard times, and by
thrift he could put himself into a
position to buy a
business or make some investment. By practicing thrift, just as
by working hard, a man also
demonstrated virtue and gained respect. In this way he at once
realized the benefits of social
approval and acquired the standing necessary to borrow money
from banks and private investors.
Finally, education was both a tool and a source of status and
pleasure. At the lowest level the new
industrial society created jobs that needed workers who could
14. read, write, and do arithmetic. The
well paid and rewarding jobs in law, engineering, finance, and
business increasingly required
educated men who could handle words, numbers, and ideas.
With the elaboration of the society and
its tools, high school, technical school, and even college and
professional education became every
year more necessary job criteria. In addition education brought
social standing, for people tended to
associate class with different levels of training and rising scales
of financial reward. Finally,
education offered the pleasures inherent in being in touch with
the world, both past and present.
These pleasures were open alike to the dirt farmer who first
learned to read the newspapers, and the
college graduate who could follow world literature and
technology.
For the average Boston family the formula of hard work, thrift,
and education meant a 48- to 55-
hour work week for the father, little vacation for the family, and
emphasis on the education of the
children and financial gain. The ultimate test of the family's
success and the key to its social standing
rested within the capitalist framework-how much money did the
family have, how much property
did it control? To have such goals, and to live such a life, was,
in the nineteenth century, to be a
middle class American.
Such goals were generally shared in the society, as can be seen
by the rapid multiplication of
stores and businesses; the increase in homeownership; the
frequent use of the words "middle class"
as a term of wide inclusiveness; the constant repetition of
capitalist goals in popular literature; and,
15. in family histories and reminiscences, the almost universal
description of success by thrift, hard
work, and education. Perhaps 60 percent of Boston's population
was middle class by living habits
and aspirations. The exceptions to the dominant code of
behavior were some of the rich for whom
money making no longer appeared a satisfying way of life, and
a large proportion of the lower -
income groups for whom wealth was an impossibility.2
Another test of the extent to which a society is middle class is
to examine the distribution of
income. As one might expect, more people held middle class
aspirations than enjoyed the income
necessary to live out these ideals. A reasonable guess would be
that 40 to 50 percent of the families
of Boston were middle class by income. Such people were
sufficiently well off to live by the income
of one member of the family. This income was secure enough
not to be drastically curtailed in times
of panic; it provided the family with a safe, sanitary
environment; and it allowed the family to
dispense with children's work at least long enough for them to
finish grammar school. Although but
one quarter of Boston's families owned houses in 1900, and for
a number of reasons many preferred
homes in multiple dwellings, it seems also a fair presumption to
say that this 40 to 50 percent of the
society accumulated enough capital in its lifetime to be able to
choose homeownership instead of
tenancy. Since most men's income and capital rose slowly, at
any given moment probably not more
than half of Boston's middle class earned enough or had saved
16. enough to be able to purchase a home.
Thus, any year's potential housing market could not have
exceeded one fifth of the total families in
the city.3
Many aspiring to middle class life lacked the income. These
families resorted to multiple
employment to achieve their goal. If, when the children were
young, husband and wife were lucky
and neither fell sick or were unemployed for long, in time the
earnings of the children would push
the family income into the middle range. For the immigrant
family who arrived in Boston without
skill or capital this advancement to middle class standing
usually took two or three generations. The
immigrant's children, educated in the public schools and armed
with the skills and goals of the
American middle class, were frequently the first to benefit from
the chance for advancement offered
by the industrial prosperity of the age. The constant rise of
great numbers of immigrant families to
middle-income jobs and their movement into middle class
neighborhoods was taken by
contemporaries as testimony to the success of the capitalism of
the day and a reassurance of its
harmony with the general goals of American democracy.
Although the aspirations and disciplines of romantic capitalism
dominated the majority of men's
minds there were many Bostonians who lacked this conviction.
Perhaps 40 percent of the city's
population did not have middle class aspirations. Laborers,
factory workers, and new immigrants
made up most of this group, but to it must be added artisans,
clerks, and skilled mechanics who,
though they possessed a fair income, resented the discipline of
17. the industrial world and neither
understood nor enjoyed the pleasures of a life devoted to the
current definition of "getting ahead."
Most of those without middle class aspirations, however, took
their opposition not so much as a
matter of independent belief, but as a consequence of the
unequal distribution of income.
For thousands, perhaps one third of Boston, natives and
immigrants alike, life brought only the
tensions of too few jobs at too little pay, inhuman work
conditions, wage cuts and seasonal layoffs,
accidents and disease, and, at times, terrible depressions whose
effects public authorities relieved
only by the inadequate and inhospitable charity of the city's
soup kitchens. These economic tensions
and hardships led many lower class Bostonians to attack not the
methods of industrialism that caused
their suffering, but each other.
Quite different from the case of European cities in the second
half of the nineteenth century, the
suffering of Boston's poor produced no strong movement for
corrective alternatives to the dominant
capitalism. Instead, men whose fate rested upon the successful
reshaping of society in one country
and in one era turned their thoughts back to visions of other
places and former times. Large numbers
of peasants had been driven by famine and hard times from a
society of enduring tradition to the
hazards of a new land, new work, and a new society that was
itself ever changing. Such men sought
an anchor against uncertainty and confusion, they sought a
18. device to lessen the scope of the world
and thereby render it more manageable.
Old nationalisms and the maintenance of old ethnic ways
offered such a device. Nationalism
created in large American cities a temporary refuge in which die
world could be thought of as
containing only one's own group and "the others" -others of
whom one need have no knowledge, for
whom one need take no responsibility. Nor was the escape into
nationalism limited to immigrants.
The native poor of Boston, in competition with immigrants for
jobs and sharing with them the
penalties of the mal distribution of income, often matched the
newcomers in clannishness and
frequently confronted them with raw hostility. Their
nationalism produced the special political
movement known as nativism. From 1854 to 1857, nativists
were in control of the state government,
and anti-foreign, anti-Catholic sentiment remained an active
ingredient in state and city politics for
the rest of the century.
In 1834 a Charlestown convent was burned; in the 1850's there
was a church bombing and anti-
Catholic riots; Protestant street gangs, militia, and fire
companies fought their Irish Catholic
counterparts; and later in the century Jewish families became
the objects of Irish attacks. More
important than these sporadic outbursts of local violence, the
nationalist response to the social stress
of immigration and industrial change infected all levels of the
society with job discrimination, ethnic
politics, and racist stereotypes. The whole spectrum of behavior
from the aristocrat's snobbery to the
barroom brawl distracted men's attention from the problems of
19. poverty, housing, education, and
welfare which severely limited the promise of American
democracy.
For most Bostonians nationalism was a passive secondary
attitude; the business of making a living
and mastering wealth and production occupied their major
efforts. For lower class families the
retreat into sentimental nationalism provided some temporary
relief from the pains of life. For the
middle class, both families who had achieved the promise of a
competence and those still aspiring to
it, sentimental nationalism was a second thought, a set of ideas
that filled the vacuum left by their
dominant code of capitalist striving. It provided a vehicle for
thoughts of love and security which
capitalist competition ignored, and it occasionally guided action
in areas in which there were no
capitalist imperatives.
Much of the nationalism of the nineteenth century was a
reaction to the stresses of the present, a
longing of both native and immigrant for some "old country" or
"old days." The immigrant tended to
blur the memory of the clay on his boots with a vision of the
rolling green hills of Ireland, or obscure
the memory of a broken-down farm with the vision of the
forests and shores of Maine or Nova
Scotia. Russian Jews, Italians, Germans, Scots, Canadians,
Englishmen, and Americans all shared a
knowledge of a past era prior to industrialization. As every year
went by the reality of the past grew
dimmer, and the "old country" or "old days" took on the very
qualities that were missing in the
modern world. In this blend of fact and fancy, life was less
disciplined and more leisurely, and men
20. lived in simple communities where all spoke the same language,
went to the same church, and
shared a common life. Friends were true and wealth
unimportant, the girls prettier and the cooking
better, honest craftsmen labored for love to make things of
beauty, not cheap machine shoddy, and
when a man came home at night it was to a neat cottage and a
family of healthy happy children.
The sentimental, backward-looking, quality of the urban
nationalisms of the late nineteenth
century formed part of a general contemporary reaction to the
growing industrial metropolis. In
abetting this popular movement nationalism joined a strong and
old American tradition-the rural
ideal. The rural ideal was an attitude which had always
contained the notion of escape from city
restraints, organizations, and objects. The city's ways and forms
were conceived of as too artificial
and of the wrong quality to support a moral life. In opposition
to the oppressive modes of social
behavior in the city, in the country the church, the village, and
the home were to provide the setting
for simple gatherings of families and friends on a basis of
fellowship and common interest.
The very fact of light settlement assisted in the creation of a
moral dichotomy between the city as
artificial, incomplete, and temporal. and the country as simple,
full, and timeless. The wild
surroundings of forest, rivers, and hills, like the landscape of
farms where men's lives depended
directly upon plants and animals, provided some of the key
weapons of the rural ideology. Here, the
21. physical setting encouraged the family to live by some concept
of harmony with the unending cycles
and seasons of nature.
The city, on the other hand, was thought to be the home of
feasts and orgies, of clothes cut to
fashion alone, of men and women devoting their lives to the
pursuit of money, power, and happiness
in a setting not made in the image of nature but by the goals of
the city itself Whereas in the country
simple village institutions would suffice to police the actions of
the villagers, the city often appeared
out of control. The city accumulated great wealth, but it seemed
lacking in devices to harness that
wealth to moral ends.
FIG. 1. A romantic cottage, West Roxbury, 1856-1857
FIG. 2. The suburban achievement, 1903
The prevalence of this contrast between city and country goes
far hack in the Western world, at
least to Roman times. It was, however, the model of the country
gentleman of seventeenth and
eighteenth century England that transmitted the rural philosophy
to the United States. By his service
to the state and frequent trips to London the model country
gentleman kept his contact with the
largest world of Ills day while at the same time living a well-
rounded life on his estate. The lives of
the Virginia presidents of the United States were but domestic
copies of this image. Men like
22. Harrison Gray Otis and John Hancock, with their town houses
and country estates, served as models
for middle class Bostonians.
Numerous wealthy families during the first half of the
nineteenth century copied this form of
life. In Roxbury, West Roxbury, and Dorchester rich men,
following the Roman and English
traditions of an interest in farming, carried on important
experiments in scientific agriculture. Today
the remainder of their tradition still survives in the Institutions
they founded: the Massachusetts
Horticultural Society, and the Arnold Arboretum of Harvard
University.
Prior to the steam railroad and street railway two houses, not
one, were generally required.
Just outside Boston, country villages like Watertown, Jamaica
Plain, and Brookline provided the
sites for the rural ideal, but most early estate owners needed,
also, a town house for their business
life and social contacts. The streetcar suburb brought with it a
whole set of new problems. Much of
its success or failure centered around the attempt by a mass of
people, each with but one small house
and lot, to achieve what previously had been the pattern of life
of a few rich families with two large
houses and ample land.
For the middle class of the late nineteenth century the rural
ideal was one positive element in a
complex of conditions which shifted people's attitude from
being favorable to being hostile to city
life. The physical deterioration of old neighborhoods, the
23. crowding of factory, shop, and tenement in
the old central city, the unceasing flow of foreigners with ever
new languages and habits-these
negative pressures tended to drive the middle class from the
city. The new technology of the street
railway and the contemporary sanitary engineering enabled
these families to move out from the old
city boundaries into an expanded area of vacant and lightly
settled land. In this new land the rural
ideal, by its emphasis on the pleasures of private family life, on
the security of a small community
setting, and on the enjoyment of natural surroundings,
encouraged the middle class to build a wholly
new residential environment: the modern suburb.
24. CHAPTER TWO
THE LARGE INSTITUTIONS
AT ANY given time the arrangement of streets and buildings in
a _ large city represents a
temporary compromise among such diverse and often
conflicting elements as aspirations for
business and home life, the conditions of trade, the supply of
labor, and the ability to remake what
came before.
The physical plan of metropolitan Boston in 1850 rested upon a
primitive technology of
urban transport: Boston was a city of pedestrians. Its form
reflected a compromise among
convenience and privacy, the aspirations of homeownership, and
the high price of land. The arrival
of the street railway freed the elements of the compromise from
their former discipline of pedestrian
movement and bound them together again by its own new
discipline. By 1900 the transformation of
Boston had been completed. The patterns made by this new
compromise are what today is
recognized as the suburban form of the metropolitan city.
THE WALKING CITY
25. In 1850 the area of dense settlement hardly exceeded a two-mile
radius from City Hall. It included
only portions of the towns and cities of Boston, Brookline,
Cambridge, Charlestown, Chelsea, Dor-
chester, Roxbury, and Somerville. Before the invention of the
telephone in 1876 and the introduction
of street railways in the 1850's, face-to-face communication and
movement on foot were essential in-
gredients of city life.
One can only guess just how large metropolitan Boston would
have grown had there been no
invention of new communication devices. If the spread of the
city had begun to exceed the distance a
man might walk in about an hour, say a three-mile radius, the
shops and offices of the metropolis
would have fallen out of easy daily communication with each
other. The result would have been the
destruction of a single unified communication network and the
development of semi-autonomous
sub-cities which would have had to duplicate many of the
services and facilities offered in other
parts of the city. One of the principal contributions of
nineteenth century transportation and
communication technology was to preserve the J centralized
communication of the walking city on a
vastly enlarged scale.
In 1850 carriages were a prominent sight on Boston's downtown
streets. They moved only a small
proportion of the city's population, however, because few
people could afford to maintain a private
horse and carriage. The omnibus and the steam railroad were
likewise supplements to walking. The
omnibus, an urban version of the stagecoach, was first
introduced in 1826. It moved slowly, held
26. relatively few passengers, and cost a lot. The steam railroad, in
operation since 1835, was also
expensive and accomplished, during its first fifteen
FIG. 3. An antique omnibus
years, little to change the old pattern of the city. At best it was
a limited method of mass
transportation. The railroad was fast but its infrequent stops and
its single terminal, often located at
some distance from passengers' ultimate destinations, prevented
it from offering the great variety of
choices of entrance and exit that streetcar systems ultimately
provided. Prior to the Civil War the
principal contribution of the' railroad lay in its joining of the
port of Boston, with its wharves and
warehouses, to the manufacturing and farming towns of New
England. The result was to accelerate
the industrialization of both the trading center and its
hinterland. For residents of the Boston region
the railroad simplified business transactions with outlying
industrial cities like Lynn and Waltham.
The railroad also enabled some men of wealth and leisure to
settle permanently at their summer
estates which lay in scattered clusters about the hills beyond
Boston.
Before 1850 Boston's geography had inhibited easy expansion.
Marshes, rivers, and the ocean
restricted the paths of pedestrian communication. Boston itself
was a rough, hilly peninsula set on
the end of a narrow strip of land that connected it to the
27. mainland at Roxbury. In the general area
where the wharves now stand, against the eastern and northern
part of the peninsula, lay the deep-
water harbor. The rest of the peninsula was surrounded by tidal
basins and enormous marshes. So
confined by the harbor, Boston land had always been expensive,
and almost from the beginning of
its settlement men cramped for space began damming and filling
the marshes and flats, first for
commercial, and later for residential, purposes. As the city
prospered and housing standards rose,
more extensive works became profitable. Hills were leveled and
sea walls built. By the 1850's
developers had reclaimed the area around Charles street, parts
of the North End, and much of the
South End, (See Map 3 for sections of Boston) and had cut
down a good deal of Beacon and other
hills.
In the succeeding twenty years Boston's two most ambitious
land filling schemes were
executed: the South End and the Back Bay. The South End was
almost completely taken up with
houses by 1880; the Back Bay, by 1900. Only the rich and the
prosperous segment of the middle
class could afford most of the new houses in these sections even
though the common design of
narrow row houses, three and one half to four and one-half
stories high, required but small parcels of
land.2
Under such circumstances speculators turned their attention to
land just beyond the main
peninsula. What they wanted was property that could be more
easily developed and therefore sold at
28. lower prices. The search for cheap land began long before
central Boston was filled. In 1804 South
Boston was opened as a housing speculation. Its progress
remained slow, however, until the 1830's
when the growth of Boston created a shortage of land sufficient
to persuade people to move beyond
the old peninsula and walk the added distance.3 Similarly,
Charlestown, parts of Cambridge, East
Boston, and the nearby sections of Roxbury filled up rapidly in
the period from 1830 to 1850 when
Boston's industrial prosperity and expansion began to make
headway.
These peripheral communities were not simple bedroom towns
for commuters, not exact early
models of the modern middle class residential suburb; rather
they were mixed settlements of Boston
commuters and local workers. All these communities lay at the
edge of the harbor and possessed
considerable industrial and mercantile
FIG. 4. Middle class single-family houses of the peripheral
towns, c. 1830-1870
FIG. 5. Mid-nineteenth century working class alley housing
located to the rear of houses in Figure 4
29. potential. Charlestown and East and South Boston developed
large shipbuilding and wharf facilities,
while Cambridge and Roxbury became manufacturing centers.4
Promoters of these areas, used to the
tight scale of the walking city, saw no incompatibility between
residences and factories; they wished
to recreate the conditions of Boston.
Throughout the tiny metropolitan region of 1850, streets of the
well to do lay hard by workers'
barracks and tenements of the poor; many artisans kept shop and
home in the same building or suite;
and factories, wharves, and offices were but a few blocks from
middle class homes. The wide
physical separation between those who could afford new houses
and those who could not awaited
the expansion of the city that accompanied the introduction of
the street railway. .
Despite the peripheral towns' imitation of the central city some
architectural differences marked
the two areas. On the filled land of
the main peninsula close copies of the brick London town row
house predominated. In the peripheral
areas, detached houses, continuations of eighteenth century
American wooden construction, were the
rule.
These latter structures were often smaller and generally cheaper
than their in town opposites.
Today, after detached wooden styles have dominated residential
fashions for over eighty years, the
little wooden houses of South and East Boston appear to be
significant alternatives to the brick row
house. In the early nineteenth century, however, these houses
30. were but a continuation of old habits.
They were the products of a class of people who had yet to earn
the wealth, had yet to learn the
modes, of city life.
Compared to the enlarged lots, the picturesque houses, and the
planted streets of the streetcar
suburbs of the last third of the nineteenth century, the
architecture of Boston in 1850 was strongly
urban. The houses of the central city and the peripheral towns,
set as they were on small narrow lots
and generally placed against the street, created a town
environment of dense settlement. Building in
both
FIG. 6. Medium-priced two-family house, c. 1850
FIG. 7. Roxbury Village, Dudley and Warren streets, c. 1860
areas was eminently suited to a city short of land, a city which
depended on people's walking for its
means of transportation, a city which depended upon face-to-
face relationships as its means of
communication.5
THE STREET RAILWAYS
The history of Boston's street railways in the nineteenth century
31. is the story of fifty years of
aggressive expansion. During both the early years of the horse
car and the later years of the electric,
lines were rapidly lengthened and service frequently increased.
This continuous expansion of surface
transportation had a cumulative effect upon the city. The pace
of suburbanization, at first slow, went
forward with in
MAP 2. Railroad trackage, 1870-1900
MAP 3. Street railway tracks, 1872
creasing acceleration, until by the 1890's it attained the
proportions of a mass movement.
From 1852 until 1873 the horse railroads of Boston merely
stretched out the existing city along
already established paths. The outer boundary of dense
settlement moved perhaps half a mile, so that
at the time of the great Depression of 1873 it stood two and a
half miles from Boston's City Hall.
During the next fourteen years, from 1873 to 1887, horse car
service reached out about a mile and a
half farther, bringing the outer edge of good transportation to
four miles from City Hall. Lines of
suburban settlement began to appear in what were formerly
distant places. In the late 1880's and
32. 1890's the electrification of street railways brought convenient
transportation to at least the range of
six miles from City Hall. The rate of building and settlement in
this period became so rapid that the
whole scale and plan of Greater Boston was entirely made over.
Boston's first street railway had but one car which in 1852
began service between Harvard Square,
Cambridge, and Union Square,
MAP 4. Street railway tracks, 1886
Somerville. The success of this experiment and the example of
profitable lines in other American
cities brought on a wave of entrepreneurial enthusiasm. To the
local investment public, used to the
relatively long periods necessary to realize profits on large-
scale land speculations, the rapid
construction of horse railroads seemed to promise a generous
and immediate harvest. To real estate
men the simple procedure of placing a coach on iron rails
seemed a miraculous device for the.
promotion of out-of-town property.
The experience of the three towns of Roxbury, West Roxbury,
and Dorchester was typical. The
first line in this section of the metropolis commenced running in
1856. It followed the seventeenth
century path which ran from downtown Boston along
Washington street in the South End to
Roxbury Crossing. In effect, the new service merely replaced
the existing omnibus and
33. supplemented the main traffic of pedestrians and carriages. In
the short period from the first
incorporation of 1852 to the Depression of 1873, seven
companies were formed to serve the outlying
towns of Roxbury, West Roxbury, and Dorchester. Only four
ever operated. By 1873 only two
companies, the Metropolitan Street Railway, and the Highland
Street Railway, survived.
Some of Boston's street railways had been projected for routes
with too light settlement and
traffic, others were badly financed, and some were bogus
companies put together to lure investors or
to harass operating companies. The scramble for franchises,
which were granted by the Boston
Board of Aldermen, and for charters of incorporation, which
were granted by the state legislature,
further confused the ever shifting rivalries of the city's street
railway companies.
MAP 5. Street railway tracks, 1901
FIG. 8. Horsecar in front of the Metropolitan Street Railway car
barn, South and Jamaica streets, Jamaica Plain, West Roxbury,
c. 1880
These early difficulties of franchise and capitalization were
soon superseded by the problems of
the downtown. Boston's streets were just too narrow to carryall
the needed cars. The downtown
squeeze made necessary complicated lease arrangements for
34. competitors' use
FIG. 9. Open horsecar on Centre street, Jamaica Plain Village,
1883
of each other's tracks. The tempers of street railway employees
were not always equal to this
requirement of cooperation in a field of intense competition. All
too often rival drivers raced for
switches, stalled, and in general interfered with each other's
progress. Nevertheless, despite early
confusion, chicane, and false starts, by 1873 the main streets of
the old city had become the new
horsecar thoroughfares. During the years from 1852 to 1873 the
periphery of dense settlement
moved from 2 to 2.5 miles from City Hal1.6
For the next fourteen years service in Greater Boston expanded
steadily outward. Then, in 1887,
Henry M. Whitney, a steamship operator and speculator in
Brookline real estate, formed a syndicate
out of his small West End Street Railway and began to purchase
stock in the other five operating
companies of Boston. After he had bought up large amounts of
stock, especially in the biggest line,
the Metropolitan, he offered by an exchange of stock and bonds
to combine all the companies into
one. Minority stockholders, probably helpless, and at any rate
anticipating great profits from the
rationalization of Boston service under one giant company,
agreed to the merger. At the same time,
the promise of rapid expansion of service and relief to
35. downtown traffic jams persuaded the public
and the legislature to
FIG. 10. Downtown traffic, Post Office Square, May 23, 1904
allow the creation of the traction monopoly. Consolidation did
in fact accelerate the rate of
improvements in transportation.
Whitney continued two historic policies of street railway
management. First, he was more
interested in increasing the total number of fares on his system
than in watching the relationship of
distance, cost, and fare per ride. He, like his fellow streetcar
managers the state over,
was so convinced that the key to profit lay in the endless
expansion of the numbers of passengers
that, with little regard to costs, he constantly expanded the
service area of the West End. As a result,
by 1900 the outer limits of Boston's electric railways lay at
least six miles from the downtown.
Second, Whitney, like all horse car managers before him, was
an ardent believer in the five-cent
fare. Thus expansion of service took place without additional
charge to the commuter. As cross town
lines were built, free-transfer points were added, so that the
nickel fare was almost universal in 1900.
During the 1870's and 1880's eight cents had been required for
many transfer rides; two full fares
had been required where riders moved to the cars of different
companies. 7
36. In his speeches before city clubs and regulatory agencies
Whitney often pointed to these twin
policies of rapid service expansion and the uniform five-cent
fare as the proper basis for a public
transportation system. He was an ardent champion of the
suburban city. He frequently appealed to
the popular belief that the rapid suburbanization of modern
industrial cities was perhaps the most
important single contribution of the street railway. Like his
listeners, also, Whitney did not wish to
control the form and direction of this suburban expansion, but
rather to leave the development of
suburbs to individual builders and homeowners. Though
statistics of 1890 and 1900 showed that
only one quarter of Boston's suburbanites owned their houses,8
he, like his contemporaries, felt that
the continued suburbanization of the city would bring a
substantial increase in homeownership. He
liked to use as a typical example of the coming benefits the
rather untypical case of the workingman
buying a lot of land in the suburbs upon which would be built
his own home. Whitney's speeches
were also full of comparisons to conditions in Europe and
references to the old pre-streetcar sections
of Boston where multifamily tenements and crowded old
wooden houses were the rule.
Whitney made these appeals to what was then termed the "moral
influence" of street railways both
from personal conviction, and from
FIG. 11. Working class wooden houses and tenements in the
West End, photograph c.1890
37. the need to answer the numerous critics of his monopoly. He
was continually before state and city
agencies defending the profits and schedules of the West End
Street Railway. Most important for the
growth of the suburban city, criticism always took for its point
of departure the same view of public
transportation that Whitney's management undertook to carry
out. For critics, the trouble with the
West End Company was that its very vigorous performance was
not vigorous enough: new service
was not added fast enough, profits were too high, and fares not
cheap enough.9
The demise of Whitney's West End Street Railway as an
operating company was due not to the
shortcomings of its suburban service, but to continued strife
over downtown traffic conditions. The
details of the decade of controversy over the control and pricing
of tunnels and elevateds are not
relevant to this history. In the end, in 1897, a group of rival
capitalists formed the Boston Elevated
Street Railway Company,
FIG. 12. The moral influence of the street railway, outer edge of
new construction, 1904
and, under the supervision of the state-created Boston Transit
Authority, leased the West End system
in its entirety. With this new operating company the great
subway and elevated projects were under-
taken in a belated effort to solve downtown traffic problems.
38. The Boston Elevated's suburban policy
remained that of its predecessors: expand for more total
passengers.
During the entire second half of the nineteenth century two
things made possible this continuous
expansion of service under all kinds of managements. The first
was the declining costs of materials;
the second was electrification. In 1888 the West End began
experimenting with electric cars and in
1889 introduced its first trolley service. The electric car moved
at least twice as fast as the horse
drawn one and soon was perfected to carry three times the
number of passengers. Of course
offsetting these advantages, the new machines required a great
deal more investment in heavy
equipment than the horse and his car barn.
In the center of the system, where traffic was heavy, the electric
car was cheaper to operate per
passenger mile than the horse car. It seemed reasonable to run
the electric car from the in-town
segment of a line out to the suburban terminal, especially since
in the outer areas of less frequent
stops the electric could really show its speed. In this way the
electric-powered streetcar beguiled
traction men who were careless about costs into spinning out
the web of their service even beyond
profitable limits.10
OTHER SERVICES TO HOME BUILDERS
39. Good transportation was not the only requirement for the
successful large-scale development of
suburban land, nor was the street railway the only important
invention which contributed to the
changing pattern of Greater Boston. During the last third of the
nineteenth century sanitation and
power services became established as prerequisites' for the
standard home.
Until the 1870's the cities and towns of the metropolitan region
had relied upon a mixture of public
and private agencies for water supply and waste disposal.
Municipal and private scavengers carried
off rubbish, garbage, and privy waste. Some crowded districts
had cooperative underground sewer
lines, others did not. Because the discharge points were
unregulated by anything but the common
law of nuisance many of the low lands and neighborhood
swamps of the
FIG. 13. Typical electric streetcar, 1900
FIG. 14. Open electric car for summer service, about 1903
region were terminal sewage pools. In crowded town centers,
where surface wells proved
inadequate, public and private water companies had been
formed to meet group needs. The City of
Boston's Cochituate Water Works of the 1840'S' was the most
famous and largest of the systems. All
the municipal and private systems together, however, failed to
40. give more than partial coverage to the
metropolis.
Partial coverage was almost useless to a public health program.
The periodic plagues and
epidemics that had swept the city regularly since the
seventeenth century gave frequent
demonstration that no part of the metropolis was safe until all
parts were clean. By 1870 Boston's
own efforts and other American and European sanitary projects
showed that the incidence of disease
could be effectively reduced by thoroughgoing sanitary
engineering. Fear of disease gave the late
nineteenth century public health movement its great popularity,
while the concurrent benefits of
water for industrial use and fire protection assisted reformers in
arguments with cost-conscious
taxpayers.
During the last third of the nineteenth century Boston's sanitary
projects, its waterworks, sewer
lines, land filling, and re-grading took about one third of the
total city budget. Homeowners installed
their own plumbing, and water meters and special installation
assessments paid for the operating
costs. But the enormous initial expenditure demanded for water
mains, reservoirs, pumping stations,
and trunk sewers could only have been met by the pledge of
municipal and state credit.
Historically public interest in the supply of water preceded
interest in waste disposal.
Consequently the water and sewer systems of the metropolis
continued under separate institutional
41. management throughout the century. The great popularity of the
sanitary engineering program
assured strong public support, first for town and city boards,
and later for the integrating
metropolitan boards. As a result of the public enthusiasm,
expenditures were usually generous and
the planning of the works aggressive. As fast as new street
railway transportation brought new
houses to outlying parts of the city the sanitary departments
hastened to provide facilities.12 ,
The lesser utilities-gas, electricity, and telephones-were
<1eveloped by private corporations. The
convenience of gas and electric lights, and the efficiency of
telephone communication gave private
companies marketable products for which users would pay the
whole cost. Also, because these
minor utilities did not need to cover the whole city at once they
could seek the highest paying users
first, and then expand their systems on a profit making basis.
The extension of gas service, which
began in the 1840's, and the extension of electric and telephone
services, which began in the 1890's,
were clearly derivative. Once street railways and sanitary
engineering opened an area to home
building the other utilities sought customers there. Most of the
utility conflicts of the day concerned
consumer rates, not the slowness of new service offerings.13
COMMON PATTERNS OF DECISION
Because of the aggressive quality of the public health movement
and the imitative nature of the
lesser utilities and municipal services the narrative of the
development of the Boston metropolis
42. during the last third of the nineteenth century can be simplified.
Had these utilities and municipal
services lagged significantly behind transportation, or had they
pursued a radically different timing
and pattern of location they would require an extensive separate
treatment. As it was, the role of the
large public and private institutions in the building of the
metropolis can be analyzed in terms of the
street railway alone.
First, within their financial means all institutions undertook to
render equal service throughout
their geographic jurisdiction. Second, none of the institutions
built houses themselves and, as much
as possible, they avoided interfering with private profit making.
Indeed, all encouraged individual
capitalist enterprise as much as they could. Third, all
institutions were somewhat sympathetic to the
goals of the rural ideal, and to the extent that their actions were
relevant, encouraged the dispersal of
the urban population.
Although Boston society suffered severe ethnic tensions during
this period of large scale
immigration, its public agencies pursued a policy of service
without regard to ethnic background.
Just as the streetcar companies undertook to serve all the
villages and quarters of the metropolitan
region, so the schools and libraries undertook to serve all, the
children and adults within the
municipality. Sewer, water, gas, and electric utilities were
available at uniform prices to users every-
where.14 Water was as plentiful in the immigrant North End
43. as in the native Back Bay.
If there were unsanitary conditions in the slums, such
conditions were regarded as the
responsibility of landlords and tenants. The evidence of disease-
riddenl8lums in an era of great
concern for public health illustrates the second policy of public
agencies in the late nineteenth
century. Effective devices were developed for bringing public
services to the property owner. The
supervision of property owners' individual performances,
however, was lightly touched upon, and no
effective machinery was devised for public assumption of
responsibility when the owners failed in
their performance.15 The official policy was to interfere as
little as possible with individuals, and,
where possible, to assist individuals in their role as private
capitalists.
The contrast between the achievements in the old slum
neighborhoods and the new suburbs
graphically demonstrates the results of this policy. In the slums
agencies dealt with individuals
whose means were inadequate to the task; in the suburbs the
public effort met immediate and
effective private response. In the suburbs water lines, sewers,
and public utilities hurried along with
new construction, while the public transportation was extended
with uniform fares to ever greater
distances from the city. Likewise, at enormous cost, schools,
libraries, fire stations, indeed, all
municipal services, hastened after the movement of people
within the metropolis.16
The City of Boston, the Metropolitan Commissioners, the West
End Street Railway, and the
44. predecessors of the Boston Consolidated Gas and Boston Edison
companies all extended their
services at a very rapid rate. They were able to do so because
their fees and taxes rested upon large
and prosperous geographical bases. Where the geographical
units were small and poor, as was the
case in most of the towns beyond five miles from Boston, the
rate of progress was slow. The water
pipes rarely ran beyond Main Street, and community expansion
consisted of the building of a graded
primary school, or, perhaps, the addition of those two new
municipal ornaments, the high school and
the public library.
Today's municipal planning policy rests on a conscious attempt
to control the uses of land. One of
the major goals of modern planning is to allocate the various
uses of land with an end to minimizing
public costs and maximizing public benefits. Though in today's
terms there was no planning in late
nineteenth century Boston, the largely successful effort to give
new services to the whole jurisdiction
with its consequent aid to private development was a conscious
policy designed to achieve the ends
of society By providing equal service to all citizens, by
extending service as rapidly as possible to
the whole geographic jurisdiction Boston's public agencies
hoped to give the greatest scope to the
workings of individual capitalists. Education, health,
transportation, and plentiful land were tools to
encourage individuals to work effectively as private profit
makers. The works of the individual
private profit makers were to be the return for the public costs
and effort.17
The third policy of the public agencies was to encourage the
45. dispersal of the urban
population. Tenement slums were the scandal of the age. Street
railway managers, real estate men,
politicians, philanthropists, health officers, school teachers, and
the middle class generally all shared
the attitude that open country surroundings and the small
community were beneficent settings for
family life. This widespread sympathy for the rural ideal
provided additional impetus for the
expansion of public services over the entire metropolitan
region.18
The most general result of the work of the large institutions of
Greater Boston was to make
possible the creation of a new environment in the suburban edge
of the metropolis while, at the same
time, leaving the in-town section largely undisturbed. Much of
this one sided effect upon the
physical plan of the metropolis must be attributed to the
continued need of close proximity for daily
work.
Though railroads and steamships brought goods and passengers
from great distances with
unprecedented speed, though the street rail way daily moved
thousands of commuters, though
telephones, telegraphs, and railway mail connected all sections
of the metropolis to the nation, much
of the economic life of 1900 still depended upon physical
proximity. As only some customers and
suppliers had telephones, office boys bearing notes were still a
major form of rapid communication;
hand carts and wagons and teams were still the methods of
46. moving small lots of goods from ship to
warehouse, from freight car to factory and shop, from store to
customer. Because of these limited
means of communication the work and shopping center of
Boston remained packed tight against the
harbor. Larger wharves, warehouses, and railway yards were
built at or near old locations; offices,
stores, and factories replaced houses. And in the downtown core
tall buildings with elevators
replaced the former five-story walk-ups.
The novel contribution of the street railway came in the zone
beyond the old central city where
the new transportation allowed the wide diffusion of the
residential area. Most of the extension of
the metropolis that took place with the establishment of street
railways benefited middle-income
families. Though they still had to seek their livelihood in the
central cit_ their homes spread over an
unprecedented area of suburban land. During the last fifty years
of the nineteenth century Greater
Boston tripled its population, but the houses of the new suburbs
generally had two and often three
times the land of their predecessors, and such was the
revolution in transportation that even after
such rapid growth vast amounts of vacant land still remained for
future building.19
To see the full effects of the policy and work of the large
institutions upon the construction of the
new suburbs one must look at the patterns of building in some
detail. Since the final decision of
whether or not to put up a house rested with thousands of
individual landowners, one must look
closely at a small area, an area which reflects the scale of their
decisions. Three Boston streetcar
47. suburbs, the former towns of Roxbury, West Roxbury, and
Dorchester, will serve as the area of
detailed study. During the last third of the nineteenth century
these towns experienced an enormous
growth of population, and over much of their territory the
pattern of streets and houses took on the
new suburban form. Even today the achievements and
shortcomings of this former era continue to
dominate their life.
Chapter 1 and Chapter 2