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Question: Was the 1920s a period of change or continuity in the United States? Use at least 3 sources I provided and at least 5 specific people/ideas/events from the sources I provided to support your argument. Your argument will have to include information about what came before, which could include Reconstruction, the Gilded Age, and the Progressive Era/WWI. (This can be found at chapter 1,2,15) 250-400 words max you MUST use these sources (down below) ONLY: Chapter 1,2,3 - BiblioViewer - Building the American Republic, Volume 2 (bibliopen.org) (in order to switch chapters, you need to go on the left and scroll up or down you will see them) Chapter 15 -BiblioViewer - Building the American Republic, Volume 1 (bibliopen.org) Video -How WWI Changed America: Selling the War - YouTube Podcast/read -The Evolution of Free Speech | Montpelier Also, I need you to specifically show me from where you got the source once you put it into the essay. As I said before only sources I provided must be used. .

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HIS 204 Week 1 DQ 2 The Industrial Revolution HIS 204 Week 1 DQ 1 The History of Reconstruction HIS 204 Week 1 Quiz HIS 204 Week 2 DQ 1 The Progressive Movement HIS 204 Week 2 DQ 2 America's Age of Imperialism HIS 204 Week 2 Quiz HIS 204 Week 2 Paper The Progressive Presidents HIS 204 Week 3 DQ 1 Normalcy and the New Deal HIS 204 Week 3 DQ 2 The End of Isolation HIS 304 Week 3 Quiz HIS 204 Week 3 Final Paper Preparation (Native American history) HIS 204 Week 4 DQ 1 A Single American Nation HIS 204 Week 4 DQ 2 Cold War HIS 204 Week 4 Quiz HIS 204 Week 5 DQ 1 The Age of Reagan HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People HIS 204 Week 5 Final Paper Native American history

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The Rise of Conservatism Background: Many historians have characterized the period from the Great Depression until the 1970s as a period when liberal politics were dominant. During this period, only Eisenhower interrupted the Democratic hold on the White House. The U.S. Congress remained under Democratic control for the entire period with the exception of two brief two-year periods in the late 1940s and early 1950s. Republicans only finally regained control of the Senate in 1980 and of the House of Representatives in 1994. As such, many Americans look at the 1970s as the beginning of the rise of conservatism. Required source: Scholarly source: The rise of conservatism since World War II. Website: Pace News Limited. (2013). The Political Compass . Recommended sources: Scholarly source: 'Starve the beast': Origins and development of a budgetary metaphor. Video: The presidents: 1977-2004 [Video] from the Films on Demand database. Instructions: Explore The Political Compass website and take the quiz. Then, refer to your textbook and required resources. In your initial post, explain At least one piece of information that you found surprising or interesting on the Political Compass website. It is completely voluntary, but if you are comfortable doing so, include your score in your post. At least three reasons for the rise of conservatism in the last part of the 20th century. At least one way in which the rise of conservatism had been positive or negative for a specific group of Americans. Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center .

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Unit 2 Exam: Part 1 (40 points) Attached Files: Document1-Wilson.pdf (77.196 KB) Document2-Debs.pdf (161.807 KB) Image1-WW1.jpg (1.726 MB) For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below. NOTE : Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2: https://youtu.be/zuGp-0G1p4M Part 1 Questions : 1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I? 2. In document 2, how does Eugene V. Debs justify his opposition to World War I? 3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I? 4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I. Image 1 : World War I propaganda poster produced by the United States Army in 1918. Unit 2 Exam: Part 2 (30 points) Essay (30 points) For part 2 of the Unit 2 Exam, choose ONLY 1 essay question from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 2 Essay Questions : 1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms? 2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer. 3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece. 4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement? 5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans. 6 - Explain how Americans used the language of freedom when ...

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please follow the writing commom : 1 . Thesis: 2 . Quotes: 1. QUOTE – Introduce quote in your own prose and use brackets and ellipses to alter quotation. 2. CITE – Follow the provided guidelines. 3. EXPLAIN – Quotes do not speak for themselves. Paraphrase, call the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text. 3. Topic sentences: The first sentence of every paragraph should offer the paragraph’s main idea, which you defend with evidence in the next several sentences. Example: Besides weighing in on the subject of educational priorities, DuBois was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13 th , 14 th , and 15 th Amendments... 4. General Improvements : 1. Be explicit and specific! focus on it please Kim PROOFREAD Don’t generalize or pass judgment where you’re not asked to H251 African-American History, 1880-Present Part I: Identification terms: The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term) Thibodaux Sugar War Red Summer United Negro Improvement Association National Urban League Anna Julia Cooper Plessy v. Ferguson Fourteenth Amendment Jack Johnson War Risk Insurance Act James Reese Europe Madame C.J. Walker Birth of a Nation Lynching Silent March (NYC) Mamie Smith Part II: Primary Source Analysis: The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible) Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of From Timbuktu …) Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas) Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of From Timbuktu …) Part III: Short Essay: On.

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Overview The content discussion this week examines Reconstruction and the Gilded Age periods during US History and examines their consequences. Instructions Select one (only one!) topic from the below and write a response to the prompt by the initial post due date. Based on at least two primary sources and your readings (course readings or linked documents) on Reconstruction, which plan for Reconstruction – Lincoln’s, Wartime Congressional, Johnson’s or Congressional – do you believe was best for the nation? Why? Based on at least two primary sources and your readings (course readings or linked documents) on Reconstruction, do you believe Reconstruction was successful? What did freedom mean for African Americans after the war? What positive changes did Africans Americans experience from Reconstruction? Negative changes? What might the American people or government have done differently to make their lives better? Based on at least two primary sources and your readings (course readings or linked documents) on the Gilded Age, explain how industrialization contributed to the rise of the American labor movement? Do you believe that this labor movement attained its goals? Based on at least two primary sources and your readings (course readings or linked documents) on the Gilded Age, describe the rise of American Big Business during this era. Do you believe that men such as J.P. Morgan and Andrew Carnegie were “Robber Barons” or “Captains of Industry?” Defend your answer and explain why. Make sure you use evidence from the sources and source types noted in your prompt to support your points. You may use sources other than those found in Recommended Resources, but you should write at least 300 words in your response. Reply to at least two other students’ posts with substantive responses of at least 100 - 150 words, and be sure to reply to your instructor. .

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Discussion Instructions The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should: 1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to. 2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible. 3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.) Part I Discussion Prompts For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material. 1) What were the major patterns of Native American life in North America before Europeans arrived? 2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore? 3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples. 4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English. 5) What challenges did the early English settlers face in the Chesapeake (Jamestown)? 6) How did Virginia and Maryland develop in their early years? 7) What were the main sources of frustration in New England? Part II Discussion Prompts Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner. 1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument. 2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)? 3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question. 4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.

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For part 1 choose ONLY 1 essay question from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 1 Essay Questions: 1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms? 2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer. 3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece. 4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement? 5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans. 6 - Explain how Americans used the language of freedom when discussing foreign policy. Look specifically at the foreign policies of Roosevelt, Taft, and Wilson in your answer. Did the meaning of freedom change with each administration or stay constant? 7 - It is April 1917, you are a member of Congress, and President Wilson wants a declaration of war. Justify your vote for or against war with Germany. 8 - Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’s piece in “Voices of Freedom,” the Committee on Public Information, and “coercive patriotism.” 9 - Compare the political ideas of W. E. B. Du Bois and Marcus Garvey. What were the similarities (if any)? What were the differences? 10 - Examine and analyze Woodrow Wilson’s ideas about foreign policy. To what extent did Wilson put into practice his stated ideas? For part 2 choose ONLY 1 essay question from the list below, which covers chapters 20 and 21 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 2 Essay Questions: 1 - After World War I and more than twenty years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perce ...

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Question 1 – Supporting the Revolution: Imagine that you lived during the time of the American Revolutionary War and had the same socio/economic/racial/gender position you have right now. Would you support efforts to gain independence from Great Britain or would you be loyal to the crown? Be sure to explain why you choose the side that you do. Remember, forming a new republic is an extremely radical idea that had never succeeded before and that an American patriotic identity was just beginning to form. Also remember that obedience to the crown had been taught to colonists as the way to be good citizens. Finally, just like with the Seven Year’s War, support is not just signing up to fight but also supplying troops, providing information to one side or the other, etc. Thus, the question is relevant for both men and women as the support of both groups is needed in war. Question 2 – Revolutionary or Civil? Some scholars have portrayed the American Revolution as being as much a civil war as a revolutionary one. What do you think? Was the American Revolution a civil war with revolutionary principles or was it a revolutionary war that developed civil war aspects? Be sure to fully explain your answer and to provide reasons for your answer. .

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The History of Reconstruction Background: Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored. Resources: Review the following resources about the differences between primary and secondary sources: BeamLibrary. (2009, September 23). Primary, secondary, tertiary sources . [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8 Review the How to Research Primary Sources and How to Research Secondary Sources in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar. When responding to the questions, draw from at least ONE of the following primary sources and specifically cite them in your post: Bruce, B. K. (1876, March 31). Speech in the Senate . Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php Johnson, J. R. (1865, Aug. 4). Northern teacher to the Freedmen’s Bureau commissioner . Land and Labor , 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm The Ku-Klux . (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm United States Congress. (1866, April 9). Civil Rights Act . Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html Also, draw from the material in ONE of the following films: Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002). What is freedom? . [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref= Pollard, S. (Producer & Director). (2012). Slavery by another name . [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/ Instr.

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Allison Rogers Professor Koenig COMM 3313 October 12th, 2018 How My Race Has Impacted My Life I. Introduction a. How being white has affected my life in many ways i. Positive factors from experience ii. Negative factors from experience iii. How this has impacted my communication iv. Are my communication skills stronger or weaker from these experiences? II. Positive factors from experience a. Job market is more available to me a. Opportunities come in simpler form to me III. Negative factors from experience a. Assumptions of me being white thinking my life is a breeze from others b. The unfairness I see every day makes me feel guilty for being white IV. How this has impacted my very own communication a. I see things from a general point of view b. I try my best to be personal when communicating. c. I remember that we are all human beings who deserve equality. V. Are my communication skills stronger or weaker? a. Stronger – My experiences growing up have helped me communicate with everyone equally. VI. Conclusion a. The boundaries my race sets me in b. The opportunities I have because of my race. Works Cited Orbe, M. P., & Harris, T. M. (2015). Interracial communication theory into practice. Los Angeles, CA: Sage. https://www.psychologytoday.com/us/blog/listen/201803/being-white-in-age-color https://www.tolerance.org/magazine/fall-2018/what-is-white-privilege-really https://money.cnn.com/2016/04/13/media/whiteness-project/index.html https://everydayfeminism.com/2015/11/lessons-white-privilege-poc/ https://www.bustle.com/articles/146867-how-white-privilege-affects-8-people-of-color-on-a-day-to-day-basis Allison Rogers Professor Koenig COMM 3325 October 20th, 2018 Research Paper Conceptual Document: “The Meaning of July Fourth for the Negro” by Frederick Douglas 1. What is the event or rhetorical moment I will be analyzing and why. Give a brief summary. · I will be analyzing a speech by Fredrick Douglas that he gave on July 5th in 1852 called, “The Meaning of July Fourth for the Negro”. I chose this speech because I first read this speech this past spring semester in my gender studies class and it was so well written and worded that it literally just brought me to tears with so much emotion behind it. I want to analyze how Douglas put this together and his rhetorical process that he used in order to touch so many people with his words. 2. What methods of evaluation will I be looking for? · The methods of evaluation I will be looking for in this speech are the following: (I) The speech objective (II) The audience and context of the speech (III) The speeches context and structure (IV) The delivery skills and techniques he used (V) Intangibles 3. 8 sources: · https://www.artofmanliness.com/the-meaning-of-july-fourth-for-the-negro-by-frederick-douglas/ · http://masshumanities.org/files/programs/douglass/speech_abridged_med.pdf · http://redandgreen.org/speech.htm · https://www.pbs.org/wgbh/aia/part4/4h2927.html · https://liber.

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Allen 1 Kiah Allen Professor Hirsch ENG101 8 Feb. 2018 Deforestation The Amazon forest alone creates 20% of the worlds oxygen. It has decreased by 17% in the past 50 years because of deforestation (conserve-energy-future.com). Forest’s in general only cover 30% of the world (conserve-energy-future.com ). Deforestation is killing the trees that produce oxygen, without it humans can’t survive. Deforestation should be prohibited because large plants such as trees recycle air. If deforestation is such a problem, why does it happen? Deforestation extracts the forest of its resources. It turns the forests into farms, ranches, or urban areas. The wood from trees are used for building or could be sold as fuel. Another big cause of deforestation is quarry’s. Quarry’s take up a lot of land, and once the quarry is abandoned is almost impossible to fix. Hydropower requires dams to be built. Dams create an enormous amount of flooding, which kills thousands of trees. The increase of population is also a cause of deforestation. The more people that are on earth the more land and resources we demand. If deforestation continues it will have a huge negative impact on our air supply. Everyday a piece of the forests is being destroyed. The more trees that are being destroyed the less oxygen can be produced. Trees use photosynthesis to covert carbon dioxide into oxygen. Photosynthesis is the main producer of oxygen, and respiration and decay remove it. Urban areas have less oxygen then rural areas, because they don’t have many plants. Throughout history oxygen levels have been steadily decreasing. Once the oxygen levels hit 7% the air is too low to support human life (thenaturalhealthplace.com). Finding ways to apply reforestation would help increase oxygen. There are many ways to apply reforestation to reverse the harm that’s been don’t to the world. One way is to plant trees. There are some cities who have made vertical forests. They plant trees and plants that surround the building. Going paperless would help as well. Since technology has advanced, paper isn’t really needed as often. Recycling and buying recycled products will help as well. The more that people recycle there will be less demand for natural resources and trees. Reforestation will help to reduce the concentration of carbon dioxide in the air. Deforestation does have a huge negative impact on our world, but there are quite of bit of positive too. The positive effects of deforestation are that it does gives humans space to grow. With growth comes civilizations which means more jobs and revenue. Deforestations also gives us more food and resources to satisfy our needs. It means a more comfortable life for humans. The consequences of deforestation is not worth the temporary comfort that humans get from it. Deforestation is a serious problem to maintain life on this planet. The decrease in oxygen could eventually mean the end to human kind. If we don’t do anything abo.

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All yellow highlight is missing answer, please answer all of the questions in detail. *** Please redo question#4 and answer them relate to the questions. Thank you Anna in the Tropics Literature has the power to affect even the humblest of lives. Anna in the Tropics presents the story of a family of Cuban cigar rollers whose lives in the 1920s Florida are brightened up and disturbed at the same time by a stranger, a lector, who reads aloud about the passions of Tolstoy and his heroine Anna Karenina. It is common practice for employees at the factory run by this Cuban family to be entertained by as they carry out the mundane chores at hand – those of rolling of cigars and sorting tobacco leaves. But as those in the factory begin to get caught up in Tolstoy’s classic, willingly or not, the book begins to work subtle and profound changes in their emotional lives. This essay will analyze the themes covered in Anna in the Tropics, even as it seeks to explore the various ways in which the play’s characters are affected as the lector reads to them – along with their fellow workers, to educate and stimulate their minds in the course of the doldrums of their repetitive tasks. One of the very first things to note in this story is how certain tensions between old traditions and new ways are reflected. The factory workers, for instance, are threatened by new, mechanical cigar rolling machines because they themselves roll cigars by hand, which is the traditional way (Cruz 19). It is not just the workers whose future is uncertain, however. Even the very tradition of the lector, who reads out loud to the cigar rollers so that any tedium in the factory may be broken, while at the same time facilitating the ease of passing time, is at risk (Cruz 8). Since listening to the lector is often the closest thing to a formal education that cigar-rollers might experience, the ending of this tradition, in particular, could signify the demise of an informal method of learning (Aiello). The significance of the lector is not only about giving factory workers some semblance of an informal education, however, but it is also reflective of the theme of Cuban heritage that is present throughout the play. The Cuban culture and traditions comprise a key theme because first, the play is set within the Cuban American community which is living in Ybor City in Tampa, Florida (Cruz 2). Second, it is apparent that Cuban Americans prefer to stay within their own cultural community whenever they can help it, which explains how they have been able to keep their old traditions. Their cigar-rolling factory, for instance, is not run in the same fashion that American companies are, what with a lector being availed to entertain the workers – as demanded by Cuban traditions (Cruz 9). The characters in this story are defined and destroyed against the standard of Cuban heritage. As the play begins, the previous lector has jus.

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All models are wrong. Some models are useful. —George E. P. Box (1919–2013) Statistician Describing and explaining social phenomena is a complex task. Box’s quote speaks to the point that it is a near impossible undertaking to fully explain such systems—physical or social—using a set of models. Yet even though these models contain some error, the models nevertheless assist with illuminating how the world works and advancing social change. The competent quantitative researcher understands the balance between making statements related to theoretical understanding of relationships and recognizing that our social systems are of such complexity that we will always have some error. The key, for the rigorous researcher, is recognizing and mitigating the error as much as possible. As a graduate student and consumer of research, you must recognize the error that might be present within your research and the research of others. To prepare for this Discussion: Use the Walden Library Course Guide and Assignment Help found in this week’s Learning Resources to search for and select a quantitative article that interests you and that has social change implications. As you read the article, reflect on George Box’s quote in the introduction for this Discussion. For additional support, review the Skill Builder: Independent and Dependent Variables , which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane. By Day 3 Post a very brief description (1–3 sentences) of the article you found and address the following: 1. Describe how you think the research in the article is useful (e.g., what population is it helping? What problem is it solving?). 2. Using Y= f (X) +E notation, identify the independent and dependent variables. 3. How might the research models presented be wrong? What types of error might be present in the reported research? Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications. · Chapter 1, “The What and the Why of Statistics” (pp. 1–21) Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications. · Chapter 1, “Overview” Dietz, T., & Kalof, L. (2009). Introduction to social statistics: The logic of statistical reasoning . West Sussex, United Kingdom: Wiley-Blackwell. Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons - Books. Reprinted by permission of John Wiley & Sons - Books via the Copyright Clearance Center. · Chapter 1, “An Introduction to Quantitative Analysis” (pp. 1–31) Dietz, T., & Kalof, L. (2009). Introduction to social statistics: The logic of statistical reasoning . West Sussex, United Kingdom: Wiley-Blackwell. Introdu.

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allclasses-frame.htmlAll ClassesAIBoardPlacementRandomModeRotationShapeShapeStreamTetris5044 allclasses-noframe.htmlAll ClassesAIBoardPlacementRandomModeRotationShapeShapeStreamTetris5044 constant-values.html JavaScript is disabled on your browser. Skip navigation linksPackageClassDeprecatedIndexHelpPrevNextFramesNo FramesAll ClassesConstant Field Values Contentsedu.vt.* edu.vt.* edu.vt.cs5044.tetris.BoardModifier and TypeConstant FieldValuepublic static final intHEIGHT24public static final intHEIGHT_LIMIT20public static final intWIDTH10Skip navigation linksPackageClassDeprecatedIndexHelpPrevNextFramesNo FramesAll Classes deprecated-list.html JavaScript is disabled on your browser. Skip navigation linksPackageClassDeprecatedIndexHelpPrevNextFramesNo FramesAll ClassesDeprecated API ContentsSkip navigation linksPackageClassDeprecatedIndexHelpPrevNextFramesNo FramesAll Classes edu/vt/cs5044/tetris/Tetris5044.html JavaScript is disabled on your browser. Skip navigation linksPackageClassDeprecatedIndexHelpPrev ClassNext ClassFramesNo FramesAll ClassesSummary: Nested | Field | Constr | MethodDetail: Field | Constr | Method edu.vt.cs5044.tetris Class Tetris5044ObjectApplicationTetris5044public class Tetris5044 extends Application The main application class; for internal use only. Version:1.0Nested Class SummaryNested classes/interfaces inherited from class Application Application.ParametersField SummaryFields inherited from class Application STYLESHEET_CASPIAN, STYLESHEET_MODENAConstructor Summary Constructors Constructor and DescriptionTetris5044() Method Summary All Methods Static MethodsInstance MethodsConcrete MethodsModifier and TypeMethod and Descriptionstatic voidmain(String[] args) For internal use only. voidstart(Stage primaryStage) For internal use only. Methods inherited from class Application getHostServices, getParameters, getUserAgentStylesheet, init, launch, launch, notifyPreloader, setUserAgentStylesheet, stopMethods inherited from class Object clone, equals, finalize, getClass, hashCode, notify, notifyAll, toString, wait, wait, waitConstructor DetailTetris5044public Tetris5044()Method Detailstartpublic void start(Stage primaryStage) throws Exception For internal use only. Specified by:start in class ApplicationParameters:primaryStage - for internal use only.Throws:Exception - for internal use only.mainpublic static void main(String[] args) For internal use only. Parameters:args - ignored.Skip navigation linksPackageClassDeprecatedIndexHelpPrev ClassNext ClassFramesNo FramesAll ClassesSummary: Nested | Field | Constr | MethodDetail: Field | Constr | Method edu/vt/cs5044/tetris/RandomMode.html JavaScript is disabled on your browser. Skip navigation linksPackageClassDeprecatedIndexHelpPrev ClassNext ClassFramesNo FramesAll ClassesSummary: Nested | Enum Constants | Field | MethodDetail: Enum Constants | Field | Method edu.vt.cs5044.tetris Enum RandomMode.

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ALL WORK MUST BE ORIGINAL, CITED, IN APA FORMAT & WILL BE SUBMITTED .docx

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ALL WORK MUST BE ORIGINAL, CITED IN APA FORMAT AND WILL BE SUBMITTED TO TURN IT IN. MINIMUM WORD COUNT IS 1500 NOT INCLUDING THE TITLE PAGE. DUE DATE IS MONDAY 06/22/20 @ 12 NOON EASTERN STANDARD TIME. Assignment: 1. The first sentence of Chapter 2 reads, “The saying that ‘people receive the kind of policing they deserve” ignores the role power plays in the kind, quality, and distribution of police service.” Discuss what this sentence means in the context of contemporary policing in the United States. 2. Beginning in 1929, August Vollmer, as head of the National Commission on Law Observance and Enforcement, established 10 principles vital in reforming the police. Discuss the importance of the principles in providing the underpinnings for modern policing. 3. Explain how technology has affected communities of interest in the United States. 4. Explain the contributions of the Chicago School in studies of the community. .

ALL WORK MUST BE ORIGINAL, CITED IN APA FORMAT AND WILL BE SUBMITTED.docx

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All views expressed in this paper are those of the authors a.docx

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All Wet! Legacy of Juniper Utility has residents stewing By Erin Foote Marlowe · · Last Friday, a collection of men and women sat in Marion Palmateer's plush Southeast Bend living room and told a story of frustration, talking over one another and becoming increasingly angry about their understanding of the legacy of Juniper Utility and what it means to them. These folks who gathered on Palmateer's soft white couch and chairs consider themselves the modern-day victims in the more- than-a-decade-old saga of Juniper Utility Co., a water service provider formerly owned by housing developer Jan Ward in Southeast Bend. In 2002, it was condemned by Bend for what the city said was risk of catastrophic failure. Money and "authority" are at the core of the story now for this group, as opposed to the low water pressures of a decade ago—a problem that became so egregious that, by 2001, it became a challenge to take a shower or fill a washing machine. Water lines routinely broke down. The people in Palmateer's living room, "a loose collection of individuals," as they call themselves, are residents of neighborhoods formerly served by Juniper Utility, including Timber Ridge, Mountain High, Tillicum Village and Nottingham Square. They are frustrated with a history they felt they had no control over but is now costing them in water bills they believe will cost them thousands more per year than they ever expected. In 2004, homeowners association representatives from their neighborhoods signed an agreement with the city that said the owners of the roughly 700 homes of the neighborhoods would pay 100 percent of the costs associated with providing water to the neighborhoods, including making improvements to the system. But this group of residents feels the agreement wasn't in their best interest and they had no say in the decision. An HOA board member at the time said a ballot was not sent out to homeowners for approval and, because there was no vote of homeowners, these frustrated residents believe this 2004 agreement could be illegal. Further underscoring the issue, it appears the agreement was never recorded with the county clerk's office. So, when these new people bought houses in these neighborhoods, the tab for paying to upgrade the water system didn't show up in their title searches. "Think of the banks that lent against it," said Dan Kehoe, a resident of Mountain High who has taken a lead role in challenging the agreements between the HOAs and the city. "That's called bank fraud and people go to jail for it." But although frustrations over this agreement are evidently fresh for these residents, it would appear that the issue should be moot because in 2011 the HOAs and the city reached a new agreement—one that should reduce costs for residents. "We moved them from a bad agreement to a good agreement," said city of Bend Finance Director Sonia Andrews. "From something that would cost them a lot to something that would be more reasonable." Each homeowne.

All Wet! Legacy of Juniper Utility has residents stewingBy Eri.docx

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All three of the Aristotle, Hobbes, and Douglass readings discussed power in different ways. How is power related to justice? How should it be shifted in order to better serve all citizens? Please reflect on this idea of power and refer to at least two of the three philosophers listed. Note: You should write enough to make your point, but can aim form 6-8 sentences or so (but there is no minimum or limit). .

All three of the Aristotle, Hobbes, and Douglass readings discussed .docx

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All rights reserved. No part of this report, including the trends presented in this report, may be reproduced or transmitted in any form or by any means whatsoever (including presentations, short summaries, blog posts, printed magazines, use of images in social media posts) without express written permission from the author, except in the case of brief quotations (50 words maximum and for a maximum of 2 quotations) embodied in critical articles and reviews, and with clear reference to the original source, including a link to the original source at http://eventmb.com/Event-Trends-2018. Please refer all pertinent questions to the publisher. COPYRIGHT TABLE OF CONTENTS :: 2 COPYRIGHT 5 INTRODUCTION 7 MACRO TRENDS AFFECTING THE EVENT INDUSTRY. A FORECAST. 8 10 Trends in EVENTTECH Julius Solaris 23 10 Trends in VENUES Pádraic Gilligan 35 10 Trends in EVENT MARKETING AND SOCIAL MEDIA Becki Cross 54 10 Trends in DESTINATIONS Julius Solaris and Pádraic Gilligan 65 10 Trends in EVENT EXPERIENCE Roger Haskett 80 10 Trends in EVENT DECOR AND STYLING Kate Patay, CPCE 91 10 Trends in DESTINATION MANAGEMENT COMPANIES (DMCS) Cindy Y. Lo, DMCP 102 ABOUT THE AUTHORS 105 CMP CREDITS 105 CREDITS AND THANKS 105 DISCLAIMER AD http://eventmb.com/2A6WKga The event industry is navigating through the strongest wave of change of the past 10 years. Never before has this industry experienced this level of transformation in so many aspects of the event planning process. Attendees, suppliers and event planners have to deal with ‘new’ and ‘different’ on many levels. As a segue from last year’s report, we are again looking at the five major areas impacted by this change: G TECHNOLOGY G EVENT MARKETING G VENUES G DESTINATIONS G EVENT DESIGN We are also looking at two new categories of trends: G EVENT STYLING G DESTINATION MANAGEMENT COMPANIES (DMCS) The spend for these items represent a massive input for the industry and we feel times are mature enough to analyze developments on a yearly basis. :: INTRODUCTION 10 EVENT TRENDS FOR 2018 Julius Solaris 10 Event Trends for 2018 :: 5 AD http://eventmb.com/2iVmZfW MACRO TRENDS AFFECTING THE EVENT INDUSTRY. A FORECAST. There are common themes you will find in the following categories of trends. We refer to these as macro trends. They are inherent to the economic, political, social and technological developments happening around us. Here are the most significant affecting the event industry: G Sexual Harassment. With the explosion worldwide of the #metoo movement and the very public charges against many celebrities, politicians and people of influence, it seems it is finally time for the event industry to reflect on sexual harassment. Many reports have popped up of events being at the ideal stage for harassment or violence to happen. As a result there is increased pressure to step up the measures to protect attendees against perpetrators. A mo.

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All PrinciplesEvidence on Persuasion Principles: This provides some guidance how much confidence you can place on the principles Analyzed by J. Scott Armstrong on December 8, 2010; re-analyzed by Elliot Tusk on May 26, 2011Common senseReceived wisdomNo evidenceExpert opinionNon-experimental evidenceSingle experimentSome experimental evidenceMuch experimental evidenceCommentsSUMNumberPrinciple1INFORMATION1.1Benefits1.1.1Describe specific, meaningful benefits111.1.2Communicate a Unique Selling Principle (USP)1111.2News1.2.1Provide news, but only if it is real111.2.2If real news is complex, use still media11.3Product or service1.3.1Provide product information that customers need11.3.2Provide choices11.3.3When there are many substantive, multi-dimensional options, organize them and provide guidance11.3.4Make the recommended choice the default choice11.3.5Inform committed customers that they can delete features, rather than add them11.3.6To reduce customer risk, use a product-satisfaction guarantee11.4Price1.4.1State prices in terms that are meaningful and easy to understand111.4.2Use round prices111.4.3Show the price to be a good value against a reference price11.4.4If quality is not a key selling point, consider advertising price reductions11.4.5Consider partitioned prices when the add-on prices seem fair and small relative to the base price11.4.6To retain customers, consider linking payments to consumption11.4.7Consider separating payments from benefits- if the payments are completed before the benefits end11.4.8State that the price can be prepaid if it might reduce uncertainty for consumers111.4.9Use high costs to justify high prices11.4.10When quality is high, do not emphasize price11.4.11Use high prices to connote high quality111.4.12For inexpensive products, state price discounts as percentage saved; for expensive products, state price discounts as dollars saved- or present both11.4.13Minimize price information for new products11.4.14Consider bundling prices of features or complementary products or services if they are desirable for nearly all customers11.4.15Advertise multi-unit purchases for frequently purchased low-involvement products if it is also in the consumers' interest11.5Distribution1.5.1Include information on when, where and how to buy the product111.5.2Feature a sales channel when it is impressive11.5.3Use the package to enhance the product11.5.4If a product is desirable, specify delivery dates rather than waiting times11.5.5Tell customers they can achieve benefits over a long time period if you want to reduce the use of an offer- and vice versa12INFLUENCE2.1Reasons2.1.1Provide a reason12.1.2For high-involvement products, the reasons should be strong12.2Social Proof2.2.1Show that the product is widely used12.2.2Focus on individuals similar to the target market112.3Scarcity2.3.1State that an attractive product is scarce when it is true12.3.2Restrict sales of the product112.4Attribution2.4.1Attribute favorable behavior and traits.

All PrinciplesEvidence on Persuasion Principles This provides som.docx

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All papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism those are the two quistions What are the disadvantages of Henrietta in particular and her colleagues, pursuing careers in astronomy during this time period? Choose one scene and describe how character relationships and the outcome of the play would change if the central characters were male instead of female. -- I don't have the book , i need someone who can have it and answer the two questions silent sky by lauren gunderson answer 2 questions in 4 pages double space .

All papers may be subject to submission for textual similarity revie.docx

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All of us live near some major industry. Describe the history of an .docx

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All of Us Research Program—Protocol v1.12 IRB Approval Date: 23 October 2019 Protocol Title All of Us Research Program 1 Principal Investigator(s) Joshua Denny, M.D., M.S. Vanderbilt University Medical Center +1 615 936-5033 Sponsor National Institutes of Health (NIH) Primary Contact John Wilbanks Sage Bionetworks +1 617 838-6333 Protocol Version Core Protocol v.1.12 pre02 Date 16 October 2019 IRB reference AoU IRB Protocol # 2017-05 IRB Approval date v1.5: May 20, 2017 v1.6: Feb 13, 2018 v1.7: Mar 28, 2018 v1.8: Jul 11, 2018 v1.9 Oct 19, 2018 v1.10 Mar 05, 2019 v1.11 Aug 12, 2019 v1.12 Oct 23, 2019 1 Precision Medicine Initiative, PMI, All of Us, the All of Us logo, and “The Future of Health Begins with You” are service marks of the U.S. Department of Health and Human Services. All of Us Research Program—Protocol v1.11 pre02 IRB Approval Date 2 Program Leadership and Governance Leadership The All of Us Research Program (AoURP) is a large collaborative initiative sponsored by the National Institutes of Health (NIH). The research program functions as a consortium of awardees from multiple institutions. Its governance involves representation from each awardee and participant representatives. The consortium also includes the program director and project scientists/specialists from NIH. Each awardee has responsibilities commensurate with expertise. See Table 0–1: Program Unit Awardees for a list of NIH-funded awardees and contact Principal Investigators (PIs). Dr. Joshua Denny of Vanderbilt University Medical Center serves as the Principal Investigator on behalf of the consortium. Governance The Steering Committee (SC) is the primary governing body of AoURP. The SC recommends strategic directions for the program and oversees planning, coordination, and implementation of the program’s overall operations. Its 50 voting members include PIs from each awardee as designated in the notice of award; representation from NIH, comprising of the deputy director and chief officers of AoURP; representation from community partners and participants (see section 3.1); and additional representation as needed to ensure balanced representation of stakeholders. The governance also includes an Executive Committee (EC) which is a small governing body composed of 17 members, that ensures the program is effectively meeting its objectives and mission. The EC proposes solutions to challenges and provides the Director with strategies, options, and information to aid in programmatic decisions. The Director has discretion to delegate specific decisions to the EC. Membership of the EC is determined by the Director and reflects the awardees within the consortium with balanced interests to ensure effective deliberation. The Steering Committee may appr.

All of Us Research Program—Protocol v1.12 IRB Approval Dat.docx

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All participants must read the following article ATTACHED Agwu.docx

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ALL of the requirements are contained in the attached document. The Veronica case study is attached also. To prepare: Review "Working With Survivors of Human Trafficking: The Case of Veronica." Think about how one might become an ally to victims of human trafficking . Then go to a website that addresses human trafficking either internationally or domestically. Post a brief description of the website you visited (Websites contained below). Explain how you might support Veronica and other human trafficking victims incorporating the information you have found. Explain how you can begin to increase your awareness of this issue and teach others about human trafficking victims. Describe opportunities to get involved and become an ally to those who have been trafficked. Identify steps you can take to begin to support this group. .

ALL of the requirements are contained in the attached document. T.docx

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All five honorees cared greatly about the success of Capella learners and most were heavily involved in bettering their communities and others. Dr. Ford in particular fulfilled this desire by helping others to help themselves. Describe how you plan to use your education to better your community or help others to help themselves, and how receiving this scholarship will help you in doing so? 250-750 word essay All of our honorees brought great personal and professional successes to their work environment. What would you consider one of your greatest professional successes? How did your success benefit your organization and its people? 250- 750 word essay Respond to Tawnya and Noeme post Creating the ideal marketing plan requires many steps and gathering data. “Knowing the needs of the customer and having a clearly articulated mission will help to target the message to an audience who will be most interested in the service that is being provided” (Sciarra, Lynch, Adams, & Dorsey (2016) p. 340). To find these needs, a needs assessment can be done. After gathering the results, a plan can start to form. Creating a Strength, Weakness, Opportunities, and Threats chart (SWOT) will give you a broader view on how to target your population. “The first step in conducting SWOT analysis is to identify your stakeholders and data that has already been collected” (Sciarra, (2016) p. 340). Your stakeholders will guide you into the right direction for a plan of action. Looking at the type of population including the children, families, and staff members will give you the data to create your SWOT. Moving forward with the data, now to breakdown your SWOT data analysis and create a marketing plan. Strengths; reviewing this section will give you an objective overview of any changes needing to be made. Strengths can consist of staff, location, cliental, and possibly opportunities. If there are areas of weakness this gives us the ability to make changes. Moving forward with those changes leads us to Weakness, do we see a pattern of areas? What can we do to upgrade or change these areas we have identified? Moving on next to Opportunities, what options do we have beyond what we have now? Is there room for growth both financially and structurally? Finally, Threats to evaluate. Are we looking at opening a facility next door to two other highly rated centers that may cause us competition and difficulty building a successful business? Is there a possibility that the area is losing population and economic strength? Gathering the data and taking a step back and reviewing all the pro’s and con’s will give us a bigger picture when deciding which way to market our audience. Taking a look at the strengths from all the gathered data will give you a good direction to follow for reaching protentional public relations opportunities. For an example, location, your childcare facility has a prime location in your town and your coming up on your grand opening soon. Planning an.

All five honorees cared greatly about the success of Capella lea.docx

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All of the instructions will be given to you in a document. One document is the guidelines and the other is a sample to help guide you (and to make it a little more easier). For the background information summary, the section titled Significant assessment findings during days of care can be placed in a table. Also the medications can be placed in a table as well. I will also attach a NANDA Nursing Diagnosis to help for the "Risk for". .

All of the instructions will be given to you in a document. One docu.docx

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