Compare and contrast the comments of Professor Kuhlman and Profess.docx
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Compare and contrast the comments of Professor Kuhlman and Professor Woodworth-Ney. Do you find any similarities and/or any differences? Do the professors see any patterns or trends in the suffrage movements? What specific examples do they provide as factors in the enactment of women’s voting rights? Besides the right to vote, what other concerns are presented by Professors Kuhlman, Woodworth-Ney and Foner? Were these concerns answered with suffrage? Why, or why not? Given the professors' comments and Foner's text, do you think granting women the right to vote was evolutionary (a natural progression) or revolutionary (a radical change)? Why? ---------------------------- Podcast Questioning Freedom: What was the significance of the Seneca Falls convention of 1848? http://media.itrc.isu.edu/videos/?v=events/hist118/Give_Me_Liberty_Q69.flv&q=.dv Questioning Freedom: How were women's lives changing in the late nineteenth century, and which direction was the women's movement taking? http://media.itrc.isu.edu/videos/?v=events/hist118/Give_Me_Liberty_Q94.flv&q=.dv *+*+*+*+*+*+* Dr. Kuhlman's Questions Was there any pattern to the granting of women's suffrage? Suffrage Map How did voting rights relate to nationhood? Women and "nationhood" Women's suffrage brought new rights. Were there still shortcomings after suffrage? Any items not gained with voting rights? Gains for women Shortcomings of women's suffrage Did international events contribute to women's suffrage? Suffrage Map Dr. Woodworth-Ney's Questions Do you find any pattern to women's suffrage in the American West? U S Suffrage Map Did suffrage proponents argue women voting would protect the status quo? What arguments were made in the American West in which womens' suffrage would maintain the status quo? Texas Example Were there any other arguments presented? Other women's issues Wyoming Example .
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Title womens suffrage Compare and contrast the comments of .docx
Title : women's suffrage Compare and contrast the comments of Professor Kuhlman and Professor Woodworth-Ney. Do you find any similarities and/or...
Compare and contrast the comments of Professor Kuhlman and Professor Woodworth-Ney. Do you find any similarities and/or any differences? Do the professors see any patterns or trends in the suffrage movements? What specific examples do they provide as factors in the enactment of women’s voting rights?
Besides the right to vote, what other concerns are presented by Professors Kuhlman, Woodworth-Ney and Foner? Were these concerns answered with suffrage? Why, or why not?
Given the professors' comments and Foner's text, do you think granting women the right to vote was evolutionary (a natural progression) or revolutionary (a radical change)? Why?
----------------------------
Podcast
Questioning Freedom: What was the significance of the Seneca Falls convention of 1848?
http://media.itrc.isu.edu/videos/?v=events/hist118/Give_Me_Liberty_Q69.flv&q=.dv
Questioning Freedom: How were women's lives changing in the late nineteenth century, and which direction was the women's movement taking?
http://media.itrc.isu.edu/videos/?v=events/hist118/Give_Me_Liberty_Q94.flv&q=.dv
*+*+*+*+*+*+*
Dr. Kuhlman's Questions
Was there any pattern to the granting of women's suffrage?
Suffrage Map
How did voting rights relate to nationhood?
Women and "nationhood"
Women's suffrage brought new rights. Were there still shortcomings after suffrage? Any items not gained with voting rights?
Gains for women
Shortcomings of women's suffrage
Did international events contribute to women's suffrage?
Suffrage Map
Dr. Woodworth-Ney's Questions
Do you find any pattern to women's suffrage in the American West?
U S Suffrage Map
Did suffrage proponents argue women voting would protect the status quo? What arguments were made in the American West in which womens' suffrage would maintain the status quo?
Texas Example
Were there any other arguments presented?
Other women's issues
Wyoming Example
.
One Woman, One Vote Study Guide 1 Chs. 1-4
The Extreme History Project in partnership with the Museum of the Rockies, celebrates the centennial of woman's suffrage in Montana with a reading and discussion of the book One Woman, One Vote. This study guide offers questions to consider for chapters 1 - 4. The book reading will culminate on December 4th with a screening of the PBS Experience film One Woman, One Vote and a panel discussion of the past, present and future of the Woman's Movement. Join us 6 pm, December 4th at the Museum of the Rockies in Bozeman, Montana.
Human Sexuality Essay. Gender and sexuality essay topics. Gender and Sexuali...
Human Sexuality Critical Essay - PHDessay.com. The Topic of Human Sexuality is Such a Complex - Free Essay Example .... The History of Sexuality-Essay | PDF | Homosexuality | Human Sexuality. (PDF) Sexuality. Human Sexuality Coursework Example | Topics and Well Written Essays ....
lesson plan toter.rtfdTXT.rtfTake a lesson plan you have alread.docx
lesson plan toter.rtfd/TXT.rtfTake a lesson plan you have already written for another Marymount class.
Examine your lesson plan and see how you could support the diversity of learners from Voices of Diversity:Race & EthnicitySocioeconomic Status (such as the homeless student from the podcast link above)
Sexual OrientationReligious BeliefLinguistic DiversityGender and Gender RolesLearning (Dis)Abilities and Special NeedsPhysical Abilities
For example, what strategies might you use to address linguistic diversity in your literature lesson? How can you support students of varying physical abilities in your Math class that uses the SMART Board? How can you address intercultural education with your students of multiple ethnicities?
3. Add a comment
(Links to an external site.)
Links to an external site.
in your lesson plan that indicates how you would modify this lesson for a category of learners listed above. These strategies should reflect what you have learned in the course about being responsive to diverse learners. All supporting documents (including rubrics, PowerPoints, handouts, etc.) need to be submitted with your strategies.
You will include at least 5 strategies (modifications of your original lesson plan). Include at least two different categories of learners. For example, you might add 2 strategies that support socioeconomic status diversity (such as students who do not have technology access at home), and 3 strategies that support gender and gender roles diversity (such as addressing gendered representations in printed materials). You are not limited to only two chapters from Voices of Diversity - feel free to branch out to include other chapters.
__MACOSX/lesson plan toter.rtfd/._TXT.rtf
Introduction
Woman’s Rights, Race, and Imperialism
If rethinking the historical contours of Western racial
[and feminist] discourse matters as a political
project, it is not as a manifestation of an other truth
that has previously been denied, but as a vehicle for
shifting the frame of reference in such a way that the
present can emerge as somehow less familiar, less
natural in its categories, its political delineations and
its epistemological foundations.
Robyn Wiegman, American Anatomies (1995)
IN THE SPRING OF 1888, the renowned suffragist Elizabeth Cady Stanton (1815–1902), at age
seventy-three, presided over an international gathering of women. The meeting was held in part
to commemorate the fortieth anniversary of the Seneca Falls Convention of 1848, the first
organized meeting of woman’s rights activists in the United States. This was a joyous occasion,
a time of celebration and renewed commitment, an opportunity for younger members to pay
tribute to older pioneers. Lucy Stone (1818–1893), Susan B. Anthony (1820–1906), and Julia
Ward Howe (1819–1910) all occupied places of honor on the stage. Alongside them sat
Frederick Douglass, famous ex-slave, abolitionist, and elder statesman, a longstanding
supporter of woman’s rights. Invite ...
Recommended
Title womens suffrage Compare and contrast the comments of .docx
Title : women's suffrage Compare and contrast the comments of Professor Kuhlman and Professor Woodworth-Ney. Do you find any similarities and/or...
Compare and contrast the comments of Professor Kuhlman and Professor Woodworth-Ney. Do you find any similarities and/or any differences? Do the professors see any patterns or trends in the suffrage movements? What specific examples do they provide as factors in the enactment of women’s voting rights?
Besides the right to vote, what other concerns are presented by Professors Kuhlman, Woodworth-Ney and Foner? Were these concerns answered with suffrage? Why, or why not?
Given the professors' comments and Foner's text, do you think granting women the right to vote was evolutionary (a natural progression) or revolutionary (a radical change)? Why?
----------------------------
Podcast
Questioning Freedom: What was the significance of the Seneca Falls convention of 1848?
http://media.itrc.isu.edu/videos/?v=events/hist118/Give_Me_Liberty_Q69.flv&q=.dv
Questioning Freedom: How were women's lives changing in the late nineteenth century, and which direction was the women's movement taking?
http://media.itrc.isu.edu/videos/?v=events/hist118/Give_Me_Liberty_Q94.flv&q=.dv
*+*+*+*+*+*+*
Dr. Kuhlman's Questions
Was there any pattern to the granting of women's suffrage?
Suffrage Map
How did voting rights relate to nationhood?
Women and "nationhood"
Women's suffrage brought new rights. Were there still shortcomings after suffrage? Any items not gained with voting rights?
Gains for women
Shortcomings of women's suffrage
Did international events contribute to women's suffrage?
Suffrage Map
Dr. Woodworth-Ney's Questions
Do you find any pattern to women's suffrage in the American West?
U S Suffrage Map
Did suffrage proponents argue women voting would protect the status quo? What arguments were made in the American West in which womens' suffrage would maintain the status quo?
Texas Example
Were there any other arguments presented?
Other women's issues
Wyoming Example
.
One Woman, One Vote Study Guide 1 Chs. 1-4
The Extreme History Project in partnership with the Museum of the Rockies, celebrates the centennial of woman's suffrage in Montana with a reading and discussion of the book One Woman, One Vote. This study guide offers questions to consider for chapters 1 - 4. The book reading will culminate on December 4th with a screening of the PBS Experience film One Woman, One Vote and a panel discussion of the past, present and future of the Woman's Movement. Join us 6 pm, December 4th at the Museum of the Rockies in Bozeman, Montana.
Human Sexuality Essay. Gender and sexuality essay topics. Gender and Sexuali...
Human Sexuality Critical Essay - PHDessay.com. The Topic of Human Sexuality is Such a Complex - Free Essay Example .... The History of Sexuality-Essay | PDF | Homosexuality | Human Sexuality. (PDF) Sexuality. Human Sexuality Coursework Example | Topics and Well Written Essays ....
lesson plan toter.rtfdTXT.rtfTake a lesson plan you have alread.docx
lesson plan toter.rtfd/TXT.rtfTake a lesson plan you have already written for another Marymount class.
Examine your lesson plan and see how you could support the diversity of learners from Voices of Diversity:Race & EthnicitySocioeconomic Status (such as the homeless student from the podcast link above)
Sexual OrientationReligious BeliefLinguistic DiversityGender and Gender RolesLearning (Dis)Abilities and Special NeedsPhysical Abilities
For example, what strategies might you use to address linguistic diversity in your literature lesson? How can you support students of varying physical abilities in your Math class that uses the SMART Board? How can you address intercultural education with your students of multiple ethnicities?
3. Add a comment
(Links to an external site.)
Links to an external site.
in your lesson plan that indicates how you would modify this lesson for a category of learners listed above. These strategies should reflect what you have learned in the course about being responsive to diverse learners. All supporting documents (including rubrics, PowerPoints, handouts, etc.) need to be submitted with your strategies.
You will include at least 5 strategies (modifications of your original lesson plan). Include at least two different categories of learners. For example, you might add 2 strategies that support socioeconomic status diversity (such as students who do not have technology access at home), and 3 strategies that support gender and gender roles diversity (such as addressing gendered representations in printed materials). You are not limited to only two chapters from Voices of Diversity - feel free to branch out to include other chapters.
__MACOSX/lesson plan toter.rtfd/._TXT.rtf
Introduction
Woman’s Rights, Race, and Imperialism
If rethinking the historical contours of Western racial
[and feminist] discourse matters as a political
project, it is not as a manifestation of an other truth
that has previously been denied, but as a vehicle for
shifting the frame of reference in such a way that the
present can emerge as somehow less familiar, less
natural in its categories, its political delineations and
its epistemological foundations.
Robyn Wiegman, American Anatomies (1995)
IN THE SPRING OF 1888, the renowned suffragist Elizabeth Cady Stanton (1815–1902), at age
seventy-three, presided over an international gathering of women. The meeting was held in part
to commemorate the fortieth anniversary of the Seneca Falls Convention of 1848, the first
organized meeting of woman’s rights activists in the United States. This was a joyous occasion,
a time of celebration and renewed commitment, an opportunity for younger members to pay
tribute to older pioneers. Lucy Stone (1818–1893), Susan B. Anthony (1820–1906), and Julia
Ward Howe (1819–1910) all occupied places of honor on the stage. Alongside them sat
Frederick Douglass, famous ex-slave, abolitionist, and elder statesman, a longstanding
supporter of woman’s rights. Invite ...
Teaching Feminism Through Contemporary Women's Writing.
Teaching Feminism Through Contemporary Women's Writing. The Contemporary Women's Writing Association
A presentation from Prof Gina Wisker (University of Brighton). Presented as part of the CWWSkills programme (AHRC collaborative skills development). Liverpool, January 2014Michel Foucault, History of Sexuality Volume 1
A lecture on Foucault's History of Sexuality Volume 1, for Arts One (a first-year, interdisciplinary course) at the University of British Columbia in Vancouver, Canada.
The anthropology of sexuality discourse and sex work
The anthropology of sexuality discourse and sex work
Calculate Rh using the combination between the equations 1 and 2 b.docx
Calculate Rh using the combination between the equations 1 and 2 based on
1/ λ = (Rh) (1/n2in – 1/n2out) and calculate the average of the values and the %error
Equation 1: Ephoton = |ΔE|= Eout – Ein = B( 1/nin2 – 1/nout2)
Equation 2: λ= hc/Ephoton
Given:
colour
Wavelength obtained (nm)
N (out)
N (in)
Rh calculated m-1
red
644.1
3
2
turquoise
518.8
4
2
violet
438.0
5
2
Violet (faint)
385.1
6
2
Average Rydberg constant, m-1 = ?
Show all steps
Frontiers, Inc.
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles
School Blowouts
Author(s): Dolores Delgado Bernal
Source: Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral
History (1998), pp. 113-142
Published by: University of Nebraska Press
Stable URL: http://www.jstor.org/stable/3347162 .
Accessed: 22/10/2013 11:13
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of Nebraska Press and Frontiers, Inc. are collaborating with JSTOR to digitize, preserve and extend
access to Frontiers: A Journal of Women Studies.
http://www.jstor.org
This content downloaded from 128.97.27.21 on Tue, 22 Oct 2013 11:13:01 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=unp
http://www.jstor.org/stable/3347162?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Dolores Delgado Bernal
Grassroots Leadership Reconceptualized:
Chicana Oral Histories and the 1968
East Los Angeles School Blowouts
The 1960s was an era of social unrest in American history. Student movements
that helped shape larger struggles for social and political equality emerged from
street politics and mass protests. A myriad of literature discusses the social and
political forces of the 1960s, particularly the liberal and radical student move-
ments. Yet, as Carlos Mufioz, Jr., argues, there is a paucity of material on 1960s
nonwhite student radicalism and protest.' He outlines various explanations that
have been provided by white scholars for their failure to incorporate nonwhite
student radicalism into their work: that the black student movement was not
radical enough and that Mexican students were simply not involved in the struggles
of the sixties. However, though Mufioz points to the omission of working-class
people of color in the literature on 1960s student movements, he neglects to
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Beginning in the 1770s, an “Age of Revolution “ swept through the Atlantic World. These were inspired in different ways by the political and philosophical ideas of the Enlightenment. The goal of every revolution is change, but not every revolution succeeds in creating change that is lasting, or that makes life better for everyone in society. In this milestone, you'll research a revolution and draw some conclusions about that revolution's ultimate outcome.
Delivery:
5-7 paragraph essay and APA style reference list.
Instructions:
First, choose
one
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French Revolution
Haitian Revolution
American Revolution
List of suggested sources
for ALL three revolutions
Then, in a 5-7 paragraph essay, answer the following questions using detail and evidence. Be sure to cite all of your evidence using APA in-text citations and an APA format reference list at the end:
Provide some background on the revolution you chose (1-2 paragraphs):
When did it begin and how?
What circumstances or key events led to the outbreak of revolution?
In what ways did the political ideas and philosophies of the Enlightenment contribute to the outbreak of revolution? (1 paragraph)
What were some key events or turning points in this revolution? Be sure to identify at least three key moments, providing factual detail and an explanation for why each moment was significant. (1-2 paragraphs)
Finally, consider, how did this revolution impact various groups of people in different ways -- was this revolution “revolutionary” from everyone’s perspective? (1-2 paragraphs)To answer this, you must consider :
What were the CAUSES of the Revolution?
Who were the LEADERS?
What were some of the key EVENTS of the Revolution?
What were some of the competing IDEAS or BELIEFS that led to the conflict?
Were there key DOCUMENTS or PAMPHLETS that fed the revolution?
What were the results, consequences?
Put yourselves in the shoes of those who lived through this revolution - did the revolution bring positive change for everyone, or did some people lose, some people win, and some people come out the same as before?
Due Date: (Midnight Sunday 1/31. 2021).
.
Research Paper Guidelines - College Homework Help A
Essay Writing Service
http://HelpWriting.net/Research-Paper-Guidelines---College-Hom
These are 5 discussion board questions all related to Anthropology. .docx
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Tell me why you believe what you do. You can find some additional material for this on the web. What do the fossils in the Republic of Georgia tell us? Does the evidence leave anything up to question?
2. We are moving quickly into Neolithic territory here...
What were some of the consequences of domestication? How do archaeologists know (what provides the evidence)?
An interesting question: are cats really domesticated? How did that happen--or not?
Some of those consequences led to a domino effect in terms of the development of civilization.
What are the next steps in the organization of societies? Are we better off now? Don't forget to include issues of health and well-being.
3. Why don't egalitarian societies exist anymore? Can you imagine when circumstances that would allow for us ( U. S.) to return to an egalitarian situation? Why or why not?
Is the American dream still valid? Can we all be millionaires and rise up from where we started? Why or why not? The
NY Times
piece is useful here.
Given the current political climate and debate over the middle class, do you think we really understand the role stratification plays in our lives? Do politicians actually understand?
4. How is social status determined from speech patterns? Give me an example from your own life. Have you ever noticed differences while the were occurring?
How about gender? Is there really a difference between male and female communication? How might this affect relationships? Marriage practices? Are we really from different planets?
What is the Sapir-Whorf Hypothesis? Do you agree with the basic premise? How does this relate to the web link addressing lost languages and species extinction?
What are the major differences between human and nonhuman communication?
Why do we (and many others) assume by default, that English is the lingua franca?
5. Why do we have belief systems?
Why is there such carryover in creation stories around the globe?
Why do certain celebrated holidays comprise multiple origins--i.e. having roots in pagan or other belief systems. What is that called when belief systems merge?
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What do you see in terms of the future of organized belief system? Are more or less people involved?
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Compare and contrast the Federalist and Democratic-Republican atti.docx
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colour
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Frontiers, Inc.
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles
School Blowouts
Author(s): Dolores Delgado Bernal
Source: Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral
History (1998), pp. 113-142
Published by: University of Nebraska Press
Stable URL: http://www.jstor.org/stable/3347162 .
Accessed: 22/10/2013 11:13
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of Nebraska Press and Frontiers, Inc. are collaborating with JSTOR to digitize, preserve and extend
access to Frontiers: A Journal of Women Studies.
http://www.jstor.org
This content downloaded from 128.97.27.21 on Tue, 22 Oct 2013 11:13:01 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=unp
http://www.jstor.org/stable/3347162?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Dolores Delgado Bernal
Grassroots Leadership Reconceptualized:
Chicana Oral Histories and the 1968
East Los Angeles School Blowouts
The 1960s was an era of social unrest in American history. Student movements
that helped shape larger struggles for social and political equality emerged from
street politics and mass protests. A myriad of literature discusses the social and
political forces of the 1960s, particularly the liberal and radical student move-
ments. Yet, as Carlos Mufioz, Jr., argues, there is a paucity of material on 1960s
nonwhite student radicalism and protest.' He outlines various explanations that
have been provided by white scholars for their failure to incorporate nonwhite
student radicalism into their work: that the black student movement was not
radical enough and that Mexican students were simply not involved in the struggles
of the sixties. However, though Mufioz points to the omission of working-class
people of color in the literature on 1960s student movements, he neglects to
include a serious analysis of gender in his own examination of the Chi ...
Beginning in the 1770s, an Age of Revolution swept through th.docx
Beginning in the 1770s, an “Age of Revolution “ swept through the Atlantic World. These were inspired in different ways by the political and philosophical ideas of the Enlightenment. The goal of every revolution is change, but not every revolution succeeds in creating change that is lasting, or that makes life better for everyone in society. In this milestone, you'll research a revolution and draw some conclusions about that revolution's ultimate outcome.
Delivery:
5-7 paragraph essay and APA style reference list.
Instructions:
First, choose
one
revolution to study:
French Revolution
Haitian Revolution
American Revolution
List of suggested sources
for ALL three revolutions
Then, in a 5-7 paragraph essay, answer the following questions using detail and evidence. Be sure to cite all of your evidence using APA in-text citations and an APA format reference list at the end:
Provide some background on the revolution you chose (1-2 paragraphs):
When did it begin and how?
What circumstances or key events led to the outbreak of revolution?
In what ways did the political ideas and philosophies of the Enlightenment contribute to the outbreak of revolution? (1 paragraph)
What were some key events or turning points in this revolution? Be sure to identify at least three key moments, providing factual detail and an explanation for why each moment was significant. (1-2 paragraphs)
Finally, consider, how did this revolution impact various groups of people in different ways -- was this revolution “revolutionary” from everyone’s perspective? (1-2 paragraphs)To answer this, you must consider :
What were the CAUSES of the Revolution?
Who were the LEADERS?
What were some of the key EVENTS of the Revolution?
What were some of the competing IDEAS or BELIEFS that led to the conflict?
Were there key DOCUMENTS or PAMPHLETS that fed the revolution?
What were the results, consequences?
Put yourselves in the shoes of those who lived through this revolution - did the revolution bring positive change for everyone, or did some people lose, some people win, and some people come out the same as before?
Due Date: (Midnight Sunday 1/31. 2021).
.
Research Paper Guidelines - College Homework Help A
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http://HelpWriting.net/Research-Paper-Guidelines---College-Hom
These are 5 discussion board questions all related to Anthropology. .docx
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1. My question for you this week is which member of our genus was the first to leave Africa? Where is the evidence? Is it strong enough to change our textbook?
Tell me why you believe what you do. You can find some additional material for this on the web. What do the fossils in the Republic of Georgia tell us? Does the evidence leave anything up to question?
2. We are moving quickly into Neolithic territory here...
What were some of the consequences of domestication? How do archaeologists know (what provides the evidence)?
An interesting question: are cats really domesticated? How did that happen--or not?
Some of those consequences led to a domino effect in terms of the development of civilization.
What are the next steps in the organization of societies? Are we better off now? Don't forget to include issues of health and well-being.
3. Why don't egalitarian societies exist anymore? Can you imagine when circumstances that would allow for us ( U. S.) to return to an egalitarian situation? Why or why not?
Is the American dream still valid? Can we all be millionaires and rise up from where we started? Why or why not? The
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piece is useful here.
Given the current political climate and debate over the middle class, do you think we really understand the role stratification plays in our lives? Do politicians actually understand?
4. How is social status determined from speech patterns? Give me an example from your own life. Have you ever noticed differences while the were occurring?
How about gender? Is there really a difference between male and female communication? How might this affect relationships? Marriage practices? Are we really from different planets?
What is the Sapir-Whorf Hypothesis? Do you agree with the basic premise? How does this relate to the web link addressing lost languages and species extinction?
What are the major differences between human and nonhuman communication?
Why do we (and many others) assume by default, that English is the lingua franca?
5. Why do we have belief systems?
Why is there such carryover in creation stories around the globe?
Why do certain celebrated holidays comprise multiple origins--i.e. having roots in pagan or other belief systems. What is that called when belief systems merge?
Why are Native American or other beliefs sometimes referred to as 'myths' while the Bible is taken as fact? Why is tolerance so difficult?
What do you see in terms of the future of organized belief system? Are more or less people involved?
.
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Compare and contrast the Federalist and Democratic-Republican atti.docx
Compare and contrast the Federalist and Democratic-Republican attitudes toward the national government. Include a clear discussion of the differences their leaders held.
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.
Compare and contrast the Enlightenment (Rousseau, Kant, Emerson) wit.docx
Compare and contrast the Enlightenment (Rousseau, Kant, Emerson) with the Post-Enlightenment (Dostoyevsky, Nietzsche, Freud, Woolf, Achebe) theory of personhood. What, at base, is the human person in terms of its essential facilities and activities? Next, provide an argument that links your authors’ competing views of selfhood to their views about political association. That is, given what we are, how do they think we should govern and be governed? Finally, explain with argumentation what a ‘happy’ person would be in both eras, given the conditions of those forms of political association.
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Compare and contrast the eruption styles of the Mauna Loa Volcano in Hawaii and Mount Pinatubo in Philippines.
Note: Be sure to include a review of the plate tectonic setting, as well as the role of magma composition and viscosity at each location on the morphology of the volcano and eruption style.
Must have "ORIGINAL WORK", REFERENCES, AND CITES USED PLEASE
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The layers
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APA format.
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Compare and contrast the different points of view about the federal .docx
Compare and contrast the different points of view about the federal government's relationship with civil rights as seen in Daniel Inouye's memoir Journey to Washington and the opinion from the Supreme Court case Korematsu v. the United States, 1944. Papers will examine how these sources present different experiences oh Japanese-American during World War II and how they demonstrate the federal government's oftentimes ambiguous support for civil rights.
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Compare and contrast the defenses of Infancy, Intoxication, Igno.docx
Compare and contrast the defenses of Infancy, Intoxication, Ignorance, and Mistake. Provide examples of each.
The paper must be 1-2 pages.
Use proper APA formatting and citations, including ‘in-text’ citations.
Reference at least 2 outside credible resources.
Work must be submitted by Sunday 11:59 pm EST
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Please follow the link below to get example from the article.
https://www.cnn.com/2015/06/11/opinions/bianculli-seventies-tv/index.html
.
compare and contrast the culture by selecting only one.docx
compare and contrast the
culture
by selecting only
one
group
(each group contains three specific countries that you are to research) from the following list:
Group 3:
India, Philippines, and South Africa
Scholarly sources are to be used for the final research paper (Blogs, magazine articles, and newspaper articles are not considered scholarly).
Use multiple double-spaced paragraphs with centered main headings and left aligned subheadings
Cite with
in text
citations every paragraph
Elaborate in your own words, content that you found of interest and that relates to educational systems and student life in selected group of three countries by comparing and contrasting.
Do not copy/paste content from the article(s) or use word-for-word direct quotes ("").
Each paragraph in the Final Research Paper will require
in text
citations.
The Final Research Paper will consist of a Title Page, an Introduction (approx. one half of content), a Discussion section (five to six pages of content), a Conclusion (approx. one half page of content), and a References list (a minimum of five scholarly sources used in your research paper in APA format, double-spacing, and hanging indent).
Do not copy/paste content from the article(s) or use word-for-word direct quotes ("").
Use APA style format for page headers, Title Page, Discussion section, and References list.
Please be sure to cite where you found the information used in your research paper.
Use at least five scholarly sources for the information that you use in your research paper. Sources are included as a list of "References".
Note: Wikipedia, magazine articles, newspaper articles, and blogs cannot be used as sources in the research paper.
Conduct a spelling and grammar check on the Final Research Paper content.
Writing assignments uploaded to the Assignment folder will be automatically submitted to Turnitin.com.
.
Compare and contrast the culture in the U.S. with Mexico. Discus h.docx
Compare and contrast the culture in the U.S. with Mexico. Discus how you would take into account such differences in your international strategy.
Your response should be at least 200 words in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
David, F. (2011). 1.
Strategic management: concepts & cases
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No Wiki, Dictionary.com or Plagiarism
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Compare and contrast the comments of Professor Kuhlman and Professor.docx
Compare and contrast the comments of Professor Kuhlman and Professor Woodworth-Ney. Do you find any similarities and/or any differences? Do the professors see any patterns or trends in the suffrage movements? What specific examples do they provide as factors in the enactment of women’s voting rights?
Besides the right to vote, what other concerns are presented by Professors Kuhlman, Woodworth-Ney and Foner? Were these concerns answered with suffrage? Why, or why not?
Given the professors' comments and Foner's text, do you think granting women the right to vote was evolutionary (a natural progression) or revolutionary (a radical change)? Why?
.
Compare and contrast the Church Shooting that occurred on June 1.docx
Compare and contrast the Church Shooting that occurred on June 17, 2015, in Charleston, South Carolina to the shooting that occurred on December 29, 2019, in White Settlement, TX.
You must include:
The right-to-carry and/or concealed firearm laws in both locations, and how restrictions or allowances may have affected each outcome.
Your assignment is to be typed, single spaced, Verdana 12 font, and should be 4-5 pages in length. Margins’ top, bottom, left, and right should be set at one (1) inch.
NOTE: I won’t accept your responses without multiple citations from your book, peer review resources and/or citations from periodicals, valid news agencies, and any other valid publications. Grading for these assignments will be based on the Written Communication Rubric (see Rubric for grading points).
Your presentation is subject to review for text comparison by Turnitin, a plagiarism detection service (http://www.turnitin.com). Plagiarism will result in an automatic failure of the course, so if you quote something, give credit to the author. This assignment represents not only what you know, but the effort you put forth in understanding and presenting the material to others.
NOTE: Want a good grade, refer to the Rubric (posted on line) for grade preparation. Want a great grade, give me your best, and put your heart into it…LEARN! LEARN for yourself, and your friends and family! LEARN for your future!
Written Communication Rubric for
Level of Achievement
Evaluators assign a one (1) to any measure that does not meet benchmark level performance
Benchmark
2
Milestones
3 4
Capstone
5
Content and Development
Very limited development of content; (focus, relevance, purpose, explanations); little use/application of course concepts and terms to show knowledge of subject matter.
Adequate development of content; (focus, relevance, purpose, explanations); some use of course concepts and terms to show knowledge of subject matter.
Competent development of content (focus, relevance, purpose, explanations); appropriate use/application of course concepts & terms to show knowledge of subject matter.
Masterful development of content (focus, relevance, purpose, explanations); shows comprehensive knowledge of subject matter through full use/application of course concepts and terms.
Organization
Paragraphs had little to no organization.
Transitions were poor. Sequence of ideas is limited.
Some paragraphs were organized around topic sentences with some development. Some transitions were awkward. Sequence of ideas is adequate.
Most paragraphs were organized around topic sentences and were well developed. Most transitions were adequate. Sequence of ideas is competent.
All paragraphs were organized around topic sentences and fully developed. All transitions were used effectively. Sequence of ideas is effective.
Control of Syntax and Mechanics
Language, word choice, and sentence variety
Uses .
Compare and contrast the case studies in an effort to describe h.docx
Compare and contrast the case studies in an effort to describe highly effective organizations.
Then, assess the behavior and structure of the organizations. Explain what is effective, what is not effective, and identify specific approaches to make organizations more effective.
Use at least two credible sources
This assignment should be 1300 to 1500 words (4–5 pages) when completed.
CASE STUDY 1
At approximately 15:45 PM, Strike Team 2642 carefully navigated the one-lane gravel road that led to Rodgers Ridge, where they had been ordered to engage in some brush clearing and structural defense operations around three large vacation homes that were distributed across the ridge top. Captain Doug Chandler was leading a strike team for the first time, and he cautiously watched the two separate smoke columns that spouted from the 1600-acre Camp Creek Fire and the 2300-acre Jones Ranch Fire in the valley just beyond the ridge. For the moment, the wind was at their backs and would be pushing the fire away from the ridge.
The five units that made up Captain Chandler’s strike team were all heavy brush (HB) units, each staffed with one officer and three fire fighters and carrying 500 gallons (1892.5 liters) of water, foam, and the normal complement of tools. As they reached the large turnaround near the ridge top, the captain noted that all three homes were built within 50 ft (15.2 m) of each other, with one being the closest to the lip of the canyon, and the other two set back along a single driveway that led off the main road. At 4:20 PM, Captain Chandler ordered two of his brush units, HB26 and HB27, to proceed all the way down the driveway to the house at the end and to “prepare the residence house for defensive operations.” He sent brush units HB28 and HB29 to the two remaining houses and ordered them to prep those structures, while he stayed in a “lookout” position in HB25 near the driveway entrance.
At 4:27 PM, Captain Chandler received a call on his cell phone from the Operations Division. They informed him that the weather was due to change, and that he could expect temperatures to increase for another 30 minutes to a high of 94°F. Humidity was expected to stay extremely low, and the winds were to turn 180° by 7:00 PM. Captain Chandler in turn contacted his strike team by radio, telling them, “Strike Team 2642, all units, just be advised we’re due for a wind change.” He issued no further orders, and radio records showed that only HB26 acknowledged the message. Eighteen minutes later, at 4:45 PM, Captain Chandler in HB25 again communicated a message to his strike team: “ST 2642, all units, from my position it appears the wind has changed and may be pushing the fire toward the ridge.” This time, both HB26 and HB27 acknowledged, both with the single word “Copy.”
Just 12 minutes later, at 4:57 PM, HB26 frantically radioed that they were in danger. “HB26 and 27 here, we’ve … we’ve got lots of fire rolling toward us and it appears it’ll cut be.
Compare and contrast the artistic achievements of the Hellenistic pe.docx
Compare and contrast the artistic achievements of the Hellenistic period with those of the classical age. How were they different?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Levack, B., Muir, E.,& Veldman, M. (2011).
The west encounters & transformations
. (3rd ed., Vol. 1, pp. 124-126, 128-130). Upper Saddle: Pearson. DOI: www.pearsonhighered.com
(Levack, Muir & Veldman, 2011)
No wiki, dictionary.com or plagarism
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Compare and contrast the art works Sleeping Gypsy by Henri Roussea.docx
Compare and contrast the art works Sleeping Gypsy by Henri Rousseau and The Kiss by Gustav Klimt. Compare the characteristics of impressionism that are evident in both works of art and elements of shape, line and color that the artist use to create their artwork.
Write a question from the instructor’s perspective concerning impressionism and post-impressionism and how principles and elements played a part in that art movement.
Please completely address the topics
MLA format
.
Compare and contrast the arguments of Condon, Hynek, and Paynter reg.docx
Compare and contrast the arguments of Condon, Hynek, and Paynter regarding the existence of UFOs. Evaluate the conclusion that each person draws and the evidence that each uses to support his conclusion. Which person do you think makes the best argument? Why? Make certain that your post uses APA style and is grammatically correct.
Only 250 words please cite with in post
.
Compare and contrast the advantages and disadvantages of quantitativ.docx
Compare and contrast the advantages and disadvantages of quantitative and qualitative research. Discuss areas of disagreement.
REPLY TO MY CLASSMATE’S RESPONSE TO THE ABOVE QUESTION AND EXPLAIN WHY YOU AGREE? (A MINIMUM OF 150 WORDS)
Quantitative research is more scientifically done, and it is more of a controlled process. This form has been around for a long time and is typically the more trusted form of research. These are specific and standardized ways to perform survey’s, data collection, tests, interviews. This form of research involves usually only two variables. The researcher does their best to not influence the process as this will contaminate the findings. This form is used to find a relationship or correlation between 2 variables meaning, “how does more variable cause another to change.” When interviewing, surveying, or having participants take tests this process involves using closed ended questions, multiple choice and using the Likert way setting up these inquiries. The researcher in quantitative research must find many previous studies related to the subject and uses sources professional peer reviewed articles and journals. This form uses scientific method and formulas to find correlation.
Qualitative: In general, I feel that this form of research is (for myself) easier to understand. Meaning that this form uses a “real life” approach to it. It is typically in the past not known for its validity. Researchers in qualitative are very much a part of the whole process. They use self-reflection, personal experiences, and in general the role the researcher affects a large part of the design, participants, and the outcomes. Using a deductive method for understanding data, they go back and forth between findings to try and put together correlations. Researchers often in qualitative method study their own places of work or social environment by sitting and observing while taking notes. Collecting data for this type of research can involve sources like newspaper, diaries, social media, emails, and other subjective references. Participants in qualitative research are interactive with the researcher by interviewing participants with open questions to find opinions. This form of research has recently emerged in last decades. The researcher may need to have more understanding of study variables because there are not many sources of previous studies.
I think these following paragraphs from the article in the study guide help make it clearer the differences between quantitative and qualitative.
“The quantitative research methods derived from the natural sciences that emphasize objectivity, measurement, reliability and validity, have come to be increasingly inadequate especially in cross-cultural research. Attention has been devoted to a search for effective alternatives, and this leads to the revitalization of the qualitative approach which emphasizes the description of culture and meaning.”
“The distinction between quantitative and qua.
Compare and contrast the Ancient Greek and Ancient Roman conceptions.docx
Compare and contrast the Ancient Greek and Ancient Roman conceptions of the state. How do Plato and Cicero define key terms, such as citizenship, virtue, and state? And how do these affect their notions of an ideal form of government?
min 500 words with 1/2 references
.
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Compare and contrast race and ethnicity, offering one to two points of similarity (comparison) and one to two points of difference (contrast). What is symbolic ethnicity, and how does it relate to privilege? How do the differences between race and ethnicity underscore the privileged position of whites in America?
.
Compare and contrast primary and secondary research. Give examples.docx
Compare and contrast primary and secondary research. Give examples and explanations of each in your response.
No wiki, dictionary.com & cite all work
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Silva, K., & Howard, D. (2006). The Hospitality & Tourism Business.
Hospitality & Tourism
(pp. 192-195): McGraw-Hill.
.
Compare and Contrast InstructionsTopic and StructureCompare.docx
Compare and Contrast Instructions
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriet Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics ha.
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Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
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