Essay 3: Research Argument (Synthesis)
Assignment Objectives
Students will complete this assignment by writing an essay that makes an original argument that answers the research question that they have already developed and researched in the previous assignment (which was a Review of Literature). Students’ essays should 1) have a thesis statement 2) support the argument presented in the thesis by synthesizing at least four sources that the student has found and evaluated as credible or otherwise worthy of attention; and 3) summarize, paraphrase, and quote from these sources adequately to complete the task.
Rationale
The simplest explanation of this essay’s purpose is that by completing it, you will write an essay that answers your research question. Ultimately, however, the purpose of this assignment is to enter a scholarly conversation. By applying the skills in research, source evaluation, and synthesis that you have been practicing through the term, you will contribute to an existing conversation by presenting your own original argument. That argument will speak to the existing conversation by using sources to support your argument (either as evidence, by extending or modifying your sources’ arguments, or by refuting sources’ arguments). The most important thing to remember as you work on this essay is that you cannot simply parrot the information or arguments that you find in your sources. Rather, this essay will be driven by your unique argument answering your research question. Your essay must be a persuasive argument that allows you as a young scholar to enter and contribute to the ongoing conversation on your topic.
Assignment
In short, this assignment requires you to write a thesis-driven essay that makes an argument answering your research question that cites at least four sources to support your claims and show your thesis’s relationship to the existing conversation on your topic. Suitable questions might be:
What is the definition of the American Dream?
Is the American Dream positive or negative in its impact on American culture?
Is the American Dream real or just a myth?
Is the American Dream dead or alive?
Only one question should be dealt with in this paper. Any of these questions may be modified as long as they are approved by the instructor in the planning stage.
Suggestion for Process
1. Read and annotate the articles.
2. Identify a question that arises from your reading (either taken from the suggested list or modified from the list).
3. Determine your answer to the question based on your reading and experience and form a thesis statement.
4. Identify from three to four supporting points or reasons that back up your thesis.
5. Use ideas from four or more sources to establish the credibility of your researched argument.
6. Write a two level outline for a 5 page persuasive paper that advocates for your ideas.
7. Write a first draft of a 5 page persuasive paper that advocates for your answer to your research questio ...
AP LanguageMrs. MathewUnit 3 Synthesis ProjectYou will .docxjesuslightbody
AP Language
Mrs. Mathew
Unit 3: Synthesis Project
You will be creating an AP Exam Synthesis Question. The Synthesis Question gives you several sources and asks you to combine (synthesize) them with your own thoughts to create a cohesive essay. This is the same goal as a research paper. Your question (prompt) and sources should be formatted, labeled, and presented as on the AP Lang Exam. This will be modeled after the ones in the sample packets you were given.
Source Requirements:
· 8 sources
· No sources older than 10 years
· At least two sources published within the last two years (2020, 2021, 2022)
· Provide 1-2 sources that are images (political cartoons, graphs, charts, etc.)
· Sources should demonstrate a range of positions and approaches to the topic. Your goal is to figure out what 2-3 of the main “sides” are in the debate around the issue and represent those sides fairly.
Research Resources:
· Use this
link to access academic databases through CPS and Lane.
Example topics:
· Security vs Privacy: Personal Rights
· Standardized Education Movement
· Parenting Styles of the 21st Century
· Why Movements Matter: Voices of the People
· Technology’s Impact on American Families
Project Requirements:
Include, neatly formatted in one document
· Prompt page with directions, introduction, and assignment
· 6 sources
·
MLA citation of each source
· 3 potential thesis statements for this essay
a. One that is open
b. One that is closed
c. One that is a counter argument thesis.
· Choose one thesis statement, and create an outline of a response to ensure that others can synthesize these sources.
The most effective Synthesis Prompts give the test-takers a wide variety of sources to consider. These sources are of various types, lengths, and opinions. This diversity allows each test-taker to choose their own individual approach to the assignment while providing them with the tools to adequately synthesize into their paper.
You are going to choose EIGHT sources specific to your assigned topic. This will ensure that your group will be providing sources that show the complexity of the issue.
Therefore, when choosing your sources, keep several guidelines in mind:
1. Choose sources that cover a variety of viewpoints on your assigned topic, making sure to keep the sides evenly represented.
2. Choose sources from a wide variety of locations and formats. Use the list below as guidance; it is certainly not all-inclusive. Requirements are in CAPITAL letters. Beyond those required types, you may choose the rest of your sources at your discretion.
**ACADEMIC JOURNAL
National Newspaper (online or print editions)
Data
Online Article (NO WIKIPEDIA)
**EDITORIAL
Poll Results
** NEWS WEBSITE
Popular Culture Magazine
**IMAGE (graphs, charts, cartoons, photos)
Primary Book Source
Essay by an expert
Private Web Page or Blog post
Field-Specific Magazine article
Published letter from individual
Government Publicat.
Law & CultureProfessor BannerLaw in ActionASSIGNMENT FOU.docxmanningchassidy
Law & Culture
Professor Banner
Law in Action
ASSIGNMENT FOUR
Each of these assignments asks you to apply the course material by completing a project or providing advice similar to what an actual law student or lawyer might do. You will conduct research, counsel a client, and outline points of law. Often these assignments require you to review additional, short assigned videos or documents, which are available in the Law in Action folder located in the Files section on Canvas.
In each case, unless specified otherwise, your answers should be as short as possible and as long as necessary.
The assignments must be submitted in a Word document on Canvas by the Due Date listed on the syllabus.
50 points—Excellent (professionally presented, no errors in legal analysis)
40 points—Satisfactory (solid legal analysis; small grammatical or proofreading issues)
30 points—OK (ideas are good but not fully formed; assignment is sloppy)
20 points—Assignment was submitted but includes multiple errors of law and/or grammar and proofreading issues
0 points—Assignment contains multiple mistakes and is not professionally presented or assignment was not submitted
There are 8 LIA assignments in all, each worth 50 points, for a total of 400 course points.
You have seven days to complete each of these assignments. Late assignments will not be accepted without a documented medical or religious excuse. Being sick for one or two days of seven is not an excuse.
Assignment Four
Assume that you are a reporter on the “legal beat” for a national newspaper. You have been asked to write an opinion piece discussing whether Michelle Carter’s appeal to the US Supreme Court of her criminal conviction for involuntary manslaughter* of her boyfriend, Conrad Roy is likely to succeed.
Based on the criminal law principles discussed in Chapter 5 and any criminal procedure or constitutional argument you wish to add, outline your strongest and best arguments as to why Carter is likely to succeed or fail on appeal. Consider, in your answer, whether the prosecution failed to prove she committed the crime beyond a reasonable doubt based on the elements of the crime, and whether, if the elements were met, there should have been any affirmative defenses available to Carter.
* Should you take a criminal law class, you will learn that the common law crime of homicide is divided into four categories:
· First Degree Murder (requires knowing intent and premeditation)
· Second Degree Murder (requires knowing intent but not premeditation)
· Voluntary Manslaughter (Second Degree Murder committed after being Provoked)
· Involuntary Manslaughter (Reckless Homicide, meaning that the defendant knew the risk of their actions and proceeded to act)
· Negligent Homicide (The defendant should have been aware of the risk of their actions and proceeded to act)
Here, the accusation is that Carter acted recklessly in causing the death of Roy.
Claim: College Should Not Be Free
Writing Requireme.
Assignment 2 LASA 2 Final Version of Your Argumentative Research E.docxjosephinepaterson7611
This document provides instructions and grading criteria for the final paper assignment in an argumentative research essay class. It outlines the requirements for the paper, including having a clear thesis, supporting evidence from research sources, addressing counterarguments, and being 8-10 pages long with proper APA citations and formatting. Students are told to use the provided rubric and checklist to review and revise their paper one final time before submitting.
Essay Assignment #3Required length 5-7 pages, not including th.docxrusselldayna
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
Steps to Completing the Assignment 1. Identify a top.docxrjoseph5
Steps to Completing the Assignment:
1. Identify a topical issue about child or adolescent development (e.g., should armed police
officers be stationed in schools? Is playing Fortnite and similar video games harmful to children?
What is effective ways to combat cyberbullying?). Perhaps select one of the issues in your In
the News source if you are interested in it, consider a topic you have heard about in your
classes, or search online to find other current issues.
2. Conduct a search for 4 non-scholarly sources (source comes from someone not
affiliated with a University). Find sources related to that topic that come from different media
sources (e.g., newspaper, magazine, blog, organization website, advertisement, TV,
documentary, book, personal interview, podcast, social media feed). You will be assessed on
how well you pick sources that demonstrate a connection to one another.
3. Search for 4 scholarly sources that address the topic you have selected. Again it is best
to find sources that address the claims of the non-scholarly articles as closely as possible.
Three of your sources must be empirical studies (data was collected and analyzed). One
of your sources should be a literature review. It is useful to find your literature review first, as
they usually provide sufficient background on the topic to help you understand the topic and find
additional scholarly sources.
Literature Review Paper
a. An introduction that presents the topic and main claim(s) you will be addressing in
your paper. The introduction should capture the reader's interest, present any
controversies in the topic, a thesis or question you will address in the paper, and an
outline of the rest of the paper.
b. Body of your paper organized in themes/sections. Within these sections you should
describe the claims and evidence from your sources. Present information about
positions your sources take, how they support those positions. Follow the description
with a critical evaluation of your sources. Explain the strengths and weaknesses of the
information provided by the source and unanswered questions or how the source
contributes to the topic and leads to the next paragraph.
c. Comparison of sources. You should make comparison among sources and your
evaluation of the sources. How do the sources support one another, refute one another,
and explanations for which sources were more impactful and why.
d. Conclusion. You should make conclusive statements about the topic/issue you are
addressing, implications of the issue to parents, teachers, counselors, or others in
interacting with children, and issues or factors that are left unresolved or unaddressed.
Evaluating Sources' Claims
Category 1 - Unacceptable 2 –
Developing
3 – Proficient 4 –
Exemplary
Weight
%
Inquisitivenes
s
Paper is not
topical and
addressed
ideas that have
been well
established in
th.
Anthr 1 Third Assignment Due Friday 11222019.docxfestockton
Anthr 1: Third Assignment Due: Friday 11/22/2019 by 11:00 p.m.
This assignment is worth 30 points No late papers will be accepted.
Assignment Overview
The topic for this research paper is deceptively simple: When and how did we become “human?
This assignment is a Position Paper in which you are to take a position on the topic (based on your personal understanding of the material presented in this class) and support your position by reviewing, discussing and citing reputable research sources.
A. Your first paragraph must explain your definition of what it means to be “human”, ending with a thesis statement that encapsulates your plan to support your position.
B. IMPORTANT: This assignment covers only from the past 2.5 million years ago to today.
a. DO NOT include discussion of species prior to 2.5 million years ago.
b. DO NOT include discussion of the development of bipedalism for this assignment.
C. Present and analyze the current scientific research regarding this topic.
D. Your paper must end with a clear and concise conclusion that recaps your argument and restates your thesis.
So … how do I do this?
1. Introduce and define the scope and focus of your paper in a concise thesis statement that appears at the end of your first paragraph. A thesis statement tells the reader what the paper is about.
2. Support your position as stated in your thesis. Ways to support your position include discussing physical aspects of hominin evolution over the past 2 million years (what changed, what species, what impact?), genetic aspects of hominin evolution over the past 2 million years (what derived, what species, what impact?) and/or cultural aspects of hominin development (what changed, what species, what impact: changes in stone tools, social group behaviors or interactions, symbolic representations, etc.). What is your supporting evidence for your position on when did hominins become “human” in the last 2 million years?
3. Read and refer to at least three different sources (more sources are recommended). DO NOT use Wikipedia or similar crowd-contributed websites as sources of information for this paper. Talk with the college reference librarian for help in finding appropriate research for your paper. You may use links in the class power points to research further sources for your paper (NOT the power points themselves).
4. Recap and conclude. Your conclusion must include a restatement of your thesis and clearly reference your analysis and position on this topic.
5. Submit your completed assignment by clicking on the Turn-It-In link at the bottom of the Assignment page on the course website.
IMPORTANT:
Submit your paper as a Word doc or .docx or as .rtf or .pdf file. Canvas does not accept work submitted in .pages or as Google Docs, Google Drive shared documents or as ZIP files. I cannot grade your paper if I cannot open it!
Requirements for this Assignment
A. Type your name, the topic (Third ...
This document provides guidelines and instructions for two definition essay assignments in an ENG 101 college course. It outlines the structure and format of definition essays, including providing a thesis, examples, and analysis to define a term. It presents two potential topics for Assignment 1 - defining family in the context of a political or social issue, or defining education and discussing issues of access and quality. Guidelines are given for the essay length, formatting, and submission. Drafts are optional and due before the final papers, which must follow MLA format and are due by specified dates in February.
Family Issues Research Paper Sociology of the Family, spring .docxlmelaine
Family Issues Research Paper Sociology of the Family, spring ‘19
SOCY 214: Sociology of the Family (35375)
Family Issues Research Paper
Final Paper
Due: Sunday, May 5, 2019
For this assignment, you are expected to delve into an area of the family that most
interests you. You will be exploring a specific issue dealing with what you consider to be
one of the most pressing issues facing families today.
Using scholarly research and class readings and discussions, write a 5-8 page research
paper that explores an important aspect of families. In the first part of the assignment, you were
asked to simply summarize the peer-reviewed journal articles and describe how you will
approach your topic. In this final part of the assignment you will be expected to:
find (at least) one additional peer-reviewed scholarly journal article in order to focus
your topic and add academic weight to your paper;
find connections and discrepancies between the readings;
use the research you have gathered to argue the “why”, “how”, and “what” behind
what you see as an important issue facing families today; and
critically analyze your chosen topic.
In other words, what have you learned from your research that helps give you
more insight into how/in what ways the family is affected by your chosen topic?
Organize your paper to include the following sections:
o Begin the paper with a very clear introduction in which you state your general topic/research
question and the 3-5 specific themes/subtopics you will write about in the paper.
o Demonstrate/argue that it (your topic) is a problem to/for families.
• Although not required, you are encouraged to use information from the class readings, class
discussion, and/or websites that I have suggested/used in class in order to make the
argument that the topic you have chosen is worth paying attention to. Use current,
authoritative, reliable statistics in order to give context to this issue facing families.
• Please be sure that your sources are authoritative (a .gov site is a great site to use for these
purposes), and that you cite accordingly. You MUST cite the place from which you got
ANY statistic that you use throughout your paper.
o Summarize the research methods (explain how the data were collected) for each of the three
academic articles. This section of your paper should be approximately 1-3 paragraphs. Include
the general focus of each article writing about the types of research questions each article was
answering. Identify how the data were collected for each of the studies you read. (Did the
researchers conduct surveys? Interviews? Use data from a larger data set?)
Family Issues Research Paper Sociology of the Family, spring ‘19
o Then, present 3-5 very specific issues/themes/subtopics related to your chosen topic. You
should write 2-4 paragraphs per theme. These specific subtopics should emerge by fin ...
AP LanguageMrs. MathewUnit 3 Synthesis ProjectYou will .docxjesuslightbody
AP Language
Mrs. Mathew
Unit 3: Synthesis Project
You will be creating an AP Exam Synthesis Question. The Synthesis Question gives you several sources and asks you to combine (synthesize) them with your own thoughts to create a cohesive essay. This is the same goal as a research paper. Your question (prompt) and sources should be formatted, labeled, and presented as on the AP Lang Exam. This will be modeled after the ones in the sample packets you were given.
Source Requirements:
· 8 sources
· No sources older than 10 years
· At least two sources published within the last two years (2020, 2021, 2022)
· Provide 1-2 sources that are images (political cartoons, graphs, charts, etc.)
· Sources should demonstrate a range of positions and approaches to the topic. Your goal is to figure out what 2-3 of the main “sides” are in the debate around the issue and represent those sides fairly.
Research Resources:
· Use this
link to access academic databases through CPS and Lane.
Example topics:
· Security vs Privacy: Personal Rights
· Standardized Education Movement
· Parenting Styles of the 21st Century
· Why Movements Matter: Voices of the People
· Technology’s Impact on American Families
Project Requirements:
Include, neatly formatted in one document
· Prompt page with directions, introduction, and assignment
· 6 sources
·
MLA citation of each source
· 3 potential thesis statements for this essay
a. One that is open
b. One that is closed
c. One that is a counter argument thesis.
· Choose one thesis statement, and create an outline of a response to ensure that others can synthesize these sources.
The most effective Synthesis Prompts give the test-takers a wide variety of sources to consider. These sources are of various types, lengths, and opinions. This diversity allows each test-taker to choose their own individual approach to the assignment while providing them with the tools to adequately synthesize into their paper.
You are going to choose EIGHT sources specific to your assigned topic. This will ensure that your group will be providing sources that show the complexity of the issue.
Therefore, when choosing your sources, keep several guidelines in mind:
1. Choose sources that cover a variety of viewpoints on your assigned topic, making sure to keep the sides evenly represented.
2. Choose sources from a wide variety of locations and formats. Use the list below as guidance; it is certainly not all-inclusive. Requirements are in CAPITAL letters. Beyond those required types, you may choose the rest of your sources at your discretion.
**ACADEMIC JOURNAL
National Newspaper (online or print editions)
Data
Online Article (NO WIKIPEDIA)
**EDITORIAL
Poll Results
** NEWS WEBSITE
Popular Culture Magazine
**IMAGE (graphs, charts, cartoons, photos)
Primary Book Source
Essay by an expert
Private Web Page or Blog post
Field-Specific Magazine article
Published letter from individual
Government Publicat.
Law & CultureProfessor BannerLaw in ActionASSIGNMENT FOU.docxmanningchassidy
Law & Culture
Professor Banner
Law in Action
ASSIGNMENT FOUR
Each of these assignments asks you to apply the course material by completing a project or providing advice similar to what an actual law student or lawyer might do. You will conduct research, counsel a client, and outline points of law. Often these assignments require you to review additional, short assigned videos or documents, which are available in the Law in Action folder located in the Files section on Canvas.
In each case, unless specified otherwise, your answers should be as short as possible and as long as necessary.
The assignments must be submitted in a Word document on Canvas by the Due Date listed on the syllabus.
50 points—Excellent (professionally presented, no errors in legal analysis)
40 points—Satisfactory (solid legal analysis; small grammatical or proofreading issues)
30 points—OK (ideas are good but not fully formed; assignment is sloppy)
20 points—Assignment was submitted but includes multiple errors of law and/or grammar and proofreading issues
0 points—Assignment contains multiple mistakes and is not professionally presented or assignment was not submitted
There are 8 LIA assignments in all, each worth 50 points, for a total of 400 course points.
You have seven days to complete each of these assignments. Late assignments will not be accepted without a documented medical or religious excuse. Being sick for one or two days of seven is not an excuse.
Assignment Four
Assume that you are a reporter on the “legal beat” for a national newspaper. You have been asked to write an opinion piece discussing whether Michelle Carter’s appeal to the US Supreme Court of her criminal conviction for involuntary manslaughter* of her boyfriend, Conrad Roy is likely to succeed.
Based on the criminal law principles discussed in Chapter 5 and any criminal procedure or constitutional argument you wish to add, outline your strongest and best arguments as to why Carter is likely to succeed or fail on appeal. Consider, in your answer, whether the prosecution failed to prove she committed the crime beyond a reasonable doubt based on the elements of the crime, and whether, if the elements were met, there should have been any affirmative defenses available to Carter.
* Should you take a criminal law class, you will learn that the common law crime of homicide is divided into four categories:
· First Degree Murder (requires knowing intent and premeditation)
· Second Degree Murder (requires knowing intent but not premeditation)
· Voluntary Manslaughter (Second Degree Murder committed after being Provoked)
· Involuntary Manslaughter (Reckless Homicide, meaning that the defendant knew the risk of their actions and proceeded to act)
· Negligent Homicide (The defendant should have been aware of the risk of their actions and proceeded to act)
Here, the accusation is that Carter acted recklessly in causing the death of Roy.
Claim: College Should Not Be Free
Writing Requireme.
Assignment 2 LASA 2 Final Version of Your Argumentative Research E.docxjosephinepaterson7611
This document provides instructions and grading criteria for the final paper assignment in an argumentative research essay class. It outlines the requirements for the paper, including having a clear thesis, supporting evidence from research sources, addressing counterarguments, and being 8-10 pages long with proper APA citations and formatting. Students are told to use the provided rubric and checklist to review and revise their paper one final time before submitting.
Essay Assignment #3Required length 5-7 pages, not including th.docxrusselldayna
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
Steps to Completing the Assignment 1. Identify a top.docxrjoseph5
Steps to Completing the Assignment:
1. Identify a topical issue about child or adolescent development (e.g., should armed police
officers be stationed in schools? Is playing Fortnite and similar video games harmful to children?
What is effective ways to combat cyberbullying?). Perhaps select one of the issues in your In
the News source if you are interested in it, consider a topic you have heard about in your
classes, or search online to find other current issues.
2. Conduct a search for 4 non-scholarly sources (source comes from someone not
affiliated with a University). Find sources related to that topic that come from different media
sources (e.g., newspaper, magazine, blog, organization website, advertisement, TV,
documentary, book, personal interview, podcast, social media feed). You will be assessed on
how well you pick sources that demonstrate a connection to one another.
3. Search for 4 scholarly sources that address the topic you have selected. Again it is best
to find sources that address the claims of the non-scholarly articles as closely as possible.
Three of your sources must be empirical studies (data was collected and analyzed). One
of your sources should be a literature review. It is useful to find your literature review first, as
they usually provide sufficient background on the topic to help you understand the topic and find
additional scholarly sources.
Literature Review Paper
a. An introduction that presents the topic and main claim(s) you will be addressing in
your paper. The introduction should capture the reader's interest, present any
controversies in the topic, a thesis or question you will address in the paper, and an
outline of the rest of the paper.
b. Body of your paper organized in themes/sections. Within these sections you should
describe the claims and evidence from your sources. Present information about
positions your sources take, how they support those positions. Follow the description
with a critical evaluation of your sources. Explain the strengths and weaknesses of the
information provided by the source and unanswered questions or how the source
contributes to the topic and leads to the next paragraph.
c. Comparison of sources. You should make comparison among sources and your
evaluation of the sources. How do the sources support one another, refute one another,
and explanations for which sources were more impactful and why.
d. Conclusion. You should make conclusive statements about the topic/issue you are
addressing, implications of the issue to parents, teachers, counselors, or others in
interacting with children, and issues or factors that are left unresolved or unaddressed.
Evaluating Sources' Claims
Category 1 - Unacceptable 2 –
Developing
3 – Proficient 4 –
Exemplary
Weight
%
Inquisitivenes
s
Paper is not
topical and
addressed
ideas that have
been well
established in
th.
Anthr 1 Third Assignment Due Friday 11222019.docxfestockton
Anthr 1: Third Assignment Due: Friday 11/22/2019 by 11:00 p.m.
This assignment is worth 30 points No late papers will be accepted.
Assignment Overview
The topic for this research paper is deceptively simple: When and how did we become “human?
This assignment is a Position Paper in which you are to take a position on the topic (based on your personal understanding of the material presented in this class) and support your position by reviewing, discussing and citing reputable research sources.
A. Your first paragraph must explain your definition of what it means to be “human”, ending with a thesis statement that encapsulates your plan to support your position.
B. IMPORTANT: This assignment covers only from the past 2.5 million years ago to today.
a. DO NOT include discussion of species prior to 2.5 million years ago.
b. DO NOT include discussion of the development of bipedalism for this assignment.
C. Present and analyze the current scientific research regarding this topic.
D. Your paper must end with a clear and concise conclusion that recaps your argument and restates your thesis.
So … how do I do this?
1. Introduce and define the scope and focus of your paper in a concise thesis statement that appears at the end of your first paragraph. A thesis statement tells the reader what the paper is about.
2. Support your position as stated in your thesis. Ways to support your position include discussing physical aspects of hominin evolution over the past 2 million years (what changed, what species, what impact?), genetic aspects of hominin evolution over the past 2 million years (what derived, what species, what impact?) and/or cultural aspects of hominin development (what changed, what species, what impact: changes in stone tools, social group behaviors or interactions, symbolic representations, etc.). What is your supporting evidence for your position on when did hominins become “human” in the last 2 million years?
3. Read and refer to at least three different sources (more sources are recommended). DO NOT use Wikipedia or similar crowd-contributed websites as sources of information for this paper. Talk with the college reference librarian for help in finding appropriate research for your paper. You may use links in the class power points to research further sources for your paper (NOT the power points themselves).
4. Recap and conclude. Your conclusion must include a restatement of your thesis and clearly reference your analysis and position on this topic.
5. Submit your completed assignment by clicking on the Turn-It-In link at the bottom of the Assignment page on the course website.
IMPORTANT:
Submit your paper as a Word doc or .docx or as .rtf or .pdf file. Canvas does not accept work submitted in .pages or as Google Docs, Google Drive shared documents or as ZIP files. I cannot grade your paper if I cannot open it!
Requirements for this Assignment
A. Type your name, the topic (Third ...
This document provides guidelines and instructions for two definition essay assignments in an ENG 101 college course. It outlines the structure and format of definition essays, including providing a thesis, examples, and analysis to define a term. It presents two potential topics for Assignment 1 - defining family in the context of a political or social issue, or defining education and discussing issues of access and quality. Guidelines are given for the essay length, formatting, and submission. Drafts are optional and due before the final papers, which must follow MLA format and are due by specified dates in February.
Family Issues Research Paper Sociology of the Family, spring .docxlmelaine
Family Issues Research Paper Sociology of the Family, spring ‘19
SOCY 214: Sociology of the Family (35375)
Family Issues Research Paper
Final Paper
Due: Sunday, May 5, 2019
For this assignment, you are expected to delve into an area of the family that most
interests you. You will be exploring a specific issue dealing with what you consider to be
one of the most pressing issues facing families today.
Using scholarly research and class readings and discussions, write a 5-8 page research
paper that explores an important aspect of families. In the first part of the assignment, you were
asked to simply summarize the peer-reviewed journal articles and describe how you will
approach your topic. In this final part of the assignment you will be expected to:
find (at least) one additional peer-reviewed scholarly journal article in order to focus
your topic and add academic weight to your paper;
find connections and discrepancies between the readings;
use the research you have gathered to argue the “why”, “how”, and “what” behind
what you see as an important issue facing families today; and
critically analyze your chosen topic.
In other words, what have you learned from your research that helps give you
more insight into how/in what ways the family is affected by your chosen topic?
Organize your paper to include the following sections:
o Begin the paper with a very clear introduction in which you state your general topic/research
question and the 3-5 specific themes/subtopics you will write about in the paper.
o Demonstrate/argue that it (your topic) is a problem to/for families.
• Although not required, you are encouraged to use information from the class readings, class
discussion, and/or websites that I have suggested/used in class in order to make the
argument that the topic you have chosen is worth paying attention to. Use current,
authoritative, reliable statistics in order to give context to this issue facing families.
• Please be sure that your sources are authoritative (a .gov site is a great site to use for these
purposes), and that you cite accordingly. You MUST cite the place from which you got
ANY statistic that you use throughout your paper.
o Summarize the research methods (explain how the data were collected) for each of the three
academic articles. This section of your paper should be approximately 1-3 paragraphs. Include
the general focus of each article writing about the types of research questions each article was
answering. Identify how the data were collected for each of the studies you read. (Did the
researchers conduct surveys? Interviews? Use data from a larger data set?)
Family Issues Research Paper Sociology of the Family, spring ‘19
o Then, present 3-5 very specific issues/themes/subtopics related to your chosen topic. You
should write 2-4 paragraphs per theme. These specific subtopics should emerge by fin ...
Philosophy 101 Ethics Paper Reminder about Essay FormatI. Sho.docxrandymartin91030
Philosophy 101 Ethics Paper
Reminder about Essay Format
I. Short INTRODUCTION with Your THESIS (i.e. your opinion about the right course of action)
II. Your first main REASON (relate to a theory such Utilitarianism, Reiman, Kant, Warren...)
III. Your second main REASON (relate to a theory such as Kantian ethics, Thomson, ...)
IV. An OBJECTION (how an opponent such as Sanctity of Life theorists, abolitionists, pro-choice advocates, Gelernter, Marquis, English ... might object to your view)
V. Your REPLY to this objection (how you would defend your view against the criticism)
VI. Short CONCLUSION
Paper Requirements:
Write a 3-5 page essay on one of the paper topics below. In this paper, you should discuss theories of two or three philosophers which we have discussed in class. You should incorporate into your paper some key ideas and central points made by at least two articles which have been assigned; parenthetical notation will be sufficient for citing any sources contained in our textbook. Outside sources, if used, must be properly cited. If no outside sources are used, then no bibliography is needed.
Paper format: typed, double-spaced, 12-point font Times Roman, with one inch margins and pages numbered. Label your paragraphs Introduction, Reason 1, Reason 2, Objection, Reply to Objection and Conclusion. For an example of how to label your paragraphs, please see the sample essay in the Essay folder.
Paper Topics
1. Abortion and Genetic Disease: Ann is a genetic carrier of a particular kind of muscular dystrophy. Duchene’s muscular dystrophy is a sex-linked disease that is inherited through the mother. Only males develop the disease, and each male child has a 50 percent chance of having it. The disease causes muscle weakness and often some mental retardation. It causes death through respiratory failure, usually in early adulthood. Ann is pregnant and does not want to risk having a child with this condition so she plans to use prenatal diagnosis and then to abort the fetus if it is male. Would Ann’s abortion be morally permissible?
2. Down Syndrome fetus - Mary and Phil wanted a third child and were delighted to discover that Mary became pregnant. However, during the fifth month of pregnancy, diagnostic tests revealed that the fetus was a boy with Down syndrome. The couple desire another child but do not want the added responsibility of taking care of a mentally retarded son. They decide to have an abortion and to try again to conceive another child, hoping for a normal infant next time. Is this case of abortion morally permissible?
3. Incompetent mother? – Tina has a history of drug abuse and prostitution. She has little education, a low IQ, and the emotional maturity of a ten-year-old. Her mother is Tina’s only living relative. Although Tina’s mother helps her daughter out by giving her a place to stay, her mother is on welfare and has little resources to share. At the age of 19, Tina becomes pregnant and .
1 Mrs. Miranda ENGL-1301-126 31 October 201.docxhoney725342
1
Mrs. Miranda
ENGL-1301-126
31 October 2016
Research Proposal and Annotated Bibliography
In this essay, I will be discussing why illegal immigrant parents should be able to obtain
their citizenship if they have a child here in the United States. I chose to look into this subject
because throughout the years, this issue has been somewhat controversial and is known to affect
a huge number of illegal parents. I have family members that this issue affects, so it is very close
to my heart. These parents, though their children are citizens of the United States, face
deportation, resulting in separation of families. I propose that we as a nation allow these parents
to gain citizenship so that they may personally take care of their children and so that the children
will be able to avoid experiencing the absence of their parents.
Works Cited
Kendall, Emily. "Amending the Constitution to Save a Sinking Ship? The Issues Surrounding the
Proposed Amendment of the Citizenship Clause and ‘Anchor Babies.’” Berkeley La Raza
Law Journal 22. (2012): 349-381. Academic Search Complete. Web. 31 Oct. 2016.
In this journal, Emily Kendall explains how nowadays “anchor babies” are becoming a
big phenomenon in our nation. These children who are born in the United States to
undocumented parents are automatically given citizenship under the fourteenth amendment.
They now serve as anchors because the illegal parents now have a reason to stay in the United
States as opposed to being deported. The part that was emphasized is that these children can now
2
petition for their parents to receive citizenship. However, the law requires the child to turn
twenty-one years old before he or she can sponsor a parent.
I plan to use this source in the beginning of my essay in order to give some background
information on what my problem is. The definition of the term “anchor babies” will be good so
that I may employ that term more as opposed to only using the word “children.” In addition,
using this journal that refers to the fourteenth amendment will give my writing more credibility.
The author’s argument is logical and uses quotes from experts to support her own position. She
includes statistics and evidence that provide addition proof for her argument. Emily Chrissy
Kendall went to George Mason University School of Law where she earned her
J.D. With multiple years of experience in immigration law, Kendall’s specific expertise is in
employment-based immigration visas. In the journal, there was no bias from what I read, and it
was all based on facts.
NOTE: This is not a perfect example of the assignment. The citation uses MLA 7th edition
formatting instead of 8th edition since that is what was used in the course at the time. You
must use MLA 8th edition. Nonetheless, this is a high scoring student example, being better
than most that were received that semester.
Miranda 1
Bullock, Richard, ...
Research Paper---A Clear Line of ReasoningHere is a model oumyrljjcpoarch
Research Paper---A Clear Line of Reasoning
Here is a model outline for a research paper on Latinos and low graduation rates put together by a student named Susana. While Susana was required to submit an essay outline before submitting her essay, I decided not to require an essay outline from you for your research assignment
As you review Susana, keep in mind that no matter your controversial topic, your line of reasoning as you begin to write your essay should be as clear as the one evident in the model outline she has created. When Susana writes her research essay, she will follow her outline to make sure her line of reasoning is clear and adheres to the required pattern of argumentation we appropriated from Aristotle and which was used by Cicero--this outline was given earlier in the semester.
Susana Zumbado
Professor Munoz
English 101
10 November 2016
Research Paper Outline
Main Claim:
In this essay I will argue that charter schools can solve the problem of the low high school graduation rates of Latino males.
I. Introduction
Opening general statement regarding Latinos in education.
Focused thesis statement regarding charter schools as an answer to low high school graduation rates among Latino males..
II. Historical or Intellectual Background
Brief history of Latinos in American history.
Brief history of Latinos in education and past failed attempts to improve Latino student graduation rates.
III. Support for Main Claim
First of all, charter schools have the freedom to implement innovative teaching strategies that take into consideration Latino male learning styles.
Secondly, charter schools have the flexibility to create small learning communities such as career academies for professions Latino males are interested in..
Finally, charter schools have the freedom to implement character formation programs that cultivate personal values necesary for academic success..
IV. Counterargument and Refutation
Critics of my view would argue that irresponsible parents and a home environment hostile to education are the problem and that public schools work just fine.
However, this view is wrong because it is rooted in cultural and racial stereotyping.
V. Conclusion
Repeat main claim
Closing statement regarding the need for justice and equality in education.
Checklist for Research Paper
I. Have you adhered to MLA format?
Make sure that your essay is formated according to the Modern Language Association's guidelines. The information at the top needs to be complete, and the spacing, centering and margins have to be correct. Refer to Hacker's A Pocket Style Manual for MLA guidelines.
II. Have you offered a general introduction and a clear claim?
Make sure that your opening paragraph starts with
a general introduction
and ends with
a clear claim
that needs to be supported by reasons and evidence in the rest of your essay. It should be not be ambiguous or vague or awkward--it should be crystal clear a ...
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docxtoltonkendal
Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises.
Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school.
Premise two: The arts and humanities enhance the learning experience for children.
Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side.
Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development.
I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land.
Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air.
Premise two: Fish do not need to breathe air, however, live in water.
Conclusion: Not all aquatic beings are fish.
Hello Tania,
I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers.
Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...
This powerpoint id used for a grade 9 Library Research essay. The main topics it convers is plagirarism (and how to avoid it), MLA citation and how to begin writing a research essay.
Course SuccessHabits Matter1. Professors are influenced by you.docxmarilucorr
Course Success
Habits Matter
1. Professors are influenced by your behaviors (texting, excessively late/absent, etc.) which could impact your grade.
2. Do your best with every assignment by asking questions and making corrections because details matter!
3. Do work early, procrastination will usually result in poor work quality or failure to submit assignments.
4. Participation helps collective classroom learning and increases the chance of receiving a favorable letter of recommendations.
Communicating Via Email
1. Start off by indicating your course name/section, day and time.
2. Subject: Intro. Criminal Justice 111-02 (Tues. 6pm.) Class Absence
3. Always type in your “main reason” for the email.
4. It should be an “attention getter” such as a newspaper heading.
5. Proof read your e-mail! Download and use Ginger application on phone
6. Always end email with your full name and student ID #
Writing Format
1. Use Times New Roman 12 point Font.
2. Keep margins at 1 inch
3. Click “No Spacing” at the top of your Microsoft Word document
4. “Single space” discussion boards and “double space” reports, midterm and final papers.
5. Subtitles should be bold and flush left/upper and lower case(center for research papers and don’t bold).
6. Indent (TAB .5) at the beginning of every paragraph.
7. Write short, clear and concise sentences (Do not type I think, I belive, I feel, etc. just state your point).
8. A paragraph is a minimum of 5 sentences. You must have additional paragraphs for sections having more than 12 sentences.
Subtitles
Use subtitles in every essay! This ensures that both you and the reader will remain focused on the topic in each section (see your college textbook). When a professor is reading an average of one hundred papers, one right after another, it can become confusing attempting to figure out what your specific paper is about.
Your subtitles should be like newspaper headings, short and grabs the readers attention. You should consider using subtitles for sections having more thanfour paragraphs. The ‘References’ subtitle (which is always last) should be centered. Look at the effectiveness of subtitles from Dr. King’s Autobiography.
Early Years
Born as Michael King Jr. on January 15, 1929, Martin Luther King Jr. was the middle child of Michael King Sr. and Alberta Williams King. The King and Williams families were rooted in rural Georgia. Martin Jr.'s grandfather, A.D. Williams, was a rural minister for years and then moved to Atlanta in 1893. He took over the small, struggling Ebenezer Baptist church with around 13 members and made it into a forceful congregation. He married Jennie Celeste Parks and they had one child that survived, Alberta. Michael King Sr. came from a sharecropper family in a poor farming community. He married Alberta in 1926 after an eight-year courtship. The newlyweds moved to A.D. Williams home in Atlanta.
Michael King Sr. stepped in as pastor of Ebenezer Baptist Church upon the death of h.
Essay #2 Source Integration Paper Rhetorical Situati.docxSALU18
Essay #2: Source Integration Paper
Rhetorical Situation:
You are a member of an academic community and you want to publish an article in a prestigious
newspaper to discuss a specific and compelling issue your academic group faces. You have
spoken to the chief editor of the newspaper, and he has asked you to further educate him and his
team on what exactly is the issue, and what is the current state of research and discussion on the
issue?
Assignment Overview
Your task is to write a well-developed essay to uncover the issue that exists in your chosen
academic community. Use minimum five sources to support your claim. At least three of these
sources should be academic, peer-reviewed sources from the University databases. The other
two can be credible web sources.
Don’t just create an imaginary issue. Do your research and try to understand the actual problem
being faced by an academic group of your interest. Once you understand the issue, your task is to
explain that issue to your audience. Try to avoid an argumentative tone. Be more informative.
Use your sources to educate your audience about what research shows to be the current state of
the issue.
Put the five sources into conversation. In putting the sources into conversation with each other,
the paper might explore five types of relationships:
1. Agreement/Similarity (do most of your sources agree on what is being said about the
issue? If so, what is the factor that most sources agree upon?
2. Disagreement/Contrast (Is there any discrepancy of thoughts? If so, what is it that the
sources disagree about?)
3. Corroboration (a source provides evidence that supports the argument of another source)
4. Contradiction (a source provides evidence that undermines the argument of another
source)
5. Cause/Effect (a source explores the causes or effects of something that is observed or
identified in another source)
Understanding and locating these relationships in your sources will help you develop your paper.
In simple words recognizing and showing these relationships in your paper is what the
assignment is asking for.
Assignment Outcomes
Identify and effectively describe a specific and compelling issue for a particular
academic community.
Identify academic and non-academic sources and reference them appropriately. You are
required to use three peer-reviewed, academic sources and two credible and reputable web
sources.
Effectively summarize, paraphrase, and quote material from academic and non-academic
source material using APA guidelines
Accurately identify and analyze relationships between sources
Organize an effective review of the literature on a specific issue
Compile a proper references page using APA guidelines. Your paper should have title page;
but, the essay summary page is not required.
What is an academic community?
Academic means, related to education. An ac ...
The document provides information about selecting seven passengers to join a five-member mission crew aboard a space station. The passengers must help repopulate Earth should total annihilation occur. The reader is asked to choose six additional passengers and explain their reasoning for each choice in a paragraph. Criteria for selection include aiding in repopulation and sustaining life inside the space station and afterward on a post-apocalyptic Earth.
Module 7 Discussion Board Algebra1. What does it mean when s.docxmoirarandell
This document provides instructions for students to write a classical argument paper on an approved topic. It outlines the key elements of a classical argument, including: introducing the issue and opposing positions, presenting reasons and evidence to support the student's position, anticipating and refuting counterarguments, and concluding by emphasizing the importance of the issue. Students must write a minimum 1,200-1,500 word paper using at least 5 credible sources to both support their argument and refute opposing positions. The paper should follow standard argumentative structure and formatting guidelines provided.
Last name 1 last name 1namemy nameclassdatethssuserd93c47
The document discusses outlining a term paper in three parts:
I. Developing the outline, including reviewing the assignment, choosing a topic, doing research, developing the topic, and writing a thesis statement.
II. Outlining the paper by writing topic sentences, organizing paragraphs with Roman numerals and subpoints with letters and numbers, and filling in the outline.
III. Revising the outline by reverse outlining the first draft, examining the logical flow, rearranging paragraphs physically, and revising the outline and paper.
Q3-M4_3Is_Citation of Review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
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entrep week 1 las 3
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Prof. Archibald Spring 2017 You can visit the Writing Tut.docxbriancrawford30935
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
Research Paper Instructions and RubricResearch Paper – 150 point.docxaudeleypearl
Research Paper Instructions and Rubric
Research Paper – 150 points
Your final essay in English is a research paper that provides an opportunity to delve fully into a topic of your interest. Writing a research paper—while a challenge—offers a reason to read, research, reflect, think deeply, then address and formally answer in writing a question worth exploring. See the bottom of this document for possible topics.
This assignment is designed to utilize all the skills we have learned this semester, including in-text MLA citation techniques and documentation of sources we have learned in our lab sessions.
The length of the essay should be a minimum of four pages, but no longer than seven pages.
RESEARCH PAPER TIMELINE AND ASSIGNMENTS:
Select a controversial topic - My choice of topic is HUMAN CLONING
Minimum of 4 pages and no more than 7 pages.
A controversial topic is one that reasonable individuals can argue over and that has at least two sides. Gun control and abortion are two classic topics that are controversial; the life of your favorite actor or the history of baroque music are not controversial.
Once you select your prompt, begin researching reliable sources and compiling them into an annotated bibliography. This is a good time to visit our Library and the library’s website and database of academic articles.
List of sources, a working thesis, and first pages of rough draft - 20 points
When this step in the process is due, you will need to have compiled an annotated bibliography (a list of sources with brief descriptions of the source) from your research on your topic. As you encounter sources that relate to your topic, be sure to paraphrase key ideas, record word-for-word quotations you may want to use, and note page numbers from the sources that you can easily reference once you begin to write the paper.
As a research paper, this assignment requires research, which means you need to reference at least three outside sources:
· An article or essay from a reliable, trustworthy source. You should try to include an article from one of the library online databases, if possible.
· One book on the topic, if available; otherwise, you may use another trustworthy source.
· One other source (i.e. another essay from the library database, a website, video, DVD, interview with someone knowledgeable about the topic, etc);
· Note: Please do not cite Wikipedia for this research paper
Turn in your annotated bibliography along with the first pages of your rough draft. By this due date you will need to identify a working thesis statement. (A “working thesis” refers to the idea that because your research will eventually lead to what position you take on your topic, the final thesis will begin to take shape as you read and think about your topic.)
Your thesis statement—which in its final version will answer the question you have identified to research—is a one-sentence (or occasionally two-sentence) statement of your central idea.
You’re encouraged to co ...
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxgreg1eden90113
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
1. What are the two extremes that one must avoid in evaluating fal.docxjackiewalcutt
1. What are the two extremes that one must avoid in evaluating fallacies? Explain them.
Your response should be at least 75 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.
2. Explain three of the fallacies from the textbook, and then provide instances from your own life where you have witnessed these fallacies at 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.
3. Describe the three types of thinkers, and present an example of each type from your own life.
Your response should be at least 500 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.
4. Match the explanation with the appropriate Key Term.
1. Demagogue
2. Faulty generalization
3. Post hoc generalization
4. metaphor
5. slippery slope
6. appeal to authority
7. appeal to pity
8. appeal to fear
9. appeal to tradition
10. Argument ad hominem
A.
Claiming that something that occurred before another event must necessarily have been the cause of that event.
B.
A comparison that does not involve using the word like.
C.
Claiming that one event will necessarily lead to a chain of events that usually end in some sort of catastrophe.
D.
One who tries to win power by appealing to emotions and prejudices.
E.
Claiming that a practice or idea is justified because it is the way that people have always done it or always believed it to be.
F.
The idea that power, fame, and prestige are related to one’s knowledge or ability in a field.
G.
Making a conclusion based on a sample that is too small.
H.
Getting someone to feel sorry for you in order to get the person to believe something that you want him or her to believe.
I.
Using frightening language and examples to get people to believe what one wants the person to believe.
J.
Attacking the person rather than the argument that was presented.
MBA 611
Business Economics Assignment 2
Due Date: Week 7
Answer both questions.
Total assignment marks: 100
Note
You must submit your assignment in one (1) file only
Your answers to this assignment should include references to recently published journal articles or books, media news as
well as information on the web. Where appropriate you are encouraged to challenge relevant economic theories providing
your own views.
Question1.
Compare and contrast business environments in 2 or more countries of your choice (one country should be your own).
Evaluate how their business environment is influe ...
Paper Research Paper Week ElevenNovember 6Paper Due!.docxkarlhennesey
Paper: Research Paper
Week Eleven November 6 Paper Due!
Week Fourteen November 25 Paper Returned,Paper Presentation
Week Fifteen: December 2 Paper Presentation
December 4 Paper Re-Submitted (optional)
Exam Week: December 11 Paper Re-submissions Returned
Students will select a question, statement, or topic from the text and develop a paper (three pages minimum) related to this question or statement. The paper should provide a minimum of five articles used as references. One source can be from a personal interview if properly cited. Articles cannot be from sources already cited by the authors of your text nor can the supporting points be from the text itself. The articles can include web-based resources. At least two of the articles cited must be from a primary source (original research material) that is scientific in nature. Additional credit will be given for use of a greater number of scientific sources such as criminal justice or social science research journals. The maximum number of total pages is up to each student.
The student’s grade will be based, in part, on how well they make use of articles and references as discussed in the above section. An example of the paper topic can be found in Cole, Smith and Dejong (2017) when they point out: “African American male youths generally have the highest victimization rates for violent crimes. Why are these young people more likely than other age, gender and racial groups to be robbed or assaulted? (p. 58-59).” If you selected this topic, you would be expected to provide your answer to the question of why African American male teenagers are assaulted at such high rates. You should support your answer with information from at least five articles. All submissions should be made using the eCourseware submission process.
Students will be required to keep an electronic copy of their paper. This will serve as a record of their work. All assignments will be double spaced (12-point Times Roman font) with 1-inch margins (all four sides). While graphs, figures and other supporting information are encouraged, page requirements relate to the text only. A references section is also required but will not count towards the page requirement. All papers must be submitted in APA format. Consultation with the professor is highly recommended in advance of submission of a paper. Late submissions will not be accepted for grading. The paper will count for 20% of your grade. All papers may be re-written and resubmitted for a new grade. If you re-submit your paper, your final grade will be based on the mean grade of both your first and second submission.
Paper:
Research Paper
Week Eleven
November
6
Paper Due!
Week Fourteen
November
2
5
Paper Returned,
Paper Presentation
Week Fifteen:
December
2
Paper
Presentation
December
4
Paper Re
-
Submitted (optional)
Exam Week
:
December
11
Paper Re
-
submissions Returned
Students wil ...
Running head Blended families1Blended families4Blended Family.docxsusanschei
Running head: Blended families 1
Blended families 4Blended Family Counseling Advantages
Azurdee Brown
Liberty University
Topic Rationale
The topic rationale should answer the following questions:
1. What is your topic? Blended Family Counseling
2. Why did you select this topic? I have a blended family when I remarried. I have a older step daughter who resides with me along with my two daughters
3. How does this topic apply in multicultural counseling? Although my husband and I were both raised in African-American, Christian homes our parenting styles are quite different and it causes issues within our marriage. I am in the military and firmly believe that if you supply children with the necessary tools for success they should be able to take those tools and use them to their advantage. My husband is a parent that I consider an enabler. He does not push his daughter to do anything outside of her comfort zone. He feels that in due time she will find her way in life while we put our lives on hold waiting. Based on the way my parents raised me, I firmly believe in raising children to become independent adults. My husband was raised to allow children to find their own way in life and hope for the best.
Please submit the Title page following APA formatting and your topic "rationale" following the instructions provided. Title pages require a running head, aligned left with page numbers on the same line just inside the right margin. Your topic is included in a block centered vertically and horizontally on the page. In addition to the title of your proposed work please also include your name, the class and the date in the Title page block.
Your Rationale is included on the second page. Please do research and include academic references and your biblical world view with Bible scripture in your rationale
References
Last Name, F. M. (Year). Article Title. Journal Title, Pages From - To.
Last Name, F. M. (Year). Book Title. City Name: Publisher Name.
If you cite a work discussed in a secondary source, give the secondary source in the reference list; in the text name the original work, and give a citation for the secondary text, e.g.
Text citation:
Booth's study on teen drinking (Atkins, 1993) reveals several trends.
APA format for a secondary source of someone else's work
Atkins, P. (1993). The rise of underage drinking. Journal of Psychology, 100, 589-608.
APA format for a newspaper article with an author
Berkowitz, A. D. (2000, November 24). How to tackle the problem of student drinking [Letter to the editor]. The Columbia Tribune, p. B4.
APA format for an article in an edited book
Bjork, R. A. (1989). Retrieval inhibition as an adaptive mechanism in human memory. In H. L. Roediger III & F. I. M. Craik (Eds.), Varieties of memory and consciousness (pp. 309-330). Hillsdale, NJ: Erlbaum.
Electronic journal article, three to five authors, retrieved from database
Borman, W. C., Hanson, M. A., Coppler, S. H., Pulakos, E. D., & White, L. A ...
This document provides instructions for an assignment on eating disorders among adolescent girls from diverse cultures. Students must submit a 2-4 page paper discussing how biological and psychological development during adolescence relates to eating disorders in minority groups. The paper should be based on research from the sources listed and articulate a position on how cultural experiences may influence eating disorders. It should also discuss implications for social work practice.
Applied Final Project- Your Lot in Life Assignment (40)You.docxrossskuddershamus
Applied Final Project- "Your Lot in Life" Assignment (40%)
You will be writing a paper about one of these scenarios.
1. You are expecting your first baby and are thinking about sleeping arrangements. You have heard of the concept of "the family bed" and are considering having the baby sleep with you and your spouse.
2. You are expecting your first child and are interested in breastfeeding your baby. You would also like to return to work relatively soon. You have to decide how valuable breastfeeding is and whether you can work and breastfeed.
3. Your 12-year-old step-daughter tells you that you are not her real mother (or father) and can't tell her what to do.
4. You are extremely concerned because your 11-year-old son has been suspended from school numerous times for fighting. He just can't seem to get along with other children.
5. You and your spouse have just decided to divorce. Your 7-year-old is very upset about this change.
6. Your parents were over for dinner the other night. Your 6-year-old did not want to eat the beans you served, or the fish. Your parents said that you should have insisted that he/she should have had some, and that you should insist on this as a regular practice in your home.
7. Your 9-year-old is frequently sad and feels that nobody likes him/her. A friend has just suggested that maybe he/she is suffering from childhood depression.
8. Your daughter is having a great deal of difficulty in school. You think she may have learning disabilities. You would like to get the school system to evaluate her and help plan a program for her.
9. Your 2-year-old has not begun speaking yet.
10. Your 6-year-old still wets the bed almost every night.
11. Your 6-year-old has just been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).
12. Your 9-year-old daughter has begun menstruating and you are concerned about the effects of early puberty on her social development.
13. Your children are all adults and have moved out of the family home. Your youngest daughter is 24, a single parent, and has just asked to move back into your home because she has been laid off at work.
14. Your five-year-old's birthday is just one month before the age cut-off for kindergarten. You are considering having him/her start school a year later.
15. Your son/daughter has always struggled with school. Your third grader's teacher has just suggested that he/she repeat the third grade.
16. Your 12-year-old daughter who has never had a weight or eating problem is now worrying that she is too fat. The mother of one of her friends has just told you that she thinks your daughter may be bulimic.
17. You have noticed behavioral changes in your 14-year-old and are concerned that he/she may be using drugs or alcohol.
18. You are expecting your first child. You and your spouse are beginning the search for good daycare.
19. You are considering home-schooling your child. You need to get enough information to actually start home-schooling your child.
20. Your 1.
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/30/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Class consists of young children, all from the same neighborhood and its environs. We are situated in a serene environment, aware from any noise pollutants and heavy traffic.
Grade level- 5
Content Area: Creative Writing.
Total number of students is 45; in which there are 27 males and 18 female. 2 ELLs.
A majority of them come from very wealthy families. The ELLs are children of ambassadors, while three more are studying on scholarships.
Stage 1: This FIRST stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. (For the purpose of this class, consider a unit to be three days)
Content Area: English.
Common Core State Standard: The State requires that the student s to read stories and literature. I will ensure this by giving the students each a copy of Gulliver’s Travels by Jonathan Swift. This will help get their creative juices flowing in preparation for the unit.
Measurable Unit Objective: By the end of the unit, the students should have mastered the principles of a creative story. They should be able to apply these principles whenever they are required to write creative essays.
1. The students will remember the principles by recitation during class with 70% of accuracy.
2. The students will learn by writing creative essays with 85% of accuracy.
Online Resources:
http://www.corestandards.org/the-standards.com
http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/.com
http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf.com
Stage 2: The second stage outlines evidence of Learning including pre-assessments, formative assessments, and a summative assessment
Pre-assessment: In order to the measuring of the students’ levels to readiness, we would:
1. We will discuss in great detail Swift’s book and I will use those discussions to gauge whether the students have understood how creative writing is carried out.
2. For the students that show difficulty in understanding the concept of creative writing, I will then issue them simpler and more interesting stories to study as well as work personally with them.
Formative Assessment:
1. I will issue out quizzes to test the strengths of the students.
2. I will also issue samples of creative stories written by other students to my students to help them write their own better.
3. I will keep track of the weaker students through a chart on their class activity, the results of their quizzes and their overall attitude towards creative writing.
Summative Assessment: I will finally design a last test where the students will show what they have learnt in the lesson by writing a creative essay themselves (Eberly Center, 2014).
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined.
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
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Reminder about Essay Format
I. Short INTRODUCTION with Your THESIS (i.e. your opinion about the right course of action)
II. Your first main REASON (relate to a theory such Utilitarianism, Reiman, Kant, Warren...)
III. Your second main REASON (relate to a theory such as Kantian ethics, Thomson, ...)
IV. An OBJECTION (how an opponent such as Sanctity of Life theorists, abolitionists, pro-choice advocates, Gelernter, Marquis, English ... might object to your view)
V. Your REPLY to this objection (how you would defend your view against the criticism)
VI. Short CONCLUSION
Paper Requirements:
Write a 3-5 page essay on one of the paper topics below. In this paper, you should discuss theories of two or three philosophers which we have discussed in class. You should incorporate into your paper some key ideas and central points made by at least two articles which have been assigned; parenthetical notation will be sufficient for citing any sources contained in our textbook. Outside sources, if used, must be properly cited. If no outside sources are used, then no bibliography is needed.
Paper format: typed, double-spaced, 12-point font Times Roman, with one inch margins and pages numbered. Label your paragraphs Introduction, Reason 1, Reason 2, Objection, Reply to Objection and Conclusion. For an example of how to label your paragraphs, please see the sample essay in the Essay folder.
Paper Topics
1. Abortion and Genetic Disease: Ann is a genetic carrier of a particular kind of muscular dystrophy. Duchene’s muscular dystrophy is a sex-linked disease that is inherited through the mother. Only males develop the disease, and each male child has a 50 percent chance of having it. The disease causes muscle weakness and often some mental retardation. It causes death through respiratory failure, usually in early adulthood. Ann is pregnant and does not want to risk having a child with this condition so she plans to use prenatal diagnosis and then to abort the fetus if it is male. Would Ann’s abortion be morally permissible?
2. Down Syndrome fetus - Mary and Phil wanted a third child and were delighted to discover that Mary became pregnant. However, during the fifth month of pregnancy, diagnostic tests revealed that the fetus was a boy with Down syndrome. The couple desire another child but do not want the added responsibility of taking care of a mentally retarded son. They decide to have an abortion and to try again to conceive another child, hoping for a normal infant next time. Is this case of abortion morally permissible?
3. Incompetent mother? – Tina has a history of drug abuse and prostitution. She has little education, a low IQ, and the emotional maturity of a ten-year-old. Her mother is Tina’s only living relative. Although Tina’s mother helps her daughter out by giving her a place to stay, her mother is on welfare and has little resources to share. At the age of 19, Tina becomes pregnant and .
1 Mrs. Miranda ENGL-1301-126 31 October 201.docxhoney725342
1
Mrs. Miranda
ENGL-1301-126
31 October 2016
Research Proposal and Annotated Bibliography
In this essay, I will be discussing why illegal immigrant parents should be able to obtain
their citizenship if they have a child here in the United States. I chose to look into this subject
because throughout the years, this issue has been somewhat controversial and is known to affect
a huge number of illegal parents. I have family members that this issue affects, so it is very close
to my heart. These parents, though their children are citizens of the United States, face
deportation, resulting in separation of families. I propose that we as a nation allow these parents
to gain citizenship so that they may personally take care of their children and so that the children
will be able to avoid experiencing the absence of their parents.
Works Cited
Kendall, Emily. "Amending the Constitution to Save a Sinking Ship? The Issues Surrounding the
Proposed Amendment of the Citizenship Clause and ‘Anchor Babies.’” Berkeley La Raza
Law Journal 22. (2012): 349-381. Academic Search Complete. Web. 31 Oct. 2016.
In this journal, Emily Kendall explains how nowadays “anchor babies” are becoming a
big phenomenon in our nation. These children who are born in the United States to
undocumented parents are automatically given citizenship under the fourteenth amendment.
They now serve as anchors because the illegal parents now have a reason to stay in the United
States as opposed to being deported. The part that was emphasized is that these children can now
2
petition for their parents to receive citizenship. However, the law requires the child to turn
twenty-one years old before he or she can sponsor a parent.
I plan to use this source in the beginning of my essay in order to give some background
information on what my problem is. The definition of the term “anchor babies” will be good so
that I may employ that term more as opposed to only using the word “children.” In addition,
using this journal that refers to the fourteenth amendment will give my writing more credibility.
The author’s argument is logical and uses quotes from experts to support her own position. She
includes statistics and evidence that provide addition proof for her argument. Emily Chrissy
Kendall went to George Mason University School of Law where she earned her
J.D. With multiple years of experience in immigration law, Kendall’s specific expertise is in
employment-based immigration visas. In the journal, there was no bias from what I read, and it
was all based on facts.
NOTE: This is not a perfect example of the assignment. The citation uses MLA 7th edition
formatting instead of 8th edition since that is what was used in the course at the time. You
must use MLA 8th edition. Nonetheless, this is a high scoring student example, being better
than most that were received that semester.
Miranda 1
Bullock, Richard, ...
Research Paper---A Clear Line of ReasoningHere is a model oumyrljjcpoarch
Research Paper---A Clear Line of Reasoning
Here is a model outline for a research paper on Latinos and low graduation rates put together by a student named Susana. While Susana was required to submit an essay outline before submitting her essay, I decided not to require an essay outline from you for your research assignment
As you review Susana, keep in mind that no matter your controversial topic, your line of reasoning as you begin to write your essay should be as clear as the one evident in the model outline she has created. When Susana writes her research essay, she will follow her outline to make sure her line of reasoning is clear and adheres to the required pattern of argumentation we appropriated from Aristotle and which was used by Cicero--this outline was given earlier in the semester.
Susana Zumbado
Professor Munoz
English 101
10 November 2016
Research Paper Outline
Main Claim:
In this essay I will argue that charter schools can solve the problem of the low high school graduation rates of Latino males.
I. Introduction
Opening general statement regarding Latinos in education.
Focused thesis statement regarding charter schools as an answer to low high school graduation rates among Latino males..
II. Historical or Intellectual Background
Brief history of Latinos in American history.
Brief history of Latinos in education and past failed attempts to improve Latino student graduation rates.
III. Support for Main Claim
First of all, charter schools have the freedom to implement innovative teaching strategies that take into consideration Latino male learning styles.
Secondly, charter schools have the flexibility to create small learning communities such as career academies for professions Latino males are interested in..
Finally, charter schools have the freedom to implement character formation programs that cultivate personal values necesary for academic success..
IV. Counterargument and Refutation
Critics of my view would argue that irresponsible parents and a home environment hostile to education are the problem and that public schools work just fine.
However, this view is wrong because it is rooted in cultural and racial stereotyping.
V. Conclusion
Repeat main claim
Closing statement regarding the need for justice and equality in education.
Checklist for Research Paper
I. Have you adhered to MLA format?
Make sure that your essay is formated according to the Modern Language Association's guidelines. The information at the top needs to be complete, and the spacing, centering and margins have to be correct. Refer to Hacker's A Pocket Style Manual for MLA guidelines.
II. Have you offered a general introduction and a clear claim?
Make sure that your opening paragraph starts with
a general introduction
and ends with
a clear claim
that needs to be supported by reasons and evidence in the rest of your essay. It should be not be ambiguous or vague or awkward--it should be crystal clear a ...
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docxtoltonkendal
Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises.
Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school.
Premise two: The arts and humanities enhance the learning experience for children.
Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side.
Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development.
I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land.
Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air.
Premise two: Fish do not need to breathe air, however, live in water.
Conclusion: Not all aquatic beings are fish.
Hello Tania,
I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers.
Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...
This powerpoint id used for a grade 9 Library Research essay. The main topics it convers is plagirarism (and how to avoid it), MLA citation and how to begin writing a research essay.
Course SuccessHabits Matter1. Professors are influenced by you.docxmarilucorr
Course Success
Habits Matter
1. Professors are influenced by your behaviors (texting, excessively late/absent, etc.) which could impact your grade.
2. Do your best with every assignment by asking questions and making corrections because details matter!
3. Do work early, procrastination will usually result in poor work quality or failure to submit assignments.
4. Participation helps collective classroom learning and increases the chance of receiving a favorable letter of recommendations.
Communicating Via Email
1. Start off by indicating your course name/section, day and time.
2. Subject: Intro. Criminal Justice 111-02 (Tues. 6pm.) Class Absence
3. Always type in your “main reason” for the email.
4. It should be an “attention getter” such as a newspaper heading.
5. Proof read your e-mail! Download and use Ginger application on phone
6. Always end email with your full name and student ID #
Writing Format
1. Use Times New Roman 12 point Font.
2. Keep margins at 1 inch
3. Click “No Spacing” at the top of your Microsoft Word document
4. “Single space” discussion boards and “double space” reports, midterm and final papers.
5. Subtitles should be bold and flush left/upper and lower case(center for research papers and don’t bold).
6. Indent (TAB .5) at the beginning of every paragraph.
7. Write short, clear and concise sentences (Do not type I think, I belive, I feel, etc. just state your point).
8. A paragraph is a minimum of 5 sentences. You must have additional paragraphs for sections having more than 12 sentences.
Subtitles
Use subtitles in every essay! This ensures that both you and the reader will remain focused on the topic in each section (see your college textbook). When a professor is reading an average of one hundred papers, one right after another, it can become confusing attempting to figure out what your specific paper is about.
Your subtitles should be like newspaper headings, short and grabs the readers attention. You should consider using subtitles for sections having more thanfour paragraphs. The ‘References’ subtitle (which is always last) should be centered. Look at the effectiveness of subtitles from Dr. King’s Autobiography.
Early Years
Born as Michael King Jr. on January 15, 1929, Martin Luther King Jr. was the middle child of Michael King Sr. and Alberta Williams King. The King and Williams families were rooted in rural Georgia. Martin Jr.'s grandfather, A.D. Williams, was a rural minister for years and then moved to Atlanta in 1893. He took over the small, struggling Ebenezer Baptist church with around 13 members and made it into a forceful congregation. He married Jennie Celeste Parks and they had one child that survived, Alberta. Michael King Sr. came from a sharecropper family in a poor farming community. He married Alberta in 1926 after an eight-year courtship. The newlyweds moved to A.D. Williams home in Atlanta.
Michael King Sr. stepped in as pastor of Ebenezer Baptist Church upon the death of h.
Essay #2 Source Integration Paper Rhetorical Situati.docxSALU18
Essay #2: Source Integration Paper
Rhetorical Situation:
You are a member of an academic community and you want to publish an article in a prestigious
newspaper to discuss a specific and compelling issue your academic group faces. You have
spoken to the chief editor of the newspaper, and he has asked you to further educate him and his
team on what exactly is the issue, and what is the current state of research and discussion on the
issue?
Assignment Overview
Your task is to write a well-developed essay to uncover the issue that exists in your chosen
academic community. Use minimum five sources to support your claim. At least three of these
sources should be academic, peer-reviewed sources from the University databases. The other
two can be credible web sources.
Don’t just create an imaginary issue. Do your research and try to understand the actual problem
being faced by an academic group of your interest. Once you understand the issue, your task is to
explain that issue to your audience. Try to avoid an argumentative tone. Be more informative.
Use your sources to educate your audience about what research shows to be the current state of
the issue.
Put the five sources into conversation. In putting the sources into conversation with each other,
the paper might explore five types of relationships:
1. Agreement/Similarity (do most of your sources agree on what is being said about the
issue? If so, what is the factor that most sources agree upon?
2. Disagreement/Contrast (Is there any discrepancy of thoughts? If so, what is it that the
sources disagree about?)
3. Corroboration (a source provides evidence that supports the argument of another source)
4. Contradiction (a source provides evidence that undermines the argument of another
source)
5. Cause/Effect (a source explores the causes or effects of something that is observed or
identified in another source)
Understanding and locating these relationships in your sources will help you develop your paper.
In simple words recognizing and showing these relationships in your paper is what the
assignment is asking for.
Assignment Outcomes
Identify and effectively describe a specific and compelling issue for a particular
academic community.
Identify academic and non-academic sources and reference them appropriately. You are
required to use three peer-reviewed, academic sources and two credible and reputable web
sources.
Effectively summarize, paraphrase, and quote material from academic and non-academic
source material using APA guidelines
Accurately identify and analyze relationships between sources
Organize an effective review of the literature on a specific issue
Compile a proper references page using APA guidelines. Your paper should have title page;
but, the essay summary page is not required.
What is an academic community?
Academic means, related to education. An ac ...
The document provides information about selecting seven passengers to join a five-member mission crew aboard a space station. The passengers must help repopulate Earth should total annihilation occur. The reader is asked to choose six additional passengers and explain their reasoning for each choice in a paragraph. Criteria for selection include aiding in repopulation and sustaining life inside the space station and afterward on a post-apocalyptic Earth.
Module 7 Discussion Board Algebra1. What does it mean when s.docxmoirarandell
This document provides instructions for students to write a classical argument paper on an approved topic. It outlines the key elements of a classical argument, including: introducing the issue and opposing positions, presenting reasons and evidence to support the student's position, anticipating and refuting counterarguments, and concluding by emphasizing the importance of the issue. Students must write a minimum 1,200-1,500 word paper using at least 5 credible sources to both support their argument and refute opposing positions. The paper should follow standard argumentative structure and formatting guidelines provided.
Last name 1 last name 1namemy nameclassdatethssuserd93c47
The document discusses outlining a term paper in three parts:
I. Developing the outline, including reviewing the assignment, choosing a topic, doing research, developing the topic, and writing a thesis statement.
II. Outlining the paper by writing topic sentences, organizing paragraphs with Roman numerals and subpoints with letters and numbers, and filling in the outline.
III. Revising the outline by reverse outlining the first draft, examining the logical flow, rearranging paragraphs physically, and revising the outline and paper.
Q3-M4_3Is_Citation of Review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
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entrep week 1 las 3
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Prof. Archibald Spring 2017 You can visit the Writing Tut.docxbriancrawford30935
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
Research Paper Instructions and RubricResearch Paper – 150 point.docxaudeleypearl
Research Paper Instructions and Rubric
Research Paper – 150 points
Your final essay in English is a research paper that provides an opportunity to delve fully into a topic of your interest. Writing a research paper—while a challenge—offers a reason to read, research, reflect, think deeply, then address and formally answer in writing a question worth exploring. See the bottom of this document for possible topics.
This assignment is designed to utilize all the skills we have learned this semester, including in-text MLA citation techniques and documentation of sources we have learned in our lab sessions.
The length of the essay should be a minimum of four pages, but no longer than seven pages.
RESEARCH PAPER TIMELINE AND ASSIGNMENTS:
Select a controversial topic - My choice of topic is HUMAN CLONING
Minimum of 4 pages and no more than 7 pages.
A controversial topic is one that reasonable individuals can argue over and that has at least two sides. Gun control and abortion are two classic topics that are controversial; the life of your favorite actor or the history of baroque music are not controversial.
Once you select your prompt, begin researching reliable sources and compiling them into an annotated bibliography. This is a good time to visit our Library and the library’s website and database of academic articles.
List of sources, a working thesis, and first pages of rough draft - 20 points
When this step in the process is due, you will need to have compiled an annotated bibliography (a list of sources with brief descriptions of the source) from your research on your topic. As you encounter sources that relate to your topic, be sure to paraphrase key ideas, record word-for-word quotations you may want to use, and note page numbers from the sources that you can easily reference once you begin to write the paper.
As a research paper, this assignment requires research, which means you need to reference at least three outside sources:
· An article or essay from a reliable, trustworthy source. You should try to include an article from one of the library online databases, if possible.
· One book on the topic, if available; otherwise, you may use another trustworthy source.
· One other source (i.e. another essay from the library database, a website, video, DVD, interview with someone knowledgeable about the topic, etc);
· Note: Please do not cite Wikipedia for this research paper
Turn in your annotated bibliography along with the first pages of your rough draft. By this due date you will need to identify a working thesis statement. (A “working thesis” refers to the idea that because your research will eventually lead to what position you take on your topic, the final thesis will begin to take shape as you read and think about your topic.)
Your thesis statement—which in its final version will answer the question you have identified to research—is a one-sentence (or occasionally two-sentence) statement of your central idea.
You’re encouraged to co ...
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxgreg1eden90113
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
1. What are the two extremes that one must avoid in evaluating fal.docxjackiewalcutt
1. What are the two extremes that one must avoid in evaluating fallacies? Explain them.
Your response should be at least 75 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.
2. Explain three of the fallacies from the textbook, and then provide instances from your own life where you have witnessed these fallacies at 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.
3. Describe the three types of thinkers, and present an example of each type from your own life.
Your response should be at least 500 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.
4. Match the explanation with the appropriate Key Term.
1. Demagogue
2. Faulty generalization
3. Post hoc generalization
4. metaphor
5. slippery slope
6. appeal to authority
7. appeal to pity
8. appeal to fear
9. appeal to tradition
10. Argument ad hominem
A.
Claiming that something that occurred before another event must necessarily have been the cause of that event.
B.
A comparison that does not involve using the word like.
C.
Claiming that one event will necessarily lead to a chain of events that usually end in some sort of catastrophe.
D.
One who tries to win power by appealing to emotions and prejudices.
E.
Claiming that a practice or idea is justified because it is the way that people have always done it or always believed it to be.
F.
The idea that power, fame, and prestige are related to one’s knowledge or ability in a field.
G.
Making a conclusion based on a sample that is too small.
H.
Getting someone to feel sorry for you in order to get the person to believe something that you want him or her to believe.
I.
Using frightening language and examples to get people to believe what one wants the person to believe.
J.
Attacking the person rather than the argument that was presented.
MBA 611
Business Economics Assignment 2
Due Date: Week 7
Answer both questions.
Total assignment marks: 100
Note
You must submit your assignment in one (1) file only
Your answers to this assignment should include references to recently published journal articles or books, media news as
well as information on the web. Where appropriate you are encouraged to challenge relevant economic theories providing
your own views.
Question1.
Compare and contrast business environments in 2 or more countries of your choice (one country should be your own).
Evaluate how their business environment is influe ...
Paper Research Paper Week ElevenNovember 6Paper Due!.docxkarlhennesey
Paper: Research Paper
Week Eleven November 6 Paper Due!
Week Fourteen November 25 Paper Returned,Paper Presentation
Week Fifteen: December 2 Paper Presentation
December 4 Paper Re-Submitted (optional)
Exam Week: December 11 Paper Re-submissions Returned
Students will select a question, statement, or topic from the text and develop a paper (three pages minimum) related to this question or statement. The paper should provide a minimum of five articles used as references. One source can be from a personal interview if properly cited. Articles cannot be from sources already cited by the authors of your text nor can the supporting points be from the text itself. The articles can include web-based resources. At least two of the articles cited must be from a primary source (original research material) that is scientific in nature. Additional credit will be given for use of a greater number of scientific sources such as criminal justice or social science research journals. The maximum number of total pages is up to each student.
The student’s grade will be based, in part, on how well they make use of articles and references as discussed in the above section. An example of the paper topic can be found in Cole, Smith and Dejong (2017) when they point out: “African American male youths generally have the highest victimization rates for violent crimes. Why are these young people more likely than other age, gender and racial groups to be robbed or assaulted? (p. 58-59).” If you selected this topic, you would be expected to provide your answer to the question of why African American male teenagers are assaulted at such high rates. You should support your answer with information from at least five articles. All submissions should be made using the eCourseware submission process.
Students will be required to keep an electronic copy of their paper. This will serve as a record of their work. All assignments will be double spaced (12-point Times Roman font) with 1-inch margins (all four sides). While graphs, figures and other supporting information are encouraged, page requirements relate to the text only. A references section is also required but will not count towards the page requirement. All papers must be submitted in APA format. Consultation with the professor is highly recommended in advance of submission of a paper. Late submissions will not be accepted for grading. The paper will count for 20% of your grade. All papers may be re-written and resubmitted for a new grade. If you re-submit your paper, your final grade will be based on the mean grade of both your first and second submission.
Paper:
Research Paper
Week Eleven
November
6
Paper Due!
Week Fourteen
November
2
5
Paper Returned,
Paper Presentation
Week Fifteen:
December
2
Paper
Presentation
December
4
Paper Re
-
Submitted (optional)
Exam Week
:
December
11
Paper Re
-
submissions Returned
Students wil ...
Running head Blended families1Blended families4Blended Family.docxsusanschei
Running head: Blended families 1
Blended families 4Blended Family Counseling Advantages
Azurdee Brown
Liberty University
Topic Rationale
The topic rationale should answer the following questions:
1. What is your topic? Blended Family Counseling
2. Why did you select this topic? I have a blended family when I remarried. I have a older step daughter who resides with me along with my two daughters
3. How does this topic apply in multicultural counseling? Although my husband and I were both raised in African-American, Christian homes our parenting styles are quite different and it causes issues within our marriage. I am in the military and firmly believe that if you supply children with the necessary tools for success they should be able to take those tools and use them to their advantage. My husband is a parent that I consider an enabler. He does not push his daughter to do anything outside of her comfort zone. He feels that in due time she will find her way in life while we put our lives on hold waiting. Based on the way my parents raised me, I firmly believe in raising children to become independent adults. My husband was raised to allow children to find their own way in life and hope for the best.
Please submit the Title page following APA formatting and your topic "rationale" following the instructions provided. Title pages require a running head, aligned left with page numbers on the same line just inside the right margin. Your topic is included in a block centered vertically and horizontally on the page. In addition to the title of your proposed work please also include your name, the class and the date in the Title page block.
Your Rationale is included on the second page. Please do research and include academic references and your biblical world view with Bible scripture in your rationale
References
Last Name, F. M. (Year). Article Title. Journal Title, Pages From - To.
Last Name, F. M. (Year). Book Title. City Name: Publisher Name.
If you cite a work discussed in a secondary source, give the secondary source in the reference list; in the text name the original work, and give a citation for the secondary text, e.g.
Text citation:
Booth's study on teen drinking (Atkins, 1993) reveals several trends.
APA format for a secondary source of someone else's work
Atkins, P. (1993). The rise of underage drinking. Journal of Psychology, 100, 589-608.
APA format for a newspaper article with an author
Berkowitz, A. D. (2000, November 24). How to tackle the problem of student drinking [Letter to the editor]. The Columbia Tribune, p. B4.
APA format for an article in an edited book
Bjork, R. A. (1989). Retrieval inhibition as an adaptive mechanism in human memory. In H. L. Roediger III & F. I. M. Craik (Eds.), Varieties of memory and consciousness (pp. 309-330). Hillsdale, NJ: Erlbaum.
Electronic journal article, three to five authors, retrieved from database
Borman, W. C., Hanson, M. A., Coppler, S. H., Pulakos, E. D., & White, L. A ...
This document provides instructions for an assignment on eating disorders among adolescent girls from diverse cultures. Students must submit a 2-4 page paper discussing how biological and psychological development during adolescence relates to eating disorders in minority groups. The paper should be based on research from the sources listed and articulate a position on how cultural experiences may influence eating disorders. It should also discuss implications for social work practice.
Applied Final Project- Your Lot in Life Assignment (40)You.docxrossskuddershamus
Applied Final Project- "Your Lot in Life" Assignment (40%)
You will be writing a paper about one of these scenarios.
1. You are expecting your first baby and are thinking about sleeping arrangements. You have heard of the concept of "the family bed" and are considering having the baby sleep with you and your spouse.
2. You are expecting your first child and are interested in breastfeeding your baby. You would also like to return to work relatively soon. You have to decide how valuable breastfeeding is and whether you can work and breastfeed.
3. Your 12-year-old step-daughter tells you that you are not her real mother (or father) and can't tell her what to do.
4. You are extremely concerned because your 11-year-old son has been suspended from school numerous times for fighting. He just can't seem to get along with other children.
5. You and your spouse have just decided to divorce. Your 7-year-old is very upset about this change.
6. Your parents were over for dinner the other night. Your 6-year-old did not want to eat the beans you served, or the fish. Your parents said that you should have insisted that he/she should have had some, and that you should insist on this as a regular practice in your home.
7. Your 9-year-old is frequently sad and feels that nobody likes him/her. A friend has just suggested that maybe he/she is suffering from childhood depression.
8. Your daughter is having a great deal of difficulty in school. You think she may have learning disabilities. You would like to get the school system to evaluate her and help plan a program for her.
9. Your 2-year-old has not begun speaking yet.
10. Your 6-year-old still wets the bed almost every night.
11. Your 6-year-old has just been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).
12. Your 9-year-old daughter has begun menstruating and you are concerned about the effects of early puberty on her social development.
13. Your children are all adults and have moved out of the family home. Your youngest daughter is 24, a single parent, and has just asked to move back into your home because she has been laid off at work.
14. Your five-year-old's birthday is just one month before the age cut-off for kindergarten. You are considering having him/her start school a year later.
15. Your son/daughter has always struggled with school. Your third grader's teacher has just suggested that he/she repeat the third grade.
16. Your 12-year-old daughter who has never had a weight or eating problem is now worrying that she is too fat. The mother of one of her friends has just told you that she thinks your daughter may be bulimic.
17. You have noticed behavioral changes in your 14-year-old and are concerned that he/she may be using drugs or alcohol.
18. You are expecting your first child. You and your spouse are beginning the search for good daycare.
19. You are considering home-schooling your child. You need to get enough information to actually start home-schooling your child.
20. Your 1.
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/30/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Class consists of young children, all from the same neighborhood and its environs. We are situated in a serene environment, aware from any noise pollutants and heavy traffic.
Grade level- 5
Content Area: Creative Writing.
Total number of students is 45; in which there are 27 males and 18 female. 2 ELLs.
A majority of them come from very wealthy families. The ELLs are children of ambassadors, while three more are studying on scholarships.
Stage 1: This FIRST stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. (For the purpose of this class, consider a unit to be three days)
Content Area: English.
Common Core State Standard: The State requires that the student s to read stories and literature. I will ensure this by giving the students each a copy of Gulliver’s Travels by Jonathan Swift. This will help get their creative juices flowing in preparation for the unit.
Measurable Unit Objective: By the end of the unit, the students should have mastered the principles of a creative story. They should be able to apply these principles whenever they are required to write creative essays.
1. The students will remember the principles by recitation during class with 70% of accuracy.
2. The students will learn by writing creative essays with 85% of accuracy.
Online Resources:
http://www.corestandards.org/the-standards.com
http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/.com
http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf.com
Stage 2: The second stage outlines evidence of Learning including pre-assessments, formative assessments, and a summative assessment
Pre-assessment: In order to the measuring of the students’ levels to readiness, we would:
1. We will discuss in great detail Swift’s book and I will use those discussions to gauge whether the students have understood how creative writing is carried out.
2. For the students that show difficulty in understanding the concept of creative writing, I will then issue them simpler and more interesting stories to study as well as work personally with them.
Formative Assessment:
1. I will issue out quizzes to test the strengths of the students.
2. I will also issue samples of creative stories written by other students to my students to help them write their own better.
3. I will keep track of the weaker students through a chart on their class activity, the results of their quizzes and their overall attitude towards creative writing.
Summative Assessment: I will finally design a last test where the students will show what they have learnt in the lesson by writing a creative essay themselves (Eberly Center, 2014).
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined.
Similar to Essay 3 Research Argument (Synthesis)Assignment Object.docx (20)
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 and answer the following questions1. List .docxShiraPrater50
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
Read chapter 7 and write the book report The paper should be .docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docxShiraPrater50
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docxShiraPrater50
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docxShiraPrater50
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docxShiraPrater50
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docxShiraPrater50
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docxShiraPrater50
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
This document provides guidance on managing suppliers for the TLIR5014 unit. It covers assessing suppliers and building relationships, evaluating delivery against agreements, negotiating with suppliers, resolving disagreements, and reviewing performance. Key areas discussed include developing criteria to evaluate suppliers; maintaining cooperative relationships; establishing performance indicators; developing evaluation methods; managing relationships; and continuously reviewing suppliers for quality, profitability and other metrics. The role of the supply/contract manager and importance of a contract management plan are also outlined.
MBA 6941, Managing Project Teams 1 Course Learning Ou.docxShiraPrater50
The document provides an overview of key concepts and processes related to project scope management and time management. It defines scope management as the processes used to define, control, and validate the work required to successfully deliver a project. It outlines six processes for scope management including planning scope management, collecting requirements, defining scope, creating a work breakdown structure, validating scope, and controlling scope. It also defines seven processes for time management including planning schedule management, defining activities, sequencing activities, estimating activity resources and durations, developing the schedule, and controlling the schedule. The critical path is described as the longest path through a project network diagram that determines the shortest project duration.
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docxShiraPrater50
Inventory Decisions in Dell's Supply Chain
Author(s): Roman Kapuscinski, Rachel Q. Zhang, Paul Carbonneau, Robert Moore and Bill
Reeves
Source: Interfaces, Vol. 34, No. 3 (May - Jun., 2004), pp. 191-205
Published by: INFORMS
Stable URL: https://www.jstor.org/stable/25062900
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Interfaces infjIML
Vol. 34, No. 3, May-June 2004, pp. 191-205 DOI i0.1287/inte.l030.0068
ISSN 0092-21021 eissn 1526-551X1041340310191 @ 2004 INFORMS
Inventory Decisions in Dell's Supply Chain
Roman Kapuscinski
University of Michigan Business School, Ann Arbor, Michigan 48109, [email protected]
Rachel Q. Zhang
Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853, [email protected]
Paul Carbonneau
McKinsey & Company, 3 Landmark Square, Stamford, Connecticut 06901, [email protected]
Robert Moore, Bill Reeves
Dell Inc., Mail Stop 6363, Austin, Texas 78682 {[email protected], [email protected]}
The Tauber Manufacturing Institute (TMI) is a partnership between the engineering and business schools at
the University of Michigan. In the summer of 1999, a TMI team spent 14 weeks at Dell Inc. in Austin, Texas,
and developed an inventory model to identify inventory drivers and quantify target levels for inventory in the
final stage of Dell's supply chain, the revolvers or supplier logistics centers (SLC). With the information and
analysis provided by this model, Dell's regional materials organizations could tactically manage revolver inven
tory while Dell's worldwide commodity management could partner with suppliers in improvement projects to
identify inventory drivers and to reduce inventory. Dell also initiated a pilot program for procurement of XDX
(a disguised name for one of the major components of personal computers (PCs)) in the United States to insti
tutionalize the model and promote partnership with suppliers. Based on the model predictions, Dell launched
e-commerce and manufacturing initiatives with its suppliers to lower supply-chain-inventory costs by reducing
revolver inventory by 40 percent. This reduction would raise the corresponding inventory turns by 67 percent.
Net Present Value (NPV) calculations for XDX alone suggest $43 million in potential savings. To ensure project
longevity, Dell formed ...
It’s Your Choice 10 – Clear Values: 2nd Chain Link- Trade-offs - Best Chance of Getting the Most of What You Want.
Narrator: In today's episode, what do I really want? Roger and Nicole discussed the importance of being clear about your values when making a decision in order to give you the best chance of making the most of what you really want. When you understand what you care most about, you can determine which outcomes you prefer as a result of the decision. And, while we frequently can't get everything we want, making tradeoffs is easier when we are clear about our values. Roger: Nicole is something wrong? Nicole: Oh no, not really. I'm just kind of distracted today. See, I finally decided to bite the bullet and buy a car, but I'm having a lot of trouble deciding what to buy. I've been saving for years and I want to make sure I do this right. The problem is that I don't even know where to start. There are so many good cars out there. Roger: I know how tough it can be to try and figure out what you really want it, but you're in luck. On today's show, we're going to be talking about why being clear on your values is so important when making a decision. Nicole: A value is something you want as a result of the decision. Roger: Like when I was trying to decide which college to go to, some of my preferences were to go to a place with a good music program and a D-three basketball team. Nicole: It's funny because when I was looking for a school, I didn't care at all about the basketball team. I was much more interested in theater groups. Roger: and that's fine because values are completely up to the person making the decision. What I want will probably be different from what you want, but I use my values for my decisions and you will use yours for yours. Nicole: I was thinking about asking my friends for their opinions too. Roger: It can be very useful to get input from other people, especially when they're knowledgeable. Just be careful they don't try and talk you into what they want instead of what you wanted. Anyway, have you thought about the things you want the most from the car of your choice? Nicole: Oh sure. There are lots of things like I really want a car I can afford, that gets good gas mileage and is cute safe, a good size and comfortable for my friends. Roger: That's a good start. How about the things you don't want?
Nicole: Well, it has to be reliable. I'll be in a mess if it breaks down. I can't afford a lot of repair bills and I don't want a car that's too big. Roger: That's good. Identifying the things you don't want is just as important as the things you do want. Okay Nicole, now that we have your list, the next step is to ask yourself how important are these things?
Nicole: Well, they're all important.
Roger: Sure, but aren't some more important than others? Nicole: Of course, but I'm not really sure which or which? Roger: A good first step is to identify why something is important to you. For example, is getting good gas ...
MBA 5101, Strategic Management and Business Policy 1 .docxShiraPrater50
MBA 5101, Strategic Management and Business Policy 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
2. Compare and contrast the integral functions of corporate governance.
2.1 Describe the roles and responsibilities of the board of directors in corporate governance.
2.2 Explain the Sarbanes-Oxley Act and its impact on corporate governance.
4. Analyze the processes for formulating corporate strategy.
4.1 Explain the benefits of strategic management.
5. Evaluate methods that impact strategy implementation, such as staffing, directing, and organizing.
5.1 Discuss the strategic audit as a method of analyzing corporate functions and activities.
Reading Assignment
In order to access the following resources, click the links below:
College of Business – CSU. (2016, January 12). MBA5101 Unit I lesson video [YouTube video].
Retrieved from
https://www.youtube.com/watch?v=p5axP8yAmFk&feature=youtu.be&list=PL08sf8iXqZn54RIuJs-
skgp4omxG-UOu5
Click here to access a transcript of the video.
Pomykalski, A. (2015). Global business networks and technology. Management, 19(1), 46-56. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=103247112&site=ehost-live&scope=site
Silverstein, E. (2015). Years later, Sarbanes-Oxley is part of how companies do business. Insidecounsel,
26(286), 38-39. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111456112&site=ehost-live&scope=site
Wheelen, T. L., & Hunger, J. D. (1987). Using the strategic audit. SAM Advanced Management Journal,
52(1), 4. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=4604880&site=ehost-live&scope=site
Unit Lesson
When founders form companies, they usually focus on the product and the customers they hope to generate.
The founders are usually of the same mindset and intention about what they want their company to do and
how they would like it to grow. What many companies fail to plan for is the inevitable death of one of the
founding members and what that might mean for the vision and purpose of the company. In other words, what
would the management structure resemble if one of the founding partners had to deal with the heir of the
deceased partner?
For example, once, two middle-aged founders focused on the same mission, creating and living by their
cultural values and vision, diligently reaching out to their target market, and productively engaging their
customers. One partner unexpectedly died. After the funeral, the surviving founder finds himself now working
side-by-side with the recently deceased founder’s 17-year-old son or daughter. Very quickly, the surviving
UNIT I STUDY GUIDE
Governance and the Value
of Planning
https:// ...
MAJOR WORLD RELIGIONSJudaismJudaism (began .docxShiraPrater50
MAJOR WORLD RELIGIONS
JudaismJudaism (began circa 1,800 BC)
This was the first monotheistic religion on earth
God is all-powerful with many prophets, Jesus among them
Followers are called Jews, 80% of 14 million total adherents live in U.S. or Israel
Christianity
(began around 30AD)Most followers of any religion: 2 billionMost geographically widespread religionCenters on Jesus Christ as the savior whose sacrificial death forgives/erases Christians’ sinsHalf of global Christians are Catholics (the Americas) and one-fourth are Protestant (Europe and U.S.)
Islam
(began around 615AD)2nd largest world religion: 1.5 billion followersOver 80% are “Sunnis”, 20% are “Shiite”(Iran)Based on the Prophet Muhammad’s teachings & revelations
Green = Sunni
Maroon = Shiite
Buddhism
(began ca. 450 B.C.)Centered in East and Southeast Asia, 400 million followersBased on the example and teachings of Siddhartha Gautama (the Buddha) who lived in eastern India around 500 B.C.Life’s core suffering can be ended by releasing attachment to desires and becoming “awakened”
Taoism
(began ca. 500B.C.)
Lao-Tzu (Laozi) founding spiritualist/philosopher Action through non-action, simplicity, compassion, humility, learning from/oneness with the “Tao” (the force/energy of nature/all things)Practiced mostly in China, but expressed in Western pop culture (Star Wars, yoga, etc.)
HinduismFocused on the enlightened being Krishna who lived 5,000 BPBhagavad Gita religious text composed by one authorPracticed by hundreds of millions, principally in India
Animism/“Primal Indigenous”PolytheisticPracticed largely among tribal groupsEverything in nature, even non-living entities, have a spiritPhysical and spiritual realms are one, which is opposite of Western thinking
Religious Perspectives on the Human/Environment Relationship
Questions
How do you feel about Evolution vs. Creation?
Do you feel that people are more important than animals, plants, and nature?
Do you think about the effects of your lifestyle on the natural world? (trash, CO2, etc)
Do you believe that nature is here to supply man’s needs or that we have a responsibility to tend and care for nature as well?
Your responses…Indicate a position relative to some very old questions!These questions concern the fundamental or essential nature of the world, and as such they affect geographical worldviewsReligious/philosophical worldviews affect how we treat the planet
Man and Nature are Connected
Man and Nature are Separate
Judaism/Christianity/IslamEverything in nature was created by a single supreme being with unlimited powers.Man’s relationship to nature is either dominion or stewardship (but separate from nature either way).Salvation depends on faith and belief (Christianity) so issues like treatment of animals or conservation of resources are of minor ethical importanceEastern religions don’t separate man from nature as much as Abrahamic religions.
Nature as God’s Handiwork“But ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Essay 3 Research Argument (Synthesis)Assignment Object.docx
1. Essay 3: Research Argument (Synthesis)
Assignment Objectives
Students will complete this assignment by writing an essay that
makes an original argument that answers the research question
that they have already developed and researched in the previous
assignment (which was a Review of Literature). Students’
essays should 1) have a thesis statement 2) support the
argument presented in the thesis by synthesizing at least four
sources that the student has found and evaluated as credible or
otherwise worthy of attention; and 3) summarize, paraphrase,
and quote from these sources adequately to complete the task.
Rationale
The simplest explanation of this essay’s purpose is that by
completing it, you will write an essay that answers your
research question. Ultimately, however, the purpose of this
assignment is to enter a scholarly conversation. By applying the
skills in research, source evaluation, and synthesis that you
have been practicing through the term, you will contribute to an
existing conversation by presenting your own original argument.
That argument will speak to the existing conversation by using
sources to support your argument (either as evidence, by
extending or modifying your sources’ arguments, or by refuting
sources’ arguments). The most important thing to remember as
you work on this essay is that you cannot simply parrot the
information or arguments that you find in your sources. Rather,
this essay will be driven by your unique argument answering
your research question. Your essay must be a persuasive
argument that allows you as a young scholar to enter and
contribute to the ongoing conversation on your topic.
2. Assignment
In short, this assignment requires you to write a thesis-driven
essay that makes an argument answering your research question
that cites at least four sources to support your claims and show
your thesis’s relationship to the existing conversation on your
topic. Suitable questions might be:
What is the definition of the American Dream?
Is the American Dream positive or negative in its impact
on American culture?
Is the American Dream real or just a myth?
Is the American Dream dead or alive?
Only one question should be dealt with in this paper. Any of
these questions may be modified as long as they are approved
by the instructor in the planning stage.
Suggestion for Process
1. Read and annotate the articles.
2. Identify a question that arises from your reading (either taken
from the suggested list or modified from the list).
3. Determine your answer to the question based on your reading
and experience and form a thesis statement.
4. Identify from three to four supporting points or reasons that
back up your thesis.
5. Use ideas from four or more sources to establish the
credibility of your researched argument.
6. Write a two level outline for a 5 page persuasive paper that
advocates for your ideas.
7. Write a first draft of a 5 page persuasive paper that advocates
for your answer to your research question. Document any use of
sources in MLA format. Submit this to D2L a day before peer
review.
8. The day before the Peer Review, request a Peer Review
partner from the instructor. The instructor will email an SSU
3. email address and the name of your assigned partner. A copy of
the Peer Review rubric will also be attached. Send your First
Draft to the partner; they will complete the Peer Review and
take a picture of their completed review and send it to you via
email. This picture will also be sent to the professor as proof of
the completion of the assignment.
9. Use the feedback obtained from D2L and the peer review to
write a Polished draft. Submit the Polished draft to D2L on
April 23.
10. Once a grade has been given to the paper in D2L, improve
the paper and resubmit it in D2L under the Improved Draft drop
box by April 28.
Rhetorical Situation
The audience for this paper is someone who has some
familiarity with the concept of the American Dream. Your
purpose is to advocate for a specific answer or position
concerning a question relating to the topic of the American
Dream. This is an academic exercise and Standard American
English should be used as well as MLA format. Academic
writing should not use second person pronouns and only use
first person when the rhetorical situation is personal. This paper
is not personal in nature; therefore, first person pronouns should
also not be used.
Do I need a Works Cited Page?
Because you will be quoting, paraphrase, and summarizing from
your sources, you will need to parenthetically cite them in your
essay. You will also need an MLA works cited page which lists
all sources used in the paper. Please ask if you have questions
regarding citation, and remember that all essays will go through
the Turnitin Originality Check in the D2L Dropbox.
4. Last Name 1
Title of Paper
Thesis:
Topic Sentence for Main Point 1
Support Statement 1
Support Statement 2Topic Sentence for Main Point 2
Support Statement 1
Support Statement 2
Last Name 1
Title of Paper
Thesis:
Topic Sentence for Main Point 1
Support Statement 1Detail 1Detail 2
Support Statement 2Detail 1Detail 2Topic Sentence for Main
Point 2
Support Statement 1Detail 1Detail 2
Support Statement 2Detail 1Detail 2Topic Sentence for Main
Point 2
5. Support Statement 1Detail 1Detail 2
Support Statement 2Detail 1Detail 2
THE ATLANTIC
“The Economist Who Would Fix the American Dream”
Story by Gareth Cook
August 2019
Updated at 3:47 p.m. ET on July 17, 2019.
Raj chetty got his biggest break before his life began. His
mother, Anbu, grew up in Tamil Nadu, a tropical state at the
southern tip of the Indian subcontinent. Anbu showed the
greatest academic potential of her five siblings, but her future
was constrained by custom. Although Anbu’s father encouraged
her scholarly inclinations, there were no colleges in the area,
and sending his daughter away for an education would have
been unseemly.To hear more feature stories, see our full
list or get the Audm iPhone app.
But as Anbu approached the end of high school, a minor miracle
redirected her life. A local tycoon, himself the father of a bright
daughter, decided to open a women’s college, housed in his
elegant residence. Anbu was admitted to the inaugural class of
30 young women, learning English in the spacious courtyard
under a thatched roof and traveling in the early mornings by bus
to a nearby college to run chemistry experiments or dissect
frogs’ hearts before the men arrived. Anbu excelled, and so
began a rapid upward trajectory. She enrolled in medical school.
“Why,” her father was asked, “do you send her there?” Among
their Chettiar caste, husbands commonly worked abroad for
years at a time, sending back money, while wives were left to
raise the children. What use would a medical degree be to a
stay-at-home mother?
6. In 1962, Anbu married Veerappa Chetty, a brilliant man from
Tamil Nadu whose mother and grandmother had sometimes
eaten less food so there would be more for him. Anbu became a
doctor and supported her husband while he earned a doctorate in
economics. By 1979, when Raj was born in New Delhi, his
mother was a pediatrics professor and his father was an
economics professor who had served as an adviser to Prime
Minister Indira Gandhi.
When Chetty was 9, his family moved to the United States, and
he began a climb nearly as dramatic as that of his parents. He
was the valedictorian of his high-school class, then graduated in
just three years from Harvard University, where he went on to
earn a doctorate in economics and, at age 28, was among the
youngest faculty members in the university’s history to be
offered tenure. In 2012, he was awarded the MacArthur genius
grant. The following year, he was given the John Bates Clark
Medal, awarded to the most promising economist under 40. (He
was 33 at the time.) In 2015, Stanford University hired him
away. Last summer, Harvard lured him back to launch his own
research and policy institute, with funding from the Bill &
Melinda Gates Foundation and the Chan Zuckerberg Initiative.
Chetty turns 40 this month, and is widely considered to be one
of the most influential social scientists of his generation. “The
question with Raj,” says Harvard’s Edward Glaeser, one of the
country’s leading urban economists, “is not if he will win a
Nobel Prize, but when.”
The work that has brought Chetty such fame is an echo of his
family’s history. He has pioneered an approach that uses newly
available sources of government data to show how American
families fare across generations, revealing striking patterns of
upward mobility and stagnation. In one early study, he showed
that children born in 1940 had a 90 percent chance of earning
more than their parents, but for children born four decades later,
that chance had fallen to 50 percent, a toss of a coin.
7. In 2013, Chetty released a colorful map of the United States,
showing the surprising degree to which people’s financial
prospects depend on where they happen to grow up. In Salt Lake
City, a person born to a family in the bottom fifth of household
income had a 10.8 percent chance of reaching the top fifth. In
Milwaukee, the odds were less than half that.
Chetty at age 9. He was later valedictorian of his high school,
and he went on to earn an undergraduate degree and a doctorate
in economics from Harvard University. At age 28, he was
among the youngest faculty members in the university’s history
to be offered tenure.
Since then, each of his studies has become a front-page media
event (“Chetty bombs,” one collaborator calls them) that
combines awe—millions of data points, vivid infographics, a
countrywide lens—with shock. This may not be the America
you’d like to imagine, the statistics testify, but it’s what we’ve
allowed America to become. Dozens of the nation’s elite
colleges have more children of the 1 percent than from families
in the bottom 60 percent of family income. A black boy born to
a wealthy family is more than twice as likely to end up poor as
a white boy from a wealthy family. Chetty has established Big
Data as a moral force in the American debate.
Now he wants to do more than change our understanding of
America—he wants to change America itself. His new Harvard-
based institute, called Opportunity Insights, is explicitly aimed
at applying his findings in cities around the country and
demonstrating that social scientists, despite a discouraging track
record, are able to fix the problems they articulate in journals.
His staff includes an eight-person policy team, which is
building partnerships with Charlotte, Seattle, Detroit,
Minneapolis, and other cities.
For a man who has done so much to document the country’s
failings, Chetty is curiously optimistic. He has the confidence
of a scientist: If a phenomenon like upward mobility can be
8. measured with enough precision, then it can be understood; if it
can be understood, then it can be manipulated. “The big-picture
goal,” Chetty told me, “is to revive the American dream.”
Last summer, I visited Opportunity Insights on its opening day.
The offices are housed on the second floor of a brick building,
above a café and across Massachusetts Avenue from Harvard’s
columned Widener Library. Chetty arrived in econ-casual: a
lilac dress shirt, no jacket, black slacks. He is tall and trim,
with an untroubled air; he smiled as he greeted two of his
longtime collaborators—the Brown University economist John
Friedman and Harvard’s Nathaniel Hendren. They walked him
around, showing off the finished space, done in a modern
palette of white, wood, and aluminum with accent walls of
yellow and sage.
Later, after Chetty and his colleagues had finished giving a day
of seminars to their new staff, I caught up with him in his
office, which was outfitted with a pristine whiteboard, an
adjustable-height desk, and a Herman Miller chair that still had
the tags attached. The first time I’d met him, at an economics
conference, he had told me he was one of several cousins on his
mother’s side who go by Raj, all named after their grandfather,
Nadarajan, all with sharp minds and the same long legs and easy
gait. Yet of Nadarajan’s children, only Chetty’s mother
graduated from college, and he’s certain that this fact shaped
his generation’s possibilities. He was able to come to the United
States as a child and attend an elite private school, the
University School of Milwaukee. New York Raj—the family
appends a location to keep them straight—came to the U.S. later
in life, at age 28, worked in drugstores, and then took a series
of jobs with the City of New York. Singapore Raj found a job in
a temple there that allows him to support his family back in
India, but means they must live apart. Karaikudi Raj, named for
the town where his mother grew up, committed suicide as a
teenager.
9. “We are not trying to do something that is unimaginable or has
never happened,” Chetty told me. “It happens just down the
road.”
I asked Boston Raj to consider what might have become of him
if that wealthy Indian businessman had not decided, in the
precise year his mother was finishing high school, to create a
college for the talented women of southeastern Tamil Nadu. “I
would likely not be here,” he said, thinking for a moment. “To
put it another way: Who are all the people who are not here,
who would have been here if they’d had the opportunities? That
is a really good question.”
Charlotte is one of America’s great urban success stories. In the
1970s, it was a modest-size city left behind as the textile
industry that had defined North Carolina moved overseas. But in
the 1980s, the “Queen City” began to lift itself up. US Airways
established a hub at the Charlotte Douglas International Airport,
and the region became a major transportation and distribution
center. Bank of America built its headquarters there, and today
Charlotte is in a dead heat with San Francisco to be the nation’s
second-largest banking center, after New York. New
skyscrapers have sprouted downtown, and the city boundary has
been expanding, replacing farmland with spacious homes and
Whole Foods stores. In the past four decades, Charlotte’s
population has nearly tripled.
Charlotte has also stood out in Chetty’s research, though not in
a good way. In a 2014 analysis of the country’s 50 largest
metropolitan areas, Charlotte ranked last in ability to lift up
poor children. Only 4.4 percent of Charlotte’s kids moved from
the bottom quintile of household income to the top. Kids born
into low-income families earned just $26,000 a year, on
average, as adults—perched on the poverty line. “It was
shocking,” says Brian Collier, an executive vice president of the
10. Foundation for the Carolinas, which is working with
Opportunity Insights. “The Charlotte story is that we are a
meritocracy, that if you come here and are smart and motivated,
you will have every opportunity to achieve greatness.” The
city’s true story, Chetty’s data showed, is of selective
opportunity: All the data-scientist and business-development-
analyst jobs in the thriving banking sector are a boon for out-of-
towners and the progeny of the well-to-do, but to grow up poor
in Charlotte is largely to remain poor.
To help cities like Charlotte, Chetty takes inspiration from
medicine. For thousands of years, he explained, little progress
was made in understanding disease, until technologies like the
microscope gave scientists novel ways to understand biology,
and thus the pathologies that make people ill. In October,
Chetty’s institute released an interactive map of the United
States called the Opportunity Atlas, revealing the terrain of
opportunity down to the level of individual neighborhoods.
This, he says, will be his microscope.
Drawing on anonymized government data over a three-decade
span, the researchers linked children to the parents who claimed
them as dependents. The atlas then followed poor kids from
every census tract in the country, showing how much they went
on to earn as adults. The colors on the atlas reveal a
generation’s prospects: red for areas where kids fared the worst;
shades of orange, yellow, and green for middling locales; and
blue for spots like Salt Lake City’s Foothill neighborhood,
where upward mobility is strongest. It can also track children
born into higher income brackets, compare results by race and
gender, and zoom out to show states, regions, or the country as
a whole.
The Opportunity Atlas has a fractal quality. Some regions of the
United States look better than high-mobility countries such as
Denmark, while others look more like a developing country.
11. The Great Plains unfurl as a sea of blue, and then the eye is
caught by an island of red—a mark of the miseries inflicted on
the Oglala Lakota by European settlers. These stark differences
recapitulate themselves on smaller and smaller scales as you
zoom in. It’s common to see opposite extremes of opportunity
within easy walking distance of each other, even in two
neighborhoods that long-term residents would consider quite
similar.
To find a cure for what ails America, Chetty will need to
understand all of this wild variation. Which factors foster
opportunity, and which impede it? The next step will be to find
local interventions that can address these factors—and to prove,
with experimental trials, that the interventions work. The end
goal is the social equivalent of precision medicine: a method for
diagnosing the particular weaknesses of a place and prescribing
a set of treatments. This could transform neighborhoods, and
restore the American dream from the ground up.
If all of this seems impossibly ambitious, Chetty’s
counterargument is to point to how the blue is marbled in with
the red. “We are not trying to do something that is unimaginable
or has never happened,” he told me over lunch one day. “It
happens just down the road.”
Yet in Charlotte, where Opportunity Insights hopes to build its
proof of concept, the atlas reveals swaths of bleak uniformity.
Looking at the city, you first see a large bluish wedge south of
downtown, with Providence Road on one side and South
Boulevard on the other, encompassing the mostly white, mostly
affluent areas where children generally grow up to do well.
Surrounding the wedge is a broad expanse in hues of red that
locals call “the crescent,” made up of predominantly black
neighborhoods where the prospects for poor children are pretty
miserable. Hunger and homelessness are common, and in some
places only one in five high-school students scores “proficient”
on standardized tests. In many parts of the crescent, the
12. question isn’t What’s holding kids back? so much as What isn’t
holding them back? It’s hard to know where to start.
The most significant challenge Chetty faces is the force of
history. In the 1930s, redlining prevented black families from
buying homes in Charlotte’s more desirable neighborhoods. In
the 1940s, the city built Independence Boulevard, a four-lane
highway that cut through the heart of its Brooklyn
neighborhood, dividing and displacing a thriving working-class
black community. The damage continued in the ’60s and ’70s
with new interstates. It’s common to hear that something has
gone wrong in parts of Charlotte, but the more honest reading is
that Charlotte is working as it was designed to. American cities
are the way they are, and remain the way they are, because of
choices they have made and continue to make.
Does a professor from Harvard, even one as influential and well
funded as Chetty, truly stand any chance of bending the
American story line? On his national atlas, the most obvious
feature is an ugly red gash that starts in Virginia, curls down
through the Southeast’s coastal states—North Carolina, South
Carolina, Georgia, and Alabama—then marches west toward the
Mississippi River, where it turns northward before petering out
in western Tennessee. When I saw this, I was reminded of
another map: one President Abraham Lincoln consulted in 1861,
demarcating the counties with the most slaves. The two maps
are remarkably similar. Set the documents side by side, and it
may be hard to believe that they are separated in time by more
than a century and a half, or that one is a rough census of men
and women kept in bondage at the time of the Civil War, and
the other is a computer-generated glimpse of our children’s
future.
{To see all charts and maps, use the link in the list of links to
readings}
Top: A map consulted by President Lincoln in 1861,
13. demarcating the counties with the most slaves. (Library of
Congress)
Bottom: A detail from Chetty’s Opportunity Atlas, in which
areas with poor upward mobility are shown in red. The
similarities between the two documents suggest that it will be
difficult for Chetty to change the landscape of opportunity.
(Opportunity Insights / U.S. Census Bureau)
In 2003, after earning his doctorate, Chetty moved to UC
Berkeley for his first job. He was, at the time, the only person
in his immediate family—his parents and two older sisters, both
biomedical researchers—who had not published a paper.
Education was highly prized. He was taught that it would be
sacrilege to ever step on a book. When he visits his parents at
their home, north of Boston, his mother still makes him a
favorite dish with bhindi (Hindi for “okra”), which, she told me,
is supposed to be good for the brain.
Both of Chetty’s parents descend from the Chettiar caste, a
mercantile group historically involved in banking, and the kids
were raised to carry on their cultural heritage. They learned
Tamil in addition to Hindi. Chetty’s sisters married men with
Chettiar backgrounds. Chetty rejects the caste system, though
he first met his wife, Sundari, after one of his sisters got to
know her through the Chettiar community. (Sundari is a stem-
cell biologist.)
Chetty had always been drawn to public economics—the study
of government policy and how it might be improved. And, as it
happened, he was embarking on his career as a revolution in the
field was under way. In the past, economists had to rely heavily
on surveys, but the advent of cheap, powerful computing
allowed for a new kind of economics—one that drew on the
extensive administrative data gathered by governments. Survey
participants number in the hundreds or thousands;
administrative data can yield records in the hundreds of
millions.
14. In November 2007, Chetty came across an ad from the IRS
seeking help organizing its electronic files into a format that
would be easier to use for research. He immediately recognized
that completing the job would make it possible for scholars to
go far deeper into tax data. He and John Friedman began the
process of registering to be federal contractors—which
involved, among other things, certifying that their workplace
met federal safety standards, and calling on Friedman’s brother,
who lived in Washington, D.C., to take a cab out to Maryland to
hand-deliver their application materials, in triplicate.
Like many good ideas, the project seems obvious in retrospect,
but the truth is that nobody could have known how useful the
data would prove to be—and it worked only because Chetty and
his colleagues have an almost superhuman degree of patience.
Nathaniel Hendren, who has known Chetty for seven years, told
me he’s never seen Chetty happier than one Friday evening in
the summer of 2014, when they were sitting in some IRS
cubicles at the John F. Kennedy Federal Building in downtown
Boston. (The only way to access the government’s data was
inside a federal building, on secure servers, with the computers
logging their requests.) That night, Chetty and Hendren were
wrestling with thousands of lines of code designed to pull
together responses scattered across hundreds of millions of
1040s, W2s, and other forms (taxpayer names are kept separate
to protect privacy), while ensuring that nothing in the code
introduced errors or subtle biases. At some point, Hendren
recalled, he heard Chetty yell “Sweet!” Hendren looked over
and Chetty, smiling, explained that his flight out of Logan
airport that night had just been delayed: more time to work.
Over the past two decades, economists have tried to structure
their work, as much as possible, to resemble scientific
experiments. This “credibility revolution” is an attempt to
explicitly link causes to effects, and sweep aside the old
15. criticism that correlation is not the same as causation. One of
the advantages of the large tax database Chetty and his
colleagues constructed is that it allows “quasi-experiments”—
clever statistical methods that approach the power of a true
experiment without requiring a researcher to, say, randomly
assign children to live in different cities.
For example, Chetty and Hendren looked at children who
changed cities. They found that the later a child moved to a
higher-opportunity area, the less effect the move seemed to
have on future earnings. But they also devised additional tests
to ensure that the effect was causal, such as looking at siblings
who moved at the same time: a quasi-experiment in which two
children grew up in the same family, but were exposed to a new
area for a shorter or longer period depending on their age at the
time of the move. The result was a highly credible conclusion,
based on millions of data points, that moving a child to a better
neighborhood boosts his or her future income—and the younger
the child, the greater the benefit.
There was, however, a significant problem: Their conclusion
contradicted one of the most influential poverty experiments of
recent decades. In the 1990s, the federal government launched
Moving to Opportunity, a program designed to relocate families
living in public housing to safer neighborhoods, where they had
access to better jobs and schools. Thousands of families in five
cities were randomly selected to receive housing vouchers and
support services to help them move to lower-poverty areas.
After a decade of study, researchers concluded that while these
“mover” families experienced some physical and mental-health
benefits, test scores among the kids didn’t rise, and there were
no signs of financial benefit for adults or older children.
In 2014, Chetty, Hendren, and the Harvard economist Lawrence
Katz asked the IRS and the Department of Housing and Urban
Development, which had overseen the program, for permission
16. to take another look at what had happened to the children. When
the earlier follow-up had been done, the youngest kids, who had
moved before they were teenagers, had not yet reached their
earning years, and this turned out to make all the difference.
This young group of movers, the economists found, had gone on
to earn 31 percent more than those who hadn’t moved, and 4
percent more of them attended college. They calculated that for
an 8-year-old child, the value of the extra future earnings over a
lifetime was almost $100,000, a substantial sum for a poor
family. For a family with two children, the taxes paid on the
extra income more than covered the costs of the program. “The
big insight,” Kathryn Edin, a sociology professor at Princeton,
told me, “is that it took a generation for the effects to
manifest.”
Last july, I took a tour of Charlotte with David Williams, the
34-year-old policy director of Opportunity Insights and the man
responsible for translating Chetty’s research into action on the
ground. Williams and members of his team crammed into the
back of a white Ford Explorer with color printouts of various
Charlotte neighborhoods as they appear on the atlas. Brian
Collier, of the Foundation for the Carolinas, sat in the front
seat, serving as a guide.
As the driver headed northeast, the high-rises of “Uptown”
shifted abruptly to low-slung buildings and chain-link fences.
Collier pointed out a men’s shelter in the rapidly gentrifying
neighborhood of Lockwood, where he’d recently seen a drug
deal go down a block away from a house that had sold for half a
million dollars.
We continued on to Brightwalk, a new mixed-income
development with long rows of townhomes, before turning west
for a loop around West Charlotte High School, a once-lauded
model of successful integration. In the 1990s, though, support
for busing waned, and in 1999, a judge declared that race could
17. not be used as a factor in school assignment. Now the student
population is virtually all minority and overwhelmingly poor,
and the surrounding neighborhood is deep red on the atlas. The
homes are neat, one-story single families, a tad rough around
the edges but nothing like the burnt-out buildings in Detroit,
where Williams previously worked on economic development
for the mayor. “It reminds you how hard it is to tell where real
opportunity is,” Williams said. “You can’t just see it.”
Opportunity is not the same as affluence. Consider a kid who
grows up in a household earning about $27,000 annually, right
at the 25th percentile nationally. In Beverly Woods, a relatively
wealthy, mostly white enclave in South Charlotte with spacious,
well-kept yards, he could expect his household income to be
$42,900 by age 35. Yet in Huntersville, an attractive northern
suburb with nearly the same average household income as
Beverly Woods, a similar kid could expect only $24,800—a
stark difference, invisible to a passing driver.
This dynamic also functions in poorer areas. For a child in Reid
Park, an African American neighborhood on the west side of
Charlotte, near the airport—a place that has struggled to recover
from a crime epidemic in the 1980s—the expected household
income at age 35 is a dismal $17,800, on average. But in East
Forest, a white, working-class neighborhood in southeast
Charlotte, the expected future income jumps to $32,600.
There are places like East Forest in cities around the country.
Chetty and his team have taken to calling them “opportunity
bargains”: places with relatively affordable rents that punch
above their weight with respect to opportunity. He doesn’t yet
know why some places are opportunity bargains, but he
considers the discovery of these neighborhoods to be a
breakthrough. John Friedman told me that if the government had
been able to move families to opportunity-bargain
neighborhoods in the original Moving to Opportunity
experiment—places selected for higher opportunity, not lower
18. poverty—the children’s earnings improvements would have
been more than twice as great.
In the crimson sectors of Chetty’s atlas, the problem is both the
absence of opportunity and the presence of its opposite: swift
currents that can drag a person down.
Chetty’s team has already begun to apply this concept in
another of its partner cities, Seattle, working with two local
housing authorities to navigate the thorny process of translating
research into measurable social change. It’s hard for poor
families to manage an expansive housing search, which requires
time, transportation, and decent credit. The group created a
program with “housing navigators,” who point participants
toward areas with relatively high opportunity, help with credit-
related issues, and even give neighborhood tours. Landlords
need encouragement as well. They can be wary of tenants
bearing vouchers, which mean government oversight and
paperwork. The Seattle program has streamlined this process,
and offers free damage insurance to sweeten the deal.
Tenants have just started moving, but the program is already
successful: The majority of families who received assistance
moved to high-opportunity areas, compared with one-fifth for
the control group, which was not provided with the extra
services. Chetty estimates that the program will increase each
child’s lifetime earnings by $88,000. In February, President
Donald Trump signed into law a bill that provides $28 million
to try similar experimental programs in other locations. The bill
enjoyed overwhelming bipartisan support, and this spring
Chetty was invited to brief the Department of Housing and
Urban Development. He told me he’s hopeful that the program
can be expanded to the 2.2 million families that receive HUD
housing vouchers every year. “Then you’d actually be doing
something about poverty in the American city,” he said. “What I
like about this is it’s not some pie-in-the-sky thing. We have
19. something that works.”
Charlotte is among the cities interested in implementing the
Seattle strategy, but officials also want to use the atlas to select
better building sites for affordable housing. In the past, much of
the city’s affordable housing was constructed in what Chetty’s
data reveal to be high-poverty, low-opportunity areas. “Let’s
not just think about building X units of new affordable
housing,” Williams said. “Let’s really leverage housing policy
as part of a larger economic-mobility agenda for the
community.”
Opportunity bargains, however, are not an inexhaustible
resource. The crucial question, says the Berkeley economist
Enrico Moretti, is whether the opportunity in these places
derives from “rival goods”—institutions, such as schools, with
limited capacity—or “non-rival goods,” such as local culture,
which are harder to deplete. When new people move in, what
happens to opportunity? And even if an influx of families
doesn’t disrupt the opportunity magic, people aren’t always
eager to pick up and leave their homes. Moving breaks ties with
family, friends, schools, churches, and other organizations.
“The real conundrum is how to address the larger structural
realities of inequality,” says the Harvard sociologist Robert
Sampson, “and not just try to move people around.”
For all he’s learned about where opportunity resides in
America, Chetty knows surprisingly little about what makes one
place better than another. He and Hendren have gathered a
range of social-science data sets and looked for correlations to
the atlas. The high-opportunity places, they’ve found, tend to
share five qualities: good schools, greater levels of social
cohesion, many two-parent families, low levels of income
inequality, and little residential segregation, by either class or
race. The list is suggestive, but hard to interpret.
20. For example, the strongest correlation is the number of intact
families. The explanation seems obvious: A second parent
usually means higher family income as well as more stability, a
broader social network, additional emotional support, and many
other intangibles. Yet children’s upward mobility was strongly
correlated with two-parent families only in the neighborhood,
not necessarily in their home. There are so many things the data
might be trying to say. Maybe fathers in a neighborhood serve
as mentors and role models? Or maybe there is no causal
connection at all. Perhaps, for example, places with strong
church communities help kids while also fostering strong
marriages. The same kinds of questions flow from every
correlation; each one may mean many things. What is cause,
what is effect, and what are we missing? Chetty’s microscope
has revealed a new world, but not what animates it—or how to
change it.
Chetty has found that opportunity does not correlate with many
traditional economic measures, such as employment or wage
growth. In the search for opportunity’s cause, he is instead
focusing on an idea borrowed from sociology: social capital.
The term refers broadly to the set of connections that ease a
person’s way through the world, providing support and
inspiration and opening doors.
Chetty believes that if upward mobility can be measured with
enough precision, it can be understood. “The big-picture goal,”
he told me, “is to revive the American dream.” (Carlos
Chavarría)
Economics has long played the role of sociology’s annoying
older brother—conventionally accomplished and wholeheartedly
confident, unaware of what he doesn’t know, while still
commanding everyone’s attention. Chetty, though, is part of a
younger generation of scholars who have embraced a style of
quantitative social science that crosses old disciplinary lines.
21. There are strong hints in his research that social capital and
mobility are intimately connected; even a crude measure of
social capital, such as the number of bowling alleys in a
neighborhood, seems to track with opportunity. His data also
suggest that who you know growing up can have lasting effects.
A paper on patents he co-authored found that young women
were more likely to become inventors if they’d moved as
children to places where many female inventors lived. (The
number of male inventors had little effect.) Even which fields
inventors worked in was heavily influenced by what was being
invented around them as children. Those who grew up in the
Bay Area had some of the highest rates of patenting in
computers and related fields, while those who spent their
childhood in Minneapolis, home of many medical-device
manufacturers, tended to invent drugs and medical
devices.* Chetty is currently working with data from Facebook
and other social-media platforms to quantify the links between
opportunity and our social networks.
Sociologists embrace many ways of understanding the world.
They shadow people and move into communities, wondering
what they might find out. They collect data and do quantitative
analysis and read economics papers, but their work is also
informed by psychology and cultural studies. “When you are
released from the harsh demands of experiment, you are allowed
to make new discoveries and think more freely about what is
going on,” says David Grusky, a Stanford sociology professor
who collaborates with Chetty. I asked Princeton’s Edin what she
thought would end up being the one thing that best explains the
peaks and valleys of American opportunity. She said her best
guess is “some kind of social glue”—the ties that bind people,
fostered by well-functioning institutions, whether they are
mosques or neighborhood soccer leagues. The staff at
Opportunity Insights has learned: When an economist gets lost,
a sociologist can touch his elbow and say, You know, I’ve been
noticing some things.
22. In charlotte, Chetty still aspires to practice “precision
medicine,” but he told me his initial goal is more modest: to see
whether he and his team can find anything that helps.
Opportunity Insights is planning housing and higher-education
initiatives, but social capital is at the center of its approach. It
is working with a local organization called Leading on
Opportunity, and looking at nonprofits that are already
operating successfully, including Communities in Schools, a
national group that provides comprehensive student support, as
well as a job-training program called Year Up. Chetty is also
using tax data to measure the long-term impacts of dozens of
place-based interventions, such as enterprise zones, which use
tax and other incentives to draw businesses into economically
depressed areas. (He expects to see initial results from these
analyses later this year.) Chetty may not have many answers
yet, but he is convinced that this combination of data,
collaboration, and fieldwork will make it possible to move from
educated guesses to tailored prescriptions. “There are points
when the pieces come together,” Chetty told me. “My instinct is
that in social science, this generation is when that is going to
happen.”
Chetty’s pitch to the nation is that our problems have
technocratic solutions, but at times I sense that he is avoiding
an argument. Surely our neighborhoods can be improved, and
those improvements can help the next generation achieve better
outcomes. But what of the larger forces driving the enormous
disparities in American wealth? Poor people would be better off
if their children had better prospects, but also if they had more
money—if the fruits of our society were shared more broadly. “I
can take money from you and give it to me, and maybe that is
good and maybe it is not,” he said. “I feel like there are a lot of
people working on redistribution, and it is hard to figure out the
right answer there.” To focus on the question of who gets what
is also, of course, politically incendiary.
23. Chetty believes there is more progress to be made through a
moral framing that is less partisan. “There are so many kids out
there who could be doing so many great things, both for
themselves and for the world,” he said. Chetty’s challenge to
the system is measured and empirical; it’s one that billionaires
and corporations can happily endorse. But his stance is also a
simple matter of personality: Chetty is no agitator. He told me,
“I like to find solutions that please everyone in the room, and
this definitely has that feel.”
In Charlotte, even the circumscribed version of social change
that Chetty is attempting looks daunting. Last summer, before
the Opportunity Insights team came to town, I drove around to
the back of West Charlotte High School, to a hamlet of pale-
yellow temporary-classroom buildings, each set on concrete
blocks. One building has been given over to Eliminate the
Digital Divide, known as E2D, a nonprofit that takes donations
of old laptops, then refurbishes and distributes them for $60
apiece to students who have no computer of their own.
According to E2D, half of the county’s public-school students
have been unable to complete a homework assignment because
they don’t have access to a computer or the internet.
Inside the E2D building is a bright room ringed by a series of
workstations where West Charlotte student-employees inspect
laptops, set up hard drives, and test the final products.
Whiteboards, photos, and posters with inspirational phrases
like college bound! cover the walls. By the door, a pair of
yellow couches serve as a waiting area. When the boys get their
computers, they work hard to suppress a smile, whereas the
girls are prone to let loose. Sometimes they jump up and down,
and sometimes they cry.
I met Kalijah Jones, a young black woman in a pale-pink
sleeveless blouse and matching skirt. She had started working at
E2D during her senior year, in 2017. Not long into our
24. conversation, she said, “I love my life!”—this despite the fact
that she was living in a homeless shelter at the time.
For Jones, the biggest benefit brought by E2D was not the
computer or the job, but the social capital the program
provided. Last year, she said, E2D’s West Charlotte lab was
recognized with a local technology award, and the founder
invited Jones and some of her co-workers to join him for the
awards ceremony at the Knight Theater, where the Charlotte
Ballet performs. One of the other honorees was Road to Hire, a
program that pays high-school graduates as it trains them for
jobs in sales and tech. The head of Road to Hire was at the
ceremony, and he gave Jones a business card, which led to a
paid spot in the program’s training program.
But in the crimson sectors of Chetty’s atlas, the problem is both
the absence of opportunity and the presence of its opposite:
swift currents that can drag a person down. There are, in these
places, a few narrow paths to success, and 99 ways to falter.
Jones made it through high school despite living in a shelter,
and was accepted to Western Carolina University with financial
aid. But she decided not to go, in part because she couldn’t
imagine leaving her struggling mother and sister behind to live
on a campus three hours away. Last winter, the three of them
left Charlotte, and the prospects that were beginning to open up
for Jones there, and moved to New Jersey, where she grew up.
When I last spoke with her, she’d found work at an Amazon
warehouse.
One friday evening, I was in Chetty’s Stanford office when a
ballerina arrived. Sanvi, Chetty’s 3-year-old daughter, wore a
pink tutu with matching hair ribbons and tights. She declined—
vigorously—the white sweater offered to ward off the evening
chill. Chetty and I had spent hours discussing his research, but
when the nanny dropped Sanvi off, it marked the end of the day.
Chetty gathered his things and whisked her up in his arms.
25. “Hold me properly, Appa,” Sanvi admonished. Outside, we got
into Chetty’s aging silver Acura and headed to an Indonesian
restaurant for takeout. Sanvi bubbled with enthusiasm. “I want
to be a fairy princess,” she announced from the back seat. “Can
I be a fairy princess?” Chetty glanced in the rearview mirror
and assured Sanvi that when she grows up, she can be whatever
she wants.
After stopping for the food, we pulled up to a light-brown ranch
house, with beautiful plantings out front. Inside, the house was
clearly Sanvi’s. Taking a seat in the open kitchen, I was
surrounded by a tapestry of exuberant finger paintings taped to
the walls, interspersed with pages neatly torn from coloring
books (penguins, parrots, bunnies, each splashed with color). A
pair of persimmon trees were fruiting out back.
Chetty told me that his interest in poverty dates back to the
horrifying want he observed on the streets of New Delhi. But
only when he built the first version of his atlas did he see what
he should do about it. “I realized,” he said, “we could have the
biggest impact on poverty by focusing on children.”
Chetty thinks about revolution like an economist does: as a
compounding accumulation of marginal changes. Bump the
interest rate on your savings account by one notch, and 30 years
later, your balance is much improved. Move a family to a better
zip code, or foster the right conditions in that family’s current
neighborhood, and their children will do better; do that a
thousand times, or ten thousand, and the American dream can be
more possible, for more people, than it is today.
In the 1930s, the poet Langston Hughes published what remains
one of the most honest descriptions of that dream:
A dream so strong, so brave, so true
That even yet its mighty daring sings
In every brick and stone, in every furrow turned
26. That’s made America the land it has become
The poem, though, is laced with a counterpoint of protest:
“America was never America to me”—not to the “man who
never got ahead”; “the poorest worker bartered through the
years”; or “the Negro, servant to you all.” Still, for all its
outrage, the poem ends with a paradoxical yearning: “O, let
America be America again,” Hughes wrote. “The land that never
has been yet.”
Hearing stories of the American dream as a boy in New Delhi,
Chetty adopted the faith. When he became a scientist, he
discerned the truth. What remains is contradiction: We must
believe in the dream and we must accept that it is false—then,
perhaps, we will be capable of building a land where it will yet
be true.
This article appears in the August 2019 print edition with the
headline “Raj Chetty’s American Dream.”
* This article originally stated that Minneapolis was the home
of the Mayo Clinic.
Gareth Cook is a Pulitzer Prize–winning journalist and a
contributing writer at The New York Times Magazine.
Vanity Fair
“Rethinking the American Dream”
By David Kamp
March 5, 2009
Along with millions of jobs and 401(k)s, the concept of a shared
national ideal is said to be dying. But is the American Dream
27. really endangered, or has it simply been misplaced? Exploring
the way our aspirations have changed—the rugged
individualism of the Wild West, the social compact of F.D.R.,
the sitcom fantasy of 50s suburbia—the author shows how the
American Dream came to mean fame and fortune, instead of the
promise that shaped a nation.
The year was 1930, a down one like this one. But for Moss Hart,
it was the time for his particularly American moment of
triumph. He had grown up poor in the outer boroughs of New
York City—“the grim smell of actual want always at the end of
my nose,” he said—and he’d vowed that if he ever made it big
he would never again ride the rattling trains of the city’s dingy
subway system. Now he was 25, and his first play, Once in a
Lifetime, had just opened to raves on Broadway. And so, with
three newspapers under his arm and a wee-hours celebration of
a successful opening night behind him, he hailed a cab and took
a long, leisurely sunrise ride back to the apartment in Brooklyn
where he still lived with his parents and brother.
Crossing the Brooklyn Bridge into one of the several drab
tenement neighborhoods that preceded his own, Hart later
recalled, “I stared through the taxi window at a pinch-faced 10-
year-old hurrying down the steps on some morning errand
before school, and I thought of myself hurrying down the street
on so many gray mornings out of a doorway and a house much
the same as this one.… It was possible in this wonderful city for
that nameless little boy—for any of its millions—to have a
decent chance to scale the walls and achieve what they wished.
Wealth, rank, or an imposing name counted for nothing. The
only credential the city asked was the boldness to dream.”
As the boy ducked into a tailor shop, Hart recognized that this
narrative was not exclusive to his “wonderful city”—it was one
that could happen anywhere in, and only in, America. “A surge
of shamefaced patriotism overwhelmed me,” Hart wrote in his
memoir, Act One. “I might have been watching a victory parade
on a flag-draped Fifth Avenue instead of the mean streets of a
28. city slum. A feeling of patriotism, however, is not always
limited to the feverish emotions called forth by war. It can
sometimes be felt as profoundly and perhaps more truly at a
moment such as this.”
Hart, like so many before and after him, was overcome by the
power of the American Dream. As a people, we Americans are
unique in having such a thing, a more or less Official National
Dream. (There is no correspondingly stirring Canadian Dream
or Slovakian Dream.) It is part of our charter—as articulated in
the second sentence of the Declaration of Independence, in the
famous bit about “certain unalienable Rights” that include
“Life, Liberty and the pursuit of Happiness”—and it is what
makes our country and our way of life attractive and magnetic
to people in other lands.
But now fast-forward to the year 2009, the final Friday of
January. The new president is surveying the dire economy he
has been charged with righting—600,000 jobs lost in January
alone, a gross domestic product that shrank 3.8 percent in the
final quarter of 2008, the worst contraction in almost 30 years.
Assessing these numbers, Barack Obama, a man who normally
exudes hopefulness for a living, pronounces them a “continuing
disaster for America’s working families,” a disaster that
amounts to no less, he says, than “the American Dream in
reverse.”
In reverse. Imagine this in terms of Hart’s life: out of the
taxicab, back on the subway, back to the tenements, back to
cramped cohabitation with Mom and Dad, back to gray
mornings and the grim smell of actual want.
You probably don’t even have to imagine, for chances are that
of late you have experienced some degree of reversal yourself,
or at the very least have had friends or loved ones get laid off,
lose their homes, or just find themselves forced to give up
certain perks and amenities (restaurant meals, cable TV, salon
haircuts) that were taken for granted as recently as a year ago.
These are tough times for the American Dream. As the safe
routines of our lives have come undone, so has our
29. characteristic optimism—not only our belief that the future is
full of limitless possibility, but our faith that things will
eventually return to normal, whatever “normal” was before the
recession hit. There is even worry that the dream may be over—
that we currently living Americans are the unfortunate ones who
shall bear witness to that deflating moment in history when the
promise of this country began to wither. This is the “sapping of
confidence” that President Obama alluded to in his inaugural
address, the “nagging fear that America’s decline is inevitable,
and that the next generation must lower its sights.”
But let’s face it: If Moss Hart, like so many others, was able to
rally from the depths of the Great Depression, then surely the
viability of the American Dream isn’t in question. What needs
to change is our expectation of what the dream promises—and
our understanding of what that vague and promiscuously used
term, “the American Dream,” is really supposed to mean.
In recent years, the term has often been interpreted to mean
“making it big” or “striking it rich.” (As the cult of Brian De
Palma’s Scarface has grown, so, disturbingly, has the number of
people with a literal, celebratory read on its tagline: “He loved
the American Dream. With a vengeance.”) Even when the
phrase isn’t being used to describe the accumulation of great
wealth, it’s frequently deployed to denote extreme success of
some kind or other. Last year, I heard commentators say that
Barack Obama achieved the American Dream by getting elected
president, and that Philadelphia Phillies manager Charlie
Manuel achieved the American Dream by leading his team to its
first World Series title since 1980.
·
Yet there was never any promise or intimation of extreme
success in the book that popularized the term, The Epic of
America, by James Truslow Adams, published by Little, Brown
and Company in 1931. (Yes, “the American Dream” is a
surprisingly recent coinage; you’d think that these words would
appear in the writings of Thomas Jefferson or Benjamin
30. Franklin, but they don’t.) For a book that has made such a
lasting contribution to our vocabulary, The Epic of America is
an offbeat piece of work—a sweeping, essayistic, highly
subjective survey of this country’s development from
Columbus’s landfall onward, written by a respected but solemn
historian whose prim prose style was mocked as “spinach” by
the waggish theater critic Alexander Woollcott.
But it’s a smart, thoughtful treatise. Adams’s goal wasn’t so
much to put together a proper history of the U.S. as to
determine, by tracing his country’s path to prominence, what
makes this land so unlike other nations, so
uniquely American. (That he undertook such an enterprise when
he did, in the same grim climate in which Hart wrote Once in a
Lifetime, reinforces how indomitably strong Americans’ faith in
their country remained during the Depression.) What Adams
came up with was a construct he called “that American dream of
a better, richer, and happier life for all our citizens of every
rank.”
From the get-go, Adams emphasized the egalitarian nature of
this dream. It started to take shape, he said, with the Puritans
who fled religious persecution in England and settled New
England in the 17th century. “[Their] migration was not like so
many earlier ones in history, led by warrior lords with followers
dependent on them,” he wrote, “but was one in which the
common man as well as the leader was hoping for greater
freedom and happiness for himself and his children.”
The Declaration of Independence took this concept even further,
for it compelled the well-to-do upper classes to put the common
man on an equal footing with them where human rights and self-
governance were concerned—a nose-holding concession that
Adams captured with exquisite comic passiveness in the
sentence, “It had been found necessary to base the
[Declaration’s] argument at last squarely on the rights of man.”
Whereas the colonist upper classes were asserting their
independence from the British Empire, “the lower classes were
thinking not only of that,” Adams wrote, “but of their relations
31. to their colonial legislatures and governing class.”
America was truly a new world, a place where one could live
one’s life and pursue one’s goals unburdened by older societies’
prescribed ideas of class, caste, and social hierarchy. Adams
was unreserved in his wonderment over this fact. Breaking from
his formal tone, he shifted into first-person mode in *The Epic
of America’*s epilogue, noting a French guest’s remark that his
most striking impression of the United States was “the way that
everyone of every sort looks you right in the eye, without a
thought of inequality.” Adams also told a story of “a foreigner”
he used to employ as an assistant, and how he and this foreigner
fell into a habit of chitchatting for a bit after their day’s work
was done. “Such a relationship was the great difference between
America and his homeland,” Adams wrote. “There, he said, ‘I
would do my work and might get a pleasant word, but I could
never sit and talk like this. There is a difference there between
social grades which cannot be got over. I would not talk to you
there as man to man, but as my employer.’”
Anecdotal as these examples are, they get to the crux of the
American Dream as Adams saw it: that life in the United States
offered personal liberties and opportunities to a degree
unmatched by any other country in history—a circumstance that
remains true today, some ill-considered clampdowns in the
name of Homeland Security notwithstanding. This invigorating
sense of possibility, though it is too often taken for granted, is
the great gift of Americanness. Even Adams underestimated it.
Not above the prejudices of his time, he certainly never saw
Barack Obama’s presidency coming. While he correctly
anticipated the eventual assimilation of the millions of Eastern
and Southern European immigrants who arrived in the early
20th century to work in America’s factories, mines, and
sweatshops, he entertained no such hopes for black people. Or,
as he rather injudiciously put it, “After a generation or two, [the
white-ethnic laborers] can be absorbed, whereas the negro
cannot.”
It’s also worth noting that Adams did not deny that there is a
32. material component to the American Dream. The Epic of
America offers several variations on Adams’s definition of the
dream (e.g., “the American dream that life should be made
richer and fuller for everyone and opportunity remain open to
all”), but the word “richer” appears in all of them, and he
wasn’t just talking about richness of experience. Yet Adams was
careful not to overstate what the dream promises. In one of his
final iterations of the “American Dream” trope, he described it
as “that dream of a land in which life should be better and
richer and fuller for every man, with opportunity for each
according to his ability or achievement.”
That last part—“according to his ability or achievement”—is the
tempering phrase, a shrewd bit of expectations management. A
“better and richer life” is promised, but for most people this
won’t be a rich person’s life. “Opportunity for each” is
promised, but within the bounds of each person’s ability; the
reality is, some people will realize the American Dream more
stupendously and significantly than others. (For example, while
President Obama is correct in saying, “Only in America is my
story possible,” this does not make it true that anyone in
America can be the next Obama.) Nevertheless, the American
Dream is within reach for all those who aspire to it and are
willing to put in the hours; Adams was articulating it as an
attainable outcome, not as a pipe dream.
As the phrase “the American Dream” insinuated its way into the
lexicon, its meaning continuously morphed and shifted,
reflecting the hopes and wants of the day. Adams, in The Epic
of America, noted that one such major shift had already
occurred in the republic’s history, before he’d given the dream
its name. In 1890, the U.S. Census Bureau declared that there
was no longer such a thing as the American frontier. This was
not an official pronouncement but an observation in the
bureau’s report that “the unsettled area has been so broken into
by isolated bodies of settlement that there can hardly be said to
be a frontier line.”
The tapering off of the frontier era put an end to the immature,
33. individualistic, Wild West version of the American Dream, the
one that had animated homesteaders, prospectors, wildcatters,
and railroad men. “For a century and more,” Adams wrote, “our
successive ‘Wests’ had dominated the thoughts of the poor, the
restless, the discontented, the ambitious, as they had those of
business expansionists and statesmen.”
But by the time Woodrow Wilson became president, in 1913—
after the first national election in which every voter in the
continental U.S. cast his ballot as a citizen of an established
state—that vision had become passé. In fact, to hear the new
president speak, the frontiersman’s version of the American
Dream was borderline malevolent. Speaking in his inaugural
address as if he had just attended a screening of There Will Be
Blood, Wilson declared, “We have squandered a great part of
what we might have used, and have not stopped to conserve the
exceeding bounty of nature, without which our genius for
enterprise would have been worthless and impotent.”
Referencing both the end of the frontier and the rapid
industrialization that arose in its aftermath, Wilson said, “There
has been something crude and heartless and unfeeling in our
haste to succeed and be great.… We have come now to the sober
second thought. The scales of heedlessness have fallen from our
eyes. We have made up our minds to square every process of
our national life again with the standards we so proudly set up
at the beginning.”
The American Dream was maturing into a shared dream, a
societal compact that reached its apotheosis when Franklin
Delano Roosevelt was sworn into office in 1933 and began
implementing the New Deal. A “better and richer and fuller”
life was no longer just what America promised its hardworking
citizens individually; it was an ideal toward which these
citizens were duty-bound to strive together. The Social Security
Act of 1935 put this theory into practice. It mandated that
workers and their employers contribute, via payroll taxes, to
federally administered trust funds that paid out benefits to
retirees—thereby introducing the idea of a “safe old age” with
34. built-in protection from penury.
This was, arguably, the first time that a specific material
component was ascribed to the American Dream, in the form of
a guarantee that you could retire at the age of 65 and rest
assured that your fellow citizens had your back. On January 31,
1940, a hardy Vermonter named Ida May Fuller, a former legal
secretary, became the very first retiree to receive a monthly
Social Security benefit check, which totaled $22.54. As if to
prove both the best hopes of Social Security’s proponents and
the worst fears of its detractors, Fuller enjoyed a long
retirement, collecting benefits all the way to her death in 1975,
when she was 100 years old.
Still, the American Dream, in F.D.R.’s day, remained largely a
set of deeply held ideals rather than a checklist of goals or
entitlements. When Henry Luce published his famous essay
“The American Century” in Life magazine in February 1941, he
urged that the U.S. should no longer remain on the sidelines of
World War II but use its might to promote this country’s “love
of freedom, a feeling for the equality of opportunity, a tradition
of self-reliance and independence, and also of cooperation.”
Luce was essentially proposing that the American Dream—more
or less as Adams had articulated it—serve as a global
advertisement for our way of life, one to which non-
democracies should be converted, whether by force or gentle
coercion. (He was a missionary’s son.)
More soberly and less bombastically, Roosevelt, in his 1941
State of the Union address, prepared America for war by
articulating the “four essential human freedoms” that the U.S.
would be fighting for: “freedom of speech and expression”;
“freedom of every person to worship God in his own way”;
“freedom from want”; and “freedom from fear.” Like Luce,
Roosevelt was upholding the American way as a model for other
nations to follow—he suffixed each of these freedoms with the
phrase “everywhere in the world”—but he presented the four
freedoms not as the lofty principles of a benevolent super race
but as the homespun, bedrock values of a good, hardworking,
35. unextravagant people.
No one grasped this better than Norman Rockwell, who, stirred
to action by Roosevelt’s speech, set to work on his famous
“Four Freedoms” paintings: the one with the rough-hewn
workman speaking his piece at a town meeting (Freedom of
Speech); the one with the old lady praying in the pew (Freedom
of Worship); the one with the Thanksgiving dinner (Freedom
from Want); and the one with the young parents looking in on
their sleeping children (Freedom from Fear). These paintings,
first reproduced in The Saturday Evening Post in 1943, proved
enormously popular, so much so that the original works were
commandeered for a national tour that raised $133 million in
U.S. war bonds, while the Office of War Information printed up
four million poster copies for distribution.
Whatever your opinion of Rockwell (and I’m a fan), the
resonance of the “Four Freedoms” paintings with wartime
Americans offers tremendous insight into how U.S. citizens
viewed their idealized selves. Freedom from Want, the most
popular of all, is especially telling, for the scene it depicts is
joyous but defiantly unostentatious. There is a happily gathered
family, there are plain white curtains, there is a large turkey,
there are some celery stalks in a dish, and there is a bowl of
fruit, but there is not a hint of overabundance, overindulgence,
elaborate table settings, ambitious seasonal centerpieces, or any
other conventions of modern-day shelter-mag porn.
It was freedom from want, not freedom to want—a world away
from the idea that the patriotic thing to do in tough times is go
shopping. Though the germ of that idea would form shortly, not
long after the war ended.
William J. Levitt was a Seabee in the Pacific theater during the
war, a member of one of the Construction Battalions (CBs) of
the U.S. Navy. One of his jobs was to build airfields at as fast a
clip as possible, on the cheap. Levitt had already worked in his
father’s construction business back home, and he held an option
on a thousand acres of potato fields in Hempstead, New York,
out on Long Island. Coming back from the war with newly
36. acquired speed-building skills and a vision of all those
returning G.I.’s needing homes, he set to work on turning those
potato fields into the first Levittown.
Levitt had the forces of history and demographics on his side.
The G.I. Bill, enacted in 1944, at the tail end of the New Deal,
offered returning veterans low-interest loans with no money
down to purchase a house—an ideal scenario, coupled with a
severe housing shortage and a boom in young families, for the
rapid-fire development of suburbia.
The first Levitt houses, built in 1947, had two bedrooms, one
bathroom, a living room, a kitchen, and an unfinished loft attic
that could theoretically be converted into another bedroom. The
houses had no basements or garages, but they sat on lots of 60
by 100 feet, and—McMansionistas, take note—took up only 12
percent of their lot’s footprint. They cost about $8,000.
“Levittown” is today a byword for creepy suburban conformity,
but Bill Levitt, with his Henry Ford–like acumen for mass
production, played a crucial role in making home ownership a
new tenet of the American Dream, especially as he expanded his
operations to other states and inspired imitators. From 1900 to
1940, the percentage of families who lived in homes that they
themselves owned held steady at around 45 percent. But by
1950 this figure had shot up to 55 percent, and by 1960 it was at
62 percent. Likewise, the homebuilding business, severely
depressed during the war, revived abruptly at war’s end, going
from 114,000 new single-family houses started in 1944 to
937,000 in 1946—and to 1.7 million in 1950.
Levitt initially sold his houses only to vets, but this policy
didn’t hold for long; demand for a new home of one’s own
wasn’t remotely limited to ex-G.I.’s, as the Hollywood
filmmaker Frank Capra was astute enough to note in It’s a
Wonderful Life. In 1946, a full year before the first Levittown
was populated, Capra’s creation George Bailey (played by
Jimmy Stewart) cut the ribbon on his own eponymous suburban-
tract development, Bailey Park, and his first customer wasn’t a
war veteran but a hardworking Italian immigrant, the
37. tremulously grateful saloonkeeper Mr. Martini. (An
overachiever, Capra was both a war veteran and a hardworking
Italian immigrant.)
Buttressed by postwar optimism and prosperity, the American
Dream was undergoing another recalibration. Now it really did
translate into specific goals rather than Adams’s more broadly
defined aspirations. Home ownership was the fundamental goal,
but, depending on who was doing the dreaming, the package
might also include car ownership, television ownership (which
multiplied from 6 million to 60 million sets in the U.S. between
1950 and 1960), and the intent to send one’s kids to college.
The G.I. Bill was as crucial on that last count as it was to the
housing boom. In providing tuition money for returning vets, it
not only stocked the universities with new students—in 1947,
roughly half of the nation’s college enrollees were ex-G.I.’s—
but put the very idea of college within reach of a generation that
had previously considered higher education the exclusive
province of the rich and the extraordinarily gifted. Between
1940 and 1965, the number of U.S. adults who had completed at
least four years of college more than doubled.
Nothing reinforced the seductive pull of the new, suburbanized
American Dream more than the burgeoning medium of
television, especially as its production nexus shifted from New
York, where the grubby, schlubby shows The
Honeymooners and The Phil Silvers Show were shot, to
Southern California, where the sprightly, twinkly shows The
Adventures of Ozzie and Harriet, Father Knows Best, and Leave
It to Beaver were made. While the former shows are actually
more enduringly watchable and funny, the latter were the
foremost “family” sitcoms of the 1950s—and, as such, the
aspirational touchstones of real American families.
The Nelsons (Ozzie and Harriet), the Andersons (Father Knows
Best), and the Cleavers (Leave It to Beaver) lived in airy houses
even nicer than those that Bill Levitt built. In fact, the Nelson
home in Ozzie and Harriet was a faithful replica of the two-
story Colonial in Hollywood where Ozzie, Harriet, David, and
38. Ricky Nelson really lived when they weren’t filming their show.
The Nelsons also offered, in David and especially the
swoonsome, guitar-strumming Ricky, two attractive exemplars
of that newly ascendant and clout-wielding American
demographic, the teenager. “The postwar spread of American
values would be spearheaded by the idea of the teenager,”
writes Jon Savage somewhat ominously in Teenage, his history
of youth culture. “This new type was pleasure-seeking, product-
hungry, embodying the new global society where social
inclusion was to be granted through purchasing power.”
Still, the American Dream was far from degenerating into the
consumerist nightmare it would later become (or, more
precisely, become mistaken for). What’s striking about
the Ozzie and Harriet–style 50s dream is its relative modesty of
scale. Yes, the TV and advertising portrayals of family life were
antiseptic and too-too-perfect, but the dream homes, real and
fictional, seem downright dowdy to modern eyes, with none of
the “great room” pretensions and tricked-out kitchen islands
that were to come.
Nevertheless, some social critics, such as the economist John
Kenneth Galbraith, were already fretful. In his 1958 book The
Affluent Society, a best-seller, Galbraith posited that America
had reached an almost unsurpassable and unsustainable degree
of mass affluence because the average family owned a home,
one car, and one TV. In pursuing these goals, Galbraith said,
Americans had lost a sense of their priorities, focusing on
consumerism at the expense of public-sector needs like parks,
schools, and infrastructure maintenance. At the same time, they
had lost their parents’ Depression-era sense of thrift, blithely
taking out personal loans or enrolling in installment plans to
buy their cars and refrigerators.
While these concerns would prove prescient, Galbraith severely
underestimated the potential for average U.S. household income
and spending power to grow further. The very same year
that The Affluent Society came out, Bank of America
introduced the BankAmericard, the forerunner to Visa, today the
39. most widely used credit card in the world.
What unfolded over the next generation was the greatest
standard-of-living upgrade that this country had ever
experienced: an economic sea change powered by the middle
class’s newly sophisticated engagement in personal finance via
credit cards, mutual funds, and discount brokerage houses—and
its willingness to take on debt.
Consumer credit, which had already rocketed upward from $2.6
billion to $45 billion in the postwar period (1945 to 1960), shot
up to $105 billion by 1970. “It was as if the entire middle class
was betting that tomorrow would be better than today,” as the
financial writer Joe Nocera put it in his 1994 book, A Piece of
the Action: How the Middle Class Joined the Money
Class. “Thus did Americans begin to spend money they didn’t
yet have; thus did the unaffordable become affordable. And
thus, it must be said, did the economy grow.”
Before it spiraled out of control, the “money revolution,” to use
Nocera’s term for this great middle-class financial engagement,
really did serve the American Dream. It helped make life “better
and richer and fuller” for a broad swath of the populace in ways
that our Depression-era forebears could only have imagined.
To be glib about it, the Brady family’s way of life was even
sweeter than the Nelson family’s. The Brady Bunch, which
debuted in 1969, in *The Adventures of Ozzie and Harriet’*s
old Friday-night-at-eight slot on ABC, occupied the same space
in the American psyche of the 70s as Ozzie and Harriet had in
the 50s: as the middle class’s American Dream wish-fulfillment
fantasy, again in a generically idyllic Southern California
setting. But now there were two cars in the driveway. Now there
were annual vacations at the Grand Canyon and an improbably
caper-filled trip to Hawaii. (The average number of airplane
trips per American household, less than one per year in 1954,
was almost three per year in 1970.) And the house itself was
snazzier—that open-plan living area just inside the Brady
home’s entryway, with the “floating” staircase leading up to the
bedrooms, was a major step forward in fake-nuclear-family
40. living.
By 1970, for the first time, more than half of all U.S. families
held at least one credit card. But usage was still relatively
conservative: only 22 percent of cardholders carried a balance
from one month’s bill to the next. Even in the so-called go-go
80s, this figure hovered in the 30s, compared to 56 percent
today. But it was in the 80s that the American Dream began to
take on hyperbolic connotations, to be conflated with extreme
success: wealth, basically. The representative TV families,
whether benignly genteel (the Huxtables on The Cosby Show)
or soap-opera bonkers (the Carringtons on Dynasty), were
undeniably rich. “Who says you can’t have it all?” went the
jingle in a ubiquitous beer commercial from the era, which only
got more alarming as it went on to ask, “Who says you can’t
have the world without losing your soul?”
The deregulatory atmosphere of the Reagan years—the
loosening of strictures on banks and energy companies, the
reining in of the Justice Department’s antitrust division, the
removal of vast tracts of land from the Department of the
Interior’s protected list—was, in a sense, a calculated
regression to the immature, individualistic American Dream of
yore; not for nothing did Ronald Reagan (and, later, far less
effectively, George W. Bush) go out of his way to cultivate a
frontiersman’s image, riding horses, chopping wood, and
reveling in the act of clearing brush.
To some degree, this outlook succeeded in rallying middle-class
Americans to seize control of their individual fates as never
before—to “Go for it!,” as people in yellow ties and red braces
were fond of saying at the time. In one of Garry Trudeau’s
finest moments from the 80s, a Doonesbury character was
shown watching a political campaign ad in which a woman
concluded her pro-Reagan testimonial with the tagline “Ronald
Reagan … because I’m worth it.”
But this latest recalibration saw the American Dream get
decoupled from any concept of the common good (the
movement to privatize Social Security began to take on
41. momentum) and, more portentously, from the concepts of
working hard and managing one’s expectations. You only had to
walk as far as your mailbox to discover that you’d been “pre-
approved” for six new credit cards, and that the credit limits on
your existing cards had been raised without your even asking.
Never before had money been freer, which is to say, never
before had taking on debt become so guiltless and seemingly
consequence-free—at both the personal and institutional levels.
President Reagan added $1 trillion to the national debt, and in
1986, the United States, formerly the world’s biggest creditor
nation, became the world’s biggest debtor nation. Perhaps debt
was the new frontier.
A curious phenomenon took hold in the 1990s and 2000s. Even
as the easy credit continued, and even as a sustained bull market
cheered investors and papered over the coming mortgage and
credit crises that we now face, Americans were losing faith in
the American Dream—or whatever it was they believed the
American Dream to be. A CNN poll taken in 2006 found that
more than half of those surveyed, 54 percent, considered the
American Dream unachievable—and CNN noted that the
numbers were nearly the same in a 2003 poll it had conducted.
Before that, in 1995, a Business Week/Harris poll found that
two-thirds of those surveyed believed the American Dream had
become harder to achieve in the past 10 years, and three-fourths
believed that achieving the dream would be harder still in the
upcoming 10 years.
To the writer Gregg Easterbrook, who at the beginning of this
decade was a visiting fellow in economics at the Brookings
Institution, this was all rather puzzling, because, by the
definition of any prior American generation, the American
Dream had been more fully realized by more people than ever
before. While acknowledging that an obscene amount of
America’s wealth was concentrated in the hands of a small
group of ultra-rich, Easterbrook noted that “the bulk of the
gains in living standards—the gains that really matter—have
occurred below the plateau of wealth.”
42. By nearly every measurable indicator, Easterbrook pointed out
in 2003, life for the average American had gotten better than it
used to be. Per capita income, adjusted for inflation, had more
than doubled since 1960. Almost 70 percent of Americans
owned the places they lived in, versus under 20 percent a
century earlier. Furthermore, U.S. citizens averaged 12.3 years
of education, tops in the world and a length of time in school
once reserved solely for the upper class.
Yet when Easterbrook published these figures in a book, the
book was called The Progress Paradox: How Life Gets Better
While People Feel Worse. He was paying attention not only to
the polls in which people complained that the American Dream
was out of reach, but to academic studies by political scientists
and mental-health experts that detected a marked uptick since
the midcentury in the number of Americans who considered
themselves unhappy.
The American Dream was now almost by definition
unattainable, a moving target that eluded people’s grasp;
nothing was ever enough. It compelled Americans to set
unmeetable goals for themselves and then consider themselves
failures when these goals, inevitably, went unmet. In examining
why people were thinking this way, Easterbrook raised an
important point. “For at least a century,” he wrote, “Western
life has been dominated by a revolution of rising expectations:
Each generation expected more than its antecedent. Now most
Americans and Europeans already have what they need, in
addition to considerable piles of stuff they don’t need.”
This might explain the existential ennui of the well-off,
attractive, solipsistic kids on Laguna Beach (2004–6) and The
Hills (2006–9), the MTV reality soaps that represent the
curdling of the whole Southern California wish-fulfillment
genre on television. Here were affluent beach-community teens
enriching themselves further not even by acting or working in
any real sense, but by allowing themselves to be filmed as they
sat by campfires maundering on about, like, how much their
lives suck.
43. In the same locale that begat these programs, Orange County,
there emerged a Bill Levitt of McMansions, an Iranian-born
entrepreneur named Hadi Makarechian whose company, Capital
Pacific Holdings, specializes in building tract-housing
developments for multi-millionaires, places with names like
Saratoga Cove and Ritz Pointe. In a 2001 profile of
Makarechian in The New Yorker, David Brooks mentioned that
the builder had run into zoning restrictions on his latest
development, called Oceanfront, that prevented the “entry
statement”—the walls that mark the entrance to the
development—from being any higher than four feet. Noted
Brooks drolly, “The people who are buying homes in
Oceanfront are miffed about the small entry statement.” Nothing
was ever enough.
An extreme example, perhaps, but not misrepresentative of the
national mind-set. It says a lot about our buying habits and
constant need for new, better stuff that Congress and the
Federal Communications Commission were utterly comfortable
with setting a hard 2009 date for the switchover from analog to
digital television broadcasting—pretty much assuming that
every American household owns or will soon own a flat-panel
digital TV—even though such TVs have been widely available
for only five years. (As recently as January 2006, just 20
percent of U.S. households owned a digital television, and the
average price point for such a television was still above a
thousand dollars.)
In hewing to the misbegotten notion that our standard of living
must trend inexorably upward, we entered in the late 90s and
early 00s into what might be called the Juiceball Era of the
American Dream—a time of steroidally outsize purchasing and
artificially inflated numbers. As Easterbrook saw it, it was no
longer enough for people to keep up with the Joneses; no, now
they had to “call and raise the Joneses.”
“Bloated houses,” he wrote, “arise from a desire to call-and-
raise-the-Joneses—surely not from a belief that a seven-
thousand-square-foot house that comes right up against the
44. property setback line would be an ideal place in which to
dwell.” More ominously and to the point: “To call-and-raise-
the-Joneses, Americans increasingly take on debt.”
This personal debt, coupled with mounting institutional debt, is
what has got us in the hole we’re in now. While it remains a
laudable proposition for a young couple to secure a low-interest
loan for the purchase of their first home, the more recent
practice of running up huge credit-card bills to pay for, well,
whatever, has come back to haunt us. The amount of
outstanding consumer debt in the U.S. has gone up every year
since 1958, and up an astonishing 22 percent since 2000 alone.
The financial historian and V.F. contributor Niall Ferguson
reckons that the over-leveraging of America has become
especially acute in the last 10 years, with the U.S.’s debt
burden, as a proportion of the gross domestic product, “in the
region of 355 percent,” he says. “So, debt is three and a half
times the output of the economy. That’s some kind of historic
maximum.”
James Truslow Adams’s words remind us that we’re still
fortunate to live in a country that offers us such latitude in
choosing how we go about our lives and work—even in this
crapola economy. Still, we need to challenge some of the
middle-class orthodoxies that have brought us to this point—not
least the notion, widely promulgated throughout popular
culture, that the middle class itself is a soul-suffocating dead
end.
The middle class is a good place to be, and, optimally, where
most Americans will spend their lives if they work hard and
don’t over-extend themselves financially. On American
Idol, Simon Cowell has done a great many youngsters a great
service by telling them that they’re not going to Hollywood and
that they should find some other line of work. The American
Dream is not fundamentally about stardom or extreme success;
in recalibrating our expectations of it, we need to appreciate
that it is not an all-or-nothing deal—that it is not, as in hip-hop
narratives and in Donald Trump’s brain, a stark choice between
45. the penthouse and the streets.
And what about the outmoded proposition that each successive
generation in the United States must live better than the one
that preceded it? While this idea is still crucial to families
struggling in poverty and to immigrants who’ve arrived here in
search of a better life than that they left behind, it’s no longer
applicable to an American middle class that lives more
comfortably than any version that came before it. (Was this not
one of the cautionary messages of the most thoughtful movie of
2008, wall-e?) I’m no champion of downward mobility, but the
time has come to consider the idea of simple continuity: the
perpetuation of a contented, sustainable middle-class way of
life, where the standard of living remains happily constant from
one generation to the next.
This is not a matter of any generation’s having to “lower its
sights,” to use President Obama’s words, nor is it a denial that
some children of lower- and middle-class parents will, through
talent and/or good fortune, strike it rich and bound precipitously
into the upper class. Nor is it a moony, nostalgic wish for a
return to the scrappy 30s or the suburban 50s, because any
sentient person recognizes that there’s plenty about the good old
days that wasn’t so good: the original Social Security program
pointedly excluded farmworkers and domestics (i.e., poor rural
laborers and minority women), and the original Levittown
didn’t allow black people in.
But those eras do offer lessons in scale and self-control. The
American Dream should require hard work, but it should not
require 80-hour workweeks and parents who never see their kids
from across the dinner table. The American Dream should entail
a first-rate education for every child, but not an education that
leaves no extra time for the actual enjoyment of childhood. The
American Dream should accommodate the goal of home
ownership, but without imposing a lifelong burden of
unmeetable debt. Above all, the American Dream should be
embraced as the unique sense of possibility that this country
gives its citizens—the decent chance, as Moss Hart would say,
46. to scale the walls and achieve what you wish.
Freakonomics
“Is the American Dream Really Dead? (Ep. 273)
January 18, 2017 @ 11:00pm
by Stephen J. Dubner
Produced by Greg Rosalsky
Let’s start today with a pop quiz. Here we go: in 1970, what
percentage of 30-year-olds in America earned more money than
their parents had earned at that age? Adjusted for inflation, of
course. That’s question No. 1. And question No. 2: what
percentage of American 30-year-olds today earn more than their
parents earned at age 30? I’ll give you a second to think it over.
All right, you ready for the answer? The percentage of
American 30-year-olds in 1970 who were earning more than
their parents had earned at 30? Ninety-two percent. Isn’t that
amazing? That, in a nutshell, is what we call the American
Dream. And what’s the percentage now? It’s somewhere around
50 percent. Which has led some people to say this:
Donald TRUMP: Sadly, the American Dream is dead!
Donald Trump’s view of the American Dream – and his promise
to revive it – had a lot to do with his getting elected president.
According to Gallup polls, before the election more than 50
percent of Americans saw our economic conditions worsening.
And, in case you’re wondering, it’s not just cranky old people.
A poll from the Harvard Institute of Politics found that nearly
fifty percent of millennials think the American Dream is
“dead.” We went out on the streets of New York ourselves to
ask people if they thought the American dream was real, and
achievable.
47. VOICES ON THE STREET:
MALE 1: Absolutely it’s real. Especially standing here in
Battery Park you look at different people from all across nations
that come to America to realize the American dream.
FEMALE 1: I think that if you really work hard then you can do
whatever you want in America. It might be a little difficult at
first but you can still do it.
MALE 2: I don’t think the American dream is achievable. I
think it’s a motivator, to try to achieve it.
FEMALE 2: The American Dream is something of a mythology
for a way in which to advance and have a good life under what
is essentially not just a capitalist system but a country founded
on exploitation.
FEMALE 3 : You put in some work, you put in some sweat, and
you can definitely make the American Dream happen.
MALE 3: Well, there’s a lot of cynicism now over the American
dream. I am a product of it. My family, our families are
refugees, came to this country 30 years ago. Had nothing. Was
able to send all their kids to college, was able to have a house,
was able to give a better future for myself and their children
than they ever would have had back in Vietnam.
A lot of the conversations we have these days about the
American Dream are in political terms, or theoretical terms.
Today on Freakonomics Radio: the actual, unvarnished
economics of the American Dream. Which we will define, for
the sake of today’s conversation, as this:
Raj CHETTY: If you’re born into a low-income family, do you
really have a shot at rising up no matter what your background
is?
And we’ll discuss whether the American Dream is really dead –
or maybe if it’s just moved a bit … north.
CHETTY: You’re twice as likely to realize the American Dream
if you’re growing up in Canada rather than the U.S.
48. * * *
James Truslow Adams, born in 1878 to a wealthy New York
family, became a financier and, later, an author. He won a
Pulitzer Prize for a history of New England; and later he wrote
a book called The Epic of America. Even though it was written
during the Great Depression, Adams took a fundamentally
bullish view of the United States.
His book was hugely popular, and as best as we can tell, it
introduced the phrase “The American Dream.” Adams defined
this as “that dream of a land in which life should be better and
richer and fuller for everyone, with opportunity for each
according to ability or achievement.” The phrase caught on,
and not just a little bit. Especially among our presidents:
Barack OBAMA: The bedrock of our economic success is the
American Dream.
Richard NIXON: The American Dream does not come to those
who fall asleep.
George W. BUSH: So every citizen has access to the American
Dream
Ronald REAGAN:They have lived the American Dream
Bill CLINTON: The American Dream will succeed or fail in the
21st Century.
Donald TRUMP: Sadly, the American Dream is dead!
Raj CHETTY: The reason my parents came to this country was
in search of the American Dream.
That’s Raj Chetty.
CHETTY: I was born in New Delhi, India, and came to the
United States when I was 9 years old, and grew up mostly in the
Midwest.
Chetty is now an economist at Stanford:
CHETTY: I study issues of inequality and opportunity and how
we can use economic policy to improve people’s outcomes.
Chetty was one of the scholars behind the research I cited
earlier, about the massive drop in the share of 30-year-old
Americans earning more than their parents did. In fact, he is
49. behind a lot of the most important research on income
inequality, mobility, and the fragile state of the American
Dream. His work is highly regarded by the people who give
awards – he has won a MacArthur “Genius” Award and the John
Bates Clark Medal. Politicians admire him as well.
Senator Jeff SESSIONS: Dr. Chetty, thank you for your
participation.
Senator Bernie SANDERS: Dr. Chetty, what do you think?
That was Senator Bernie Sanders and, before him, then-
Senator Jeff Sessions, when Chetty testified at a Senate hearing
on income mobility and inequality. Chetty is a favorite of
Democrat Hillary Clinton.
Hillary CLINTON: Some really interesting work being done by
Professor Raj Chetty and his colleagues.
As well as Republican Paul Ryan.
Paul RYAN: Economists — you know, if you talk to Raj Chetty
or others — they’ll tell you this is social capital.
Chetty is the policymakers’ policymaker. The economists’
economist. Which means he tries to be, above all, empirical.
Not ideological or political.
CHETTY: One of my missions is to try and inject more
evidence into these important policy debates because I think
we’re making huge investment decisions with very little
knowledge about exactly what is going to work.
Stephen J. DUBNER: Do you vote? Are you a political
participant?
CHETTY: I’m independent. And so I’ve thought hard about
this. I think it’s very difficult to keep yourself objective, which
is very important to me. I mean it’s important to me that I have
some findings that I think are more supportive of policies that
Democrats are pushing, and there are some findings that are
more supportive of policies that Republicans are pushing.
50. DUBNER: Some academics I know whose work gets cited for
political purposes have told me that the work is inevitably
cherry-picked or cream-skimmed to suit the politician’s
position.
CHETTY: I think while the big-picture focus might be chosen
based on political views, there are lots of details that matter
greatly, and I think science can be very useful there, in addition
to perhaps guiding which areas we focus on — affordable
housing versus tax cuts versus other things.
For all his influence, Chetty is only 37 years old.
CHETTY: I was actually the last person in my family to publish
a paper. My parents are both in academics, and I have two older
sisters who are in bioscience.
Chetty went to Harvard as an undergrad but he didn’t spend
spent much time undergradding: he got his Ph.D. at 23.
CHETTY: Basically I did a six-year Ph.D. and didn’t go to
college, in the sense that starting my sophomore year, I actually
didn’t take any undergraduate classes.
He taught at Berkeley, then Harvard, and in 2015, moved to
Stanford.
DUBNER: You are hardly the first economist from Harvard to
go to Stanford in the last few years. There’s been quite a little
exodus.
CHETTY: Recently, as the field of economics is shifting
towards big data and increasing use of modern statistical
techniques, like machine learning, to think about economic
questions, Stanford has tremendous strength in those areas and
other fields. And of course we all know that the birthplace of
much of modern computing is here in Silicon Valley at
Stanford.
51. DUBNER: Now, economists in particular, but social scientists
more broadly, have in the past few years especially, just been
being gobbled up by tech firms. Because they, too, have
discovered that big data is potentially exciting and a number of
academic economists, many of whom I’m sure you know well,
are moonlighting or sidelining with tech firms, Uber and
Facebook and on and on. What about you? Was that an appeal
for you to be out there and are you doing any consulting,
advising work on the side with these private firms? Or are you
strictly an academic economist?
CHETTY: Yeah, that is a very important trend. I myself am not
doing any work with those firms directly, but what I am
interested in is working with the data from firms like Facebook
and Twitter, for instance, to think about social and economic
policy questions. So, to give you a concrete example, I’m
starting a project with my colleague Matt Jackson here at
Stanford, and others at Facebook, where we’re exploring the
role of social networks in inequality, and trying to understand
essentially whether you can network yourself out of poverty.
Social scientists have been interested in that sort of question for
a very long time, but we just haven’t had the data to really
investigate that question precisely from an empirical point of
view. And the Facebook data, of course, are game-changing in
that respect.
A lot of Chetty’s research falls under the banner of something
called the Equality of Opportunity Project. That is a group of
economists – and other social scientists – who are trying to find
the most effective, and efficient, ways to address chronic
poverty. Which, Chetty argues, is really important. Because the
economy that for so many years facilitated the American Dream
for so many millions is no longer reliably doing so.
CHETTY: While modern technology and economic growth is
changing the world in tremendous ways — I mean, we can now
do things with our cell phones that we never would have
52. imagined 10 years ago — I think unless we think carefully
about social policy, doesn’t necessarily end up
benefiting everyone. There are many people for whom progress
over the last 30 years hasn’t really had a tremendous impact on
their lives in terms of better opportunities for their kids or
better health outcomes and so forth.
Chetty admits the American Dream worked out great for his
immigrant family.
CHETTY: And so partly with that personal motivation, partly
out of scientific interest, I wanted to think about whether the
American Dream truly is alive and well, and what the
determinants of the American Dream are.
Okay, so how do you do that? How do you measure the state of
the American Dream? And, more important, how do you identify
the determinants that enable one family, or one kid, to shoot up
out of poverty while others are left behind? Well, if you’re an
economist, you do that with … data. Lots and lots of data.
CHETTY: And this specific angle we took is by using the large
data that we have now from administrative tax and Social
Security records where we’re able to see for the full population
what income distributions look like for kids and for parents.
And so you can basically ask, taking say, all of the kids born in
America in the 1980s, “What fraction of the kids born to low-
income families actually make it to the top of the income
distribution? How much intergenerational mobility is there in
America?” In the U.S., if you take, say, the set of children who
are born to families in the bottom quintile of the income
distribution, in the bottom fifth, about seven-and-a-half percent
of those kids make it to the top fifth of the income distribution.
DUBNER: And that number in isolation doesn’t sound off the
bat so bad.
CHETTY: Yeah, that’s right. Exactly. Seven-and-a-half percent,
is that a big number, is that a small number? It’s hard to judge