HIST 1302 United States History II Dr. Gene Rhea.docx
•Download as DOCX, PDF•
0 likes•4 views
HIST 1302 United States History II Dr. Gene Rhea Tucker PRIMARY SOURCE ANALYSIS Assignment History is based on the study of primary sources: they are history’s raw materials. Primary sources are documents and accounts that originate in the time period they discuss. Primary sources are like eyewitness accounts in a court of law. (Secondary sources are written works that reflect on earlier times. Though based on primary sources, secondary sources are like hearsay in a court of law.) Primary sources may include personal memoirs, letters, oral interviews, court records, photographs, and so forth. Though they are written or recorded close in time to the historical event they describe, they are not necessarily “factual” or “true.” The reliability and validity of historical primary sources are open to interpretation (just like eyewitnesses in court may disagree about details and motives). Remember, all people have biases, preconceptions, and agendas. The purpose of this assignment is for you to read one of the assigned primary source documents below (the links are also on D2L) and complete a written essay that analyzes and critically assesses the document. To complete this assignment, students will: create an argument through the use of historical evidence, analyze and interpret primary and secondary sources, and analyze the effects of historical forces on this period of United States history. Students will demonstrate their critical thinking skills, communication skills, and how they view social and personal responsibility through interpreting historical documents. Based on your chosen primary source, your essay must address the following questions and issues: Who wrote the document? Who is the intended audience of the document? What is the author attempting to illustrate or do with the document? Why was the document written? What can be learned about the culture that produced this document? What can be learned about the mentality of the author? At the time the document was written, there were different cultural groups in the United States other than the one represented by the author of the document; identify one or more of these cultural groups and explain how they might react differently to this document. Describe an ethical situation, issue, or problem presented in the document and explain how the author proposes to resolve that situation, issue, or problem. What do you think about the importance of this document to American history? Do you agree or disagree with the author? Explain. You may answer these questions in an essay format in any fashion you see fit, remembering to use proper forms of writing such as good grammar and spelling, clear expression, and logical organization. You may quote from your chosen primary source without using citations (I will know what you’re quoting). To help you interpret the document, you MUST consult at le ...
Report
Share
Report
Share
Recommended
Freedom in America Paper Assignment Step 1 Pick a topic. Wh
Freedom in America Paper Assignment
Step 1:
Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic.
Step 2:
Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least
at least ONE
primary source for your paper, you may use more than 1, but you must use at least 1.
Step 3:
Analyze.
When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “
Guidelines for Analyzing a Primary Source
” (below) to help you come up with a complete analysis of your primary source(s).
Step 4:
Choose at least 4 books and/or articles
from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
*Do not use any encyclopedia sources or the class readings as a
secondary
source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources.
Step 5:
Make sure you have a
thesis
statement
. This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be
concise
and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can
debate
. Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement.
1
Step 6:
Write your paper! Keep in mind the following:
1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
5 full pages plus a Works Cited page (6 total)
and include an introduction, body, and conclusion.
2) You should have a well-articulated
thesis
. Formulate a central theme that links the primary source document(s) together and connects them to the secondary sources--the books and/or articles you use..
3) Use the "Guidelines for Analyzing Primary Sources" below as a guide. You do not have to answer every question, but be sure to answer the who/what/where/when/why of the document. Describe the audience for this document. Then move on to your own analysis....
4) Analyze your documents. What do they tell you about the cultures that created these stories? How do they enhance our knowledge beyond the course readings and material? Can you discern any deeper meanings beyond what is just on the page? What were the motivations for crea ...
Academic writing on literature (from Gocsik’s Writing About World Literature)
(Text heavy: meant to accompany textbook reading, online course)
1 HISTORY 1 FIRST SHORT PAPER ASSIGNMENT DOCUMENT ANA.docx
1
HISTORY 1: FIRST SHORT PAPER ASSIGNMENT
DOCUMENT ANALYSIS
In this paper you will analyze (not simply summarize) the assigned historical document
(see attached). The prompt and questions below are intended to guide your analysis of
the document:
DOCUMENT: HAMMURABI’S LAWS ON FAMILY RELATIONSHIPS
By the time of Hammurabi (r. 1792-1750 BCE), first king of the Babylonian Empire,
Mesopotamian marriages represented important business and economic relationships between
families. Hammurabi’s laws (one of the first written laws in human history) reflect a desire to
ensure the legitimacy of children and to protect the economic interests of both marital partners
and their families. While placing women under the authority of their fathers and husbands, the
laws also protected women against unreasonable treatment by their husbands or other men.
This document can also be found at http://avalon.law.yale.edu/ancient/hamframe.asp
PROMPT: In this class we discussed how the rise of writing was arguably a “revolution”
in human history. How is the document (“Hammurabi’s Laws”) “evidence” of writing’s
impact on human history? What evidence does the document give of the other
“revolutions” we have talked about in class (i.e. the rise of agriculture; the rise of the
complex societies)?
What does this document tell you about the complex society that produced it (be
mindful of our discussion of the general characteristics of a complex society)? You might
want to keep in mind the purpose of these laws (why are they needed by this society)?
Also, try to think “historically” about the people that wrote these laws. That is you
should try to put yourself in their place and time. What do you think their reasoning was
in writing these laws (even the ones that are morally objectionable or make no sense to us
in the present)?
In your analysis of these laws, you may focus on one or more of the specific
features of Mesopotamian society:
• Gender relationships
• Social classes
• Property ownership
• Commercial activity and economics
• State institutions and government
• Social practices and structures
• Religion
• Crime and punishment
Discuss whatever specific feature(s) you choose as they reflected in the individual laws.
You may also keep in mind that these laws are “epigraphic” – in that they include a
preamble by Hammurabi himself. How is Hammurabi “immortalized” by th ese laws?
How does this shape this law code’s meaning and significance?
This is not a “research” paper assignment therefore papers do not require any sources to
be cited (class notes and class texts are exceptions and may be referenced). Papers must
2
be grammatically correct, well-structured, and have citation of relevant texts and page
numbers.
Papers should be 5-6 pages typed, double-spaced, with one-inch margins and
12-point font. Papers are due at the beginning of class on February 17, 2016.
Late assignments will be penalize ...
Consider the following points when researching and writing your pape.docx
Consider the following points when researching and writing your paper
:
1) Briefly describe the issues involved in the case. Identify the plaintiff and defendant.
2) When did it occur? What contexts (historical, political, judicial, etc.) are important to understanding the case and its outcome?
3) How and where did the case originate? What were the decisions of the lower courts (if any)?
4) Provide relevant details about the Court itself. What was the final vote tally on the decision? Who was the Chief Justice? Who wrote the majority decision? Discuss their backgrounds, if important. You can
pay for a paper to be written
here.
5) How was the decision situated with regard to existing constitutional precedents? Did it build on them or represent a new direction? Place your case firmly in the context of important related decisions.
6) Were there significant dissents to the decision of the Court majority? How was the decision publicly received? Was it politically controversial? Who favored and who opposed it?
7) Describe the significance of the Court’s decision in both the short and long term. Remember, the specific details of the case itself are sometimes less important than the platform that the decision provided for the Court to set forth doctrines of much wider significance.
Some papers may focus on one or more of these questions as opposed to others, depending on their relative importance to the particular case. But understanding historical events means placing them in contexts, so the second question always deserves attention in your paper.
Research Paper Guidelines
Each student will submit an original report of six-to-twelve full pages (plus a Works Cited list) on the origins, outcome, significance, and context of a Supreme Court decision from a preapproved list. These papers are due in three groups on dates staggered throughout the semester. Students should also be present and prepared to informally discuss their case and answer questions about it in class on the date that the decision is listed on the detailed weekly course schedule.
Format Requirements
:
1) Papers should run at least 6 full pages in length and no more than 12. No headers or footers except page numbers should appear in the text of the paper.
2) Separately include a cover page (title, name, course info, etc.) and a Works Cited list.
3) Use a 12-point font (Times New Roman or Arial
only
!)
4) All lines of the text should be double-spaced. Do
not
place an extra line between paragraphs.
5) Margins should be one-inch in width (top, bottom, and both sides).
Submission
: The due dates for Groups 1, 2, and 3 are listed on the syllabus. Papers must be submitted in hardcopy and also uploaded online to the E-Learn dropbox. If you have trouble, then send me the paper as an e-mail attachment. All electronic versions should be saved and uploaded as
MSWord or rich text format (.rtf) files only
!
Late Papers
: These will be subject to steep penalties per what is d.
Recommended
Freedom in America Paper Assignment Step 1 Pick a topic. Wh
Freedom in America Paper Assignment
Step 1:
Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic.
Step 2:
Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least
at least ONE
primary source for your paper, you may use more than 1, but you must use at least 1.
Step 3:
Analyze.
When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “
Guidelines for Analyzing a Primary Source
” (below) to help you come up with a complete analysis of your primary source(s).
Step 4:
Choose at least 4 books and/or articles
from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
*Do not use any encyclopedia sources or the class readings as a
secondary
source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources.
Step 5:
Make sure you have a
thesis
statement
. This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be
concise
and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can
debate
. Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement.
1
Step 6:
Write your paper! Keep in mind the following:
1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
5 full pages plus a Works Cited page (6 total)
and include an introduction, body, and conclusion.
2) You should have a well-articulated
thesis
. Formulate a central theme that links the primary source document(s) together and connects them to the secondary sources--the books and/or articles you use..
3) Use the "Guidelines for Analyzing Primary Sources" below as a guide. You do not have to answer every question, but be sure to answer the who/what/where/when/why of the document. Describe the audience for this document. Then move on to your own analysis....
4) Analyze your documents. What do they tell you about the cultures that created these stories? How do they enhance our knowledge beyond the course readings and material? Can you discern any deeper meanings beyond what is just on the page? What were the motivations for crea ...
Academic writing on literature (from Gocsik’s Writing About World Literature)
(Text heavy: meant to accompany textbook reading, online course)
1 HISTORY 1 FIRST SHORT PAPER ASSIGNMENT DOCUMENT ANA.docx
1
HISTORY 1: FIRST SHORT PAPER ASSIGNMENT
DOCUMENT ANALYSIS
In this paper you will analyze (not simply summarize) the assigned historical document
(see attached). The prompt and questions below are intended to guide your analysis of
the document:
DOCUMENT: HAMMURABI’S LAWS ON FAMILY RELATIONSHIPS
By the time of Hammurabi (r. 1792-1750 BCE), first king of the Babylonian Empire,
Mesopotamian marriages represented important business and economic relationships between
families. Hammurabi’s laws (one of the first written laws in human history) reflect a desire to
ensure the legitimacy of children and to protect the economic interests of both marital partners
and their families. While placing women under the authority of their fathers and husbands, the
laws also protected women against unreasonable treatment by their husbands or other men.
This document can also be found at http://avalon.law.yale.edu/ancient/hamframe.asp
PROMPT: In this class we discussed how the rise of writing was arguably a “revolution”
in human history. How is the document (“Hammurabi’s Laws”) “evidence” of writing’s
impact on human history? What evidence does the document give of the other
“revolutions” we have talked about in class (i.e. the rise of agriculture; the rise of the
complex societies)?
What does this document tell you about the complex society that produced it (be
mindful of our discussion of the general characteristics of a complex society)? You might
want to keep in mind the purpose of these laws (why are they needed by this society)?
Also, try to think “historically” about the people that wrote these laws. That is you
should try to put yourself in their place and time. What do you think their reasoning was
in writing these laws (even the ones that are morally objectionable or make no sense to us
in the present)?
In your analysis of these laws, you may focus on one or more of the specific
features of Mesopotamian society:
• Gender relationships
• Social classes
• Property ownership
• Commercial activity and economics
• State institutions and government
• Social practices and structures
• Religion
• Crime and punishment
Discuss whatever specific feature(s) you choose as they reflected in the individual laws.
You may also keep in mind that these laws are “epigraphic” – in that they include a
preamble by Hammurabi himself. How is Hammurabi “immortalized” by th ese laws?
How does this shape this law code’s meaning and significance?
This is not a “research” paper assignment therefore papers do not require any sources to
be cited (class notes and class texts are exceptions and may be referenced). Papers must
2
be grammatically correct, well-structured, and have citation of relevant texts and page
numbers.
Papers should be 5-6 pages typed, double-spaced, with one-inch margins and
12-point font. Papers are due at the beginning of class on February 17, 2016.
Late assignments will be penalize ...
Consider the following points when researching and writing your pape.docx
Consider the following points when researching and writing your paper
:
1) Briefly describe the issues involved in the case. Identify the plaintiff and defendant.
2) When did it occur? What contexts (historical, political, judicial, etc.) are important to understanding the case and its outcome?
3) How and where did the case originate? What were the decisions of the lower courts (if any)?
4) Provide relevant details about the Court itself. What was the final vote tally on the decision? Who was the Chief Justice? Who wrote the majority decision? Discuss their backgrounds, if important. You can
pay for a paper to be written
here.
5) How was the decision situated with regard to existing constitutional precedents? Did it build on them or represent a new direction? Place your case firmly in the context of important related decisions.
6) Were there significant dissents to the decision of the Court majority? How was the decision publicly received? Was it politically controversial? Who favored and who opposed it?
7) Describe the significance of the Court’s decision in both the short and long term. Remember, the specific details of the case itself are sometimes less important than the platform that the decision provided for the Court to set forth doctrines of much wider significance.
Some papers may focus on one or more of these questions as opposed to others, depending on their relative importance to the particular case. But understanding historical events means placing them in contexts, so the second question always deserves attention in your paper.
Research Paper Guidelines
Each student will submit an original report of six-to-twelve full pages (plus a Works Cited list) on the origins, outcome, significance, and context of a Supreme Court decision from a preapproved list. These papers are due in three groups on dates staggered throughout the semester. Students should also be present and prepared to informally discuss their case and answer questions about it in class on the date that the decision is listed on the detailed weekly course schedule.
Format Requirements
:
1) Papers should run at least 6 full pages in length and no more than 12. No headers or footers except page numbers should appear in the text of the paper.
2) Separately include a cover page (title, name, course info, etc.) and a Works Cited list.
3) Use a 12-point font (Times New Roman or Arial
only
!)
4) All lines of the text should be double-spaced. Do
not
place an extra line between paragraphs.
5) Margins should be one-inch in width (top, bottom, and both sides).
Submission
: The due dates for Groups 1, 2, and 3 are listed on the syllabus. Papers must be submitted in hardcopy and also uploaded online to the E-Learn dropbox. If you have trouble, then send me the paper as an e-mail attachment. All electronic versions should be saved and uploaded as
MSWord or rich text format (.rtf) files only
!
Late Papers
: These will be subject to steep penalties per what is d.
QuestionWas the pursuit of ideals or material gains more impo.docx
Question:
Was the pursuit of ideals or material gains more important in shaping
the United States in the years before 1865? Answer this question in 2-3 pages using evidence that supports your position.
Explanation:
Throughout the first half of HIST 2010, we’ve covered a number of factors that have shaped the development of the United States from a collection of British Colonies into an independent and united political entity. The factors at work in this process can be grouped into two general categories: those driven by ideology (religion, political and other types of philosophical beliefs) and those driven by material concerns (land acquisition, the desire to accumulate wealth, etc). While there is no doubt that both types of factors were important in these years, do you find ideology or material concerns to be the
most
important? Pick one or the other and argue for that position. Make sure to use
plenty of evidence from the course readings.
Assignment Overview
:
You must back up your argument/thesis with
plenty of evidence
that supports your position. The purpose of this assignment is to show that you know and understand the material we’ve covered in this course, so you should include evidence from several readings and
use only the materials assigned for HIST 2010 (ie no outside sources).
In other words, you should do well to demonstrate that you know the material in this course. Anyone can give an opinion based on how they
feel
, but you are scholars, so what I expect is that you take an informed position that is based on what you
can prove with evidence
. If you choose to turn in a paper with few sources to back up your thesis, then you choose to receive a poor grade on this paper. Papers that draw only a single source will receive a maximum grade of a D.
In order to receive full credit for this assignment, you must turn in
both
of the following to the dropbox on D2L.
-A typed copy of your paper
-An audio copy of you reading your paper
***- Your assignment will not be considered fully submitted until you have turned in both of these.
Required Guidelines:
(You can use this as a check list before you turn in your paper)
-Your paper must have a title page that includes your name, course, and section number, and the semester. This page does not count toward the limit. Your paper should begin on the first line of the page that follows your title page.
-The paper must be in 12 point Times New Roman font with 1.25” margins at left and right and 1” margins at top an bottom. It must be double-spaced. Failing to meet these requirements will lead to a deduction in your grade.
-You may only use sources assigned for this course. Though there are many great sources out there, an important part of this assignment is showing me that you’ve read the materials I’ve assigned and understand them well enough to use them in your paper.
-If you plagiarize on this paper, you will be given a failing grade for the course and you will.
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
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.
Project DescriptionsPaperStudents will write an 8-10 page pa.docx
Project Descriptions
Paper
Students will write an 8-10 page paper on a topic approved by the instructor.
Select a topic (an international event/issue) from 1960 to present which you will attempt to analyze using the concepts we'll cover in this course. You will need to identify the event/issue and briefly explain what happened (or is happening), when, and where. You will then analyze the event/issue by determining why it happened as it did. In doing this, you will identify the state and non-state actors involved. Once you've identified the actors, you will use the theories of international relations to help you understand why this event/issue was important to each of them and why each responded as it did. The impact of balance of power, globalization, economics, culture, politics, and many other factors will help you analyze your topic.
Your final paper should contain a title page, abstract page, 8-10 pages of content, an endnotes page (if endnotes were used), and a bibliography. Note that the bibliography included with the paper is not annotated. Papers are to be double-spaced, Times New Roman font size 12, with one inch margins all around. Papers significantly shorter or longer than this will be penalized. Part of learning to write well is learning to write in a clear, concise manner, while providing a sufficient level of detail. Remember that all papers must contain an introductory paragraph which explains the topic and the argument the paper will make AND a concluding paragraph which wraps up the main points of the paper without introducing any new information. Proofread your paper carefully. I would suggest using a spell/grammar checker and/or asking a friend to read over your paper for you. Sometimes, after spending days working on a paper, we tend to lose the ability to pick up on incomplete sentences and misused words, which someone reading for the first time would pick up on.
Title pages should include the title of your paper, your name, the date, the course designator, and the instructor's name - all centered on the front page. The abstract page should be the second page of your paper and should contain your single-spaced up to a half-page abstract. The endnotes page should be a separate page following the content of your paper, which lists all citations in numerical order. You will not need an endnotes page if you use parenthetical notes or footnotes. Your bibliography will be the last page(s) of your paper and should provide a list of all sources, alphabetized by authors' last names. Each item should be single-spaced with a double-space between items.
Papers must use a minimum of 8 sources, with a minimum of two primary sources and two academic journals. If you're not sure about the difference between primary and secondary sources, check out the info at: http://owl.english.purdue.edu/workshops/hypertext/ResearchW/resource.html. All sources must be validated as solid, scholarly sourc ...
The written assignment requires you to select a physical objec.docx
The written assignment requires you to select a
physical object
related to this class and write an essay arguing why you believe this object is important to the narrative of American history. The object can be a museum, museum exhibit, artifact in a museum, historic house, etc. It’s your choice but the object must be related to class
AND you must actually go to see the object
. Length of the paper must be 3 to 5 double spaced pages. See the Pages tab in Canvas for more information about this paper.
Format and Requirements for the Written Assignment
Object Analysis Proposal.docx
Written Assignment
Format and Other Requirements for the Written Assignment
The purpose of this assignment is to help you: 1) develop analytical and research skills; 2) develop writing skills; 3) obtain an understanding of how historians interpret the past and write history; 4) get you "close" to history and the past.
So, taking advantage of what the Washington, DC, area has to offer in the way of American History, you are to select one physical objects related to American and describe what this object is and argue why it is important to the narrative of American History. The object could be a museum, museum exhibit, artifact in a museum, historic house, etc. You are to write a 3 to 5 page essay. The assignment requires you to: 1) first build a foundation of knowledge on your objects through researching related primary and secondary sources
before you conduct your visit
; 2) actually visit where your objects are located in order to see and experience them firsthand (no virtual visits or past visits).
It's also important to note that you must actually visit the location where your object is located - visits to Mt. Vernon in second grade or to the Museum of American History when your uncle Charlie was in town in July do not count, nor do "virtual" visits on the internet. In order to show me you actually went to the sites,
you must attach to your paper a time dated photo of you at the site.
Structure and Format
You must have a thesis statement in the beginning paragraph of your paper that poses your argument. Such as statement might read: “This boat is important to American history because it showed the English that Americans were now a naval power…” Your paper must then prove your argument by using primary and secondary sources. More about writing a thesis statement can be found at
History Professor.Org (Links to an external site.)
.
You must use the following types and minimum number of sources, and you must cite them in the body of your paper, using footnotes, as well as in your bibliography: 3 primary source documents, 4 secondary source documents (NOT your text book or lecture material), and 2 websites (NOT Wikipedia and NO “.com”s, ie. History.com, etc.).
The font must be 12 point,
Times New Roman.
You must use footnotes (not end notes or parenthetical citations) and follow the
Chicago Manual of Style
(CMS) form of footnoting (NOT the MLA style.
This assignment is designed to increase your knowledge of one ma.docx
This assignment is designed to increase your knowledge of one major early American writer; to enhance your research, synthesis, and documentation skills; and to develop information literacy. Focus on one of the authors listed below:
William Bradford
Anne Bradstreet
Jonathan Edwards
Cotton Mather
Annis Boudinot Stockton
Elizabeth Graeme Fergusson
Benjamin Franklin
Thomas Paine
John Adams
Thomas Jefferson
Alexander Hamilton
Phyllis Wheatley
Sarah Margaret Fuller
Emily Dickinson
Herman Melville
Washington Irving
William Lloyd Garrison
Harriet Beecher Stowe
Henry David Thoreau
Lydia Maria Child
Henry Wadsworth Longfellow
William Cullen Bryant
Nathaniel Hawthorne
You will need to read two works by the author you choose to research (not including assigned works), so make sure you choose one whose works you can access and read.
If you would like to do your InfoQuest on an early American writer that is not listed, contact your instructor to obtain permission before proceeding.
You may not use Ralph Waldo Emerson as the topic of your InfoQuest.
RESEARCH
You need to research the following bulleted topics for inclusion in your completed InfoQuest Project.
Please note that Wikipedia, Shmoop, Bloom’s Literature, Amazon, and other non-critical sources are not appropriate for this assignment.
You also need to move beyond encyclopedias as sources; only one encyclopedia article will be allowed. Textbooks (history or literature) are fine to use, and scholarly journal articles or books are acceptable sources
.
The PTC library databases contain a multitude of resources that may be helpful and are critical, academic sources. Instructions for accessing the databases can be found in D2L under your HELP & HOW TO Module as well as below under the Critical Resource Analysis heading.
FORMAT
Your document should be double-spaced with 1” margins on all sides. With the exception of the MLA headings on page 1—the cover page takes the place of this—your InfoQuest should meet all MLA formatting guidelines. Both Calibri 11 pt. or Times New Roman 12 pt. are acceptable, but choose one of these fonts and be consistent. You should also have a header (Last name page number) in the top right corner of your InfoQuest pages. Please begin each section on a new page—simply type the name of the section in boldface at the top of the page (ex.
Reflection
at the beginning of the Reflection section). The sections listed below should all be included.
CONTENTS
COVER PAGE
Try to locate a picture (or pictures) to include on the cover page (and other relevant pages) in your project. Remember to acknowledge your source parenthetically beneath the picture, and also include a
full citation
in the works-cited section of the project. Include the title of your InfoQuest, and your name, the course, and the date.
TABLE OF CONTENTS
Provide a neat, attractive table of contents with the appropriate page numbers to match the page numbers in your InfoQuest header.
.
American Psychological Association (APA) FORMAT
Paper Writing Service
http://HelpWriting.net/American-Psychological-Association-(APA 👈
Paper Instructions Paper 1 is your first attempt at an argumen.docx
Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
Basic search skills training
This 90 minutes workshop is the first part of the library training series, designed to enhance the library knowledge of the front-line support staff in basic search skills.
The Proposal In a paper proposal, your job is to answer t.docx
The Proposal
In a paper proposal, your job is to answer the what, how, and why of your essay topic so that
your audience understands the basic parameters of your argument.
For this proposal, you will write me (your professor) a letter that contains the following:
1) Capture the reader’s interest with your introduction, which should be a brief explanation
of your topic as a whole. This is where you explain the exigency (show why this is a
problem/idea worth considering and why?)
2) Write your working thesis statement. Formulate the question that will govern your
research, and then answer it with a strong statement/claim that your paper intends to
prove.
3) Supply background/context on your topic along with the purpose and relevance of your
thesis. Explain what you hope to prove or uncover. Provide concrete examples of the
issues you will be exploring, and explain why the research you will conduct is important.
This is where you will branch away from the primary source (the novel) to explain why
the theme or idea you are exploring is relevant beyond the page.
4) Discuss preliminary research on your topic while developing your proposal; explain how
this research fits into your argument and plans for the paper. How are you going to use
your sources? (make sure to include primary and secondary sources).
Project Text: The Road
In this project we will explore the post-apocalyptic genre and how texts of this genre reflect issues
and anxieties coursing through everyday life.
You will begin this Project by reading and analyzing Cormac McCarthy’s The Road. During this
time, we will pay close attention to themes being built within the text that provide insight on
“real-world” issues. You will then conduct research of your own (using the CSUN databases) in
order to find evidence that supports your theme in that “real-world” context.
The essay itself will be an argument made by you with an explicit thesis that is proven with
evidence from our primary text: The Road, and at least three resources you have found on the
CSUN databases.
Basic Requirements:
- 6 page minimum with Works Cited (not included in page count)
- Standard MLA Format
- A completed essay packet.
- Essay needs to be posted to your Class Website AND turned in at the beginning of class.
- Minimum of 3 secondary sources. You may use the articles I have provided for you, but
these will not count towards the minimum requirement.
- Proof of visit to the LRC.
- Completion of all lead-up exercises.
Exercise 1: The Review
For this assignment, you will be required to write a scholarly review of Cormac McCarthy’s The
Road. In this review, you will be required to interpret The Road within a larger conversation (based
on the themes you have been developing throughout the past few weeks). Your review will need
to include supplemental information from two of our previous texts.
750 Word Minimum. Posted to your Class Websit ...
httpswww.azed.govoelaselpsUse this to see the English Lang.docx
https://www.azed.gov/oelas/elps/
Use this to see the English Language Proficiency Standards of Arizona-Pick a grade level
https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0
http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standards/
how to read standards
Week 04
Acquisition and Customer Lifetime Value (CLV)
https://www.smh.com.au/politics/federal/nbn-customers-face-higher-prices-or-poorer-internet-connection-audit-warns-20190813-p52go7.html
Customer Relationship Management?
CRM is the process of carefully managing detailed information about individual
customers and all customer touch points to maximize customer loyalty.
Now closely associated with data warehousing and mining
Relationship
Relationship
Identifying good customers: RFM Model
Recency
Frequency
Monetary Value
Time/purchase occasions since the last purchase
Number of purchase occasions since first purchase
Amount spent since the first purchase
R
F
M
Total RFM Score: R Score + F score + M Score
CASE: Database for BookBinders Book Club
Predict response to a mailing for the book, Art History of Florence, based on the
following variables accumulated in the database and the responses to a test mailing:
Gender
Amount purchased
Months since first purchase
Months since last purchase
Frequency of purchase
Past purchases of art books
Past purchases of children’s books
Past purchases of cook books
Past purchases of DIY books
Past purchases of youth books
Recency
Frequency
Monetary
Example: RFM Model Scoring Criteria
R
Months from last
purchase
13-max 10-12 7-9 3-6 0-2
Score 5pts 10 15 20 25
F
Frequency > 30 21-30 16-20 11-15 0-10
Score 25pts 20 15 10 5
M
Amount
purchased
> 400 301-400 201-300 101- 200 100
Score 50 45 30 15 10
Implement using Nested If statements in Excel
Decile Classification
• Standard Assessment Method
• Apply the results of approach and
calculate the “score” of each individual
• Order the customers based on “score”
from the highest to the lowest
• Divide into deciles
• Calculate profits per deciles
Customer 1 Score 1.00
Customer 2 Score 0.99
….
Customer 230 Score 0.92
Customer 2300 Score 0.00
Decile1
Decile10
…
..
…
..
Output for Bookbinders club
Decile Score RFM No. of Mailings Cost of mailing RFM Units sold RFM Profit
10 17.6% 5000 $3,250 783 $4,733
20 34.8% 10000 $6,500 1,543 $9,243
30 46.1% 15000 $9,750 2,043 $11,093
40 53.4% 20000 $13,000 2,370 $11,170
50 65.2% 25000 $16,250 2,891 $13,241
60 77.9% 30000 $19,500 3,457 $15,757
70 83.3% 35000 $22,750 3,696 $14,946
80 91.7% 40000 $26,000 4,065 $15,465
90 97.5% 45000 $29,250 4,326 $14,876
100 100.0% 50000 $32,500 4,435 $12,735
Note: Market Potential = 4435 units and margin = $10.20
Leaky bucket
New customer
acquisition
Purchase increase by
current customers
Purchase decrease by
current customers
Lost customers
Lost customers
Credit Card Rewards Program ...
httpscdnapisec.kaltura.comindex.phpextwidgetpreviewpartner_.docx
https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_mrektf8l/embed/dynamic
Listen to the podcast, link is above and write a summary of the content of the podcast one page in length and a personal reflective commentary on the content of the podcast, one page in length. Credit is awarded on the basis of thoroughness, accuracy, originality, and writing quality. 2 total pages in length.
Lab 5 Nessus Vulnerability Scan Report
© 2012 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com
This handout is a printout of the results of a Nessus vulnerability scan. The scan was performed
on the mock IT infrastructure in the lab environment for the Jones & Bartlett Learning Managing
Risk in Information Systems course.
Source: Lab environment
URL Last Verified: 2013-1-3
List of hosts
172.16.20.1 Low Severity problem(s) found
172.17.20.1 High Severity problem(s) found
172.18.20.1 High Severity problem(s) found
172.19.20.1 Low Severity problem(s) found
172.20.20.1 High Severity problem(s) found
172.30.0.10 High Severity problem(s) found
172.30.0.66 High Severity problem(s) found
[^] Back
172.16.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:36:50 2010
Number of vulnerabilities
Open ports : 2
High : 0
Medium : 0
Low : 2
Remote host information
Operating System :
NetBIOS name :
DNS name :
[^] Back to 172.16.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. This allows an attacker to know the date
which is set on your machine. This may help him to defeat all your time based authentication protocols.
Risk factor:
None
Solution
:
Filter out the ICMP timestamp requests (13), and the outgoing ICMP timestamp replies (14).
Plugin output:
This host returns non-standard timestamps (high bit is set)
Plugin ID:
10114
Page 1 of 76Nessus Scan Report
8/5/2010mhtml:file://C:\Documents and Settings\acaballero\Desktop\nessus_MockITScan.mht
CVE:
CVE-1999-0524
Other references:
OSVDB:94
Nessus Scan Information
Information about this scan : Nessus version : 4.2.2 (Build 9129) Plugin feed version : 201007191034
Type of plugin feed : HomeFeed (Non-commercial use only) Scanner IP : 172.30.0.67 Port scanner(s) :
nessus_syn_scanner Port range : default Thorough tests : no Experimental tests : no Paranoia level : 1
Report Verbosity : 1 Safe checks : no Optimize the test : yes CGI scanning : disabled Web application
tests : disabled Max hosts : 80 Max checks : 5 Recv timeout : 5 Backports : None Scan Start Date :
2010/8/5 11:34 Scan duration : 132 sec
Plugin ID:
19506
[^] Back to 172.16.20.1
[^] Back
172.17.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : ...
More Related Content
Similar to HIST 1302 United States History II Dr. Gene Rhea.docx
QuestionWas the pursuit of ideals or material gains more impo.docx
Question:
Was the pursuit of ideals or material gains more important in shaping
the United States in the years before 1865? Answer this question in 2-3 pages using evidence that supports your position.
Explanation:
Throughout the first half of HIST 2010, we’ve covered a number of factors that have shaped the development of the United States from a collection of British Colonies into an independent and united political entity. The factors at work in this process can be grouped into two general categories: those driven by ideology (religion, political and other types of philosophical beliefs) and those driven by material concerns (land acquisition, the desire to accumulate wealth, etc). While there is no doubt that both types of factors were important in these years, do you find ideology or material concerns to be the
most
important? Pick one or the other and argue for that position. Make sure to use
plenty of evidence from the course readings.
Assignment Overview
:
You must back up your argument/thesis with
plenty of evidence
that supports your position. The purpose of this assignment is to show that you know and understand the material we’ve covered in this course, so you should include evidence from several readings and
use only the materials assigned for HIST 2010 (ie no outside sources).
In other words, you should do well to demonstrate that you know the material in this course. Anyone can give an opinion based on how they
feel
, but you are scholars, so what I expect is that you take an informed position that is based on what you
can prove with evidence
. If you choose to turn in a paper with few sources to back up your thesis, then you choose to receive a poor grade on this paper. Papers that draw only a single source will receive a maximum grade of a D.
In order to receive full credit for this assignment, you must turn in
both
of the following to the dropbox on D2L.
-A typed copy of your paper
-An audio copy of you reading your paper
***- Your assignment will not be considered fully submitted until you have turned in both of these.
Required Guidelines:
(You can use this as a check list before you turn in your paper)
-Your paper must have a title page that includes your name, course, and section number, and the semester. This page does not count toward the limit. Your paper should begin on the first line of the page that follows your title page.
-The paper must be in 12 point Times New Roman font with 1.25” margins at left and right and 1” margins at top an bottom. It must be double-spaced. Failing to meet these requirements will lead to a deduction in your grade.
-You may only use sources assigned for this course. Though there are many great sources out there, an important part of this assignment is showing me that you’ve read the materials I’ve assigned and understand them well enough to use them in your paper.
-If you plagiarize on this paper, you will be given a failing grade for the course and you will.
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
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.
Project DescriptionsPaperStudents will write an 8-10 page pa.docx
Project Descriptions
Paper
Students will write an 8-10 page paper on a topic approved by the instructor.
Select a topic (an international event/issue) from 1960 to present which you will attempt to analyze using the concepts we'll cover in this course. You will need to identify the event/issue and briefly explain what happened (or is happening), when, and where. You will then analyze the event/issue by determining why it happened as it did. In doing this, you will identify the state and non-state actors involved. Once you've identified the actors, you will use the theories of international relations to help you understand why this event/issue was important to each of them and why each responded as it did. The impact of balance of power, globalization, economics, culture, politics, and many other factors will help you analyze your topic.
Your final paper should contain a title page, abstract page, 8-10 pages of content, an endnotes page (if endnotes were used), and a bibliography. Note that the bibliography included with the paper is not annotated. Papers are to be double-spaced, Times New Roman font size 12, with one inch margins all around. Papers significantly shorter or longer than this will be penalized. Part of learning to write well is learning to write in a clear, concise manner, while providing a sufficient level of detail. Remember that all papers must contain an introductory paragraph which explains the topic and the argument the paper will make AND a concluding paragraph which wraps up the main points of the paper without introducing any new information. Proofread your paper carefully. I would suggest using a spell/grammar checker and/or asking a friend to read over your paper for you. Sometimes, after spending days working on a paper, we tend to lose the ability to pick up on incomplete sentences and misused words, which someone reading for the first time would pick up on.
Title pages should include the title of your paper, your name, the date, the course designator, and the instructor's name - all centered on the front page. The abstract page should be the second page of your paper and should contain your single-spaced up to a half-page abstract. The endnotes page should be a separate page following the content of your paper, which lists all citations in numerical order. You will not need an endnotes page if you use parenthetical notes or footnotes. Your bibliography will be the last page(s) of your paper and should provide a list of all sources, alphabetized by authors' last names. Each item should be single-spaced with a double-space between items.
Papers must use a minimum of 8 sources, with a minimum of two primary sources and two academic journals. If you're not sure about the difference between primary and secondary sources, check out the info at: http://owl.english.purdue.edu/workshops/hypertext/ResearchW/resource.html. All sources must be validated as solid, scholarly sourc ...
The written assignment requires you to select a physical objec.docx
The written assignment requires you to select a
physical object
related to this class and write an essay arguing why you believe this object is important to the narrative of American history. The object can be a museum, museum exhibit, artifact in a museum, historic house, etc. It’s your choice but the object must be related to class
AND you must actually go to see the object
. Length of the paper must be 3 to 5 double spaced pages. See the Pages tab in Canvas for more information about this paper.
Format and Requirements for the Written Assignment
Object Analysis Proposal.docx
Written Assignment
Format and Other Requirements for the Written Assignment
The purpose of this assignment is to help you: 1) develop analytical and research skills; 2) develop writing skills; 3) obtain an understanding of how historians interpret the past and write history; 4) get you "close" to history and the past.
So, taking advantage of what the Washington, DC, area has to offer in the way of American History, you are to select one physical objects related to American and describe what this object is and argue why it is important to the narrative of American History. The object could be a museum, museum exhibit, artifact in a museum, historic house, etc. You are to write a 3 to 5 page essay. The assignment requires you to: 1) first build a foundation of knowledge on your objects through researching related primary and secondary sources
before you conduct your visit
; 2) actually visit where your objects are located in order to see and experience them firsthand (no virtual visits or past visits).
It's also important to note that you must actually visit the location where your object is located - visits to Mt. Vernon in second grade or to the Museum of American History when your uncle Charlie was in town in July do not count, nor do "virtual" visits on the internet. In order to show me you actually went to the sites,
you must attach to your paper a time dated photo of you at the site.
Structure and Format
You must have a thesis statement in the beginning paragraph of your paper that poses your argument. Such as statement might read: “This boat is important to American history because it showed the English that Americans were now a naval power…” Your paper must then prove your argument by using primary and secondary sources. More about writing a thesis statement can be found at
History Professor.Org (Links to an external site.)
.
You must use the following types and minimum number of sources, and you must cite them in the body of your paper, using footnotes, as well as in your bibliography: 3 primary source documents, 4 secondary source documents (NOT your text book or lecture material), and 2 websites (NOT Wikipedia and NO “.com”s, ie. History.com, etc.).
The font must be 12 point,
Times New Roman.
You must use footnotes (not end notes or parenthetical citations) and follow the
Chicago Manual of Style
(CMS) form of footnoting (NOT the MLA style.
This assignment is designed to increase your knowledge of one ma.docx
This assignment is designed to increase your knowledge of one major early American writer; to enhance your research, synthesis, and documentation skills; and to develop information literacy. Focus on one of the authors listed below:
William Bradford
Anne Bradstreet
Jonathan Edwards
Cotton Mather
Annis Boudinot Stockton
Elizabeth Graeme Fergusson
Benjamin Franklin
Thomas Paine
John Adams
Thomas Jefferson
Alexander Hamilton
Phyllis Wheatley
Sarah Margaret Fuller
Emily Dickinson
Herman Melville
Washington Irving
William Lloyd Garrison
Harriet Beecher Stowe
Henry David Thoreau
Lydia Maria Child
Henry Wadsworth Longfellow
William Cullen Bryant
Nathaniel Hawthorne
You will need to read two works by the author you choose to research (not including assigned works), so make sure you choose one whose works you can access and read.
If you would like to do your InfoQuest on an early American writer that is not listed, contact your instructor to obtain permission before proceeding.
You may not use Ralph Waldo Emerson as the topic of your InfoQuest.
RESEARCH
You need to research the following bulleted topics for inclusion in your completed InfoQuest Project.
Please note that Wikipedia, Shmoop, Bloom’s Literature, Amazon, and other non-critical sources are not appropriate for this assignment.
You also need to move beyond encyclopedias as sources; only one encyclopedia article will be allowed. Textbooks (history or literature) are fine to use, and scholarly journal articles or books are acceptable sources
.
The PTC library databases contain a multitude of resources that may be helpful and are critical, academic sources. Instructions for accessing the databases can be found in D2L under your HELP & HOW TO Module as well as below under the Critical Resource Analysis heading.
FORMAT
Your document should be double-spaced with 1” margins on all sides. With the exception of the MLA headings on page 1—the cover page takes the place of this—your InfoQuest should meet all MLA formatting guidelines. Both Calibri 11 pt. or Times New Roman 12 pt. are acceptable, but choose one of these fonts and be consistent. You should also have a header (Last name page number) in the top right corner of your InfoQuest pages. Please begin each section on a new page—simply type the name of the section in boldface at the top of the page (ex.
Reflection
at the beginning of the Reflection section). The sections listed below should all be included.
CONTENTS
COVER PAGE
Try to locate a picture (or pictures) to include on the cover page (and other relevant pages) in your project. Remember to acknowledge your source parenthetically beneath the picture, and also include a
full citation
in the works-cited section of the project. Include the title of your InfoQuest, and your name, the course, and the date.
TABLE OF CONTENTS
Provide a neat, attractive table of contents with the appropriate page numbers to match the page numbers in your InfoQuest header.
.
American Psychological Association (APA) FORMAT
Paper Writing Service
http://HelpWriting.net/American-Psychological-Association-(APA 👈
Paper Instructions Paper 1 is your first attempt at an argumen.docx
Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
Basic search skills training
This 90 minutes workshop is the first part of the library training series, designed to enhance the library knowledge of the front-line support staff in basic search skills.
The Proposal In a paper proposal, your job is to answer t.docx
The Proposal
In a paper proposal, your job is to answer the what, how, and why of your essay topic so that
your audience understands the basic parameters of your argument.
For this proposal, you will write me (your professor) a letter that contains the following:
1) Capture the reader’s interest with your introduction, which should be a brief explanation
of your topic as a whole. This is where you explain the exigency (show why this is a
problem/idea worth considering and why?)
2) Write your working thesis statement. Formulate the question that will govern your
research, and then answer it with a strong statement/claim that your paper intends to
prove.
3) Supply background/context on your topic along with the purpose and relevance of your
thesis. Explain what you hope to prove or uncover. Provide concrete examples of the
issues you will be exploring, and explain why the research you will conduct is important.
This is where you will branch away from the primary source (the novel) to explain why
the theme or idea you are exploring is relevant beyond the page.
4) Discuss preliminary research on your topic while developing your proposal; explain how
this research fits into your argument and plans for the paper. How are you going to use
your sources? (make sure to include primary and secondary sources).
Project Text: The Road
In this project we will explore the post-apocalyptic genre and how texts of this genre reflect issues
and anxieties coursing through everyday life.
You will begin this Project by reading and analyzing Cormac McCarthy’s The Road. During this
time, we will pay close attention to themes being built within the text that provide insight on
“real-world” issues. You will then conduct research of your own (using the CSUN databases) in
order to find evidence that supports your theme in that “real-world” context.
The essay itself will be an argument made by you with an explicit thesis that is proven with
evidence from our primary text: The Road, and at least three resources you have found on the
CSUN databases.
Basic Requirements:
- 6 page minimum with Works Cited (not included in page count)
- Standard MLA Format
- A completed essay packet.
- Essay needs to be posted to your Class Website AND turned in at the beginning of class.
- Minimum of 3 secondary sources. You may use the articles I have provided for you, but
these will not count towards the minimum requirement.
- Proof of visit to the LRC.
- Completion of all lead-up exercises.
Exercise 1: The Review
For this assignment, you will be required to write a scholarly review of Cormac McCarthy’s The
Road. In this review, you will be required to interpret The Road within a larger conversation (based
on the themes you have been developing throughout the past few weeks). Your review will need
to include supplemental information from two of our previous texts.
750 Word Minimum. Posted to your Class Websit ...
Similar to HIST 1302 United States History II Dr. Gene Rhea.docx (20)
QuestionWas the pursuit of ideals or material gains more impo.docx
QuestionWas the pursuit of ideals or material gains more impo.docx
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
Project DescriptionsPaperStudents will write an 8-10 page pa.docx
Project DescriptionsPaperStudents will write an 8-10 page pa.docx
The written assignment requires you to select a physical objec.docx
The written assignment requires you to select a physical objec.docx
This assignment is designed to increase your knowledge of one ma.docx
This assignment is designed to increase your knowledge of one ma.docx
Paper Instructions Paper 1 is your first attempt at an argumen.docx
Paper Instructions Paper 1 is your first attempt at an argumen.docx
The Proposal In a paper proposal, your job is to answer t.docx
The Proposal In a paper proposal, your job is to answer t.docx
More from pooleavelina
httpswww.azed.govoelaselpsUse this to see the English Lang.docx
https://www.azed.gov/oelas/elps/
Use this to see the English Language Proficiency Standards of Arizona-Pick a grade level
https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0
http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standards/
how to read standards
Week 04
Acquisition and Customer Lifetime Value (CLV)
https://www.smh.com.au/politics/federal/nbn-customers-face-higher-prices-or-poorer-internet-connection-audit-warns-20190813-p52go7.html
Customer Relationship Management?
CRM is the process of carefully managing detailed information about individual
customers and all customer touch points to maximize customer loyalty.
Now closely associated with data warehousing and mining
Relationship
Relationship
Identifying good customers: RFM Model
Recency
Frequency
Monetary Value
Time/purchase occasions since the last purchase
Number of purchase occasions since first purchase
Amount spent since the first purchase
R
F
M
Total RFM Score: R Score + F score + M Score
CASE: Database for BookBinders Book Club
Predict response to a mailing for the book, Art History of Florence, based on the
following variables accumulated in the database and the responses to a test mailing:
Gender
Amount purchased
Months since first purchase
Months since last purchase
Frequency of purchase
Past purchases of art books
Past purchases of children’s books
Past purchases of cook books
Past purchases of DIY books
Past purchases of youth books
Recency
Frequency
Monetary
Example: RFM Model Scoring Criteria
R
Months from last
purchase
13-max 10-12 7-9 3-6 0-2
Score 5pts 10 15 20 25
F
Frequency > 30 21-30 16-20 11-15 0-10
Score 25pts 20 15 10 5
M
Amount
purchased
> 400 301-400 201-300 101- 200 100
Score 50 45 30 15 10
Implement using Nested If statements in Excel
Decile Classification
• Standard Assessment Method
• Apply the results of approach and
calculate the “score” of each individual
• Order the customers based on “score”
from the highest to the lowest
• Divide into deciles
• Calculate profits per deciles
Customer 1 Score 1.00
Customer 2 Score 0.99
….
Customer 230 Score 0.92
Customer 2300 Score 0.00
Decile1
Decile10
…
..
…
..
Output for Bookbinders club
Decile Score RFM No. of Mailings Cost of mailing RFM Units sold RFM Profit
10 17.6% 5000 $3,250 783 $4,733
20 34.8% 10000 $6,500 1,543 $9,243
30 46.1% 15000 $9,750 2,043 $11,093
40 53.4% 20000 $13,000 2,370 $11,170
50 65.2% 25000 $16,250 2,891 $13,241
60 77.9% 30000 $19,500 3,457 $15,757
70 83.3% 35000 $22,750 3,696 $14,946
80 91.7% 40000 $26,000 4,065 $15,465
90 97.5% 45000 $29,250 4,326 $14,876
100 100.0% 50000 $32,500 4,435 $12,735
Note: Market Potential = 4435 units and margin = $10.20
Leaky bucket
New customer
acquisition
Purchase increase by
current customers
Purchase decrease by
current customers
Lost customers
Lost customers
Credit Card Rewards Program ...
httpscdnapisec.kaltura.comindex.phpextwidgetpreviewpartner_.docx
https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_mrektf8l/embed/dynamic
Listen to the podcast, link is above and write a summary of the content of the podcast one page in length and a personal reflective commentary on the content of the podcast, one page in length. Credit is awarded on the basis of thoroughness, accuracy, originality, and writing quality. 2 total pages in length.
Lab 5 Nessus Vulnerability Scan Report
© 2012 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com
This handout is a printout of the results of a Nessus vulnerability scan. The scan was performed
on the mock IT infrastructure in the lab environment for the Jones & Bartlett Learning Managing
Risk in Information Systems course.
Source: Lab environment
URL Last Verified: 2013-1-3
List of hosts
172.16.20.1 Low Severity problem(s) found
172.17.20.1 High Severity problem(s) found
172.18.20.1 High Severity problem(s) found
172.19.20.1 Low Severity problem(s) found
172.20.20.1 High Severity problem(s) found
172.30.0.10 High Severity problem(s) found
172.30.0.66 High Severity problem(s) found
[^] Back
172.16.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:36:50 2010
Number of vulnerabilities
Open ports : 2
High : 0
Medium : 0
Low : 2
Remote host information
Operating System :
NetBIOS name :
DNS name :
[^] Back to 172.16.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. This allows an attacker to know the date
which is set on your machine. This may help him to defeat all your time based authentication protocols.
Risk factor:
None
Solution
:
Filter out the ICMP timestamp requests (13), and the outgoing ICMP timestamp replies (14).
Plugin output:
This host returns non-standard timestamps (high bit is set)
Plugin ID:
10114
Page 1 of 76Nessus Scan Report
8/5/2010mhtml:file://C:\Documents and Settings\acaballero\Desktop\nessus_MockITScan.mht
CVE:
CVE-1999-0524
Other references:
OSVDB:94
Nessus Scan Information
Information about this scan : Nessus version : 4.2.2 (Build 9129) Plugin feed version : 201007191034
Type of plugin feed : HomeFeed (Non-commercial use only) Scanner IP : 172.30.0.67 Port scanner(s) :
nessus_syn_scanner Port range : default Thorough tests : no Experimental tests : no Paranoia level : 1
Report Verbosity : 1 Safe checks : no Optimize the test : yes CGI scanning : disabled Web application
tests : disabled Max hosts : 80 Max checks : 5 Recv timeout : 5 Backports : None Scan Start Date :
2010/8/5 11:34 Scan duration : 132 sec
Plugin ID:
19506
[^] Back to 172.16.20.1
[^] Back
172.17.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : ...
httpsifes.orgsitesdefaultfilesbrijuni18countryreport_fi.docx
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://link.springer.com/chapter/10.1057/9780333978061_1
https://www.cambridge.org/core/journals/british-journal-of-political-science/article/impact-of-campaign-finance-laws-on-party-competition/BAC344FE7C753C927E40BB07C362BDD1
https://doi.org/10.1002/bdrb.21106
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://www.venice.coe.int/webforms/documen ...
httpfmx.sagepub.comField Methods DOI 10.117715258.docx
http://fmx.sagepub.com
Field Methods
DOI: 10.1177/1525822X04269550
2005; 17; 30 Field Methods
Don A. Dillman and Leah Melani Christian
Survey Mode as a Source of Instability in Responses across Surveys
http://fmx.sagepub.com/cgi/content/abstract/17/1/30
The online version of this article can be found at:
Published by:
http://www.sagepublications.com
can be found at:Field Methods Additional services and information for
http://fmx.sagepub.com/cgi/alerts Email Alerts:
http://fmx.sagepub.com/subscriptions Subscriptions:
http://www.sagepub.com/journalsReprints.navReprints:
http://www.sagepub.com/journalsPermissions.navPermissions:
http://fmx.sagepub.com/cgi/content/refs/17/1/30 Citations
at SAGE Publications on September 9, 2009 http://fmx.sagepub.comDownloaded from
http://fmx.sagepub.com/cgi/alerts
http://fmx.sagepub.com/subscriptions
http://www.sagepub.com/journalsReprints.nav
http://www.sagepub.com/journalsPermissions.nav
http://fmx.sagepub.com/cgi/content/refs/17/1/30
http://fmx.sagepub.com
10.1177/1525822X04269550FIELD METHODSDillman, Christian / SURVEY MODE AS SOURCE OF INSTABILITY
Survey Mode as a Source of Instability
in Responses across Surveys
DON A. DILLMAN
LEAH MELANI CHRISTIAN
Washington State University
Changes in survey mode for conducting panel surveys may contribute significantly to
survey error. This article explores the causes and consequences of such changes in
survey mode. The authors describe how and why the choice of survey mode often
causes changes to be made to the wording of questions, as well as the reasons that
identically worded questions often produce different answers when administered
through different modes. The authors provide evidence that answers may change as a
result of different visual layouts for otherwise identical questions and suggest ways
to keep measurement the same despite changes in survey mode.
Keywords: survey mode; questionnaire; panel survey; measurement; survey error
Most panel studies require measurement of the same variables at different
times. Often, participants are asked questions, several days, weeks, months,
or years apart to measure change in some characteristics of interest to the
investigation. These characteristics might include political attitudes, satis-
faction with a health care provider, frequency of a behavior, ownership of
financial resources, or level of educational attainment. Whatever the charac-
teristic of interest, it is important that the question used to ascertain it perform
the same across multiple data collections.
In addition, declining survey response rates, particularly for telephone
surveys, have encouraged researchers to use multiple modes of data collec-
tion during the administration of a single cross-sectional survey. Encouraged
by the availability of more survey modes than in the past and evidence that a
change in modes produces higher response rates (Dillman 2002), surveyors
This is a revision of a paper presented at t ...
httpsiexaminer.orgfake-news-personal-responsibility-must-trump.docx
https://iexaminer.org/fake-news-personal-responsibility-must-trump-intellectual-laziness/
Fake news: Personal responsibility must trump intellectual laziness
By Matt Chan January 4, 2017
Where do you get your news? That question has become incredibly important given the results of our Presidential Election. How many times have you heard, “I read a news story on Facebook and …” The problem: Facebook is not a news service; it’s a “social media” site whose purpose is to connect like-minded friends and family, to provide you with social connections, and online entertainment.
For Asian Americans social media provides an important and useful way of connecting socially and in some cases politically, but there is a downside. The downside is how social media actually works. These sites employ elaborate algorithms to track and analyze your posts, likes, and dislikes to provide you with a custom experience unique to you. The truth is you are being marketed to, not informed. What looks like news, is not really news, it’s personal validation. All in an attempt to keep you on the site longer, to click a few more things, to make you feel good about what you’re reading. It makes it seem like most people agree with you because you’re only fed information and stories that validate your worldview.
On the other hand, real news is hard work. Its fact-based information presented by people who have checked, researched, and documented what they are presenting as the truth. Real news can be verified.
“Fake News” is, well, fake, often times entirely made-up or containing a hint of truth. Social media was largely responsible for pushing “fake news” stories that were entirely made up to drive clicks on websites. These clicks in turn generated money for the people promoting the stories. The more outrageous the story, the more clicks, the more revenue. When you factor in the algorithms that feed you what you like, you can clearly see the more “fake news” you consume on social media, the more is pushed your way. There’s an abundance of pseudo news sites that merely re-post and curate existing stories, adding their bias to validate their audience’s beliefs, no matter how crazy or mainstream. It is curated solely for you. Now factor in that nearly 44% of Americans obtain some or most of their news from social media and you have a very toxic mix.
The mainstream news media has also fallen into this validation trap. You have one news network that solely reflects the right wing, others that take the view of the left-center leaning, and what is lost are the facts and context, the balance we need to evaluate, learn, and understand the world. People seeking fact-based journalism lose, because the more extreme the media becomes to entice consumers with provocative headlines and click-bait to earn more money, the less their news is fact-based and becomes more opinion driven.
There was a time when fact-based reporting was required of broadcast news. It was called “The Fairness Doctrin ...
http1500cms.comBECAUSE THIS FORM IS USED BY VARIOUS .docx
http://1500cms.com/
BECAUSE THIS FORM IS USED BY VARIOUS GOVERNMENT AND PRIVATE HEALTH PROGRAMS, SEE SEPARATE INSTRUCTIONS ISSUED BY
APPLICABLE PROGRAMS.
NOTICE: Any person who knowingly files a statement of claim containing any misrepresentation or any false, incomplete or misleading information may
be guilty of a criminal act punishable under law and may be subject to civil penalties.
REFERS TO GOVERNMENT PROGRAMS ONLY
MEDICARE AND CHAMPUS PAYMENTS: A patient’s signature requests that payment be made and authorizes release of any information necessary to process
the claim and certifies that the information provided in Blocks 1 through 12 is true, accurate and complete. In the case of a Medicare claim, the patient’s signature
authorizes any entity to release to Medicare medical and nonmedical information, including employment status, and whether the person has employer group health
insurance, liability, no-fault, worker’s compensation or other insurance which is responsible to pay for the services for which the Medicare claim is made. See 42
CFR 411.24(a). If item 9 is completed, the patient’s signature authorizes release of the information to the health plan or agency shown. In Medicare assigned or
CHAMPUS participation cases, the physician agrees to accept the charge determination of the Medicare carrier or CHAMPUS fiscal intermediary as the full charge,
and the patient is responsible only for the deductible, coinsurance and noncovered services. Coinsurance and the deductible are based upon the charge
determination of the Medicare carrier or CHAMPUS fiscal intermediary if this is less than the charge submitted. CHAMPUS is not a health insurance program but
makes payment for health benefits provided through certain affiliations with the Uniformed Services. Information on the patient’s sponsor should be provided in those
items captioned in “Insured”; i.e., items 1a, 4, 6, 7, 9, and 11.
BLACK LUNG AND FECA CLAIMS
The provider agrees to accept the amount paid by the Government as payment in full. See Black Lung and FECA instructions regarding required procedure and
diagnosis coding systems.
SIGNATURE OF PHYSICIAN OR SUPPLIER (MEDICARE, CHAMPUS, FECA AND BLACK LUNG)
I certify that the services shown on this form were medically indicated and necessary for the health of the patient and were personally furnished by me or were furnished
incident to my professional service by my employee under my immediate personal supervision, except as otherwise expressly permitted by Medicare or CHAMPUS
regulations.
For services to be considered as “incident” to a physician’s professional service, 1) they must be rendered under the physician’s immediate personal supervision
by his/her employee, 2) they must be an integral, although incidental part of a covered physician’s service, 3) they must be of kinds commonly furnished in physician’s
offices, and 4) the services of nonphysicians must be included on the physician’s bills.
For CHA ...
httpswww.medicalnewstoday.comarticles323444.phphttpsasco.docx
https://www.medicalnewstoday.com/articles/323444.php
https://ascopubs.org/doi/full/10.1200/JCO.2008.16.0333
https://journals.lww.com/co-hematology/Abstract/2007/03000/Influence_of_new_molecular_prognostic_markers_in.5.aspx
Influence of new molecular prognostic markers in patients with karyotypically normal acute myeloid leukemia: recent advances
Mrózek, Krzysztofa; Döhner, Hartmutb; Bloomfield, Clara Da
Current Opinion in Hematology: March 2007 - Volume 14 - Issue 2 - p 106–114
doi: 10.1097/MOH.0b013e32801684c7
Myeloid disease
Purpose of review Molecular study of cytogenetically normal acute myeloid leukemia is among the most active areas of leukemia research. Despite having the same normal karyotype, adults with de-novo cytogenetically normal acute myeloid leukemia who constitute the largest cytogenetic group of acute myeloid leukemia, are very diverse with respect to acquired gene mutations and gene expression changes. These genetic alterations affect clinical outcome and may assist in selection of proper treatment. Herein we critically summarize recent clinically relevant molecular genetic studies of cytogenetically normal acute myeloid leukemia.
Recent findings NPM1 gene mutations causing aberrant cytoplasmic localization of nucleophosmin have been demonstrated to be the most frequent submicroscopic alterations in cytogenetically normal acute myeloid leukemia and to confer improved prognosis, especially in patients without a concomitant FLT3 gene internal tandem duplication. Overexpressed BAALC, ERG and MN1 genes and expression of breast cancer resistance protein have been shown to confer poor prognosis. A gene-expression signature previously suggested to separate cytogenetically normal acute myeloid leukemia patients into prognostic subgroups has been validated on a different microarray platform, although gene-expression signature-based classifiers predicting outcome for individual patients with greater accuracy are still needed.
Summary The discovery of new prognostic markers has increased our understanding of leukemogenesis and may lead to improved prognostication and generation of novel risk-adapted therapies.
http://www.bloodjournal.org/content/127/1/53?sso-checked=true
An update of current treatments for adult acute myeloid leukemia
Hervé Dombret and Claude Gardin
Abstract
Recent advances in acute myeloid leukemia (AML) biology and its genetic landscape should ultimately lead to more subset-specific AML therapies, ideally tailored to each patient's disease. Although a growing number of distinct AML subsets have been increasingly characterized, patient management has remained disappointingly uniform. If one excludes acute promyelocytic leukemia, current AML management still relies largely on intensive chemotherapy and allogeneic hematopoietic stem cell transplantation (HSCT), at least in younger patients who can tolerate such intensive treatments. Nevertheless, progress has been made, notably in terms of standard drug dose in ...
httpstheater.nytimes.com mem theater treview.htmlres=9902e6.docx
https://theater.nytimes.com/ mem/ theater/ treview.html?res=9902e6db1639f931a25753c1a962948260
THEATER: WILSON'S 'MA RAINEY'S' OPENS
By FRANK RICH
Published: October 12, 1984, Friday
LATE in Act I of ''Ma Rainey's Black Bottom,'' a somber, aging band trombonist (Joe Seneca) tilts his head heavenward to sing the blues. The setting is a dilapidated Chicago recording studio of 1927, and the song sounds as old as time. ''If I had my way,'' goes the lyric, ''I would tear this old building down.''
Once the play has ended, that lyric has almost become a prophecy. In ''Ma Rainey's Black Bottom,'' the writer August Wilson sends the entire history of black America crashing down upon our heads. This play is a searing inside account of what white racism does to its victims - and it floats on the same authentic artistry as the blues music it celebrates. Harrowing as ''Ma Rainey's'' can be, it is also funny, salty, carnal and lyrical. Like his real-life heroine, the legendary singer Gertrude (Ma) Rainey, Mr. Wilson articulates a legacy of unspeakable agony and rage in a spellbinding voice.
The play is Mr. Wilson's first to arrive in New York, and it reached here, via the Yale Repertory Theater, under the sensitive hand of the man who was born to direct it, Lloyd Richards. On Broadway, Mr. Richards has honed ''Ma Rainey's'' to its finest form. What's more, the director brings us an exciting young actor - Charles S. Dutton - along with his extraordinary dramatist. One wonders if the electricity at the Cort is the same that audiences felt when Mr. Richards, Lorraine Hansberry and Sidney Poitier stormed into Broadway with ''A Raisin in the Sun'' a quarter-century ago.
As ''Ma Rainey's'' shares its director and Chicago setting with ''Raisin,'' so it builds on Hansberry's themes: Mr. Wilson's characters want to make it in white America. And, to a degree, they have. Ma Rainey (1886-1939) was among the first black singers to get a recording contract - albeit with a white company's ''race'' division. Mr. Wilson gives us Ma (Theresa Merritt) at the height of her fame. A mountain of glitter and feathers, she has become a despotic, temperamental star, complete with a retinue of flunkies, a fancy car and a kept young lesbian lover.
The evening's framework is a Paramount-label recording session that actually happened, but whose details and supporting players have been invented by the author. As the action swings between the studio and the band's warm-up room - designed by Charles Henry McClennahan as if they might be the festering last- chance saloon of ''The Iceman Cometh'' - Ma and her four accompanying musicians overcome various mishaps to record ''Ma Rainey's Black Bottom'' and other songs. During the delays, the band members smoke reefers, joke around and reminisce about past gigs on a well-traveled road stretching through whorehouses and church socials from New Orleans to Fat Back, Ark.
The musicians' speeches are like improvised band solos - variously fiz ...
httpsfitsmallbusiness.comemployee-compensation-planThe pu.docx
https://fitsmallbusiness.com/employee-compensation-plan/
The puzzle of motivation | Dan Pink [Video file]. Retrieved from https://www.youtube.com/watch?v=rrkrvAUbU9Y
Refining the total rewards package through employee input at MillerCoors [Video file]. Retrieved from https://www.youtube.com/watch?v=_I7nv0B4_NU&feature=youtu.be
How to design an employee compensation plan [SlideShare slides]. Retrieved from http://www.slideshare.net/FitSmallBusiness/how-to-design-a-compensation-plan-dave?ref=http://fitsmallbusiness.com/how-to-pay-employees/
Compensation strategies [Video file]. Retrieved from https://youtu.be/U2wjvBigs7w
· Expectations for Power Point Presentations in Units IV and V
I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me.
1. You need a title slide.
2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work.
3. You need a summary slide (before the reference slide); same reason as above.
4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide.
- Direct quotes should not be used in this presentation as they are not analysis.
5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes.
6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation).
7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements.
Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open.
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Tesla, SmoothieKing, Suave, or Nintendo) by completing the questions below with an ORIGINAL response to each. At the end of the worksheet, be sure to develop a new ORIGINAL positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Tesla, SmoothieKing, Suave or Nintendo):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did. (NOTE: DO NO ...
httpsdoi.org10.11770002764219842624American Behaviora.docx
https://doi.org/10.1177/0002764219842624
American Behavioral Scientist
1 –19
© 2019 SAGE Publications
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0002764219842624
journals.sagepub.com/home/abs
Article
White Supremacy, Patriarchy,
and Global Capitalism in
Migration Studies
Tanya Golash-Boza1, Maria D. Duenas1,
and Chia Xiong1
Abstract
Ten years after sociologist Mary Romero lamented the “ideological and theoretical
gulf between immigration research and the sociology of race,” researchers have
begun to bridge this theoretical gulf by centering critical race theory in studies of
migration. Building on these analyses, this article argues that migration flows and
immigrant incorporation are shaped not only by White supremacy but also by
patriarchy and global capitalism. Insofar as migrants, predominantly from the Global
South, are usually racialized as non-White, and come to work in a labor market
shaped by exploitation, oppression, and patriarchy, it is critical to think of migrant
flows and settlement within the context of what bell hooks describes as a White
supremacist capitalist patriarchy. We draw from examples from our research with a
broad spectrum of migrants and their children to elucidate how these three systems
of oppression shape the experiences of migrants.
Keywords
White supremacy, intersectionality, immigration
Introduction
In her 2008 article in Contemporary Justice Review, Mary Romero wrote, “There is an
enormous ideological and theoretical gulf between immigration research and the soci-
ology of race” (p. 26). Ten years later, several publications have bridged this gulf,
incorporating a race analysis and moving away from assimilationist frameworks.
Sanchez and Romero (2010), for example, center race to illuminate illegality and
racialized citizenship. Sáenz and Douglas (2015) show the influence of racial hostility
1University of California, Merced, CA, USA
Corresponding Author:
Tanya Golash-Boza, University of California, 5200 North Lake Road, Merced, CA 95343, USA.
Email: [email protected]
842624ABSXXX10.1177/0002764219842624American Behavioral ScientistGolash-Boza et al.
research-article2019
https://us.sagepub.com/en-us/journals-permissions
https://journals.sagepub.com/home/abs
mailto:[email protected]
http://crossmark.crossref.org/dialog/?doi=10.1177%2F0002764219842624&domain=pdf&date_stamp=2019-04-13
2 American Behavioral Scientist 00(0)
toward immigrants that assimilationist frameworks obscure. Treitler (2015) explains
how assimilationist perspectives support White supremacy by placing the onus of
incorporation on racialized immigrants and ignoring racial barriers.
Building on recent scholarship’s use of a critical race framework to study immi-
grants and their children, this article argues for including analyses of patriarchy and
global capitalism in addition to White supremacy in migration studies. We explore
how these systems of oppression affect i ...
httpsdoi.org10.11770896920516649418Critical Sociology.docx
https://doi.org/10.1177/0896920516649418
Critical Sociology
2017, Vol. 43(3) 429 –448
© The Author(s) 2016
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0896920516649418
journals.sagepub.com/home/crs
Neoliberal Education Reform and
the Perpetuation of Inequality
Jessica Brathwaite
Temple University, USA
Abstract
New York has some of the most segregated high schools in the country, and schools serving
low-income and minority students have the lowest graduation rates. This paper discusses
changes in inequality between New York City high schools during a period of neoliberal
education reform. Neoliberal education reforms are intended to improve schooling through
choice and accountability policies. I find that segregation has increased in the best performing
schools during this era of reform, and that race and class maintain a negative impact on
graduation rates despite the implementation of neoliberal policies. I argue that these policies
not only fail to reduce inequality, but exacerbate and reproduce existing class and race
inequalities in schooling.
Keywords
neoliberalism, education policy, New York City, high schools, inequality, high school graduation,
segregation, school choice, accountability, dissimilarity index, growth curve model
Introduction
Education has the potential to elevate the life chances and opportunities of those born into poverty
and disadvantage. Horace Mann created the first public education system on this principal, in
hopes that an equal availability of schooling for all would reduce social divisions. Mann (cited in
Cremin, 1957) states that ‘education, then, beyond all other divides of human origin, is a great
equalizer of conditions of men – the balance wheel of the social machinery’.
If education is to have its intended effect, all students must have access to an education that
prepares them for success. Unfortunately, poor, black, Hispanic and non-native English speakers
are least likely to have such access, and they are most likely to attend segregated low-quality
schools. Throughout the history of public schooling, reforms have been implemented to improve
access to educational opportunities. This research will provide an understanding of whether access
and equality has improved during a neoliberal reform era in New York City. In addition to
Corresponding author:
Jessica Brathwaite, Department of Sociology, Temple University, 713 Gladfelter Hall, 1115 West Polett Walk,
Philadelphia, PA 19122, USA.
Email: [email protected]
649418CRS0010.1177/0896920516649418Critical SociologyBrathwaite
research-article2016
Article
https://uk.sagepub.com/en-gb/journals-permissions
https://journals.sagepub.com/home/crs
mailto:[email protected]
http://crossmark.crossref.org/dialog/?doi=10.1177%2F0896920516649418&domain=pdf&date_stamp=2016-06-01
430 Critical Sociology 43(3)
analyzing factors that impact graduation rates, this work examines the racial segregation of ...
httpsdoi.org10.11770894318420903495Nursing Science Qu.docx
https://doi.org/10.1177/0894318420903495
Nursing Science Quarterly
2020, Vol. 33(2) 178 –182
© The Author(s) 2020
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0894318420903495
journals.sagepub.com/home/nsq
Special Feature
Some may question the role of nursing theory and related
paradigms in the age of sustainable development. True, what
is needed now is action—measurable change with a focus on
outcomes showing improved health and wellbeing and a
demonstrable commitment to equity, inclusion, universal
respect, and environmental thriving. The profession needs
leaders to advance nursing’s political voice and harness
mutually beneficial, long-term partnerships with stakehold-
ers in the economic, financial, agricultural, energy, and busi-
ness sectors. One tangible goal, being promoted through
campaigns such as Nursing Now (n.d.), is to have a nursing
presence at all decision-making tables related to health pol-
icy that addresses the myriad determinants of health. With
2020 claimed as the Nurse and the Midwife (World Health
Organization [WHO], 2019), we must not only honor our
skills to adapt, collaborate, and progress but also celebrate
our historical roots that establish nurses as sojourners with
society and lightkeepers in a chronically dehumanizing
healthcare system.
Why is talk of caring, integrality, and a humanistic nursing
lens essential in the context of the 17 United Nations (UN)
Sustainable Development Goals (SDGs) (United Nations,
2016) (see Figure)? Theory-guided practice continues to
inform discipline-specific care as well as agendas of
advocacy. Nurses across settings and in all nations worldwide
play pivotal roles in the global attainment of the SDGs
through acts of concerned citizenship and professional lead-
ership (Dossey, Rosa, & Beck, 2019; Rosa, 2017a; Rosa,
Sullivan-Marx et al., 2019). Theory breathes into the world
903495NSQXXX10.1177/0894318420903495Nursing Science QuarterlyRosa et al.
research-article2020
1RWJF Future of Nursing Scholar, University of Pennsylvania School of
Nursing, Philadelphia, PA, USA
2Co-Director, International Nurse Coach Association, North Miami, FL,
USA
3International Co-Director, Nightingale Initiative for Global Health, Santa
Fe, NM, USA
4Anne Furrow Professor and Associate Dean, University of Arizona
College of Nursing, Tucson, AZ, USA
5Director, Earl E. Bakken Center for Spirituality & Healing, Professor,
School of Nursing, University of Minnesota, Minneapolis, MN, USA
6Director of Nursing, P.D. Hinduja, National Hospital, Mumbai, India
7Dean Emerita and Professor of Nursing and Sociology, University of
Pennsylvania School of Nursing, Philadelphia, PA, USA
8Dean, University of Rwanda School of Nursing & Midwifery, Kigali,
Rwanda, East Africa
9Colonel (Ret.), Unites States Air Force, Nurse Corps, Partnership
Liaison, Caring-Based Academic Partnership in Excellence: Veteran RNs
in Primary Care (CAPE-V) Grant, Emeritus Professor ...
httpswww.youtube.comwatchtime_continue=8&v=rFV0aes0vYAN.docx
https://www.youtube.com/watch?time_continue=8&v=rFV0aes0vYA
Network Security Essentials: Applications and Standards
Sixth Edition
Chapter 2
Symmetric Encryption and
Message Confidentiality
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:
1) MathType Plugin
2) Math Player (free versions available)
3) NVDA Reader (free versions available)
This chapter provides a general overview of the subject matter that structures the material in the remainder of the book. We begin with a general discussion of network security services and mechanisms and of the types of attacks they are designed for. Then we develop a general overall model within which the security services and mechanisms can be viewed.
1
Figure 2-1: Simplified Model of Symmetric Encryption
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
A symmetric encryption scheme has five ingredients (Figure 2.1):
• Plaintext: This is the original message or data that is fed into the algorithm
as input.
• Encryption algorithm: The encryption algorithm performs various substitutions
and transformations on the plaintext.
• Secret key: The secret key is also input to the algorithm. The exact substitutions
and transformations performed by the algorithm depend on the key.
• Ciphertext: This is the scrambled message produced as output. It depends on
the plaintext and the secret key. For a given message, two different keys will
produce two different ciphertexts.
• Decryption algorithm: This is essentially the encryption algorithm run in
reverse. It takes the ciphertext and the same secret key and produces the
original plaintext.
2
Requirements (1 of 2)
There are two requirements for secure use of symmetric encryption:
A strong encryption algorithm
Sender and receiver must have obtained copies of the secret key in a secure fashion and must keep the key secure
The security of symmetric encryption depends on the secrecy of the key, not the secrecy of the algorithm
This makes it feasible for widespread use
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
There are two requirements for secure use of symmetric encryption:
1. We need a strong encryption algorithm. At a minimum, we would like the
algorithm to be such that an opponent who knows the algorithm and has
access to one or more ciphertexts would be unable to decipher the ciphertext
or figure out the key. This requirement is usually stated in a stronger form:
The opponent should be unable to decrypt ciphertext or discover the key even
if he or she is in possession of a number of ciphertexts together with the plaintext
that produced each ciphertext.
2. Sender and receiver must have obtained copies of the secret key in a secure
fashion and must keep the key secure. If someone can discover the key and
knows the algorithm, all communication using this key is reada ...
httphps.orgdocumentspregnancy_fact_sheet.pdfhttpswww.docx
http://hps.org/documents/pregnancy_fact_sheet.pdf
https://www.asge.org/docs/default-source/education/practice_guidelines/doc-5c7150fd-910a-4181-89bf-bc697b369103.pdf?sfvrsn=6
http://hps.org/hpspublications/articles/pregnancyandradiationexposureinfosheet.html
Data Science
and
Big Data Analytics
Chapter 12: The Endgame, or Putting It All Together
1
Chapter Contents
12.1 Communicating and Operationalizing an Analytics Project
12.2 Creating the Final Deliverables
Developing core material for multiple audiences, project goals, main findings, approach, model description, key points supported with data, model details, recommendations, tips on final presentation, providing technical specifications and code
12.3 Data Visualization Basics
Key points supported with data, evolution of a graph, common representation methods, how to clean up a graphic, additional considerations
Summary
2
12.1 Communicating and Operationalizing an Analytics Project
3
12.1 Communicating and Operationalizing an Analytics Project
Deliverables and Stakeholders
4
12.1 Communicating and Operationalizing an Analytics Project
Deliverables
General Deliverables – from Textbook
Presentation for Project Sponsors
Presentation for Analysts
Code
Technical Specifications
Deliverables For This Course
Presentation for Analysts – half hour per team, next week
Technical Paper for Research Day Conference
Submit CD – Presentation, Paper, Data or URL, Code
5
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Churn Prediction
This section describes a scenario of a fictional bank and a churn prediction model of its customers
The analytic plan contains components that can be used as inputs for writing the final presentations
scope
underlying assumptions
modeling techniques
initial hypotheses
and key findings
6
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Churn Prediction
7
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Analytics Plan
8
12.2 Creating the Final Deliverables
12.2.1 Developing Core Material for Multiple Audiences
Some project components have dual use
Create core materials used for both analyst and business audiences
Three areas on the next slide used for both audiences
Sections after the following overview slide
12.2.2 – Project Goals
12.2.3 – Key Findings
12.2.4 – Approach
12.2.5 – Model Description
12.2.6 – Key Points Supported by Data
12.2.7 – Model Details
12.2.8 – Recommendations
12.2.9 – Additional Tips on the Final Presentation
12.2.10 – Providing Technical Specifications and Code
9
12.2 Creating the Final Deliverables
12.2.1 Developing Core Material for Multiple Audiences
10
12.2 Creating the Final Deliverables
12.2.2 Project Goals
The project goals portion of the final presentation is generally the same for sponsors and analysts
The project goals are described first to lay the groundwork for the solution and recommendations
Generally, the goals are agreed on earl ...
httpswww.worldbank.orgencountryvietnamoverview---------.docx
https://www.worldbank.org/en/country/vietnam/overview
-------------- Context ----------------
Vietnam’s development over the past 30 years has been remarkable. Economic and political reforms under Đổi Mới, launched in 1986, have spurred rapid economic growth, transforming what was then one of the world’s poorest nations into a lower middle-income country. Between 2002 and 2018, more than 45 million people were lifted out of poverty. Poverty rates declined sharply from over 70% to below 6% (US$3.2/day PPP), and GDP per capita increased by 2.5 times, standing over US$2,500 in 2018.
In the medium-term, Vietnam’s economic outlook is positive, despite signs of cyclical moderation in growth. After peaking at 7.1% in 2018, real GDP growth in 2019 is projected to slightly decelerate in 2019, led by weaker external demand and continued tightening of credit and fiscal policies. Real GDP growth is projected to remain robust at around 6.5% in 2020 and 2021. Annual headline inflation has been stable for the seven consecutive years – at single digits, trending towards 4% and below in recent years. The external balance remains under control and should continue to be financed by strong FDI inflows which reached almost US$18 billion in 2018 – accounting for almost 24% of total investment in the economy.
Vietnam is experiencing rapid demographic and social change. Its population reached 97 million in 2018 (up from about 60 million in 1986) and is expected to expand to 120 million before moderating around 2050. Today, 70% of the population is under 35 years of age, with a life expectancy of 76 years, the highest among countries in the region at similar income levels. But the population is rapidly aging. And an emerging middle class, currently accounting for 13% of the population, is expected to reach 26% by 2026.
Vietnam ranks 48 out of 157 countries on the human capital index (HCI), second in ASEAN behind Singapore. A Vietnamese child born today will be 67% as productive when she grows up as she could be if she enjoyed complete education and full health. Vietnam’s HCI is highest among middle-income countries, but there are some disparities within the country, especially for ethnic minorities. There would also be a need to upgrade the skill of the workforce to create productive jobs at a large scale in the future.
Over the last thirty years, the provision of basic services has significantly improved. Access of households to modern infrastructure services has increased dramatically. As of 2016, 99% of the population used electricity as their main source of lighting, up from 14 % in 1993. Access to clean water in rural areas has also improved, up from 17% in 1993 to 70% in 2016, while that figure for urban areas is above 95%.
Vietnam performs well on general education. Coverage and learning outcomes are high and equitably achieved in primary schools — evidenced by remarkably high scores in the Program for International Student Assessment (PISA) in 2012 and 2015, ...
HTML WEB Page solutionAbout.htmlQuantum PhysicsHomeServicesAbou.docx
HTML WEB Page solution/About.htmlQuantum PhysicsHomeServicesAboutContact Me
This website gives a detail inward look in quantam physics as it is a evolving field now-a-days and has many upcoming changes that is going to leave the world in shock. There has been a lot of confusion lately related to this topics in people so it is encourage that people visit this website and get to know more about this field and explore the horizons there is yet to come.
HTML WEB Page solution/FirstLastHomePage.htmlQuantum PhysicsHomeServicesAboutContact Me
Definition
Quantum mechanics is the part of material science identifying with the little.
It brings about what may have all the earmarks of being some extremely peculiar decisions about the physical world. At the size of particles and electrons, a significant number of the conditions of old style mechanics, which depict how things move at ordinary sizes and speeds, stop to be helpful. In traditional mechanics, objects exist in a particular spot at a particular time. Be that as it may, in quantum mechanics, protests rather exist in a fog of likelihood; they have a specific possibility of being at point An, another possibility of being at point B, etc.Three revolutionary principles
Quantum mechanics (QM) created over numerous decades, starting as a lot of questionable scientific clarifications of tests that the math of old style mechanics couldn't clarify. It started at the turn of the twentieth century, around a similar time that Albert Einstein distributed his hypothesis of relativity, a different numerical unrest in material science that portrays the movement of things at high speeds. In contrast to relativity, nonetheless, the sources of QM can't be credited to any one researcher. Or maybe, various researchers added to an establishment of three progressive rules that bit by bit picked up acknowledgment and exploratory confirmation somewhere in the range of 1900 and 1930. They are:
Quantized properties:
Certain properties, for example, position, speed and shading, can once in a while just happen in explicit, set sums, much like a dial that "clicks" from number to number. This tested a crucial presumption of old style mechanics, which said that such properties should exist on a smooth, ceaseless range. To portray the possibility that a few properties "clicked" like a dial with explicit settings, researchers begat the word "quantized".
Particles of light:
Light can now and again act as a molecule. This was at first met with unforgiving analysis, as it negated 200 years of trials indicating that light acted as a wave; much like waves on the outside of a quiet lake. Light acts comparatively in that it ricochets off dividers and twists around corners, and that the peaks and troughs of the wave can include or counteract. Included wave peaks bring about more splendid light, while waves that counterbalance produce obscurity. A light source can be thought of ...
httpswww.huffpost.comentryonline-dating-vs-offline_b_4037867.docx
https://www.huffpost.com/entry/online-dating-vs-offline_b_4037867
For your initial post, provide a sentence to share which article you are referring to so that you can best communicate with your peers. Include a link to your selection.
· Explain how the argument contains or avoids bias.
i. Provide specific examples to support your explanation.
ii. What assumptions does it make?
· Discuss the credibility of the overall argument.
i. Were the resources the argument was built upon credible?
ii. Does the credibility support or undermine the article’s claims in any important ways?
In response to your peers, provide an additional resource to support or refute the argument your peer makes. Do you agree with their claims of credibility? Are there any other possible bias not identified?
Response #1
Allysa Tantala posted Sep 22, 2019 10:17 PM
Subscribe
The article that I am looking at is Online Dating Vs. Offline Dating: Pros and Cons.It was written by Julie Spira, an online dating expert, bestselling author, and CEO of Cyber-Dating Expert. The name of the article is spot on in describing what it is about. The author goes through the pros and cons of dating online and offline in today’s day and age. The author avoids bias because she looks at both options in both their positive and negative attributes. She comes at the issues from both angles and I believe she does a very good job at remaining unbiased. She states that “if you're serious about meeting someone special, you must include a combination of both online and offline dating in your routine” (Spira, 2013, par. 18). She’s stating that both options have their pros and cons and that really a combination of both is needed to find someone. The only bias I could see anyone pointing out would be that she is a woman, so you do not get the male perspective on these things. That being said, I one hundred percent think she covers all of the questions people may have about online and offline dating in today’s world. The only assumption being made here is that the reader wants to be out in the dating world and they need to know what is best. But, the title of the article is pretty self-explanatory so if someone did not want to know these things, they would not have to waste their time reading it all because they could tell what it would be about by the title.
The resource that she used was herself, and like I stated above, she is an online dating expert, bestselling author, and CEO of Cyber-Dating Expert; so she is more than qualified to give her perspective on these issues. I find her to be credible and thought provoking. Her credibility supports everything the article says and makes the reader feel like they are being told the truth by someone who completely understands all of the pros and cons.
Resource:
Spira, J. (2013, December 3). Online Dating Vs. Offline Dating: Pros and Cons. Retrieved from https://www.huffpost.com/entry/online-dating-vs-offline_b_4037867
Response #2
Jennifer Caforio posted Se ...
httpswww.vitalsource.comproductscomparative-criminal-justice-.docx
https://www.vitalsource.com/products/comparative-criminal-justice-systems-harry-r-dammer-jay-s-v9781285630779
THE ASSIGNMENT IS BASED ON CHAPTER 1 (ONE)
Login : [email protected]
Password: Greekyogurt13!
1
3Defining the Problem
Rigina CochranMPA/593
August 19, 2019
Peter ReevesDefining the Problem
The health care system in Colorado is a composition of medical professionals providing services such as diagnosis, treatment, as well as preventive measures to mental illness and injuries ("Healthcare policy in Colorado - Ballotpedia," 2019). Health care policy involves the establishment and implementation of legislation and other regulations that the states use to manage its health care system effectively. Further, this sector consists of other participants, such as insurance and health information technology. The cost citizens pay for medical care and also the access to quality care influence the overall health care providers in Colorado. Therefore, the need for the creation and implementation of laws that help the state maintain efficiency in the health sector in Colorado.
Problem Statement
The declining standards of medical care within the United States has caused significant concern in the world. Due to these rising concerns, there have been various policies implemented, leading to mixed reactions among the different states. Some of the active policies implemented offer a long-term solution to this problem including Medicaid and Medicare. After acquiring state control, the Republicans dismissed the idea to expand and create medical insurance for Medicaid in Colorado. Sustaining the structure of the health care payroll calls for the deductions from the employees and the employers, which may lead to loss of jobs and increased burden of expenditure (Garcia, 2019).
Identify the Methodology
The main objective of this policy plan is to investigate the role of legislation in the management of the health care sector in the United States. Due to the need for achieving in-depth exploration, this paper uses a combination of both qualitative and quantitative methods of data collection by addressing both practical and theoretical aspects of the research. Based on the answers that the policy requires, choosing survey as the research design. This method involves collecting and analyzing data from a few people who represent the principal group within health care. However, the survey method faces some challenges such as attitudes and perception of the health workers leading to the delimitation of the study. The target population for the study includes the nurses within the health sectors in Colorado. The selection of the participants involved in the use of stratified random sampling.
Identify your Stakeholders
The major stakeholders in the creation and implementation of the policy plan include the legislatures, local government, patients, and other private parties such as the insurance companies. Collectively, these bodies are involved in the makin ...
httpswww.nationaleatingdisorders.orglearnby-eating-disordera.docx
https://www.nationaleatingdisorders.org/learn/by-eating-disorder/arfid
AVOIDANT RESTRICTIVE FOOD INTAKE DISORDER (ARFID)
Avoidant Restrictive Food Intake Disorder (ARFID) is a new diagnosis in the DSM-5, and was previously referred to as “Selective Eating Disorder.” ARFID is similar to anorexia in that both disorders involve limitations in the amount and/or types of food consumed, but unlike anorexia, ARFID does not involve any distress about body shape or size, or fears of fatness.
Although many children go through phases of picky or selective eating, a person with ARFID does not consume enough calories to grow and develop properly and, in adults, to maintain basic body function. In children, this results in stalled weight gain and vertical growth; in adults, this results in weight loss. ARFID can also result in problems at school or work, due to difficulties eating with others and extended times needed to eat.
DIAGNOSTIC CRITERIA
According to the DSM-5, ARFID is diagnosed when:
· An eating or feeding disturbance (e.g., apparent lack of interest in eating or food; avoidance based on the sensory characteristics of food; concern about aversive consequences of eating) as manifested by persistent failure to meet appropriate nutritional and/or energy needs associated with one (or more) of the following:
· Significant weight loss (or failure to achieve expected weight gain or faltering growth in children).
· Significant nutritional deficiency.
· Dependence on enteral feeding or oral nutritional supplements.
· Marked interference with psychosocial functioning.
· The disturbance is not better explained by lack of available food or by an associated culturally sanctioned practice.
· The eating disturbance does not occur exclusively during the course of anorexia nervosa or bulimia nervosa, and there is no evidence of a disturbance in the way in which one’s body weight or shape is experienced.
· The eating disturbance is not attributable to a concurrent medical condition or not better explained by another mental disorder. When the eating disturbance occurs in the context of another condition or disorder, the severity of the eating disturbance exceeds that routinely associated with the condition or disorder and warrants additional clinical attention.
RISK FACTORS
As with all eating disorders, the risk factors for ARFID involve a range of biological, psychological, and sociocultural issues. These factors may interact differently in different people, which means two people with the same eating disorder can have very diverse perspectives, experiences, and symptoms. Researchers know much less about what puts someone at risk of developing ARFID, but here’s what they do know:
· People with autism spectrum conditions are much more likely to develop ARFID, as are those with ADHD and intellectual disabilities.
· Children who don’t outgrow normal picky eating, or in whom picky eating is severe, appear to be more likely to develop ARFID.
· Many children with ARFID ...
httpswww.youtube.comwatchtime_continue=59&v=Bh_oEYX1zNM&featu.docx
https://www.youtube.com/watch?time_continue=59&v=Bh_oEYX1zNM&feature=emb_logo
BA 325 Pivot Table Assignment Answer Sheet
Name:
Before you do anything fill out your name on the assignment and save your file as BA325 Firstname Lastname (use your actual name).
The table has all of the questions from the DuPont Assignment. Fill in your answers to the questions in the corresponding cell in the Answer column. Below the table there is a spot for the Screen Clippings from both the Practice Assignment, and the DuPont Assignment.
After you have filled out all of the answers and Screen Clippings submit the file to the Assignments folder in D2L.
Q Number
Question
Answer
Q1
How much was American Airlines’ Net Revenues in 2013?
Q2
What was the Return on Equity for Apple in 2015?
Q3
Which company had the highest Net Income and in which year? What was the value?
Q4
Which company had the lowest Net Income and in which year? What was the value?
Q5
How many unique companies in your sample had Net Losses exceeding one billion dollars? Which companies, and what years?
Q6
What was the Sum of the Net Income for all companies in the sample for 2015?
Q7
Which company had the highest total Net Income over the three year period? What was the value?
Q8
Which company had the lowest total Net Income over the three year period? What was the value?
Q9
Which industry had the highest Average Profit Margin over the three year period? What was the value?
Q10
In which year was the Average Profit Margin the highest for the entire sample? What was the value?
Q11
For how many companies do you have Profit Margin ratio data in 2013?
Q12
For what Industry do you have the most Profit Margin ratio data in the sample? What was the value? For that Industry what year was the highest? What was the value?
Q13
Which Industry has the highest Average Asset Turnover over the three year period? What was the value?
Q14
Which of the remaining Industries has the highest Asset Turnover in 2014? What was the value?
Q15
Which Industry has the highest Average Financial Leverage over the three year period? What was the value?
Q16
Which Industry has the lowest Average Financial Leverage that does not include negative numbers in any year? What was the value?
Q17
What is the Average Financial Leverage for the Transportation Industry in 2013?
Note: The answer is odd. You will have to use Data Cleaning to resolve the issue.
Q18
Which Industry has the highest Average Return on Equity over the three year period and which company is the highest within that Industry? What are the values?
Q19
Which two companies in the Public Utilities Industry have the highest Average Return on Equity during the period? What are the values?
Q20
Which Industry had the largest decrease in Average Return on Equity between 2013 and 2014? What was the value?
Q21
Which Industry had the largest increase in Average Return on Equity between 2014 and 2015? What was the value?
Q22
Bonus Question 1: How many industrie ...
More from pooleavelina (20)
httpswww.azed.govoelaselpsUse this to see the English Lang.docx
httpswww.azed.govoelaselpsUse this to see the English Lang.docx
httpscdnapisec.kaltura.comindex.phpextwidgetpreviewpartner_.docx
httpscdnapisec.kaltura.comindex.phpextwidgetpreviewpartner_.docx
httpsifes.orgsitesdefaultfilesbrijuni18countryreport_fi.docx
httpsifes.orgsitesdefaultfilesbrijuni18countryreport_fi.docx
httpfmx.sagepub.comField Methods DOI 10.117715258.docx
httpfmx.sagepub.comField Methods DOI 10.117715258.docx
httpsiexaminer.orgfake-news-personal-responsibility-must-trump.docx
httpsiexaminer.orgfake-news-personal-responsibility-must-trump.docx
http1500cms.comBECAUSE THIS FORM IS USED BY VARIOUS .docx
http1500cms.comBECAUSE THIS FORM IS USED BY VARIOUS .docx
httpswww.medicalnewstoday.comarticles323444.phphttpsasco.docx
httpswww.medicalnewstoday.comarticles323444.phphttpsasco.docx
httpstheater.nytimes.com mem theater treview.htmlres=9902e6.docx
httpstheater.nytimes.com mem theater treview.htmlres=9902e6.docx
httpsfitsmallbusiness.comemployee-compensation-planThe pu.docx
httpsfitsmallbusiness.comemployee-compensation-planThe pu.docx
httpsdoi.org10.11770002764219842624American Behaviora.docx
httpsdoi.org10.11770002764219842624American Behaviora.docx
httpsdoi.org10.11770896920516649418Critical Sociology.docx
httpsdoi.org10.11770896920516649418Critical Sociology.docx
httpsdoi.org10.11770894318420903495Nursing Science Qu.docx
httpsdoi.org10.11770894318420903495Nursing Science Qu.docx
httpswww.youtube.comwatchtime_continue=8&v=rFV0aes0vYAN.docx
httpswww.youtube.comwatchtime_continue=8&v=rFV0aes0vYAN.docx
httphps.orgdocumentspregnancy_fact_sheet.pdfhttpswww.docx
httphps.orgdocumentspregnancy_fact_sheet.pdfhttpswww.docx
httpswww.worldbank.orgencountryvietnamoverview---------.docx
httpswww.worldbank.orgencountryvietnamoverview---------.docx
HTML WEB Page solutionAbout.htmlQuantum PhysicsHomeServicesAbou.docx
HTML WEB Page solutionAbout.htmlQuantum PhysicsHomeServicesAbou.docx
httpswww.huffpost.comentryonline-dating-vs-offline_b_4037867.docx
httpswww.huffpost.comentryonline-dating-vs-offline_b_4037867.docx
httpswww.vitalsource.comproductscomparative-criminal-justice-.docx
httpswww.vitalsource.comproductscomparative-criminal-justice-.docx
httpswww.nationaleatingdisorders.orglearnby-eating-disordera.docx
httpswww.nationaleatingdisorders.orglearnby-eating-disordera.docx
httpswww.youtube.comwatchtime_continue=59&v=Bh_oEYX1zNM&featu.docx
httpswww.youtube.comwatchtime_continue=59&v=Bh_oEYX1zNM&featu.docx
Recently uploaded
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Chapter -12, Antibiotics (One Page Notes).pdf
This is a notes for the D.Pharm students and related to the antibiotic drugs.
Embracing GenAI - A Strategic Imperative
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Best Digital Marketing Institute In NOIDA
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Recently uploaded (20)
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
HIST 1302 United States History II Dr. Gene Rhea.docx
- 1. HIST 1302 United States History II Dr. Gene Rhea Tucker PRIMARY SOURCE ANALYSIS Assignment History is based on the study of primary sources: they are history’s raw materials. Primary sources are documents and accounts that originate in the time period they discuss. Primary sources are like eyewitness accounts in a court of law. (Secondary sources are written works that reflect on earlier times. Though based on primary sources, secondary sources are like hearsay in a court of law.) Primary sources may include personal memoirs, letters, oral interviews, court records, photographs, and so forth. Though they are written or recorded close in time to the historical event they describe, they are not necessarily “factual” or “true.” The reliability and validity of historical primary sources are open to interpretation (just like eyewitnesses in court may disagree
- 2. about details and motives). Remember, all people have biases, preconceptions, and agendas. The purpose of this assignment is for you to read one of the assigned primary source documents below (the links are also on D2L) and complete a written essay that analyzes and critically assesses the document. To complete this assignment, students will: create an argument through the use of historical evidence, analyze and interpret primary and secondary sources, and analyze the effects of historical forces on this period of United States history. Students will demonstrate their critical thinking skills, communication skills, and how they view social and personal responsibility through interpreting historical documents. Based on your chosen primary source, your essay must address the following questions and issues: rote the document? Who is the intended audience of the document? document? Why was the document written? document? What can be learned about the mentality of the author?
- 3. cultural groups in the United States other than the one represented by the author of the document; identify one or more of these cultural groups and explain how they might react differently to this document. the document and explain how the author proposes to resolve that situation, issue, or problem. portance of this document to American history? Do you agree or disagree with the author? Explain. You may answer these questions in an essay format in any fashion you see fit, remembering to use proper forms of writing such as good grammar and spelling, clear expression, and logical organization. You may quote from your chosen primary source without using citations (I will know what you’re quoting). To help you interpret the document, you MUST consult at least two other books, secondary sources, for this paper (you may cite more). Books only, but nothing else (no articles, encyclopedias, websites, etc.; just books.) If quotations or ideas or information come from any book you consult, you must cite it in your paper. That means using parenthetical citations (or footnotes) and including a
- 4. works cited/bibliography list. Your submissions should be saved in a standard format (.doc, .docx, or .pdf) and submitted by 11:59 pm on November 25 (see the due dates in your syllabus) through Dropbox on D2L. You can submit the assignment by clicking “Primary Source Analysis” located either (a) by clicking “Dropbox” on the gray bar on your class page, or (b) by clicking “Content” on the gray bar on your class page, then clicking “Coursework” on the table of contents, and then clicking “Primary Source Analysis Paper.” Any assignment submitted after the due date will lose 10 points (10 percent of its value) for each calendar day it is not turned in. Format and Style be 800+ words (which comes out to about 3 pages) -spaced with 1 inch margins; make sure there is no wasted space on your paper (like between paragraphs, etc.) d any fancy title pages, etc., just place the
- 5. title of your paper and your name at the top of your paper (come up with any title for the paper you would like) you interpret your primary source (remember, just books) grammar, spelling, and do not use contractions—you will be graded on your written communication skills; for more on proper style, see the links provided on D2L under “Useful Links” the past tense (e.g., “Washington was the first president to…” not “Washington is the first president to…”) in the text, use his/her complete names on first use and just his/her last name thereafter, and do not use titles (Pres., Dr., Ms., etc.) Citations and Plagiarism using citations (I will know what you’re quoting) but if you use quotations, ideas, or information from your textbook or any other book, you must cite it using parenthetical citations (or footnotes) and include a works cited/bibliography list source books to help
- 6. you interpret your primary source—books only, but nothing else (no articles, encyclopedias, websites, etc.; just books)—put your library (and your professor) to good use MLA, APA, or CMS (Chicago/Turabian); your works cited/bibliography list should appear at the end of your assignment (this does not count as part of your 800+ words); for more on citation styles, see the links on D2L under “Useful Links” and http://libguides.templejc.edu/Citation -checking software and scrutinized by me for evidence of plagiarism; plagiarism is any form of cheating, copying, or stealing of words, phrases, and ideas from other students, the textbook, other books, the internet, or any other sources (this includes direct copying, changing key words [paraphrasing or “synonymizing”], etc.), recycling past papers, using someone else’s work, and so forth; if you are not sure what constitutes plagiarism, check out the links on D2L under “Useful Links” and this tutorial http://library.uta.edu/plagiarism/ plagiarizing in any way, at any point in the course, will automatically receive a failing grade of F for
- 7. the entire course, without exception; further sanctions may be pursued, such as a grade of XF (which cannot be removed from your transcript) an assignment than fail an entire course for plagiarism Primary Source Documents Choose one of the following documents (you may click on the link below, or find them listed with the assignment on D2L) for your paper: erica (1899), Adna Ferrin Weber Graham Sumner A. Philip Randolph Little Rock (1957), Dwight D. Eisenhower -West Relations at the Brandenburg Gate in West Berlin (1987), Ronald Reagan http://libguides.templejc.edu/Citation http://library.uta.edu/plagiarism/ http://www.wwnorton.com/college/history/america10/ch/19/doc