HY 1110, American History I 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Identify the rifts that developed between the European powers and their American colonies.
2.1 Describe the events that led to the War for Independence.
4. Summarize the impact foreign and local governments had on the evolution of American government.
4.1 Discuss the growing rift with Britain in the 1700s.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit III Lesson
U.S. History reading passages
Unit III Reflection Paper
4.1
Unit III Lesson
U.S. History reading passages
Unit III Reflection Paper
Reading Assignment
Throughout this course, you will be provided with sections of text from the online resource U.S. History. You
may be tested on your knowledge and understanding of the material listed below as well as the information
presented in the unit lesson. Click on the link(s) below to access your material.
Click here to access this unit’s reading from U.S. History. The chapter/section titles are also provided below.
Section 4.4: Great Awakening and Enlightenment
Section 4.5: Wars for Empire
Chapter 5 (Sections 5.1-5.5): Imperial Reforms and Colonial Protests, 1763-1774
Chapter 6 (Sections 6.1-6.4): America’s War for Independence, 1775-1783
Unit Lesson
Under the dominant British leadership, Colonial America, in what could be called its second attempt,
successfully and quickly built a sturdy population of busy cities and thriving farms. Though Britain retained its
enforcement of the government within and throughout colonial society, its population was no longer the
dominant source of immigrants to this New World. America was already becoming a melting pot that would
inspire songs and teachings of unity and nationalism even centuries later.
Family prosperity and the need for labor would ensure that the rooted families would grow, especially in
regions such as the Chesapeake and lower South, while the perceived opportunity would ramp up increased
migration from Europe, Africa (mostly involuntary), and even some Asian influences. From the advent of the
18th Century until the years directly before the War for Independence, English America would expand into 13
total colonies across multiple geographic and climatic regions along the Atlantic shore.
UNIT III STUDY GUIDE
Age of Revolution
https://online.columbiasouthern.edu/bbcswebdav/xid-76217540_1
HY 1110, American History I 2
UNIT x STUDY GUIDE
Title
The majority of the population disproportionately grew in the northern cities from nations that held no loyalty to
the original British colonizers, and soon this would become a powder keg that would explode with future
events that will be discussed later on in this lesson. England did not care to understand what loose borders
and great distance without representation was doing to divide the American citizenry. The unstable.
4.1 The New ImperialismThe industrialization of the last quart.docxtamicawaysmith
4.1 The New Imperialism
The industrialization of the last quarter of the 19th century coincided with an era of expansion during which European nations and Japan extended and consolidated their empires. Known as the new imperialism, and lasting into the first decades of the 20th century, it was a time marked by the relentless pursuit of overseas territories. Established nations used new technologies to make their empires more valuable through territorial conquest and the exploitation of natural resources. Despite many Americans’ objections that imperialism was incompatible with the nation’s values, the United States also established an empire in this era by annexing Hawaii, establishing a permanent presence in Cuba, and taking control of the Philippines, Guam, and Puerto Rico.
World Grab for Colonies
Americans watched as one European nation after another expanded its empire. Portugal and Spain had amassed large empires as early as the 15th and 16th centuries, but by the mid-19th century Great Britain was the dominant colonial power. The possessor of the world’s largest navy, Britain also had a long history of colonization, beginning with Ireland and America in the 16th century. After losing its 13 American colonies, Britain turned toward colonizing parts of Asia, particularly India, and in the late 19th century its empire expanded across the African continent as well. In what became known as the “scramble for Africa” other European nations—including Belgium, France, Germany, Italy, Netherlands, and Portugal—joined the British in carving up the continent between 1881 and 1914
The French also expanded into Southeast Asia, gaining control of nations such as Vietnam, Cambodia, and Laos. The Russians pushed out from their existing borders to extend their influence in the Middle East and Far East. Even the Japanese, who had historically shied away from relations with the outside world, began to aggressively pursue the extension of their borders. Beginning by conquering nearby islands such as Okinawa and the Kurils, by 1894 Japan waged war against China for control of Korea and Taiwan.
The imperial thrust of European and Asian nations reflected patterns and rivalries established centuries before, such as the many historical conflicts between France and Great Britain. But there was a novel and urgent dimension to the new imperialism as well, including a turn toward modernity and especially industrialization. Economic growth and industrial production created dual demands for raw materials and new markets for manufactured goods and agricultural products. Capitalists invested surplus funds in developing nations and expected their business interests to be protected there in return. Technology and capital thus contributed to bigger and more effective navies, which in turn required colonial outposts to serve as fueling stations and bases of operation.
The period’s revival of evangelical religion also drove overseas expansion by Europeans and Americans. Mi ...
4.1 The New ImperialismThe industrialization of the last quart.docxtamicawaysmith
4.1 The New Imperialism
The industrialization of the last quarter of the 19th century coincided with an era of expansion during which European nations and Japan extended and consolidated their empires. Known as the new imperialism, and lasting into the first decades of the 20th century, it was a time marked by the relentless pursuit of overseas territories. Established nations used new technologies to make their empires more valuable through territorial conquest and the exploitation of natural resources. Despite many Americans’ objections that imperialism was incompatible with the nation’s values, the United States also established an empire in this era by annexing Hawaii, establishing a permanent presence in Cuba, and taking control of the Philippines, Guam, and Puerto Rico.
World Grab for Colonies
Americans watched as one European nation after another expanded its empire. Portugal and Spain had amassed large empires as early as the 15th and 16th centuries, but by the mid-19th century Great Britain was the dominant colonial power. The possessor of the world’s largest navy, Britain also had a long history of colonization, beginning with Ireland and America in the 16th century. After losing its 13 American colonies, Britain turned toward colonizing parts of Asia, particularly India, and in the late 19th century its empire expanded across the African continent as well. In what became known as the “scramble for Africa” other European nations—including Belgium, France, Germany, Italy, Netherlands, and Portugal—joined the British in carving up the continent between 1881 and 1914
The French also expanded into Southeast Asia, gaining control of nations such as Vietnam, Cambodia, and Laos. The Russians pushed out from their existing borders to extend their influence in the Middle East and Far East. Even the Japanese, who had historically shied away from relations with the outside world, began to aggressively pursue the extension of their borders. Beginning by conquering nearby islands such as Okinawa and the Kurils, by 1894 Japan waged war against China for control of Korea and Taiwan.
The imperial thrust of European and Asian nations reflected patterns and rivalries established centuries before, such as the many historical conflicts between France and Great Britain. But there was a novel and urgent dimension to the new imperialism as well, including a turn toward modernity and especially industrialization. Economic growth and industrial production created dual demands for raw materials and new markets for manufactured goods and agricultural products. Capitalists invested surplus funds in developing nations and expected their business interests to be protected there in return. Technology and capital thus contributed to bigger and more effective navies, which in turn required colonial outposts to serve as fueling stations and bases of operation.
The period’s revival of evangelical religion also drove overseas expansion by Europeans and Americans. Mi ...
5 What Kind of Revolution JUSTIFICATIONS FOR REBELLIONHISTORIC.docxalinainglis
5 What Kind of Revolution?: JUSTIFICATIONS FOR REBELLION
HISTORICAL CONTEXT
Independence movements were everywhere at the end of the last century. Many French-speaking Canadians sought independence for Quebec, while the majority of the country denounced separation. In Eastern Europe, Bosnians, Serbs, and Croats killed one another in the name of self-rule. The former Soviet Union no longer exists because its ethnic groups—Ukranians, Armenians, Lithuanians, and others—demanded independence. In Africa, competing ethnic factions vied for recognition. Muslims in India demanded greater autonomy from the Hindu majority, while the movement to free Tibet from Chinese rule gained international support.
Although calls for liberty and self-determination have wide appeal, the road to self-rule is often littered with the debris of internal strife, mob violence, and even civil war. Nevertheless, the desire of ethnic, national, and religious groups for autonomy—sometimes in opposition to powerful colonialist or imperialist nations—often becomes an irresistible force in the world.
One of the critical questions facing all humans in such crises is when and under what circumstances rebellions against established authorities are justified. This was the great question that confronted theEnglish subjects who lived in America during the decade of the 1770s. After months of intense debate, during which many ideas were presented, considered, and rejected, the Americans declared the colonies to “be free and independent states.” With this declaration, they launched the first national rebellion against colonial rule in modern times.
The American War of Independence began first in people’s minds. Before a shot was fired, the colonists had to break the laws that governed them and to deny the right of those who had ruled them to do so any longer—in short, to reject what they had accepted for decades. Their intellectual work of justifying rebellion has inspired other people around the world for over two hundred years.
Years of controversy between the colonies and England divided the colonists into several schools ofthought. On the one extreme were the militants, who vowed never to yield to British pretensions. In themiddle were the moderates, who, while denouncing British encroachments on their liberties, saw benefits from their association with England and favored policies of conciliation. At the other extreme were theTories, who desired to remain loyal to the Crown. These groups were roughly equal in numbers.
When the First Continental Congress opened in September 1774, the delegates debated and then rejected aplan of compromise proposed by Joseph Galloway of Pennsylvania. In its stead, the militants within thecongress pushed through a Declaration of Rights and Grievances that attacked England’s right to tax thecolonists and demanded the repeal of several acts viewed by the delegates as “intolerable.” The ensuing spring, the British Parliament considered the American quest.
Civil War & Reconstruction: An overviewOnthemellow
This lecture historicizes the Civil War. It includes information on the American Revolution, the Compromises of 1787, and the beginning divide between advocates and opponents of slavery. It is the first in a series of textbook/lecture substitutes designed for students in a college seminar on the Civil War and Reconstruction.
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This topic deals with the American history in connection with English literature. This deals with the relationship of America to England that leads to the Anglo-American literature and the division or distinction between American English and British English.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
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5 What Kind of Revolution?: JUSTIFICATIONS FOR REBELLION
HISTORICAL CONTEXT
Independence movements were everywhere at the end of the last century. Many French-speaking Canadians sought independence for Quebec, while the majority of the country denounced separation. In Eastern Europe, Bosnians, Serbs, and Croats killed one another in the name of self-rule. The former Soviet Union no longer exists because its ethnic groups—Ukranians, Armenians, Lithuanians, and others—demanded independence. In Africa, competing ethnic factions vied for recognition. Muslims in India demanded greater autonomy from the Hindu majority, while the movement to free Tibet from Chinese rule gained international support.
Although calls for liberty and self-determination have wide appeal, the road to self-rule is often littered with the debris of internal strife, mob violence, and even civil war. Nevertheless, the desire of ethnic, national, and religious groups for autonomy—sometimes in opposition to powerful colonialist or imperialist nations—often becomes an irresistible force in the world.
One of the critical questions facing all humans in such crises is when and under what circumstances rebellions against established authorities are justified. This was the great question that confronted theEnglish subjects who lived in America during the decade of the 1770s. After months of intense debate, during which many ideas were presented, considered, and rejected, the Americans declared the colonies to “be free and independent states.” With this declaration, they launched the first national rebellion against colonial rule in modern times.
The American War of Independence began first in people’s minds. Before a shot was fired, the colonists had to break the laws that governed them and to deny the right of those who had ruled them to do so any longer—in short, to reject what they had accepted for decades. Their intellectual work of justifying rebellion has inspired other people around the world for over two hundred years.
Years of controversy between the colonies and England divided the colonists into several schools ofthought. On the one extreme were the militants, who vowed never to yield to British pretensions. In themiddle were the moderates, who, while denouncing British encroachments on their liberties, saw benefits from their association with England and favored policies of conciliation. At the other extreme were theTories, who desired to remain loyal to the Crown. These groups were roughly equal in numbers.
When the First Continental Congress opened in September 1774, the delegates debated and then rejected aplan of compromise proposed by Joseph Galloway of Pennsylvania. In its stead, the militants within thecongress pushed through a Declaration of Rights and Grievances that attacked England’s right to tax thecolonists and demanded the repeal of several acts viewed by the delegates as “intolerable.” The ensuing spring, the British Parliament considered the American quest.
Civil War & Reconstruction: An overviewOnthemellow
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This topic deals with the American history in connection with English literature. This deals with the relationship of America to England that leads to the Anglo-American literature and the division or distinction between American English and British English.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
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(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
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(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Introduction to AI for Nonprofits with Tapp Network
HY 1110, American History I 1 Course Learning Outcome.docx
1. HY 1110, American History I 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Identify the rifts that developed between the European
powers and their American colonies.
2.1 Describe the events that led to the War for Independence.
4. Summarize the impact foreign and local governments had on
the evolution of American government.
4.1 Discuss the growing rift with Britain in the 1700s.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit III Lesson
U.S. History reading passages
Unit III Reflection Paper
4.1
Unit III Lesson
2. U.S. History reading passages
Unit III Reflection Paper
Reading Assignment
Throughout this course, you will be provided with sections of
text from the online resource U.S. History. You
may be tested on your knowledge and understanding of the
material listed below as well as the information
presented in the unit lesson. Click on the link(s) below to access
your material.
Click here to access this unit’s reading from U.S. History. The
chapter/section titles are also provided below.
Section 4.4: Great Awakening and Enlightenment
Section 4.5: Wars for Empire
Chapter 5 (Sections 5.1-5.5): Imperial Reforms and Colonial
Protests, 1763-1774
Chapter 6 (Sections 6.1-6.4): America’s War for Independence,
1775-1783
Unit Lesson
Under the dominant British leadership, Colonial America, in
what could be called its second attempt,
successfully and quickly built a sturdy population of busy cities
and thriving farms. Though Britain retained its
enforcement of the government within and throughout colonial
society, its population was no longer the
3. dominant source of immigrants to this New World. America was
already becoming a melting pot that would
inspire songs and teachings of unity and nationalism even
centuries later.
Family prosperity and the need for labor would ensure that the
rooted families would grow, especially in
regions such as the Chesapeake and lower South, while the
perceived opportunity would ramp up increased
migration from Europe, Africa (mostly involuntary), and even
some Asian influences. From the advent of the
18th Century until the years directly before the War for
Independence, English America would expand into 13
total colonies across multiple geographic and climatic regions
along the Atlantic shore.
UNIT III STUDY GUIDE
Age of Revolution
https://online.columbiasouthern.edu/bbcswebdav/xid-
76217540_1
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The majority of the population disproportionately grew in the
northern cities from nations that held no loyalty to
4. the original British colonizers, and soon this would become a
powder keg that would explode with future
events that will be discussed later on in this lesson. England did
not care to understand what loose borders
and great distance without representation was doing to divide
the American citizenry. The unstable
confederation of territories with diverse and growing
populations started to fracture, even within towns and
counties. This situation, mixed with increasing pressure from a
government trying to reacquire its influence
from an ocean away, at first only generated a series of small
skirmishes and native chaos, but finally this
powder keg would ignite a rain of gunfire that would be heard
throughout the world.
Cultural Background
As a reminder from the previous unit, from the earliest
settlements, the Atlantic colonies were divided by
multiple cultural and geographic factors, such as climate,
ancestry, urban development, and religion. Within
these populations was also a very common association with
Native Americans, and with a labor force that had
drastically evolved from heavily European servants to almost
universally West African transplants.
These changes spurred many additional distinctions in terms of
cultural expectation, neighborhood makeup,
and a general understanding of what was meant by the
“American experience.” The distinctions between the
individual colonies would amplify as populations continued to
flood into the prosperous colonies from Europe.
With this population also came fresh ideas that challenged the
old guard and once again renewed the spirit of
freedom of opportunity and enterprise. Religion would be one of
the largest targets; just as previous
5. generations had moved in rebellion to religious oversight, now
the structure of organized religion itself was
caught in the crosshairs of philosophy: the Enlightenment.
The Enlightenment, originally a French movement inspired by
human potential and manifested in the ideas of
vacating (or even rebelling against) political oversight and
religious tradition, quickly moved into the Americas.
And whereas Europe had centuries of tradition to help slow the
effects of this philosophy, America was largely
a blank canvas for new ideas and worked like a sponge to soak
up the potential for innovation. In tandem with
the strengthening of communities and increased literacy among
multigenerational families, the ideas of free
thinkers would quickly spread from the elite to the lower
classes through public displays and intentional
attempts to rouse a response among the most common
denominator. These free thinkers included John
Locke, John Smith, Thomas Paine, Francois-Marie Arouet
(Voltaire), Denis Diderot, and eventually American
leaders such as Thomas Jefferson and James Madison.
The outward antagonism against tradition and religion that often
came with the Enlightenment would
eventually release its grip on these colonies; in the next
century, the ideas of free will and civil justice would
become instrumental to the founding of the first truly
democratic nation. An argument could be made that the
American colonies became a utopia for those rebelling against
the ideas of Machiavellianism (a term referring
to Niccolo Machiavelli’s masterwork, The Prince, which
blatantly defends a ruler’s right to use any and all
methods to ensure his rule is respected), which had been used to
shape European society and was a
common theme among many Enlightenment leaders. As an
example of how powerful the Enlightenment was,
6. the challenge to change American culture would be instrumental
to the Great Awakening discussed in the
previous unit as well as eventually to the development of what
was a uniquely American cultural religious
perspective: revivalism.
Colonies Fight for the Crown
To protect itself from the growing populations and new ideas,
the crown knew that the Navigation Acts of the
previous century required updating. These laws had ensured that
British interests were kept in the
foreground. They had provided a successful monopoly for many
decades, but as the population of these
colonies was often no longer dominantly loyal to the British
crown, the attitudes and respect of the law were
called into question.
For this to work, the mercantilist laws had to remain intact,
America’s interests had to remain with shipping
and the ports, and the crown had to be viewed as the absolute
final authority as represented by its royal
appointed governors. By the mid-1700s, with many families
having generations of roots in America, this
control was beginning to waiver, and colonial assemblies were
starting to usurp power from the governor and
English Parliament, which were distant and often deaf to
uniquely American needs and concerns. This loyalty
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would soon be tested when a full-scale frontier conflict evolved
into the first world conflict to be fought on
American soil: the Seven Years’ War (a.k.a. the French and
Indian War).
What began as a 1754 skirmish between colonists and Native
American tribes of the Mid-Atlantic, soon
blossomed into an international conflict between colonizing
nations and eventually between colonizing
empires. The French, whose numbers remained small in
America, stayed focused on the fur trade near the
Mississippi River. This region, dubbed “New France,” engaged
in only rare interaction with the British, who
under mercantilist laws had stayed primarily on the Eastern
coast. The quest for land was once again the
aggressive instigator of physical reaction as the hunt for new
lands for farming, hunting, minerals, and timber
caught the attention of entrepreneurs from Virginia and
Pennsylvania. Also, their unimpeded venture into New
France would lead to a military response in the form of secured
trade routes and military garrisons manned by
the French. At this time, many English colonies had not
determined western borders as expansion was
neither allowed nor supported by crown authority until the
financial prospects of Virginia Governor Dinwiddie,
which supported the new land claims, challenged the supposed
French border.
In 1754, a British officer named George
Washington, a young native Virginian with a
wide knowledge of the terrain and European
8. battle tactics, led a small expedition into the
disputed territory that eventually led to the first
open gunfire of this frontier fray. The first British
stronghold, Fort Necessity, was constructed and
soon attacked with great success by the
combined western force.
The French had shown their alliance with the
Mingo, Shawnee, and Delaware tribes, and the
British felt they too needed support. British
brashness presupposed that once-honored
alliances with Mohawk and Iroquois leaders
would immediately necessitate support.
However, in 1754 that alliance was demanded at a meeting in
Albany, where in turn, the Native American
tribes refused their support, citing poor preparation and limited
support. In response, political figures Benjamin
Franklin and Thomas Hutchinson supported a temporary union
of all British, Iroquois, and Mohawk forces, to
which there was absolutely no support, including from the
crown.
It was clear how divided the colonies and tribes had become and
how little the English Parliament cared
about American matters that were not directly tied to
mercantilist policies. Parliament resolved only to appoint
two new governors, whose roles were to coordinate all
negotiations with Native American tribes. Only the
Mohawk pledged support to the British, and such a weak force
would not challenge the growing French
resistance.
Over the next two years, the British would continually engage
the French with less than satisfactory resources
and numbers. For the French, this was a major conflict, but for
9. the British, it was but a skirmish that did not
(yet) threaten the fertile shipping lanes. With the assignment of
William Pitt in 1757, the colonial resistance
was finally granted enough support to reclaim British lands and
push the French back, but the outcome of this
was a widening of the conflict to the world stage, exactly the
full-scale conflict the British Parliament and
crown did not want.
In the aftermath, the British might was more than adequate to
halt French imperialistic goals, and new English
lands in America were captured from both of England’s
traditional rivals, France and Spain. These included
modern Canada, Cuba, and territory to the Mississippi River, of
which the Spanish took control. The French
were, for all political purposes, removed from the Americas and
no longer posed any northern or western
threat to Britain’s American empire. The colonists believed that
this was their victory, and to they who had fed,
quartered, and fought alongside their British cousins, belonged
the spoils of war. To the rest of the empire,
this was a military solution to a colonial mess—an expensive
mess.
A young George Washington inspecting his troops
(Trumbull, 1797)
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Paying for “America’s” Protection
Fallout from the Seven Years’ War, like the attitude of the
imperial leadership, was slanted against the
colonists. In 1763, once again in an attempt to spread into new
lands for farming and opportunity, renewed
skirmishes with the still-fuming Native American tribes caused
renewed conflicts, such as Pontiac’s Rebellion
and the attack on Fort Detroit. In an attempt to halt any
escalation of this conflict, and with the goal of
retaining the still-profitable mercantilist system on the coast,
the crown and native tribes agreed to what
became known as the Royal Proclamation of 1763. This, in
simplest terms, was a promise that any Native
American tribes who were positioned on what was once
disputed French territory between the Appalachian
Mountains and Mississippi River did not have to worry about
colonial interference or encroachment. The
Native Americans were promised compensation and careful
review prior to any lands being taken by the
crowd or colonies. The language of the contract was for the
English government to very carefully remain
distant, yet respectful, to the tribes affected and overtly
superior to the colonists.
For many “English subjects” living in America, this was a direct
insult. Many of them lost properties,
livelihoods, and prospects due to these limitations, and
colonists who had fought these same tribes felt
betrayed and humiliated by their government. Aided by the
contract’s vague identification and the less-than-
fortified border, the colonists in the West largely ignored the
11. proclamation. Much of the formerly disputed land
was soon purchased from those tribes, which also provided
some sense of the western borders for many of
the colonies.
The proclamation would soon be seen as only the first rash
action taken by the English government against
her colonies. A new king, George III, and Prime Minister
George Grenville, were now in power. In addition to
the standing Parliament, the first goal was to reclaim the monies
lost in the Seven Years’ War, the bill for
which, according to the new administration, obviously belonged
to the instigator, the colonies. The repayment
would come from the creation of two drastically apparent new
taxes: the Sugar (Revenue) and Stamp Acts.
The first act, the Sugar (Revenue) Act of 1764, lowered the
price of molasses (used like common sugar
today) but greatly increased the tariff for the non-British
product. This meant that any item with molasses,
such as rum, desserts, or preserves, would increase in cost. For
the traditional customer, who would
purchase only those quantities normal for self or family, these
first two acts were not completely outlandish.
However, for distributors who had made up their losses caused
by the mercantilist laws from under-the-table
deals, this was a serious threat to business.
Perhaps more undermining to the American marketer and
consumer than the price was the increased
monitoring of tariff policy and collection by royally appointed
accountants. The second tax, the Stamp Act of
1765, was a tax on any formal piece of paper, which ranged
from documents to playing cards. The “stamp,” a
designed crest in ink, would have a much wider impact on the
12. common citizen, as all professions would
require multiple daily documents to have a stamp, and the
collection amount quickly added up to a large sum.
The colonists were outraged by these new taxes, and their
refusal to adhere to them, especially the Stamp
Act, would lead to its quick repeal (1766), but the damage was
done. The “English citizens” in America saw
how unfairly they were being treated, compared to other
citizens around the world, and took offense that this
taxation, monitoring, and subjugation was claimed as penance
for a war that had escalated due to imperial
ambition of the mother country.
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The response to these acts came from unification, a “Patriotism”
towards those living in the Americas and
separate from England. Political orators and leaders, such as
Patrick Henry, would emerge in fits of rage
against the cold English policy, remarking that the only
authority to tax Virginia was Virginians, i.e., the House
of Burgesses, Virginia’s assembly in Williamsburg. The original
intention was not to separate from English
authority as a whole, especially as Britain retained the world’s
strongest military and had diplomatic
connections throughout the world, but only to establish the
13. ability and right to self-govern issues which only
affect Virginians. Henry’s reactions, collectively known as the
Virginia Resolves, would be printed and
published throughout the colonies, where it quickly became a
rally cry against the Stamp Act and inspired the
term “no taxation without representation!” Henry’s ideas are an
example of another major tool that would
encourage American support for Patriot support: propaganda.
What was started in Williamsburg would quickly
spread to Boston, a second hotbed for revolutionary ideas that
soon was the site that put the propaganda
machine into high gear.
Before going further, there is a matter of terminology to clarify.
Though their titles
are often interchanged, for this lesson the terms American
Revolution and the
War for Independence refer to two different series of events.
The American
Revolution (“revolt”) was from 1763-1775, when the colonists
were performing
actions that were in direct revolt on Great Britain. The fight for
independence
commenced when the Declaration of Independence was written
and sent to King
George. Britain was not about to just give up the colonies, so
the War for
Independence—where the colonists were fighting to gain their
independence
from Britain—began in 1776. Fighting concluded in 1781 with
the Battle of
Yorktown, but the war officially ended with the signing of the
Treaty of Paris in
1783.
Just as had been the case in Virginia, the northern colonies were
14. dealing with the dilemma of what to do
about the new taxes being imposed by the crown. Like Patrick
Henry in Virginia, there was a class of world-
caliber politicians emerging in the Massachusetts legislature.
For many in Boston, though, the true political
body was proven to be found not in the capital, but in the pub—
most notably the Green Dragon Tavern.
Stamps, such as that in the upper right hand corner, became
required for paper products
ranging from papers to playing cards.
(Bradford, 1765)
Patrick Henry ca. 1770s
(Patrick Henry, n.d.)
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There, future President John Adams, his cousin Samuel Adams,
and John Hancock, among others, would
form one of America’s first true political action committees: the
Sons of Liberty. The general mob had proven
already to be enough of a voice to expel specific dignitaries and
appointments from their office using tactics
such as tarring and feathering or outright destruction and
violence. However, there was doubt if such actions
15. actually made it back to London, or if anyone of power cared.
The outright refusal and destruction in the name
of the Stamp Act would force its removal, but not without an
immediate statement back to the colonial
leadership in the form of a new act, the Declaratory Act of
1766, which stated that the English Parliament was
the sole final authority and had the right to legislate over any
British colony, for any reason, without exception.
This was a slap in the face to those who challenged British
authority. The government in London, in effect,
removed any and all influence or power that local government
had in the eyes of the crown and placed the
imperial legislators in charge–a collection of voices that did not
directly include colonial representation.
The next act came soon after, and this would be the final straw
for many, especially those who depended on
the success of shipping channels along the Atlantic coast. The
Townshend Acts (Duties) of 1767 were, in
simplest terms, a tax on the importation of many common
household goods, ranging from tea to teapots. The
tax was to be enforced on the importer. However, like the Sugar
Act before, that meant that prices for any
affected items would also rise significantly, so the tax would
affect anyone in English society. In addition, this
also caused some previously taxed items, such as paper, to
include yet another fee, which now meant that it
also cost more, for even unofficial use.
Once again, the printing press would become the sharpest tool
in the Patriot arsenal. An editorial titled Letters
from a Farmer in Pennsylvania would be penned and published
across the colonies. This article described the
troubling conditions that the new taxation had levied on a poor
Mid Atlantic farmer and his family. The prose
16. compared the farmer’s experience to that of a slave and
reinforced Henry’s message of no representation.
Although this painted an inspiring picture, the editorial was not
written by a farmer but by a noted lawyer, John
Dickinson. However, the ruse was effective enough to inspire
and expedite a widespread boycott of those
items identified on the Townshend list. The intention of the
letter was basic: while the English government
deliberately and indiscriminately painted the colonists into an
economic corner, it still relied on colonial
support for taxes, as well as the greater mercantilist policy, in
order to function. A successful boycott could
bring down the entire system, and such an impact to the royal
coffers would not be ignored.
Samuel Adams, now officially an elected member of the
regional
assembly, also echoed Henry’s demand for representation. Its
eventual
refusal came with an order to dissolve the assembly by order of
the
Declaratory Act in case of argument or threat, which was
overwhelming.
Protest was expected, but not from women, who were most
directly
impacted on a day-to-day basis by this boycott. With the word
of refusal
from London, Patriot spirit consumed entire households, and the
Daughters of Liberty, a women-only commission of resistance,
was born.
This redoubled boycott efforts and strengthened local
communities to
support one another by buying local and working together to
avoid the
British subjugation. Patriotism was growing, as was anti-British
17. sentiment; with the continued rowdiness and increased
hostilities, the
royal authorities called in military support—the box of tinder
was now
about to be paired with a match.
In 1768, Boston was overrun by thousands of armed, uniformed
troops. With no barracks, these troops
required—and demanded—food and quarter from private
citizens. With the troops facing limited financial
compensation, some demanded jobs or money. By 1770,
violence escalated first with what was an accidental
shot. However, it was a week later that became the real
attention-getter.
Sam Adams, widely known as one of
the key instigators against the
crown’s authority and leader of the
Sons of Liberty
(Graham, 1797)
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In the Boston streets, eight
British Regulars, taunted by
18. an increasingly belligerent
crowd, opened fire amidst
the chaotic scene—11 were
shot, and five died from
wounds received, including
Crispus Attucks, an African
American dockworker who
shared the Patriotic spirit.
Once again, propaganda
would become the greatest
weapon of the Patriot
cause. The scene, which
was in reality a chaotic
mess of lower-class
Bostonians and British
guards, was recorded for
posterity as a regal firing
squad executing upper-
class white citizens under
strict orders. The engraving,
ironically produced by Paul
Revere (shown below),
would circulate throughout
the colonies and reinforce
the already restless frenzy.
A trial would exonerate the
soldiers with only minor
penalties. In a show of
unity, they were even given
representation by John Adams, the same man who helped lead
the Sons of Liberty. But the damage was
already done. In this chaos, the English Parliament removed the
Townshend Acts, with the exception of tea,
which successfully encouraged an end to the boycott.
19. Over the next four years, the feeling throughout the colonies
was generally calm, with few incidents of
increased tension. Finally, though, with increased lines of
communication developed in terms of Committees
of Correspondence, there was another spark.
Though sales had improved since the boycott was lifted in 1770,
smuggled Dutch tea (which also originated
from the same locations in India) was clearly eating into British
profits. To counter this issue, the final part of
the Townshend Act, the tax on imported tea, was lifted to try
and beat the price on the suppliers of the Dutch
imports. This declaration, known as the Tea Act of 1773, was to
no avail, as colonists did not trust the ploy.
What occurred then would once again inspire the propaganda
machine and the Patriot support; one of the
most recognizable and flamboyant displays of resistance in
America, the Boston Tea Party.
Put in most basic terms, the Tea Party was an intentional public
display of resistance against the attempted
regulation of smuggled Dutch tea into the colonies. When the
initial plan of pressuring assigned couriers into
not delivering the English goods started, members of the Sons
of Liberty in Boston came up with the public
spectacle. On December 16, 1773, with encouragement from
friends and disregard to the empire’s new act,
three ships in Boston’s harbor would be the stage for the act of
public disobedience. Wearing garb more fitting
for Native Americans, 150+ anti-British supporters boarded the
ships and tossed the tea from India into
Boston Harbor. One of the myths of this event was secrecy, as
this was intentionally done to coincide with an
audience. The restrictive taxes had drawn a town meeting that
20. same night into the port area, and those who
left through the port witnessed the blatant act, ensuring that it
would be the talk of the town for days and reach
audiences well outside of Boston.
Paul Revere’s famous woodcut – a prime example of early
propaganda
(Revere, 1770)
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Finally, the last hammer would fall. What began shortly after
the Proclamation of 1763 with the Sugar Act,
reached its pinnacle in response to the Tea Party. The governor
of Massachusetts—a royalist, yet often
reasonable viceroy—took swift and determined action. With the
support of Parliament, he issued in 1774 the
Coercive (Intolerable) Acts, which directly punished the Boston
population.
The four Intolerable Acts were:
1. Boston Port Act: This was the closing of the Boston Port
until the tea was paid for, which punished
not only shippers, but merchants who depended on shipments,
21. buyers for the boats, repair, and any
other associated costs.
2. Massachusetts Government Act: This reinforced the earlier
Declaratory Act, with the added provision
of complete supremacy over the Massachusetts colony. This
included the removal of Hutchinson as
governor and limitation of the office’s power. The position was
now to be appointed, and that
appointed official would appoint all other state officials, taking
any elector rights away from the
people. No assemblies were legal unless approved by the
governor, including approval of any
agenda items. In practice, Massachusetts became a military state
with increased military presence
and limited concern about colonist needs/rights.
3. Impartial Administration of Justice Act: This simply stated
that any appointed royal official who is
accused of a capital offense (such as the Boston Massacre) must
be transported to England for trial,
thus removing any chance for tampering or public pressure on
the accused.
4. Quartering Act: This opened any and all beds, including
private residences, to soldiers. With the
increase in regiments from the government act, this was not
only going to put more pressure on the
private citizens, who may no longer have a place to sleep in
their own homes, but also removed any
“safe houses” for leaders or meetings for any kind of resistance.
Lastly, a fifth act, called the Quebec Act, was more geared
toward the entire colonial refusal and anti-British
sentiment. The British lands (modern Canada) that had
22. previously been French territories before being
claimed by the American colonies after the Seven Years’ War,
were now officially part of Quebec. Now under
the direct jurisdiction of the British Empire, the American
colonies no longer held any influence in these
Quebec lands.
In response to the hearing of these acts, several other colonies
took preventive measures, such as the
removal of potentially dangerous assemblies, and feared their
communities were liable for the same treatment
if more lines were crossed. These were the actions of the
appointed authorities, for those in support of the
Patriot cause, such as the Committees of Correspondence which
were established a few years earlier, would
A more “civil” illustration of the Tea Party rebellion
(Sarony & Major, 1846)
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meet again, and officially unite in September 1774 in
Philadelphia at a convention now known as the First
Continental Congress.
Only Georgia lacked at least some kind of representation in
Philadelphia. Regional concerns and needs were
23. clearly identified, but overall it was clear that some united
message, a declaration of rights, must be sent to
London in an attempt to relieve the military state that the
Intolerable Acts had created, and also to once again
demand representation in Parliament. The only weapon
remaining was another boycott, though they
proposed limits to the previous refusals. The London
representatives, upon receipt of these demands, ignored
them. Britain did not recognize any colonial assemblies and
would not react to threats or demands from any
such institution.
Scheduled to meet again in May 1775 to discuss impact and
outcome of the demands, the Second
Continental Congress did not come soon enough to stop war
from erupting. The first shots would be heard in
the Boston suburbs of Lexington and Concord in 1775.
Localized militia men, some of whom had little to no
experience in combat, would thrust themselves into the battle as
the first line of defense. Dubbed as
“minutemen” for their resolve to bear arms at a moment’s
notice, it was clear there was no peaceful end to the
brewing conflict with the regiments now stationed in and around
Boston.
Shots Fired
On April 19, 1775, on high alert, two Boston businessmen, Paul
Revere Jr. and William Dawes, were waiting
to sound the alarm concerning any potential threats from the
stationed British Regulars. The ride was for all
intents and purposes successful; the stores of ammunition and
weapons were not found by the British, and
the planned assault backfired as the Regulars attempted to
return to Boston. In all, 273 British Regulars were
injured or dead, along with 93 minutemen. In the aftermath of
24. this bloody exchange, there would soon be
bouts of promises and oratory from all sides to anyone who
would listen about “freedom,” “rights,” and
“liberty,” but for all immediate purposes, the talking was over.
Henry Wadsworth Longfellow
would capture this fateful ride,
and its most noted participant,
with his poem, “Paul Revere’s
Ride.” Though not entirely
accurate in its description, the
tone and tenor of the poem is
an excellent example of the
nationalism and propaganda
that would inspire many to join
the Patriot cause, just as this
same Paul Revere had done with his engraving of the Boston
Massacre years earlier. Finally, the resounding
shots had been fired, and there was no turning back. The
colonists of Massachusetts, without any formal
assembly, declared war on the mightiest military on Earth. The
War for Independence, which would shock the
world, began with a volley of gunfire from a dedicated militia.
Thus, on April 19, 1775, two fateful rides and a barrage of
gunfire in the outskirts of Boston became the first of
many skirmishes in a regional conflict whose impact would
inspire a series of revolts throughout the world.
The British Empire, a kingdom that had influence or settlements
in every major culture, and the most powerful
military on Earth, was challenged for its corrupt institutional
control.
The American Patriots’ success would be the first of many
25. examples of rebellion, which essentially ended the
European colonial period. However, a successful republic
cannot be built overnight. The Founding Fathers, a
collection of political socialites, spoke for the American
resistance by openly committing treason against the
monarchy. The fervor of revolution would successfully lead to
independence in 1776, but zeal alone can only
unite for so long before chaos ensues. With discussion of high
points of the war, it is important to observe
how a wartime government was able to rally a union, but not
successfully lead a state. With the war’s end, a
fragile confederation of independent states would need greater
leadership and order. It would appear that the
pen, not the sword, would forge a republic for the people, by the
people.
Depiction of Paul Revere on his infamous ride
(Emmet, n.d.)
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The militia of Lexington and Concord lost less than 100
minutemen on the first chaotic night, a victory in every
sense, as the highly trained regulars stationed in and around
26. Boston had almost three times as many
casualties. For so many Americans, this was above and beyond
any tax on tea or paper goods—it was a
demand to be heard and respected by an elitist government an
ocean away.
For most who would take up arms against the crown, this was a
response by several generations of
American-born English citizens who had again and again failed
to be treated as equal to their social peers in
England or to be represented. This, too, was a reason to cry for
“Liberty!,” an oddly ironic sentiment. The war,
and the post-war government, would become the stage for a
second liberation movement. Upwards of 20,000
liberated or fled slaves would enlist with England against their
native America, in hopes of gaining the
freedoms promised to them by British command.
The final business of the First Continental Congress was to
decide on a setting and intent for the next
gathering. Expecting to pick up discussion on the successes and
failures of the boycott on English goods
when the Second Continental Congress met in May 1775, they
suddenly found themselves now the only
collection of authority to assess the needs of a nation. Through
the life of the war, this congress would
establish the basic frameworks of a wartime government with a
clear precedent to avoid the corruptive
influences of their former nation, especially the idea of a strong
federal core that did not account for individual
needs. These administrators would need to establish an army
and printed (though greatly unstable) currency
to fund it, and also lay the foundations for a government once
the war was over.
Only weeks into the fighting, and with wavering support among
27. some of the colonies, there was still the
expectation that reconciliation was inevitable—this rebellion
was thought to be but a footprint in the monarchy,
with the intent to ensure better treatment and representation.
However, by the time the congress disbanded
this second time, reconciliation was no longer a viable option.
As shown here, the earliest action of the war was focused
around today's greater
Boston area.
(Concord Retreat, 2000)
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A “Nation” Prepares for War
The Patriot leaders had committed treason, and not all leaders
were
completely comfortable with the split which, even if the war
went well,
would have unexpected impacts on security and economics. The
American
colonies were now an enemy of the crown, and the only
detectable reunion
would come with total surrender to King George III. Still, led
28. by the voices
of those delegates whose colonies had seen the worst of the
atrocities, the
congress put in the necessary effort and enacted steps to defend
their
lands. From Massachusetts, Samuel and John Adams continued
the
rhetoric which gave their neighbors reason to pick up a rifle–
tales of
bloodshed and oppression that others had only read about
resounded in
the hall. To lead the American forces, a former officer of the
British Army,
George Washington, took the challenge to create and lead a
continental
army. Washington, a native Virginian and veteran of the Seven
Years’ War,
had seen firsthand the discrimination towards the colonies, and
knew the
strengths, tactics, and resolve of their opponent.
To rally support with the American people, masters of rhetoric,
including
Thomas Jefferson and John Dickinson, published pamphlets
highlighting
the needs and causes of the troubles. They worked to spread the
call for
support and fuel the anti-British sentiment that was so prevalent
in New
England. With only the most basic federal government system in
place, the
union of colonies was still weak, but driven together by a
common bond of
frustration and oppression. A government structure was in
place, a small but determined defense was
29. assembled, a united currency was printed, and America was past
the point of no return.
The British Army had no shortage of leaders. Its successes
against Spain and France, as well as its
continuous skirmishes with Native Americans and the Dutch
within its colonies, provided plenty of opportunity
for tutorial and advancement along its ranks.
Among the first wave into the colonies was a focused assault
intent on stomping out the areas of greatest
perceived threat to break the Americans’ spirit. Generals
Thomas Gage, William Howe, John Burgoyne, and
Henry Clinton arrived in Boston Harbor in June of 1775 with
regiments enough to challenge a fitted army.
They had more than enough force, or so it was thought, to scare
away a militia consisting of farmers with
pitchforks. The British tactics were uniform and brutal. In
formed ranks, and without visible concern or panic,
volley after volley of musket fire was projected at the
outmatched continental army. The Americans, having
knowledge of the geography, successfully took a toll on the
regiment’s size, but as one redcoat fell, another
simply stepped up into his place.
Despite marching uphill, the Battle of Bunker Hill was a
decided British victory. Even with the lopsided
casualties, the Americans never had a chance, and Gage
marched his troops into Boston, where a smallpox
scare caused a need to stop for treatment, which halted
progression. What proved to be the determining
factor in this battle was neither the leadership nor numbers,
though; it was preparedness and supply. The
British Regular literally “out-gunned” the continental soldier as
a lack of ammunition broke Patriot lines and
opened holes for British advances.
30. Bunker Hill was an inevitable call for action. The British were a
serious threat, and the colonies needed to
decide either to fight or reconcile. From moderates, appeals,
such as the Olive Branch Petition, continued a
tradition from the pre-war years. Demands for representation
and equal citizenship were hurdles; with each
plea, even with these appeals, the colonies’ representatives
reaffirmed their loyalty to George III, who simply
disregarded each, on a par with parole opportunities from
traitors.
On the other side of the British isle, the call for action was
headlined by the work of an English national whose
time in America allowed him the perception of the differences.
Thomas Paine would publish Common Sense,
a short, yet poignant, look at the reality of “divine right,” when
the common good requires hearing the voice of
the people. Paine’s words, coupled with quickly mounting
pressures and news of potential international
interference in this civil war by German mercenaries (Hessians),
caused the majority of colonies to seek
formal separation.
A very dignified painting of
George III; at this time, he was still
rather young and not yet showing
the ravages of war, age, and
madness.
(MacArdell, 1751)
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On July 2, 1776, by a vote of 12-for, 0-against, and 1-
abstaining, the thirteen original British colonies voted for
independence from English protection and laws. Thomas
Jefferson and a select few penned the now-famous
preamble and justifications, explaining the reason and rationale
for independence from George III.
When in the Course of human events, it becomes necessary for
one people to dissolve the political
bands which have connected them with another and to assume
among the powers of the earth, the
separate and equal station to which the Laws of Nature and of
Nature's God entitle them, a decent
respect to the opinions of mankind requires that they should
declare the causes which impel them to
the separation.
– Preamble to the Declaration of Independence
After two days of revision and debate, the penned resolution
was adopted on July 4th. The Declaration of
Independence would be signed by thirty-three delegates, several
of whom did so reluctantly; four outright
refused. Those signatures, including that of the ostentatious
John Hancock, would be left off of the original
printing sent throughout the colonies, the reason being not to
avoid exposing the treasonous few who signed,
32. but also likely providing greater unity than might have been
gained by highlighting who did not. Soon after, the
leaders of the new colonies, with some exception, would pen
America’s first (temporary) government, the
Articles of Confederation, which will be discussed in further
detail in the next unit.
The Faces of War
Often overlooked in the formality and fanfare of the declaration
and opening year of the war are several
influences which, on paper, were not even eligible for
enlistment in the fray. Women, such as Abigail Adams
and Mary Otis Warren, would be fervent workers behind the
political scenes. Abigail Adams, the most trusted
counselor to her husband John, was also quite perceptive of the
inequality of the “independence” that was to
be sought and fought over when only males of a certain status,
race, and age were truly granted all qualities
of citizenship. Most women, however, would serve to either
protect the home while the men were away, or to
follow the camps, making a living working odd jobs either with
family or the army as needed.
The next group would be Americans of African descent, or as
would be any generation born in the colonies,
"African Americans." At this time they were, with rare
exception, judged solely by the color of skin and not
their inalienable rights. African-American men would
eventually be granted an opportunity to fight, first for the
British, then the colonials, but not without great anxiety or even
choice. There was a clear sense of distrust
between the White and African-American soldiers, especially
with the slaves who became enlisted. The duties
of these different races would reflect this difference.
33. Most of the African Americans who enlisted with the
continentals, who totaled around 5,000, would serve as
labor or as unarmed assistants (flag bearers, musicians, “go-
fors”) for the British. However, there was a
greater need: many of these enlisted servants knew the region as
well as, if not better than, the White
A very nationalistic image of the colonies’ leadership jointly
signing the document for
independence; records from inside tend to show a more chaotic
atmosphere
(Trumbell, n.d.-b)
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soldiers–they could navigate, blaze trails, and work as
informants, and any liberated slaves took money
directly out of the pockets of the rebels.
Native Americans, too, were greatly affected by this war. At
first, many tribes saw the war as potentially a win-
win: no matter who won, one group would be gone, and the
other wounded. Many tribes counted on this
becoming a high-casualty war that would halt the spread any
further to the west. Soon, though, it would
become apparent that if sides were not taken, neither would
hold back, and most tribes inevitably chose the
34. British. The British promise, as was previously stated in 1763,
was to respect their lands, which helped ensure
mercantilism on the coast. As the war turned, however, the
tribes who sided against the colonies would
ultimately lose much more than was gained. A few tribes would
side with the Patriots, but this was not enough
to end western expansion.
An unexpected hindrance would be Loyalists, or Tories, who
comprised almost 20% of the colonial
population. These were colonists who did not agree with the
Patriot cause, or who depended on British
protections and decided to enlist with the Regulars and fight.
Like the African Americans, a major benefit to these
enlistments was their familiarity with the land, and some
even had battle experience. The negative, though, was their lack
of training and conviction toward the cause.
In general, Loyalist companies were less than stellar, and most
would move out of the colonies after the war
instead of returning home to the neighbors they abandoned, or
go into the anti-crown government. By 1777,
these Loyalists were officially considered traitors and were
liable to public humiliation, economic hardship, or
harm if seen as a hindrance to the Patriot cause.
During the war, around 40% of the colonists remained loyal to
the crown or were simply anti-war and would
not fight against their neighbors. This was often due to a
religious obligation or to a lack of obligation to either
side, which was the situation with new migrants.
The last influence, disease, had arguably the most significant
impact on the war. This was especially true
during the winters and as new recruits or territories would
expose both armies to conditions for which they
35. were ill-prepared. This started with smallpox threats along the
Atlantic coast, which would claim the lives of
130,000 and require armies to halt for inoculation, and ended
with outbreaks of “camp-born” diseases such as
Syphilis, which spread quickly from a lack of sterility and
antiseptic.
Major Points of Emphasis
The early years of the war primarily affected the North. This
was the home of the majority of the American
population, site of some of the most noteworthy discrepancies,
and nearest to the British strongholds in what
is now Canada. Several battles took place in close proximity to
one another. The adage “an army marches on
its stomach” is very true in this instance; anywhere the soldiers
went, so too did the camp, so movements had
to be strategic. The army generally could not move more than a
few miles in one day.
On October 17, 1777, the Battle of Saratoga took place between
British General Burgoyne, who had
unexpected losses from his previous encounters, and American
General Horatio Gates. The site was
Saratoga, New York, where one of the British lines was
completely decimated. The aftermath included 600
dead, munitions destroyed or taken, and a wild two-sided story
about the ill treatment of a pure woman rallied
both local and continental support. The greatest victory from
this, though, was the interest and promise from a
new ally: the French, who were longtime British rivals. The
French promised funds, soldiers, formal training,
and a Navy to challenge the British–a force that the Americans
had never had, the lack of which had stymied
provisions and funding for the Patriot force.
36. It was the Battle of Saratoga that ultimately changed the tide of
war, but that was not yet evident. Washington,
weary from months at war, potentially about to lose most of his
experienced soldiers due to enlistments
ending, and enduring harsh conditions and waning American
support, traveled to Valley Forge. It was here
that he and his army settled for the winter months. At this point,
the experienced British General Howe had
captured Philadelphia, the nation’s early capitol city, and knew
that the French interference could quickly
change the pattern of the war. Howe offered a cease fire, but not
independence; his offer was quickly
rejected, and the war waged on. Small skirmishes would take
place over the winter, especially with local
tribes, but formal battle was at a standstill.
HY 1110, American History I 14
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The normal European style
of battle consisted of two
armies lining up parallel to
one another, then marching
at each other while
alternating fire until in
charging range–this was
“civilized” combat, and the
37. British had perfected it. The
Americans, however, had
survived to this point with a
much less traditional style,
which was similar to modern
guerilla tactics. Because of
this, the war shifted to the
outskirts of the field of battle
where the outmanned and
outgunned Patriots could
use full advantage of their
knowledge of the terrain and
trails. As most of these
skirmishes were small in
scale, even a poor result would not wipe away a regiment of
American men, as was commonly the case in a
“civilized” war. This also essentially took away much of the
advantage of the British cavalry and artillery, as
the individual American soldiers had greater and less
predictable movement.
As winter passed, the French and Americans officially joined an
alliance. This gave the U.S. its official
sovereignty as an independent nation and ensured that the
French support would begin moving across the
Atlantic. For the French, this was simply another battlefield,
one away from their lands, in which to attack the
hated British. It was also potentially a way to recapture some
colonial areas back from Britain in a peace
treaty. However, the French first had to get to America. It was
not as simple for the French as simply loading
a standing army on a boat—they had to commission soldiers,
officers, boats, munitions, and supplies. They
had to train, clothe, and respond to the national needs first
before any alliance. As days passed without any
sign of their arrival, the Patriots became more war weary.
38. Ironically, the British successes in the early years of the war
had done harm to their own cause as well. More
territory to protect meant less to attack with, and the addition of
a major European power, along with only
minor victories from the militia style of combat, did not bode
well for the classically trained Regulars. To
counter this, the British had a new plan: move to the south.
Traditionally less of a hotbed of support for the war, due largely
to the low White population and limited direct
influence from the troubles in Massachusetts and Virginia, these
agricultural communities were quickly
addressed and moved through. To lead these forces, the British
would move General Clinton, who had
replaced Howe in command, and introduce another legendary
leader: Lord Cornwallis, a recognized tactical
genius.
These two together quickly moved north, entering Virginia in
the early 1780s. Their overconfidence, however,
would be part of their downfall in the South. The Patriots, too,
found the key to Southern victory in stronger
leadership. One of Washington’s most trusted strategists,
General Nathanael Greene, was sent to the South
to replace the less-than-successful General Gates. Greene, along
with some other noteworthy leaders—
Andrew Pickens, Francis Marion, Daniel Morgan, and Thomas
Sumter—helped to rally support in the Loyalist-
heavy region. Successes in the South would eventually lead to
the surrender by Cornwallis in 1781, after
French support and a typhus outbreak penned his forces at
Yorktown.
War’s End—A Scenario Fit for Film
39. Do not be surprised if this setting may seem more familiar than
either the North or West. The blockbuster
2000 film, The Patriot, focuses on this Southern campaign, from
the delayed debate of South Carolina’s entry
into the war, to the British surrender at Yorktown. The
protagonist of the film (Mel Gibson’s character) is
actually based on a fusion of the four Patriots (Pickens, Marion,
Morgan, and Sumter) from the South Carolina
Image of the style of war waged between the European
commanders; it would take a
drastic change in strategy for the colonies to push out the
British.
(Trumbull, n.d.-a)
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region. As is often required with Hollywood, be careful not to
confuse history with legend–even considering
the combined impact of four distinct men; the “Rambo-like”
qualities and impact of the fictional Benjamin
Martin is still overly exaggerated. However, this does provide
the audience with some sense of the type of
guerilla warfare and tactics used in the latter stages of the war.
Ironically, Hollywood is not alone in making
myth out of fact; many historical images are just as guilty, such
as the depiction below of Washington crossing
40. the Delaware, which simply is not a realistic rendering
considering the climate, geography, and situation.
After Yorktown, with the exception of small frays in the
frontier, the war was over. For England, it was no
longer economically sound to attack the American colonies.
Britain continued to lose support for the war as it
waged on, and in that sense there was not enough of a force to
counter the French reinforcements. With the
surrender at Yorktown, the armies of Washington and Greene
had successfully wrapped up the two major
fronts. With the Treaty of Paris signing in 1783, King George
III officially recognized the former colonies as an
independent American nation. The success of these soldiers and
politicians would become the base of
nationalist teachings in America; treason became patriotism,
and taxation became oppression. This would
also help to inspire others to revolt in the coming decades, most
notably the French people in the mid-1780s.
The end of the war, however, was not without great
disappointment for the
American cause. One of the heroes of the northern campaign
and a trusted
friend of Washington’s, General Benedict Arnold, was caught
selling secrets
to the British. Arnold felt overlooked through most of the war
for his
dangerous, yet successful, campaigns. At the time when he
received the
commission he desired, command at Fort Arnold (today known
as West
Point, a.k.a. the United States Military Academy), he was in too
41. deep and
was caught attempting to surrender the fort, which sits on a
pivotal bend on
the Hudson River, to the British. This ugly situation, however,
did not come to
fruition and only increased the fighting spirit of those loyal to
the separation
cause. The treaty, though, did mean freedom for many enlisted
men who
were formerly slaves; those who served with the British would
generally leave
the U.S., heading to Canada or Africa. This liberated around
10,000 former
servants from the plantations. The Native Americans were not
as lucky; for
those tribes that supported the British, or who lived nearest to
the now
Majestic depiction of Washington crossing the Delaware. The
painter, however, took
liberties, including some faults, such as an inaccurate image of
the winter climate’s
effects on this particular river.
(Leutze, 1851)
Once beloved second only to
Washington, jealousy and family
pressures led to the fall for
Benedict Arnold; for Americans,
his crime was on a par with
those of Judas and Brutus.
(Hall, 1879)
42. HY 1110, American History I 16
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independent states, the end of the war began the first migrations
into the Midwest.
References
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Emmet, T. (n.d.). The midnight ride of Paul Revere
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ams.jpg
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