Refer to Note Regarding the Timeline Project.Complete Timeline .docx
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Refer to "Note Regarding the Timeline Project." Complete "Timeline Part I." Remember to include the major players and events in these themes. Refer to "EXAMPLE: Timeline Part I: The History of Television" as a model for completing the History Timeline matrices. While GCU style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. This assignment uses a scoring guide (refer to "Timeline I Scoring Guide"). Instructors will be using the scoring guide to grade the assignment; therefore, students should review the scoring guide prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. Refer to "Note Regarding the Timeline Project." Complete "Timeline Part I." EXAMPLE: Timeline Part I: The History of Television Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to the history of Television in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.” NOTE: The timeline project does not need to be submitted to turnitin. NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I up to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed . Be sure to cite all sources. Major Event in the development of T.V. Time Period/Date(s) Description and Significance of the People/Event(s) to the history of Television. 1) Before TV: Radio as king 1900-1950 The radio was king of the air waves before television was invented. It was used by entertainers, the sports world and politicians alike. Franklin D. Roosevelt’s “fireside chats” created a sense of hope during the Great Depression (Brands, 2009). 2) The first TV: The world in Black and White 1950-1960 The first TV was built in the late 1940’s, but most people could not afford one. By 1955, TV’s were in half a million homes in the U.S. (Brands, 2009). The first television shows were comprised of puppet shows, cartoons, game shows and the “late show”, a movie that started around midnight. 3) TV as entertainment. 1955- present Television began with a few shows on a few channels but by 2011, there are hundreds of channels available on cable and satellite networks around the world. In the early 50’s, Game shows were extremely popular. The $64,000 question, at the height of its popularity drew 10 million viewers during prime time (Brands, 2009) By the 1960’s the Ed Sullivan show was captivating America. The Beetles made their first appearance in America on the Ed S.
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NOTE Before starting the Timeline project please refer to the Ex.docx
NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document.
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled, “Timeline Part IV.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IV
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
. Be sure to cite all sources.
Major Event/Theme in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:
a)
The Truman doctrine
b)
The Korean War
c)
Eisenhower and the 1950s
d)
JFK and the Cuban missile crisis and the JFK Assassination
e)
Johnson and the Great Society
2)
The theme (thread) of God-given rights/freedoms as it relates to:
a)
The Civil Rights Movement
b)
The Vietnam War
c)
The Women’s Rights Movement
3)
The cumulative effect of the integrity crisis in the Johnson (Vietnam) and Nixon (Watergate) presidencies on the cultural milieu of the nation.
4)
The conservative revolution of the 1980s, including the impact of the “Religious Right” and the legacy of the Reagan Administration.
5)
The end of the Cold War in the early 1990s (including the fall of the Berlin Wall).
6)
Trends in American Domestic and Foreign Policy in the post-Cold War Era.
NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document.
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled, “Timeline Part IV.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IV
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
. Be sure to cite all sources.
Major Event/Theme in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:
a)
The Truman doctrine
b)
The Korean War
c)
Eisenhower and the 1950s
d)
JFK and the Cuban missile crisis and the JFK Assassination
e)
Johnson and the Great Society
2)
The t.
Instructions Complete the matrix by providing the Time PeriodDat.docx
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
.
Be sure to cite all sources.
Major Event/Epoch in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
Describe three different American Indian cultures prior to colonization.
2)
The effects of British colonization on the Native Americans.
3)
The evolution of the socio-political milieu during the colonial period, including Protestant Christianity’s impact on colonial social life.
4)
The effects of the Seven Years’ War.
5)
The evolution of the concept of “God-given freedom of the individual” stemming from the Protestant Reformation and developing through the American Enlightenment and the Great Awakening, and culminating with the Declaration of Independence.
6)
The evolution of the socio-political and cultural milieu that created the conditions necessitating and including the formation of the:
a)
Declaration of Independence
b)
U.S. Constitution (including the Bill of Rights)
7)
The character of George Washington and his precedent-setting impact for future presidents.
8)
The evolution of Jeffersonian Democracy and its legacy, including:
a)
The Louisiana Purchase
b)
The Second Great Awakening
c)
The Embargo Act
d)
Issues with the courts
9)
The War of 1812
10)
The Monroe Doctrine
11)
The evolution of Jacksonian democracy and its legacy including:
a)
The Nullification crisis
b)
The bank crisis
c)
The Trail of Tears
d)
The socio-political effects of Manifest Destiny
12)
The causes and effects of the Mexican-American War (1846-1848).
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
.
Be sure to cite all sources.
Major Event/Epoch in American History
Time Period/Date(s)
Description and Significance of the .
America 1920 1950 challenges part one revised 6-10-18
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This document provides an overview of America from 1920-1950, covering major historical events and challenges during that period. It describes the economic boom of the 1920s, followed by the stock market crash of 1929 and the Great Depression of the 1930s, when many people lost their jobs and homes. World War 2 is summarized, including America's entry into the war after the Pearl Harbor attack and key battles like D-Day. The postwar 1950s are portrayed as a time of renewed growth and prosperity. The document aims to educate readers about the economic, social and political climate in America during the early-to-mid 20th century.
Dean r berry america 1920 1950 challenges part one revised 6-10-18
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The document provides an overview of American history from 1920-1950. It discusses several key periods: the Roaring 20s, the Great Depression of the 1930s, World War II in the 1940s, and the postwar economic boom of the 1950s. During each period, it describes major economic, social, and political developments that impacted Americans' daily lives. These include the rise of new technologies like automobiles, the stock market crash of 1929 and ensuing Depression, America's entry into WWII after the attack on Pearl Harbor, and postwar suburbanization and economic growth.Students must submit TWO of these identification terms in paragraph .docx
Students must submit TWO of these identification terms in paragraph form through the Assignments Tab if Canvas by the deadline specified in the Syllabus and in Assignments.
They are each worth ten points.
Students may submit a third identification term for five points of extra credit (three points for content information, one point for original thoughts and insight, and one point for proper citations, both in text and bibliographic). Be sure to cite properly, as per the MLA Format every time that any information is directly. Be sure to cite properly, as per the MLA Format every time that any information is directly copied (and quotation marks are needed), paraphrased (writing someone else’s ideas in your own words) or for any facts that are not common knowledge (like “the sky is blue”).
Be sure to provide a works cited section with a bibliographic citation of each source used; be sure to include the Date Accessed is the date that YOU previewed a particular website or watched a Youtube video because website/video content can change.
As per the syllabus, students must use a minimum of two sources, that are to be cited in the body of the paragraph as well as the works cited section for that identification term to be counted for a grade.
For more information, please consult the “Weekly Assignments” section of the syllabus.
Please note that the textbook is an acceptable source for all of the identification terms:
David Shi,
America: A Narrative History, Volume 1
, Eleventh Edition. New York: W.W. Norton & Company, Inc., 2019.
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History.com Editors, “Erie Canal.”
History
A&E Television Networks August 21, 2018. https://www.history.com/topics/landmarks/erie-canal Date Accessed:
Gertz, Jerry, “Erie Canal History.” No Date Listed. https://eriecanalcruises.com/history/ Date Accessed:
Hughes, Hip, “The Erie Canal Explained: US History Review.”
Youtube
May 31, 2015. https://www.youtube.com/watch?v=EIOZcfHJoF8 Date Accessed:
khunk, “Erie Canal-Bruce Springsteen (Lyrics).”
Youtube
November 24, 2011. https://www.youtube.com/watch?v=Koj5yGigFNU Date Accessed:
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What did this party believe in? Why the name? Approximately when did it begin and end (why did it end)? Name some leaders and elected positions held by these politicians.
No Author Listed, “Know-Nothing Party.”
Ohio History Central
, No Date Listed. https://ohiohistorycentral.org/w/Know-Nothing_Party Date Accessed:
Landis, Michael Todd, “How the Know Nothing Party Turned Nativism into Political Strategy.”
Zocalo Public Square
July 12, 2018.
https://www.zocalopublicsquare.org/2018/07/12/know-nothing-party-turned-nativism-political-strategy/ideas/essay/ Date Accessed:
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Ticket to the twenties powerpoint
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Recommended
NOTE Before starting the Timeline project please refer to the Ex.docx
NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document.
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled, “Timeline Part IV.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IV
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
. Be sure to cite all sources.
Major Event/Theme in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:
a)
The Truman doctrine
b)
The Korean War
c)
Eisenhower and the 1950s
d)
JFK and the Cuban missile crisis and the JFK Assassination
e)
Johnson and the Great Society
2)
The theme (thread) of God-given rights/freedoms as it relates to:
a)
The Civil Rights Movement
b)
The Vietnam War
c)
The Women’s Rights Movement
3)
The cumulative effect of the integrity crisis in the Johnson (Vietnam) and Nixon (Watergate) presidencies on the cultural milieu of the nation.
4)
The conservative revolution of the 1980s, including the impact of the “Religious Right” and the legacy of the Reagan Administration.
5)
The end of the Cold War in the early 1990s (including the fall of the Berlin Wall).
6)
Trends in American Domestic and Foreign Policy in the post-Cold War Era.
NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document.
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled, “Timeline Part IV.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IV
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
. Be sure to cite all sources.
Major Event/Theme in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:
a)
The Truman doctrine
b)
The Korean War
c)
Eisenhower and the 1950s
d)
JFK and the Cuban missile crisis and the JFK Assassination
e)
Johnson and the Great Society
2)
The t.
Instructions Complete the matrix by providing the Time PeriodDat.docx
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
.
Be sure to cite all sources.
Major Event/Epoch in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
Describe three different American Indian cultures prior to colonization.
2)
The effects of British colonization on the Native Americans.
3)
The evolution of the socio-political milieu during the colonial period, including Protestant Christianity’s impact on colonial social life.
4)
The effects of the Seven Years’ War.
5)
The evolution of the concept of “God-given freedom of the individual” stemming from the Protestant Reformation and developing through the American Enlightenment and the Great Awakening, and culminating with the Declaration of Independence.
6)
The evolution of the socio-political and cultural milieu that created the conditions necessitating and including the formation of the:
a)
Declaration of Independence
b)
U.S. Constitution (including the Bill of Rights)
7)
The character of George Washington and his precedent-setting impact for future presidents.
8)
The evolution of Jeffersonian Democracy and its legacy, including:
a)
The Louisiana Purchase
b)
The Second Great Awakening
c)
The Embargo Act
d)
Issues with the courts
9)
The War of 1812
10)
The Monroe Doctrine
11)
The evolution of Jacksonian democracy and its legacy including:
a)
The Nullification crisis
b)
The bank crisis
c)
The Trail of Tears
d)
The socio-political effects of Manifest Destiny
12)
The causes and effects of the Mexican-American War (1846-1848).
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
.
Be sure to cite all sources.
Major Event/Epoch in American History
Time Period/Date(s)
Description and Significance of the .
America 1920 1950 challenges part one revised 6-10-18
This document provides an overview of American history from 1920-1950, covering major events and trends of each decade. The 1920s saw social changes and economic prosperity following WWI. However, the stock market crashed in 1929, plunging the US into the Great Depression of the 1930s. Unemployment rose sharply as many Americans struggled to find work and food. The 1940s brought WWII, which boosted the economy but cost millions of lives. After the war, the 1950s saw renewed growth and optimism as new technologies emerged. However, racial segregation remained entrenched until the 1954 Brown vs. Board of Education Supreme Court ruling.
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Dean r berry america 1920 1950 challenges part one revised 6-10-18
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The document provides an overview of American history from 1920-1950. It discusses several key periods: the Roaring 20s, the Great Depression of the 1930s, World War II in the 1940s, and the postwar economic boom of the 1950s. During each period, it describes major economic, social, and political developments that impacted Americans' daily lives. These include the rise of new technologies like automobiles, the stock market crash of 1929 and ensuing Depression, America's entry into WWII after the attack on Pearl Harbor, and postwar suburbanization and economic growth.Students must submit TWO of these identification terms in paragraph .docx
Students must submit TWO of these identification terms in paragraph form through the Assignments Tab if Canvas by the deadline specified in the Syllabus and in Assignments.
They are each worth ten points.
Students may submit a third identification term for five points of extra credit (three points for content information, one point for original thoughts and insight, and one point for proper citations, both in text and bibliographic). Be sure to cite properly, as per the MLA Format every time that any information is directly. Be sure to cite properly, as per the MLA Format every time that any information is directly copied (and quotation marks are needed), paraphrased (writing someone else’s ideas in your own words) or for any facts that are not common knowledge (like “the sky is blue”).
Be sure to provide a works cited section with a bibliographic citation of each source used; be sure to include the Date Accessed is the date that YOU previewed a particular website or watched a Youtube video because website/video content can change.
As per the syllabus, students must use a minimum of two sources, that are to be cited in the body of the paragraph as well as the works cited section for that identification term to be counted for a grade.
For more information, please consult the “Weekly Assignments” section of the syllabus.
Please note that the textbook is an acceptable source for all of the identification terms:
David Shi,
America: A Narrative History, Volume 1
, Eleventh Edition. New York: W.W. Norton & Company, Inc., 2019.
Chapter 8:
Erie Canal
What individuals (both businessmen and politicians) wanted this canal? When was it dug, what issues were there with its creation, and what were its endpoints? What social and economic consequences did this canal have for the USA?
History.com Editors, “Erie Canal.”
History
A&E Television Networks August 21, 2018. https://www.history.com/topics/landmarks/erie-canal Date Accessed:
Gertz, Jerry, “Erie Canal History.” No Date Listed. https://eriecanalcruises.com/history/ Date Accessed:
Hughes, Hip, “The Erie Canal Explained: US History Review.”
Youtube
May 31, 2015. https://www.youtube.com/watch?v=EIOZcfHJoF8 Date Accessed:
khunk, “Erie Canal-Bruce Springsteen (Lyrics).”
Youtube
November 24, 2011. https://www.youtube.com/watch?v=Koj5yGigFNU Date Accessed:
Know Nothing-Party
What did this party believe in? Why the name? Approximately when did it begin and end (why did it end)? Name some leaders and elected positions held by these politicians.
No Author Listed, “Know-Nothing Party.”
Ohio History Central
, No Date Listed. https://ohiohistorycentral.org/w/Know-Nothing_Party Date Accessed:
Landis, Michael Todd, “How the Know Nothing Party Turned Nativism into Political Strategy.”
Zocalo Public Square
July 12, 2018.
https://www.zocalopublicsquare.org/2018/07/12/know-nothing-party-turned-nativism-political-strategy/ideas/essay/ Date Accessed:
Hughes, Hip, “The K ...
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The document summarizes major social, economic, and technological developments in the United States during the postwar period of the 1950s and 1960s. Key events included rapid economic growth and suburban expansion fueled by increased government spending, the rise of consumerism and mass media like television, breakthroughs in science and medicine, the space race, and the burgeoning civil rights movement.
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The document provides an overview of a unit plan for a 5th grade social studies class about life in the 1920s. The unit explores cultural developments of the early 20th century through themes like beliefs and ideals, conflict and change, and technological innovations. Lessons will focus on women's suffrage, the role of radio, and the cultural phenomenon of jazz music during the Jazz Age. Students will analyze primary sources and develop an understanding of how events and innovations shaped society in the 1920s.
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Unit VI Outline: Andrew Pickens
University
I. Introduction
The United States of America was built on the blood and sweat of immigrants. This has been displayed from as early as the colonizing years to the current times in different and very many sectors. A number of Immigrants laid their lives before this country to see that it gets its independence from the British, and it is through them that the country has made so many strides in very many sectors to be a superpower country today.
II. Body
a. An example of such is Brigadier General, Andrew Pickens, son to Scotts and Irish immigrants in Bucks County, Pennsylvania who later moved to South Carolina. Born in September of 1739, Andrew Pickens’ first war was in 1760 in the Anglo-Cherokee war where he was an officer in a provincial regiment.
b. From this war Andrew took part in a number of many other wars climbing ranks from time to time. At some point even made Captain of militia in a rebellion against the British. Andrew Pickens was later in 1782 to be elected to the South Carolina’s General Assembly where he served for ten years.
c. He made so much impact in South Carolina State that at the time of his demise in August of 1817 at the age of 77, the Governor of South Carolina was his son Andrew Pickens Jr., Waring, A. N. (1962).
III. Conclusion
In conclusion, it is a fact that indeed the United States of America was founded on the backs of immigrants and natives alike. The current United States of America shines because of the sweat and blood of many immigrants like Andrew Pickens. Such people should be remembered and celebrated by showing the currently growing number of immigrants in the United States of America that they are welcome to this country and should not be treated as second class citizens. Every immigrant should have a sense of belonging and not feel any less an American. Discriminating against immigrants on grounds of skin color, race or religion should not be tolerated in the current United States of America as a sign of honoring the immigrants like Andrew Pickens who had the interest of this country at heart and even fought its independence.
Reference
Waring, A. N. (1962). The Fighting Elder: Andrew Pickens, 1739-1817. University of South Carolina Press.
Unit VII Scholarly Activity
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Dean R Berry Challenges and Successes in History 1920 1950 part one
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Dean R Berry American History: Challenges and Successes 1920 1950 part oneRiverside County Office of Education
The document provides an overview of key events and social changes that occurred in the United States between 1920 and 1950. It describes how the 1920s was a prosperous time known as the "Roaring 20s" until the stock market crash of 1929 plunged the country into the Great Depression of the 1930s. During this time, many Americans were unemployed and had to rely on soup kitchens as the government did not provide welfare. World War 2 dominated the 1940s, with the US entering the war after the attack on Pearl Harbor. After years of conflict, the 1950s saw postwar growth and suburban expansion.Pimp mylesson oseboldt
This document provides ideas for enhancing a 5th grade unit on the Road to the Revolution. It includes 11 suggestions or "PIMPs" with activities such as adding a timeline, organizing a field trip to Fort Necessity, having students rewrite lyrics to "Yankee Doodle", and showing videos about important historical figures like George Washington and Benjamin Franklin. The PIMPs aim to make the lessons more hands-on and help students better understand the events and people that led to the American Revolution.
Topic: Technology & American Cultural Diffusion Lesson Plan
This document outlines a lesson plan for grades 9-10 on how technological developments impacted the cultural landscape of the United States over time. Students will research inventions like the telegraph, telephone, phonograph, movies, radio, and printing press by examining historic newspapers from Vermont. They will learn about each invention, its importance, how it improved upon prior technologies, and how it may have changed American culture through the diffusion of news and ideas. Examples of relevant newspaper articles from the 1800s-1920s are provided along with standards addressed and potential research topics.
Low Self Esteem Essay Thesis. Online assignment writing service.
The document outlines 5 steps for requesting and receiving a paper writing service from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline.
3. Review bids from writers and choose one based on qualifications.
4. Receive the paper and ensure it meets expectations, then authorize payment.
5. Request revisions to ensure satisfaction, and the company offers refunds for plagiarized work.
Princeton University Essay Prompts 2015
This summary outlines the key steps in the process for seeking assignment writing help from HelpWriting.net:
1. Create an account by providing a password and valid email address.
2. Complete a 10-minute order form providing instructions, sources, deadline, and optionally attaching a sample of your work.
3. Review bids from writers based on qualifications, history, and feedback, then place a deposit to start the assignment.
4. Ensure the completed paper meets expectations, then authorize final payment. Free revisions are provided.
ARC 211_American Diversity and Design_He Shan
The two hats discussed in the articles - the red "pussyhat" and the pink cat-eared hat worn by Melania Trump - are effective vehicles of communication design because they use visual symbols (color and imagery) to convey specific political and social meanings.
The pink pussyhat carries meanings of feminism, resistance to misogyny, and support for women's rights. By being pink and having cat ears, it directly references women's anatomy and issues in a bold, unapologetic way.
The pink cat-eared hat worn by Melania Trump also uses pink color and cat ear imagery, but it came to represent more superficial, objectified views of women rather than meaningful support for their rights and
Inquiry Project #1
The document discusses the history of the United States by dividing it into four main time periods based on distinctive characteristics: 1607-1763 Colonization, 1850-1877 Civil War & Reconstruction, 1914-1945 World Wars, and 1945-Present Contemporary America. It summarizes some of the key characteristics of each period, including clothing, transportation, architecture, music and electricity use. It also discusses how education has changed over time in the US from early colonial schools to modern public education systems and policies.
Inquiry Project #1
The document discusses the history of the United States by dividing it into four main time periods based on distinctive characteristics: 1607-1763 Colonization, 1850-1877 Civil War & Reconstruction, 1914-1945 World Wars, and 1945-Present Contemporary America. It summarizes some of the key characteristics of each period, including clothing, transportation, architecture, music and electricity use. It also discusses how education has changed over time in the US from early colonial schools to modern public education systems and policies.
72 AMERICAN HISTORY72 AMERICAN HISTORY…home to many muse.docx
72 AMERICAN HISTORY72 AMERICAN HISTORY
…home to many museums, now
has one honoring the African di-
aspora. Hailing countless efforts
to save and share black history,
President Barack Obama dedi-
cated the Smithsonian National
Museum of African American
History and Culture in 2016. The
37,000 exhibits, some of them
objects families preserved for
generations, demand multiple
return visits. Artifacts marking
famed, obscure, and ignored
contributions evoke nostalgia
and pride. The record of lives
lost to and broken by injustice
kindles anger and sadness. The
layout is epic. Lead architect
David Adjaye’s structure sug-
gests Yoruba crowns from
Ghana, his homeland. Inside, a
glass-walled elevator descends
to the 1400s, when the African
slave trade began. The ensuing
climb implies African-Ameri-
cans’ ascent toward equality and
showcases their myriad achieve-
ments. Upper floors focus on the
modern, from breakthroughs in
art, science, and technology to
dance steps. The final display
features Obama’s 2009 inaugu-
ration—a guidepost to progress
and the miles of work ahead.
—Rasheeda Smith is associate
editor of American History
Washington, DC…
Finely Wrought Silk and linen
shawl given to Harriet Tubman
by Queen Victoria of England. LEF
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Copyright of American History is the property of Historynet LLC and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.
Raise a Glass
Seven generations and more than 200 years ago, Jacob
Beam, a German immigrant’s son, began making corn
whiskey using his father’s recipe in Kentucky. Jacob
sold his first barrel of Old Jake Beam in 1795. In
Clermont, the Jim Beam American Stillhouse guides
visitors through a 90-minute tour that covers the
entire process of whiskey-making, starting with the
natural limestone well that is Jim Beam’s water source
and continuing through the steps of mashing, distilling,
barreling, aging, and bottling. Visit jimbeam.com
STYLESSSSSSSSSSTTTTTTTTTYYYYYYYYYLLLLLLLLL
Audio File
Vinyl is back, a vivid
and visceral listening
experience. Shinola’s
contribution is the
handsome belt-driven
Runwell Turntable. For
discerning audiophiles,
the wood-trimmed unit
features a preamplifier
and playing speeds
of 33 1/3 and 45 rpm
(sorry, 78s). Production
limited to 500.
($2,500, shinola.com)
Canfield 43mm
men’s white
watch with
date ($900,
shinola.com)
Polishing an Icon.
Research ppt.
The document proposes using library resources to improve student writing skills by engaging them in meaningful research projects in history. It provides an example assignment asking students to research a military leader, determine their influence, and argue whether they should be included in a war museum. Resources on specific leaders like Simon Bolivar, Napoleon Bonaparte, Winston Churchill, and General Charles Cornwallis are listed. The goal is to incorporate interesting topics, primary sources, and themes to motivate students and strengthen research, writing, and critical thinking.
Mass media: TELEVISION
Television was first invented in the 1920s by Scottish inventor John Logie Baird. It became a commercial success in the UK in the late 1920s and early 1930s when the BBC began regular television broadcasts. Baird also pioneered early experiments with color television in the 1930s and 1940s. In the US, the first dramatic television program aired in 1928 and commercial color television was introduced in the 1950s. Television has since grown to become a mass media platform that influences culture and current events while also providing entertainment, education, and a way for advertisers to reach large audiences. However, television can also have negative impacts if overused such as promoting laziness, negatively influencing young minds, and displacing other activities like studying
Teacher resources
This document provides summaries of 14 different teacher resources related to World War 1 topics. The resources include websites on evaluating sources, formatting papers, and interactive classroom tools, as well as articles on propaganda, America's entry into the war, key battles, trench warfare, Woodrow Wilson's policies, and the Treaty of Versailles. The summaries highlight the content and usefulness of each resource for teaching about World War 1.
Teacher resources
This document provides summaries of 14 teacher resources related to World War 1, including websites on evaluating sources, formatting papers, facilitating class discussions, propaganda posters, German propaganda in the US, events leading to US entry in the war, Woodrow Wilson's foreign policy and warnings to Germany, the Battle of the Somme, trench warfare from a soldier's perspective, Wilson's "14 Points", the outbreak of the war in 1914, the Treaty of Versailles, and the use of propaganda by the US Committee on Public Information. The resources cover topics like recruitment, battles, foreign policy, and propaganda and provide primary sources and first-hand accounts to help teach about World War 1.
Jackson,stephanie,wwi
This document outlines resources for teaching about World War I using technology. It provides rationales for using interactive maps, videos, and primary sources to help students understand the war's impact. Several websites are recommended that contain timelines, eyewitness accounts, lesson plans, and multimedia content on the causes and battles of WWI. Interactive apps are also suggested for exploring WWI in a more engaging way. The goal is to leverage technology to give students hands-on experience researching and analyzing how the war affected countries, women, minorities, and global attitudes.
ReferencesConclusionThe capacity to adapt is crucial.docx
References
Conclusion
The capacity to adapt is crucial in an era of rapid change. Today’s politically astute nurses have many opportunities to shape public policy, by working in coalition together and with other health professionals and consumers, and to advocate for state and federal health policies and regulations that will allow the public greater access to affordable, quality health care. The window of opportunity that opened with the enactment of the comprehensive ACA will look somewhat different as we move forward. It is essential for nurses and APRNs to develop skills to capitalize on the chaos present in the healthcare and political environments and to create opportunities to advance the profession as a whole. Familiarity with the regulatory process will give nurses and APRNs the tools needed to navigate this dynamic environment with confidence. Knowing how to monitor the status of critical issues involving scopes of practice, licensure, and reimbursement will allow APRNs to influence the outcomes of debates on those issues. Participation in specialty professional nurse organizations is especially advantageous. Participation builds a membership base, providing the foundation for strong coalition building and a power base from which to effect change in the political and regulatory arenas. Participation also gives members ready access to a network of colleagues, legislative affairs information, and professional and educational opportunities. Although supporting the profession through participation is central, it is equally important to remember that each professional nurse has the ability to make a difference.
Discussion Points
Compare and contrast the legislative and regulatory processes. Describe the major methods of credentialing. List the benefits and weaknesses of each method from the standpoint of public protection and protection of the professional scope of practice. Discuss the role of state BONs in regulating professional practice. Obtain a copy of a proposed or recently promulgated regulation. Using the questions in Exhibit 4-1, analyze the regulation for its impact on nursing practice. Describe the federal government’s role in the regulation of health professions. To what extent do you believe this role will increase or decrease over time? Explain your rationale. Analyze the pros and cons of multistate regulation (choose multistate regulation of RNs, APRNs, or a combination). Based on your analysis, develop and defend a position either for or against multistate regulation. Prepare written testimony for a public hearing defending or opposing the need for a second license for APRNs. Contrast the BON and the national or state nurses association vis-à-vis mission, membership, authority, functions, and source of funding. Identify a proposed regulation. Discuss the current phase of the process, identify methods for offering comments, and submit written comments to the administrative agency. Evaluate the APRN section of the nu.
ReferencesBarrenger, S., Draine, J., Angell, B., & Herman, D. (2.docx
References
Barrenger, S., Draine, J., Angell, B., & Herman, D. (2017). Reincarceration Risk Among Men with Mental Illnesses Leaving Prison: A Risk Environment Analysis. Community Mental Health Journal, 53(8), 883–892. https://doi-org.ezproxy.fiu.edu/10.1007/s10597-017-0113-z
Garot, R. (2019). Rehabilitation Is Reentry. Prisoner Reentry in the 21st Century: Critical Perspectives of Returning Home.
Hlavka, H., Wheelock, D., & Jones, R. (2015). Exoffender Accounts of Successful Reentry from Prison. Journal of Offender Rehabilitation, 54(6), 406–428. https://doi-org.ezproxy.fiu.edu/10.1080/10509674.2015.1057630
Ho, D. (2011). Intervention-A New Way-Out to Solve the Chronic Offenders. International Journal of Interdisciplinary Social Sciences, 6(2), 167–172.
Mobley, A. (2014). Prison reentry as a rite of passage for the formerly incarcerated. Contemporary Justice Review, 17(4), 465–477. https://doi-org.ezproxy.fiu.edu/10.1080/10282580.2014.980968
Reisdorf, B. C., & Rikard, R. V. (2018). Digital Rehabilitation: A Model of Reentry Into the Digital Age. American Behavioral Scientist, 62(9), 1273–1290. https://doi-org.ezproxy.fiu.edu/10.1177/0002764218773817
Serowik, K. L., & Yanos, P. (2013). The relationship between services and outcomes for a prison reentry population of those with severe mental illness. Mental Health & Substance Use: Dual Diagnosis, 6(1), 4–14. https://doi-org.ezproxy.fiu.edu/10.1080/17523281.2012.660979
SHUFORD, J. A. (2018). The missing link in reentry: Changing prison culture. Corrections Today, 80(2), 42–102.
Thompkins, D. E., Curtis, R., & Wendel, T. (2010). Forum: the prison reentry industry. Dialectical Anthropology, 34(4), 427–429. https://doi-org.ezproxy.fiu.edu/10.1007/s10624-010-9164-z
Woods, L. N., Lanza, A. S., Dyson, W., & Gordon, D. M. (2013). The Role of Prevention in Promoting Continuity of Health Care in Prisoner Reentry Initiatives. American Journal of Public Health, 103(5), 830–838. https://doi-org.ezproxy.fiu.edu/10.2105/AJPH.2012.300961
Prison Reentry and Rehabilitation
Recommendations
Evidence based developed systems; since at the moment there is adequate research in this area it is important that systems that will be developed in future should look at previous research and how it was successful or not.
Secondly Re-entry should be digitized, every aspect in our society therefore it makes sense where by re-entry programs are also digitized it will help to make the policy much more effective.
Thirdly religion implementation in the re-entry programs should be intensified, as through evidence; religion has proven to be effective, rehabilitation and re-entry of the clients back to the society (Morag & Teman, 2018).
Conclusion
Re-entry has not been digitized whereby in this day an era every functioning aspect of our lives/society is on the internet.
The re-entry programs seem to be a product of financial implications of the states rather than the greater good of reducing the incarceration numbers.
One as.
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A WITF presentation and request for corporate support for a national initiative, with Central Pennsylvania content, to help students stay on the path to graduation.
Unit VI Outline Andrew PickensUniversity.docx
Unit VI Outline: Andrew Pickens
University
I. Introduction
The United States of America was built on the blood and sweat of immigrants. This has been displayed from as early as the colonizing years to the current times in different and very many sectors. A number of Immigrants laid their lives before this country to see that it gets its independence from the British, and it is through them that the country has made so many strides in very many sectors to be a superpower country today.
II. Body
a. An example of such is Brigadier General, Andrew Pickens, son to Scotts and Irish immigrants in Bucks County, Pennsylvania who later moved to South Carolina. Born in September of 1739, Andrew Pickens’ first war was in 1760 in the Anglo-Cherokee war where he was an officer in a provincial regiment.
b. From this war Andrew took part in a number of many other wars climbing ranks from time to time. At some point even made Captain of militia in a rebellion against the British. Andrew Pickens was later in 1782 to be elected to the South Carolina’s General Assembly where he served for ten years.
c. He made so much impact in South Carolina State that at the time of his demise in August of 1817 at the age of 77, the Governor of South Carolina was his son Andrew Pickens Jr., Waring, A. N. (1962).
III. Conclusion
In conclusion, it is a fact that indeed the United States of America was founded on the backs of immigrants and natives alike. The current United States of America shines because of the sweat and blood of many immigrants like Andrew Pickens. Such people should be remembered and celebrated by showing the currently growing number of immigrants in the United States of America that they are welcome to this country and should not be treated as second class citizens. Every immigrant should have a sense of belonging and not feel any less an American. Discriminating against immigrants on grounds of skin color, race or religion should not be tolerated in the current United States of America as a sign of honoring the immigrants like Andrew Pickens who had the interest of this country at heart and even fought its independence.
Reference
Waring, A. N. (1962). The Fighting Elder: Andrew Pickens, 1739-1817. University of South Carolina Press.
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation with both audio and video components; ho ...
His 145 his 145
This document provides instructions and assignments for students enrolled in the HIS 145 course on the American experience since 1945. It includes assignments on analyzing films from the Cold War era, comparing the threat of nuclear war to terrorism, and completing matrices on historical events from the 1950s-1980s relating to topics like the Korean War, civil rights movement, Watergate scandal, and Reagan presidency. Students are also tasked with creating presentations in a learning team on themes like the Cold War and America's involvement in Vietnam and presenting on Ronald Reagan's economic and foreign policies.
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The document discusses how research has looked at the relationship between narcissism and frequency of Instagram use, with past studies finding that certain social media behaviors can indicate narcissism. It introduces the background and importance of establishing effective ways to determine variables and test hypotheses regarding how narcissism relates to how actively someone uses Instagram. Gender differences and cultural factors that may influence these relationships are also mentioned as important to consider.
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Dean R Berry Challenges and Successes in History 1920 1950 part one
Dean R Berry Challenges and Successes in History 1920 1950 part oneRiverside County Office of Education
The document provides an overview of key events and developments in the United States from 1920 to 1950. It discusses how the 1920s was a prosperous time known as the "Roaring 20s" after WWI, but the stock market crash of 1929 plunged the country into the Great Depression of the 1930s where many lost their jobs and homes. Soup lines and bread lines formed as the government did not provide assistance. WWII dominated the 1940s, with the US entering after the Pearl Harbor attack in 1941. The postwar 1950s saw renewed prosperity and cultural changes like rock music and drive-in movies.Dean R Berry American History: Challenges and Successes 1920 1950 part one
Dean R Berry American History: Challenges and Successes 1920 1950 part oneRiverside County Office of Education
The document provides an overview of key events and social changes that occurred in the United States between 1920 and 1950. It describes how the 1920s was a prosperous time known as the "Roaring 20s" until the stock market crash of 1929 plunged the country into the Great Depression of the 1930s. During this time, many Americans were unemployed and had to rely on soup kitchens as the government did not provide welfare. World War 2 dominated the 1940s, with the US entering the war after the attack on Pearl Harbor. After years of conflict, the 1950s saw postwar growth and suburban expansion.Pimp mylesson oseboldt
This document provides ideas for enhancing a 5th grade unit on the Road to the Revolution. It includes 11 suggestions or "PIMPs" with activities such as adding a timeline, organizing a field trip to Fort Necessity, having students rewrite lyrics to "Yankee Doodle", and showing videos about important historical figures like George Washington and Benjamin Franklin. The PIMPs aim to make the lessons more hands-on and help students better understand the events and people that led to the American Revolution.
Topic: Technology & American Cultural Diffusion Lesson Plan
This document outlines a lesson plan for grades 9-10 on how technological developments impacted the cultural landscape of the United States over time. Students will research inventions like the telegraph, telephone, phonograph, movies, radio, and printing press by examining historic newspapers from Vermont. They will learn about each invention, its importance, how it improved upon prior technologies, and how it may have changed American culture through the diffusion of news and ideas. Examples of relevant newspaper articles from the 1800s-1920s are provided along with standards addressed and potential research topics.
Low Self Esteem Essay Thesis. Online assignment writing service.
The document outlines 5 steps for requesting and receiving a paper writing service from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline.
3. Review bids from writers and choose one based on qualifications.
4. Receive the paper and ensure it meets expectations, then authorize payment.
5. Request revisions to ensure satisfaction, and the company offers refunds for plagiarized work.
Princeton University Essay Prompts 2015
This summary outlines the key steps in the process for seeking assignment writing help from HelpWriting.net:
1. Create an account by providing a password and valid email address.
2. Complete a 10-minute order form providing instructions, sources, deadline, and optionally attaching a sample of your work.
3. Review bids from writers based on qualifications, history, and feedback, then place a deposit to start the assignment.
4. Ensure the completed paper meets expectations, then authorize final payment. Free revisions are provided.
ARC 211_American Diversity and Design_He Shan
The two hats discussed in the articles - the red "pussyhat" and the pink cat-eared hat worn by Melania Trump - are effective vehicles of communication design because they use visual symbols (color and imagery) to convey specific political and social meanings.
The pink pussyhat carries meanings of feminism, resistance to misogyny, and support for women's rights. By being pink and having cat ears, it directly references women's anatomy and issues in a bold, unapologetic way.
The pink cat-eared hat worn by Melania Trump also uses pink color and cat ear imagery, but it came to represent more superficial, objectified views of women rather than meaningful support for their rights and
Inquiry Project #1
The document discusses the history of the United States by dividing it into four main time periods based on distinctive characteristics: 1607-1763 Colonization, 1850-1877 Civil War & Reconstruction, 1914-1945 World Wars, and 1945-Present Contemporary America. It summarizes some of the key characteristics of each period, including clothing, transportation, architecture, music and electricity use. It also discusses how education has changed over time in the US from early colonial schools to modern public education systems and policies.
Inquiry Project #1
The document discusses the history of the United States by dividing it into four main time periods based on distinctive characteristics: 1607-1763 Colonization, 1850-1877 Civil War & Reconstruction, 1914-1945 World Wars, and 1945-Present Contemporary America. It summarizes some of the key characteristics of each period, including clothing, transportation, architecture, music and electricity use. It also discusses how education has changed over time in the US from early colonial schools to modern public education systems and policies.
72 AMERICAN HISTORY72 AMERICAN HISTORY…home to many muse.docx
72 AMERICAN HISTORY72 AMERICAN HISTORY
…home to many museums, now
has one honoring the African di-
aspora. Hailing countless efforts
to save and share black history,
President Barack Obama dedi-
cated the Smithsonian National
Museum of African American
History and Culture in 2016. The
37,000 exhibits, some of them
objects families preserved for
generations, demand multiple
return visits. Artifacts marking
famed, obscure, and ignored
contributions evoke nostalgia
and pride. The record of lives
lost to and broken by injustice
kindles anger and sadness. The
layout is epic. Lead architect
David Adjaye’s structure sug-
gests Yoruba crowns from
Ghana, his homeland. Inside, a
glass-walled elevator descends
to the 1400s, when the African
slave trade began. The ensuing
climb implies African-Ameri-
cans’ ascent toward equality and
showcases their myriad achieve-
ments. Upper floors focus on the
modern, from breakthroughs in
art, science, and technology to
dance steps. The final display
features Obama’s 2009 inaugu-
ration—a guidepost to progress
and the miles of work ahead.
—Rasheeda Smith is associate
editor of American History
Washington, DC…
Finely Wrought Silk and linen
shawl given to Harriet Tubman
by Queen Victoria of England. LEF
T
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H
E
N
A
T
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N
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Copyright of American History is the property of Historynet LLC and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.
Raise a Glass
Seven generations and more than 200 years ago, Jacob
Beam, a German immigrant’s son, began making corn
whiskey using his father’s recipe in Kentucky. Jacob
sold his first barrel of Old Jake Beam in 1795. In
Clermont, the Jim Beam American Stillhouse guides
visitors through a 90-minute tour that covers the
entire process of whiskey-making, starting with the
natural limestone well that is Jim Beam’s water source
and continuing through the steps of mashing, distilling,
barreling, aging, and bottling. Visit jimbeam.com
STYLESSSSSSSSSSTTTTTTTTTYYYYYYYYYLLLLLLLLL
Audio File
Vinyl is back, a vivid
and visceral listening
experience. Shinola’s
contribution is the
handsome belt-driven
Runwell Turntable. For
discerning audiophiles,
the wood-trimmed unit
features a preamplifier
and playing speeds
of 33 1/3 and 45 rpm
(sorry, 78s). Production
limited to 500.
($2,500, shinola.com)
Canfield 43mm
men’s white
watch with
date ($900,
shinola.com)
Polishing an Icon.
Research ppt.
The document proposes using library resources to improve student writing skills by engaging them in meaningful research projects in history. It provides an example assignment asking students to research a military leader, determine their influence, and argue whether they should be included in a war museum. Resources on specific leaders like Simon Bolivar, Napoleon Bonaparte, Winston Churchill, and General Charles Cornwallis are listed. The goal is to incorporate interesting topics, primary sources, and themes to motivate students and strengthen research, writing, and critical thinking.
Mass media: TELEVISION
Television was first invented in the 1920s by Scottish inventor John Logie Baird. It became a commercial success in the UK in the late 1920s and early 1930s when the BBC began regular television broadcasts. Baird also pioneered early experiments with color television in the 1930s and 1940s. In the US, the first dramatic television program aired in 1928 and commercial color television was introduced in the 1950s. Television has since grown to become a mass media platform that influences culture and current events while also providing entertainment, education, and a way for advertisers to reach large audiences. However, television can also have negative impacts if overused such as promoting laziness, negatively influencing young minds, and displacing other activities like studying
Teacher resources
This document provides summaries of 14 different teacher resources related to World War 1 topics. The resources include websites on evaluating sources, formatting papers, and interactive classroom tools, as well as articles on propaganda, America's entry into the war, key battles, trench warfare, Woodrow Wilson's policies, and the Treaty of Versailles. The summaries highlight the content and usefulness of each resource for teaching about World War 1.
Teacher resources
This document provides summaries of 14 teacher resources related to World War 1, including websites on evaluating sources, formatting papers, facilitating class discussions, propaganda posters, German propaganda in the US, events leading to US entry in the war, Woodrow Wilson's foreign policy and warnings to Germany, the Battle of the Somme, trench warfare from a soldier's perspective, Wilson's "14 Points", the outbreak of the war in 1914, the Treaty of Versailles, and the use of propaganda by the US Committee on Public Information. The resources cover topics like recruitment, battles, foreign policy, and propaganda and provide primary sources and first-hand accounts to help teach about World War 1.
Jackson,stephanie,wwi
This document outlines resources for teaching about World War I using technology. It provides rationales for using interactive maps, videos, and primary sources to help students understand the war's impact. Several websites are recommended that contain timelines, eyewitness accounts, lesson plans, and multimedia content on the causes and battles of WWI. Interactive apps are also suggested for exploring WWI in a more engaging way. The goal is to leverage technology to give students hands-on experience researching and analyzing how the war affected countries, women, minorities, and global attitudes.
Similar to Refer to Note Regarding the Timeline Project.Complete Timeline .docx (20)
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Dean R Berry Challenges and Successes in History 1920 1950 part one
Dean R Berry Challenges and Successes in History 1920 1950 part one
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Dean R Berry American History: Challenges and Successes 1920 1950 part one
Topic: Technology & American Cultural Diffusion Lesson Plan
Topic: Technology & American Cultural Diffusion Lesson Plan
Low Self Esteem Essay Thesis. Online assignment writing service.
Low Self Esteem Essay Thesis. Online assignment writing service.
72 AMERICAN HISTORY72 AMERICAN HISTORY…home to many muse.docx
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ReferencesConclusionThe capacity to adapt is crucial.docx
References
Conclusion
The capacity to adapt is crucial in an era of rapid change. Today’s politically astute nurses have many opportunities to shape public policy, by working in coalition together and with other health professionals and consumers, and to advocate for state and federal health policies and regulations that will allow the public greater access to affordable, quality health care. The window of opportunity that opened with the enactment of the comprehensive ACA will look somewhat different as we move forward. It is essential for nurses and APRNs to develop skills to capitalize on the chaos present in the healthcare and political environments and to create opportunities to advance the profession as a whole. Familiarity with the regulatory process will give nurses and APRNs the tools needed to navigate this dynamic environment with confidence. Knowing how to monitor the status of critical issues involving scopes of practice, licensure, and reimbursement will allow APRNs to influence the outcomes of debates on those issues. Participation in specialty professional nurse organizations is especially advantageous. Participation builds a membership base, providing the foundation for strong coalition building and a power base from which to effect change in the political and regulatory arenas. Participation also gives members ready access to a network of colleagues, legislative affairs information, and professional and educational opportunities. Although supporting the profession through participation is central, it is equally important to remember that each professional nurse has the ability to make a difference.
Discussion Points
Compare and contrast the legislative and regulatory processes. Describe the major methods of credentialing. List the benefits and weaknesses of each method from the standpoint of public protection and protection of the professional scope of practice. Discuss the role of state BONs in regulating professional practice. Obtain a copy of a proposed or recently promulgated regulation. Using the questions in Exhibit 4-1, analyze the regulation for its impact on nursing practice. Describe the federal government’s role in the regulation of health professions. To what extent do you believe this role will increase or decrease over time? Explain your rationale. Analyze the pros and cons of multistate regulation (choose multistate regulation of RNs, APRNs, or a combination). Based on your analysis, develop and defend a position either for or against multistate regulation. Prepare written testimony for a public hearing defending or opposing the need for a second license for APRNs. Contrast the BON and the national or state nurses association vis-à-vis mission, membership, authority, functions, and source of funding. Identify a proposed regulation. Discuss the current phase of the process, identify methods for offering comments, and submit written comments to the administrative agency. Evaluate the APRN section of the nu.
ReferencesBarrenger, S., Draine, J., Angell, B., & Herman, D. (2.docx
References
Barrenger, S., Draine, J., Angell, B., & Herman, D. (2017). Reincarceration Risk Among Men with Mental Illnesses Leaving Prison: A Risk Environment Analysis. Community Mental Health Journal, 53(8), 883–892. https://doi-org.ezproxy.fiu.edu/10.1007/s10597-017-0113-z
Garot, R. (2019). Rehabilitation Is Reentry. Prisoner Reentry in the 21st Century: Critical Perspectives of Returning Home.
Hlavka, H., Wheelock, D., & Jones, R. (2015). Exoffender Accounts of Successful Reentry from Prison. Journal of Offender Rehabilitation, 54(6), 406–428. https://doi-org.ezproxy.fiu.edu/10.1080/10509674.2015.1057630
Ho, D. (2011). Intervention-A New Way-Out to Solve the Chronic Offenders. International Journal of Interdisciplinary Social Sciences, 6(2), 167–172.
Mobley, A. (2014). Prison reentry as a rite of passage for the formerly incarcerated. Contemporary Justice Review, 17(4), 465–477. https://doi-org.ezproxy.fiu.edu/10.1080/10282580.2014.980968
Reisdorf, B. C., & Rikard, R. V. (2018). Digital Rehabilitation: A Model of Reentry Into the Digital Age. American Behavioral Scientist, 62(9), 1273–1290. https://doi-org.ezproxy.fiu.edu/10.1177/0002764218773817
Serowik, K. L., & Yanos, P. (2013). The relationship between services and outcomes for a prison reentry population of those with severe mental illness. Mental Health & Substance Use: Dual Diagnosis, 6(1), 4–14. https://doi-org.ezproxy.fiu.edu/10.1080/17523281.2012.660979
SHUFORD, J. A. (2018). The missing link in reentry: Changing prison culture. Corrections Today, 80(2), 42–102.
Thompkins, D. E., Curtis, R., & Wendel, T. (2010). Forum: the prison reentry industry. Dialectical Anthropology, 34(4), 427–429. https://doi-org.ezproxy.fiu.edu/10.1007/s10624-010-9164-z
Woods, L. N., Lanza, A. S., Dyson, W., & Gordon, D. M. (2013). The Role of Prevention in Promoting Continuity of Health Care in Prisoner Reentry Initiatives. American Journal of Public Health, 103(5), 830–838. https://doi-org.ezproxy.fiu.edu/10.2105/AJPH.2012.300961
Prison Reentry and Rehabilitation
Recommendations
Evidence based developed systems; since at the moment there is adequate research in this area it is important that systems that will be developed in future should look at previous research and how it was successful or not.
Secondly Re-entry should be digitized, every aspect in our society therefore it makes sense where by re-entry programs are also digitized it will help to make the policy much more effective.
Thirdly religion implementation in the re-entry programs should be intensified, as through evidence; religion has proven to be effective, rehabilitation and re-entry of the clients back to the society (Morag & Teman, 2018).
Conclusion
Re-entry has not been digitized whereby in this day an era every functioning aspect of our lives/society is on the internet.
The re-entry programs seem to be a product of financial implications of the states rather than the greater good of reducing the incarceration numbers.
One as.
ReferencesAlhabash, S., & Ma, M. (January 2017). A Tale of F.docx
References
Alhabash, S., & Ma, M. (January 2017). A Tale of Four Platforms. Motivations and Uses of Facebook, Twitter, Instagram, and Snapchat Among College Students?,3(1). Retrieved from https://journals.sagepub.com/doi/full/10.1177/2056305117691544. Comment by Imported Author: 4/2/19, 3:19 PMMelanie Shaw April 2, 2019 at 8:51 PMHanging indentation needed. Omit italics from URL. Review title capitalization.
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
Bratt, W. (2010). Ethical Considerations of Social Networking for Counsellors Considérations morales de gestion de réseau sociale pour des conseillers. Retrieved from https://files.eric.ed.gov/fulltext/EJ912086.pdf
Chambers, C. T. (2018). Navigating Your Social Media Presence: Opportunities and Challenges. COMMENTARY, 6(3). Retrieved from https://www.apa.org/pubs/journals/features/cpp-cpp0000228.pdf.
Giota, K. G., & Kleftaras, G. (2014). Opportunities, Risks and Ethical Considerations. Social Media and Counseling, 8(8). Retrieved from https://waset.org/publications/9998905/social-media-and-counseling-opportunities-risks-and-ethical-considerations.
Hitchcock, J. M. (2008). Public or private?: A social cognitive exploratory study of privacy on social networking sites. California State University, Fullerton, California, US. Retrieved from https://antioch.worldcat.org/title/public-or-private-a-social-cognitive-exploratory- study-of-privacy-on-social-networking-sites/oclc/257752789&referer=brief_results
Jent, J. F., Eaton, C. K., Merrick, M. T., Englebert, N. E., Dandes, S. K., Chapman, A. V., & Hershorin, E. R. (2011). The decision to access patient information from a social media site: What would you do? The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 49(4), 414–420. doi:10.1016/j.jadohealth.2011.02.004
Kaplan, A. M., & Haenlein, M. (February 2010). Business Horizons. Users of the World, Unite! The Challenges and Opportunities of Social Media,53(1). Retrieved from https://www.sciencedirect.com/science/article/pii/S0007681309001232.
Kord, J. I. (2008). Understanding the Facebook generation: A study of the relationship between online social networking and academic and social integration and intentions to re-enroll (Ph.D.). University of Kansas, Kansas, US. Retrieved from http://search.proquest.com//docview/304638957
Lamont-Mills, A., Christensen, S., & Moses, L. (2018). Confidentiality and informed
consent in counselling and psychotherapy: a systematic review. Melbourne: PACFA.Lannin, D., & Scott, N. (2014). Best practices for an online world. CE Corner, 45. Retrieved from https://www.apa.org/monitor/2014/02/ce-corner.
Lehavot, K. (2009). “MySpace” or yours? The ethical dilemma of graduate students’ personal lives on the Internet. Ethics & Behavior, 19(2). Retrieved from http://search.proquest.com.antioch.idm.oclc.org/psychology/do.
References and Citationshttpowl.excelsior.educitatio.docx
References and Citations
http://owl.excelsior.edu/citation-and-documentation/apa-style/apa-activity/
http://libguides.bgsu.edu/c.php?g=227185&p=1507882
https://libguides.tru.ca/c.php?g=194062&p=1277340
http://www2.eit.ac.nz/library/ls_guides_apareferencingquiz.html
1
References Page
Center the title (References) at the top of the page. Do not bold it.
Double-space reference entries
Remember to remove the spacing between paragraphs
Flush left the first line of the entry and indent subsequent lines (this is called a Hanging Indent)
Order entries alphabetically by the author’s surnames
This slide explains the format and purpose of a references page.
To create a references page,
center the heading—References—at the top of the page;
double-space reference entries;
flush left the first line of the entry and indent subsequent lines. To use “hanging” feature of “Indent and Space” tab, go to “Paragraph” ”Indentation” choose “Hanging” in the ”Special” box.
Order entries alphabetically by the author’s surnames. If a source is anonymous, use its title as an author’s surname.
2
References: Basics
Invert authors’ names (last name first followed by initials: “Smith, J.Q.”)
Alphabetize reference list entries the last name of the first author of each work
Capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word.
Article titles should not have quotes or underlines
Capitalize all major words in journal titles – and italize journal titles.
This slide provides basic rules related to creating references entries.
3
References: Basics
Capitalize all major words in journal titles – and italize journal titles.
For articles published in journals, provide a volume number – this number should be italized (but you should NOT write “vol.”)
You may also add an issue number, which should be presented following the volume number, and it should be in () but not italized.
After the volume number, provide the page number range for the article (but you should NOT write “pp.”)
Examples
Example of a article reference
Example of a book reference
In-text Citations: Basics
In-text citations help readers locate the cited source in the References section of the paper.
Whenever you use a source, provide in parenthesis:
the author’s last name and the year of publication
for quotations and close paraphrases, provide the author’s last name, year of publication, and a page number
This slide explains the basics of in-text citations.
In-text citations help establish credibility of the writer, show respect to someone else’s intellectual property (and consequently, avoid plagiarism). More practically, in-text citations help readers locate the cited source in the references page. Thus, keep the in-text citation brief and make sure that the information provided in.
References Located to Support Project Research and Writing.Origi.docx
References Located to Support Project Research and Writing.
Original problem statement:
In order for RPZ to continue to sustain its rapid growth without putting their integrity into question, they will have to supplement consultants through outsourcing until everyone have been trained. Cross training is going to be an essential part in their continued growth and there is no way RPZ will be able to continue to function day to day if they don’t have enough consultants who are trained in social media analytics. The only way this will be possible is if they outsource and get everyone trained. Once this has been completed, they will have enough consultants to carry the load and business will go on.
5 Sources to support my work:
McKay, Matt. (n.d.). Cross-Training in Business. Small Business - Chron.com. Retrieved from http://smallbusiness.chron.com/crosstraining-business-10800.html
(N.D) Cross-Training. Retrieved from https://www.inc.com/encyclopedia/cross-training.html
(2017, May 4) Employee Training: Outsourcing vs. In-House. Retrieved from https://www.trainingzone.co.uk/community/blogs/elenap/employee-training-outsourcing-vs-in-house
Mistry, Priyansha. (2018, October 4) What are the Benefits of Cross-Training Employees? Retrieved from https://www.thehrdigest.com/what-are-the-benefits-of-cross-training-employees/
Rouse, Margaret. (2018, July) Business process outsourcing. Retrieved from https://searchcio.techtarget.com/definition/business-process-outsourcing
Patel, Deep. (2017, July 17) The Pros and Cons of Outsourcing. Retrieved from https://www.forbes.com/sites/deeppatel/2017/07/17/the-pros-and-cons-of-outsourcing-and-the-effect-on-company-culture/#27dec5b9562d
(N.D) Outsourcing: Advantages and disadvantages of outsourcing. Retrieved from https://www.nibusinessinfo.co.uk/content/advantages-and-disadvantages-outsourcing
These sources will support my problem statement by further explaining the advantages of outsourcing while RPZ Analytic cross train their current consultants to be well rounded and familiar with both traditional and social media marketing. They will also explain the disadvantages of not outsourcing and the potential monetary and clientele loss due to not being able to provided clients the marketing options they advertised during the recruiting process.
I did not revise my problem statement because I believe that it supports the ultimate problem with the merger. They don’t have enough consultants to support the number of new clients the sales department was bringing in.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Low self-control, social bonds, and crime: Social causation, social selection, or both?
Entner Wright, Bradley R;Caspi, Avshalom;Moffitt, Terrie E;Silva, Phil A
Criminology; Aug 1999; 37, 3; ProQuest Central
pg. 479
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with.
References must be in APA citation format. Post must be a minimum of.docx
References must be in APA citation format. Post must be a minimum of 250-300 words. 100% original work, no plagiarism.
1) Describe how security administration works to plan, design, implement and monitor an organization’s security plan.
2) Describe five effective change management processes organizations can execute as well as the advantages and disadvantages of change management when it comes to the IT department.
.
References Abomhara, M. (2015). Cyber security and the internet .docx
References
Abomhara, M. (2015). Cyber security and the internet of things: vulnerabilities, threats, intruders
and attacks. Journal of Cyber Security and Mobility, 4(1), 65-88.
Bogdanoski, M., & Petreski, D. (2013). Cyber terrorism–global security threat. Contemporary
Macedonian Defense-International Scientific Defense, Security and Peace Journal, 13(24), 59-73.
Brenner, S. W. (2006). Cybercrime jurisdiction. Crime, law and social change, 46(4-5), 189-206.
Broadhurst, R., Grabosky, P., Alazab, M., & Bouhours, B. (2013). Organizations and
Cybercrime. Available at SSRN 2345525.
Casey, E. (2011). Digital evidence and computer crime: Forensic science, computers, and the
internet. Academic press.
Cashell, B., Jackson, W. D., Jickling, M., & Webel, B. (2004). The economic impact of cyber-
attacks. Congressional Research Service Documents, CRS RL32331 (Washington DC),
Ciardhuáin, S. Ó. (2004). An extended model of cybercrime investigations. International Journal
of Digital Evidence, 3(1), 1-22.
Crenshaw, M. (1981). The causes of terrorism. Comparative politics, 13(4), 379-399.
Friedman, B. H. (2011). Managing fear: The politics of homeland security. Political Science
Quarterly, 126(1), 77-106.
Greitzer, F., & Hohimer, R. (2011). Modeling Human Behavior to Anticipate Insider Attacks.
Journal of Strategic Security, 4(2), 25-48. Retrieved February 7, 2020, from
www.jstor.org/stable/26463925.
Heidenreich, B., & Gray, D. H. (2014). Cyber-Security: The Threat of the Internet. Global
Security Studies, 5(1).
Hunker, J., & Probst, C. W. (2011). Insiders and Insider Threats-An Overview of Definitions and
Mitigation Techniques. JoWUA, 2(1), 4-27.
Jang-Jaccard, J., & Nepal, S. (2014). A survey of emerging threats in cybersecurity. Journal of
Computer and System Sciences, 80(5), 973-993.
Lewis, J. A. (2002). Assessing the risks of cyber terrorism, cyber war and other cyber threats.
Washington, DC: Center for Strategic & International Studies.
Limba, T., Plėta, T., Agafonov, K., & Damkus, M. (2019). Cyber security management model
for critical infrastructure.
Maglaras, L. A., Kim, K. H., Janicke, H., Ferrag, M. A., Rallis, S., Fragkou, P., ... & Cruz, T. J.
Moffett, J. D., & Nuseibeh, B. A. (2003). A framework for security requirements engineering.
Report-University of York Department of Computer Science YCS.
O’Connell, M. E. (2012). Cyber security without cyber war. Journal of Conflict and Security
Law, 17(2), 187-209.
Oladimeji, E. A., Supakkul, S., & Chung, L. (2006). Security threat modeling and analysis: A
goal-oriented approach. In Proc. of the 10th IASTED International Conference on
Software Engineering and Applications (SEA 2006) (pp. 13-15).
Oluwafemi, O., Adesuyi, F. A., & Abdulhamid, S. M. (2013). Combating terrorism with
cybersecurity: The Nigerian perspective. World journal of computer application and technology, 1(4), 103-109.
Peltier, T. R. (2010). Information security risk analysis. Auerbach publications.
Theohary, C. A. (2011)..
ReferenceLis, G. A., Hanson, P., Burgermeister, D., & Banfiel.docx
Reference:
Lis, G. A., Hanson, P., Burgermeister, D., & Banfield, B. (2014). Transforming graduate nursing education in the context of complex adaptive systems: Implications for master's and DNP curricula. Journal of Professional Nursing, 30(6), 456—462. doi: 10.1016/j.profnurs.2014.05.003 003
Rubric:
DISCUSSION CONTENT
Category
Points
%
Description
Application of Course Knowledge
20
27
Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week.
Engagement in Meaningful Dialogue With Peers and Faculty
20
27
Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, adding depth to the conversation
Integration of Evidence
20
27
Assigned readings OR online lesson AND at least one outside scholarly source are included. The scholarly source is:
1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years
60
81%
Total CONTENT Points= 60 pts
DISCUSSION FORMAT
Category
Points
%
Description
Grammar and Communication
8
10
Presents information using clear and concise language in an organized manner
Reference Citation
7
9
References have complete information as required by APA
In-text citations included for all references AND references included for all in-text citation
15
19%
Total FORMAT Points= 15 pts
DISCUSSION TOTAL=75 points
.
ReferenceArticleModule 18 Correlational ResearchMagnitude,.docx
Reference/Article
Module 18: Correlational Research
Magnitude, Scatterplots, and Types of Relationships
Magnitude
Scatterplots
Positive Relationships
Negative Relationships
No Relationship
Curvilinear Relationships
Misinterpreting Correlations
The Assumptions of Causality and Directionality
The Third-Variable Problem
Restrictive Range
Curvilinear Relationships
Prediction and Correlation
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 19: Correlation Coefficients
The Pearson Product-Moment Correlation Coefficient: What It Is and What It Does
Calculating the Pearson Product-Moment Correlation
Interpreting the Pearson Product-Moment Correlation
Alternative Correlation Coefficients
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 20: Advanced Correlational Techniques: Regression Analysis
Regression Lines
Calculating the Slope and y-intercept
Prediction and Regression
Multiple Regression Analysis
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 9 Summary and Review
Chapter 9 Statistical Software Resources
In this chapter, we discuss correlational research methods and correlational statistics. As a research method, correlational designs allow us to describe the relationship between two measured variables. A correlation coefficient aids us by assigning a numerical value to the observed relationship. We begin with a discussion of how to conduct correlational research, the magnitude and the direction of correlations, and graphical representations of correlations. We then turn to special considerations when interpreting correlations, how to use correlations for predictive purposes, and how to calculate correlation coefficients. Lastly, we will discuss an advanced correlational technique, regression analysis.
MODULE 18
Correlational Research
Learning Objectives
•Describe the difference between strong, moderate, and weak correlation coefficients.
•Draw and interpret scatterplots.
•Explain negative, positive, curvilinear, and no relationship between variables.
•Explain how assuming causality and directionality, the third-variable problem, restrictive ranges, and curvilinear relationships can be problematic when interpreting correlation coefficients.
•Explain how correlations allow us to make predictions.
When conducting correlational studies, researchers determine whether two naturally occurring variables (for example, height and weight, or smoking and cancer) are related to each other. Such studies assess whether the variables are “co-related” in some way—do people who are taller tend to weigh more, or do those who smoke tend to have a higher incidence of cancer? As we saw in Chapter 1, the correlational method is a type of nonexperimental method that describes the relationship between two measured variables. In addition to describing a relationship, correlations also allow us to make predictions from one variable to another. If two variables are correlated, we can pred.
Reference Book Managing Criminal Justice Organizations An Intr.docx
Reference Book: Managing Criminal Justice Organizations: An Introduction to Theory and Practice, by Richard R.E. Kania and Richards P. Davis.
APA format. No plagiarism.
(1)
Where do the mayor, our governor, and the four individuals (Biden, Harris, Trump, Pence) running for president and vice president, stand on various criminal justice and criminal justice reform issues? What are some of their individual positions in general and on certain issues?
(2) What are three of you your leadership styles based on the 10 types presented? Why do you say so, give examples?
https://www.indeed.com/career-advice/career-development/10-common-leadership-styles
(3) Leadership Test to determine leadership styles
https://www.mindtools.com/pages/article/leadership-style-quiz.htm
https://www.leadershipiq.com/blogs/leadershipiq/36533569-quiz-whats-your-leadership-style
(4)
What are the major influences affecting Administration and Supervision in
Criminal Justice? Explain and give examples.
.
Reference Ch. 1 of Public Finance from the Wk 1 Learning A.docx
Reference
Ch. 1 of
Public Finance
from the Wk 1 Learning Activities folder.
Write
at least two paragraphs comparing the ideological viewpoints found in public finance and how they affect government at the federal levels. Address how these viewpoints may affect decisions pertaining to areas of public finance.
Format
your paper consistent with APA guidelines with at least 1 reference. NEED BY SUNDAY EVE PLEASE!
.
Reference the Harvard Business Case The Ready-to-Eat Breakfast Ce.docx
Reference the Harvard Business Case “The Ready-to-Eat Breakfast Cereal Industry in 1994,” to answer the following questions:
Under what type of market structure did the cereal industry exist prior to 1994? Support your answer with details from the study
Under what type of market structure does the cereal industry exist today? Support your answer with details from your own knowledge of the current cereal industry
Discuss the use of marginal analysis to determine the optimal quantity of advertising that each firm should use
Minimum 2 scholarly Articles References.
Minimum of 500 Words, APA Format
Your paper will be submitted to Turnitin software, No plagiarism.
Scientific analysis over spiritual ideology ?
COLLAPSE
Top of Form
Aristotle views rhetoric as the skill of finding the best possible means of persuasion in regard to any topic. He views the practice as only worthwhile when the orator is focused on the essential facts avoiding the temptation to craft a personal appeal. He believes that a speaker must master enthymeme making it more like dialectic so as to avoid using it for the purpose of appealing to emotion or conveying non-essential information. He felt it important to explain how rhetoric was to be used by describing how to craft the rhetorical speech which he felt should lean toward scientific analysis, must be concerned primarily with the modes of persuasion and have reasonable structure that considers argument types which should be addressed through a scientific analysis of appeals.
Like Plato, Aristotle regards that which serves the spirit to be, “the higher good” (Bizzell & Herzberg, 2001, p.176). Unlike Plato, Aristotle places emphasis on the empirical means used to obtain knowledge while Plato emphasizes knowledge as coming from transcendent origins (Bizzell & Herzberg, 2001, p.170). Plato’s rhetoric is defined as the, “study of souls and occasions for moving them (Bizzell & Herzberg, 2001, p.170). Plato describes rhetoric in Phaedrus as persuading others to true knowledge while Aristotle considers rhetoric as useful for decision making where true knowledge cannot be obtained. (Bizzell & Herzberg, 2001, p.170). Aristotle relies on the, “analysis of formal logic,” to “arrive at absolute truth” (Bizzell & Herzberg, 2001, p.169). Plato’s search for truth began with a, “process of inquiry,” that, “takes place through verbal exchange” (Bizzell & Herzberg, 2001, p.81). Similar to Aristotle, Plato sought after a rhetoric whose discourse was, “more analytic, objective and dialectical,” however Aristotle was less philosophically minded when it came to the spiritual nature of discourse and less ambivalent about the, “function of language” in rhetorical speech (Bizzell & Herzberg, 2001, p.81).
When discussing rhetoric as an art, Aristotle speaks on discerning real means of persuasion from apparent means of persuasion (Bizzell & Herzberg, 2001, p.181). Often when studying for ourselves what the Bible is actually trying to teach us, w.
Reference pp. 87-88 in Ch. 4 of Managing Innovation and Entr.docx
Reference
pp. 87-88 in Ch. 4 of
Managing Innovation and Entrepreneurship.
Competitive advantage, according to Hisrich and Kearney (2014), requires organizations to engage in six processes to maintain innovation. Organizations like Google™, Amazon, Apple®, Android, Facebook®, Siri®, Virgin Group®, Microsoft®, and eBay® have done this successfully.
Select
an organization
other than
those listed above (Google™, Amazon, Apple®, Android, Facebook®, Siri®, Virgin Group®, Microsoft®, and eBay®) to explore competitive advantage and the six processes to maintain innovation discussed in Hisrich and Kearney (2014).
Write
a 700- to 1,050-word paper in which you analyze how the selected organization is meeting the concepts of competitive advantages as outlined in Hisrich and Kearney (2014), on pp. 87-88. Be sure to include information about the following:
The organizational leadership philosophy on innovation
Activities the organization is actively engaged in to sustain competitive advantage within its industry
R&D initiatives the organization is involved in for long-term competitive advantage
Format
your paper consistent with APA guidelines.
.
Reference Source Book-Wiley plus - 3-1 Week 1 Case Questions E.docx
Reference Source: Book-Wiley plus - 3-1: Week 1 Case Questions Essay- Lois Quam
Case Study (100 Marks)
Lois Quam
Founder, Tysvar, LLC
After accompanying Will Steger on a trip to Norway and the Arctic Circle, Lois Quam's interest in global climate change was sparked. There she witnessed firsthand the astonishing changes in the polar ice masses and the resulting impact on wildlife. Inspired by Steger's call for action to reduce global climate change, in 2009 Lois Quam left Piper Jaffray, a leading international investment bank, to become the founder and CEO of Tysvar, LLC, a privately held, Minnesota-based New Green Economy and health care reform incubator. In 2010, Quam was selected by President Barack Obama to head the Global Health Initiative. This case is a retrospective of her executive experience at Tysvar.
“I'm focused on ways to finding solutions to really significant problems and taking those ideas to full potential,” Quam said. “I want to bring the green economy to reality in a way that is much broader than financing. I want to focus on areas where I can make the most difference bringing the green economy to scale.”
Tysvar works with investors who can create the change they wish to see in the world rather than simply reacting to events as they unfold. The company is a strategic advisor and incubator of ideas, organizations, and people working to facilitate and build the New Green Economy (NGE) to scale. Tysvar's goal is to contribute to a viable, profitable, and socially responsible industry of sustainability, clean technology, and renewable energy sources.
Conscientiously working to play their part to create a more sustainable world for the next generation, Tysvar's efforts include new creation of NGE industries, jobs, and investment opportunities, contributing to building NGE public policy frameworks, trade for import/export of clean technologies, and renewable energy sources around the world.
“We stand on the brink of a very exciting time in the world,” according to Quam. The interest in developing renewable energy sources to replace dwindling fossil fuel supplies and reduce carbon dioxide emissions is worldwide. “It is a very difficult time in the financial markets right now to do this, but that will change. Good companies will find ways to get things done.”
“I am an optimist about our future,” said Quam, “Which is why I started Tysvar. The challenges we face from climate change are immense, but so are our capabilities, and the rewards and benefits to humanity are even greater in the New Green Economy.”
Lois Quam named her company after the hometown of her grandfather, Nels Quam. Tysvar is a majestically beautiful area in western Norway which is becoming a clean technology hub as part of Norway's growing NGE leadership and will soon be the site of the world's largest off-shore wind farm.
Lois Quam has continually worked for a better tomor.
reference is needed APA 6TH STYLEAS simple as possible because i.docx
reference is needed APA 6TH STYLE
AS simple as possible because i need to learn it by heart
Define and describe at least 3 drivers of globalisation providing examples and disadvantages and explaining how they promote a global economy
define the action of driver
drivers you could discuss :
Improvements in transportation including containerisation
political decision- reducing/ eliminating barriers
International trade
international investment
simple english plz
.
Reference htt.docx
This document is a reference to the book "Access Control, Authentication, and Public Key Infrastructure, Second Edition" published in 2014 by Jones & Bartlett Learning. The book was written by Mike Chapple, Bill Ballad, Tricia Ballad, and Erin K. Banks. It discusses access control, authentication, and public key infrastructure, covering topics such as cryptographic protocols, digital signatures, certificates, and infrastructure necessary to support authentication and authorization of users and resources.
Reference Hitt, M. A., Miller, C. C., & Colella, A. (2015). O.docx
Reference:
Hitt, M. A., Miller, C. C., & Colella, A. (2015). Organizational behavior. Hoboken, NJ: John Wiley.
· Read Chapter 3 below, "Organizational Behavior in a Global Context," pages 72–101.
Organizational Behavior in a Global Context
Knowledge Objectives
After reading this chapter, you should be able to:
1. Define globalization and discuss the forces that influence this phenomenon.
2. Discuss three types of international involvement by associates and managers and describe problems that can arise with each.
3. Explain how international involvement by associates and managers varies across firms.
4. Describe high-involvement management in the international arena, emphasizing the adaptation of this management approach to different cultures.
5. Identify and explain the key ethical issues in international business.
Exploring Behavior in Action
McDonald's Thinks Globally and Acts Locally
In 1948, brothers Richard and Maurice McDonald opened the first McDonald's restaurant in San Bernardino, California. Over the next decade, hundreds of McDonald's restaurants were built alongside the new interstate highway systems in the United States. McDonald's was one of the first restaurants to make fast food available to the newly mobile American population. In 1967, McDonald's decided to go international and opened its first restaurant outside the United States in Richmond, British Columbia. Today there are more than 34,000 McDonald's restaurants in 119 countries. And, its international operations have become highly important to McDonald's financial performance. For example, its restaurants in Europe now produce more revenues than its restaurants in the United States, despite the fact that McDonald's has more units in the United States. McDonald's success in international operations is partially because it has adapted to the unique cultural norms in each of its various foreign locations.
Trying to maintain a global brand is difficult because of the different cultural expectations experienced across different countries. It is important to ensure a positive reputation for the company and also maintain the quality of its products. So, McDonald's had to build and sustain a reputation for quality products and efficient service globally while simultaneously meeting consumer expectations across different cultures. McDonald's developed a competitive advantage because the company has taken steps to know, understand, and service customers' needs without compromising its core strengths (fast, easy, clean meals for families to enjoy). McDonald's has developed global packaging that promotes its brand but also provides nutritional information, and does so in the local language showing sensitivity to the local culture. And, the colors of the packaging and promotions are different across countries. For example, the familiar McDonald's red background was changed to green in Europe communicating an environment friendly image to communicate effectively with the envir.
reference book Heneman, H., Judge, T. & Kammeyer-Mueller. (2018.docx
reference book Heneman, H., Judge, T. & Kammeyer-Mueller. (2018). Staffing Organizations (9th ed.). McGraw-Hill.
reply to the students response in 150 words minimum and provide 1 reference
question
How does mobility differ in organizations with innovative career paths?
Student response
Organizations with innovative career paths utilize alternative mobility paths to maximize employees’ contributions to the organization. Employees of those organizations are typically educated in technical advancements and can be utilized within various units within an organization. They are used in different capacities which contribute to the overall goal of the organization. The alternative mobility path has a focus on team concepts of collaboration and the sharing of ideas.
.
Refer httpsnvlpubs.nist.govnistpubsLegacySPnistspecialpub.docx
Refer:
https://nvlpubs.nist.gov/nistpubs/Legacy/SP/nistspecialpublication800-55r1.pdf
Read the NIST documents that I provided and Chapter 12 in your text. Select one of the following types of breaches:1. A SQL Injection was performed by a hacker, resulting in the loss of PII data.
2. You have discovered a covert leak (exfiltration) of sensitive data to China.
3. Malcious code or malware was reported on multiple users' systems.
4. Remote access for an internal user was compromised - resulting in the loss of PII data.
5. Wireless access. You discovered an "evil twin" access point that resulted in many of your users connecting to the hacker's access point while working with sensitive data.
6. Compromised passwords. You discovered that an attacker used rainbow tables to attack your domain's password file in an offline attack. Assume that all of your user's passwords are compromised.
7. A DoS or DDoS was performed against your system, resulting in the loss of 3 hours of downtime and lost revenue.Your submission should include three paragraphs and a cover page and references for the following:
Paragraph 1: IRT Team
. What would the IRT team look like for this incident (who would be on the team to be able to effectively handle the event)? Justify your choices.
Paragraph 2:
Approach. Address
HOW
you would respond. What logs or tools would you use to identify/analyze the incident? What would alert you to the incident? What tools would you use to contain/recover from the incident?
Paragraph 3:
Metrics. Who would you measure your team's response effectivenss? What measurements/metrics would you track?
.
Reference Article1st published in May 2015doi 10.1049etr.docx
Reference Article
1st published in May 2015
doi: 10.1049/etr.2014.0035
ISSN 2056-4007
www.ietdl.org
Operating System Security
Paul Hopkins Cyber Security Practice, CGI, UK
Abstract
This article focuses on the security of the operating system, a fundamental component of ICT that enables many
different applications to be used in a variety of computing hardware. While, the original operating systems for
large centralised computing focused their security efforts primarily on separating users, operating systems secur-
ity has had to adapt to cater for a wider range of technology, such as desktop computers, smartphones and
cloud platforms, and the different threats that have evolved as a consequence. This article examines some of
the core security mechanisms that every operating system needs and the gradual evolution towards offering
a more secure platform.
Introduction: What is the Operating
System?
All too frequently the words operating system conjure
up thoughts of Microsoft Windows made popular as
an operating system that enabled desktop computing.
However, there have been, and still continue to be a
large number of operating system types and versions
in operation [1] for all sorts of devices. These devices
range from those designed to work with mobile
phones, tablets and games consoles of the consumer
world, through to the servers/laptops, network
routers and switches of the IT industry, as well as em-
bedded devices and industrial controllers from indus-
trial engineering. [Dependent upon the hardware
architecture, the operating systems can be significantly
different to the fuller versions that this paper uses to
illustrate the key security mechanisms.]
In essence, the purpose of the operating system is to
provide a layer above the hardware execution environ-
ment, abstracting away low level details, such that it
appropriately shares and enables access to the mul-
tiple hardware components, such as processors,
memory, USB devices, network cards, monitors and
keyboards. It thus provides an environment in which
multiple applications (ranging from advanced
weather forecasting through to word processors,
games and industrial control processes) can all be po-
tentially executed and accessed by multiple users.
Operating systems have a history and timeline dating
back to the development of the first computers in
the early 50s, given that the users, then also needed
a way to execute their applications or programs.
Since that time operating systems have adapted to
Eng. Technol. Ref., pp. 1–8
doi: 10.1049/etr.2014.0035
take advantage of increases in speed and performance
of hardware and communications. The changes either
enable new functionality and applications or adapt to
optimise the performance of certain hardware, such as
in the case of telecommunications routers and
switches that can have additional networking func-
tions integrated into their operating system. So while
the UNIX and Microsoft Windows family of operating
systems have dominated .
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reference is needed APA 6TH STYLEAS simple as possible because i.docx
reference is needed APA 6TH STYLEAS simple as possible because i.docx
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reference book Heneman, H., Judge, T. & Kammeyer-Mueller. (2018.docx
reference book Heneman, H., Judge, T. & Kammeyer-Mueller. (2018.docx
Refer httpsnvlpubs.nist.govnistpubsLegacySPnistspecialpub.docx
Refer httpsnvlpubs.nist.govnistpubsLegacySPnistspecialpub.docx
Reference Article1st published in May 2015doi 10.1049etr.docx
Reference Article1st published in May 2015doi 10.1049etr.docx
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Refer to Note Regarding the Timeline Project.Complete Timeline .docx
- 1. Refer to "Note Regarding the Timeline Project." Complete "Timeline Part I." Remember to include the major players and events in these themes. Refer to "EXAMPLE: Timeline Part I: The History of Television" as a model for completing the History Timeline matrices. While GCU style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. This assignment uses a scoring guide (refer to "Timeline I Scoring Guide"). Instructors will be using the scoring guide to grade the assignment; therefore, students should review the scoring guide prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. Refer to "Note Regarding the Timeline Project." Complete "Timeline Part I." EXAMPLE: Timeline Part I: The History of Television Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to the history of Television in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.” NOTE: The timeline project does not need to be submitted to turnitin.
- 2. NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I up to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed . Be sure to cite all sources.
- 3. Major Event in the development of T.V. Time Period/Date(s) Description and Significance of the People/Event(s) to the
- 4. history of Television. 1) Before TV: Radio as king 1900-1950 The radio was king of the air waves before television was invented. It was used by entertainers, the sports world and politicians alike. Franklin D. Roosevelt’s “fireside chats” created a sense of hope during the Great Depression (Brands, 2009). 2) The first TV: The world in Black and White 1950-1960 The first TV was built in the late 1940’s, but most people could not afford one. By 1955, TV’s were in half a million homes in the U.S. (Brands, 2009). The first television shows were comprised of puppet shows, cartoons, game shows and the “late show”, a movie that started around midnight. 3)
- 5. TV as entertainment. 1955- present Television began with a few shows on a few channels but by 2011, there are hundreds of channels available on cable and satellite networks around the world. In the early 50’s, Game shows were extremely popular. The $64,000 question, at the height of its popularity drew 10 million viewers during prime time (Brands, 2009) By the 1960’s the Ed Sullivan show was captivating America. The Beetles made their first appearance in America on the Ed Sullivan show on August 10 th , 1964 (Brands, 2009) 4) TV as a marketing tool. 5) In Living Color: The advent of color TV
- 6. 6) TV as socialization agent 7) TV as the source of “truth” 8) TV as agent of change
- 7. 9) TV and hi tech The following Web sites can be accessed as resources for the Timeline assignment. “Mayflower Compact: 1620,” located on The Avalon Project page of the Yale Law School Web site at http://avalon.law.yale.edu/17th_century/mayflower.asp “Overview of the First Americans,” located on the Digital History Web site at http://www.digitalhistory.uh.edu/era.cfm?eraid=1&smtid=1 “Native American Voices,” located on the Digital History Web site at http://www.digitalhistory.uh.edu/voices/voices_content.cfm?vid =4
- 8. “Overview of the Colonial Era,” located on the Digital History Web site at http://www.digitalhistory.uh.edu/era.cfm?eraID=2&smtid=1 “Slavery in America,” located on the History.com Web site at http://www.history.com/topics/slavery “A Short Account of the Destruction of the Indies: 1542,” located on the University of Virginia in Southwest Virginia Web site at http://web.archive.org/web/19980116133031/http://pluto.clinch. edu/history/wciv2/civ2ref/casas.htm “Give Me Liberty or Give Me Death,” located on the University of Oklahoma College of Law Web site at http://www.law.ou.edu/ushistory/henry.shtml “America’s Founding Fathers: Delegates to the Constitutional Convention,” located on the National Archives and Records Administration Web site at http://www.archives.gov/exhibits/charters/constitution_founding _fathers.html “Overview of the Early National Period,” located on the Digital History Web site at http://www.digitalhistory.uh.edu/era.cfm?eraID=4&smtid=1 “Overview of the Pre-Civil War Era,” located on the Digital History Web site at http://www.digitalhistory.uh.edu/era.cfm?eraID=5&smtid=1
- 9. The following Readings can be accessed as resources for the Timeline assignment. Locke to the rescue. (2005, Summer). Wilson Quarterly. Retrieved August 28, 2009, from Academic Search Premier database. http://library.gcu.edu:2048/login?url=http://search.ebscohost.co m/login.aspx?direct=true&db=a9h&AN=17662266&site=ehost- live&scope=site Social contract. (2009, January). Columbia Electronic Encyclopedia, 6th Edition. Retrieved August 28, 2009, from Academic Search Premier database. http://library.gcu.edu:2048/login?url=http://search.ebscohost.co m/login.aspx?direct=true&db=a9h&AN=39032855&site=ehost- live&scope=site Natural rights. (2009, January). Columbia Electronic Encyclopedia, 6th Edition. Retrieved August 28, 2009, from Academic Search Premier database. http://library.gcu.edu:2048/login?url=http://search.ebscohost.co m/login.aspx?direct=true&db=a9h&AN=39023676&site=ehost- live&scope=site References
- 10. Brands, H. W., Breen, T. H., Williams, R., & Gross, A. (2009). American stories: A history of the United States . Prentice Hall, Upper Saddle Remember to include the major players and events in these themes. Refer to "EXAMPLE: Timeline Part I: The History of Television" as a model for completing the History Timeline matrices. While GCU style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. This assignment uses a scoring guide (refer to "Timeline I Scoring Guide"). Instructors will be using the scoring guide to grade the assignment; therefore, students should review the scoring guide prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.