Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxwilliame8
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.
Week 6 paper and worth 150 ptsRequired Length of Your PaperRladonnacamplin
Week 6 paper and worth 150 pts
Required Length of Your Paper
Researching and References in Your Paper
List of Sources for Your Paper
Grading Rubric
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)
From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)
From 1865 to 1940, expansion west was devastating to Native American culture, but government policies promoted economic growth in these territories and generally equal opportunities to the settlers. (or you can take the position that government policies did not promote those benefits in those new areas)
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1865 and 1940.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length:
The paper should be 600-to-850 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and Sources page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from ...
Due Week 9 and worth 150 ptsRequired Length of Your Paperwildmandelorse
Due Week 9 and worth 150 pts
Required Length of Your Paper
Researching and References in Your Paper
List of Sources for Your Paper
Grading Rubric
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format ...
COMS 360 Litke – Topic Exploration Assignment 1
Topic Exploration Assignment 1 requires you to select a topic related to EITHER chapter 3 (women’s
rhetorical movements) OR chapter 4 (men’s rhetorical movements) and to explore that topic in greater
detail. You will begin your exploration by reviewing the related material in chapter 3 or chapter 4 and
then will conduct additional exploration of your topic. You will need to narrow your topic to meet the
requirements of the assignment. Keep in mind that papers must be specifically focused on gender.
This assignment serves to strengthen skills in information competence relative to research and support of
ideas. Consequently, you are required to conduct additional research on your topic. Topic Exploration 1
must include a minimum of three current, scholarly academic sources. For Topic Exploration 1, the
textbook can be included as one of the three minimum required sources but should not be the only source
or the primary source of supporting material for your exploration of your selected topic. For most
papers/topics, “current” would typically mean roughly the last ten years, however, some topics might
warrant older sources. The assignment requires that you locate scholarly or academic sources which will
be the general expectation. However, some topics might be so current that the only available sources
might not be found in scholarly/journal type sources. So, the requirement for current, scholarly, academic
sources could vary given topics selected. All papers require credible sources. Make sure that you have a
minimum of three references; that is a requirement of the assignment.
Requirements and Evaluation:
Once you have a topic related to chapter 3 (women’s rhetorical movements) or chapter 4 (men’s rhetorical
movements, you will need to conduct additional research on your topic. You will summarize what you
have learned in a two (full) page minimum, (and three page, maximum), typed, double spaced 12-point
font, Times New Roman paper, standard 1” margins on all sides (unjustified). Sources must be cited in
text and in a reference list in APA format (see the next page for some guidelines on APA format). Provide
ONLY your name in the upper right corner of your paper. Skip a line, and begin your essay. Do not
include a title, headings, running head, or any other identifying information. This will allow you
maximum space to convey your material. Do not plagiarize ANY PART of your paper.
All papers must be well written, clearly supported, and thoroughly proofread. Papers will be evaluated on
content, quality and depth of research, clarity, organization, citation, style, and format. If you have
questions, please email me.
Length: Expected length is two full pages minimum (three pages, maximum)
Worth: up to 20% of course grade
Due Date: no later than Wednesday, 10/5/22, at the beginning of class
[See the information on the ...
Assignment 1 Dealing with Diversity in America from Reconstructi.docxdeanmtaylor1545
Assignment 1:
Dealing with Diversity in America from Reconstruction through the 1920s
Due Week 3 and worth 120 points
After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 1:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.
The United States went through dramatic economic change during aronnag9bkla
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)
From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1865 and 1940.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length:
The paper should be 600-to-850 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and Sources page do not count in these calculations.) Double-space between lines. Format instructions are below.
Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. You will have a list of Sources at the end, using SWS format. You will have short, SWS-style in-text citations to those sources appropriately placed in the body of the paper. Except as your instructor might direct, don’t use other sources for your paper than those listed here. (Of course, for “starter research” you can read many sources.)
Source List for Assignment 2: Be sure to u ...
Assignment 1 ecree Please note that ecree works best in Firefox.docxfelicitytaft14745
Assignment 1 ecree
Please note that ecree works best in Firefox and Chrome.
Please do not use Internet Explorer or mobile devices when using ecree.
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s Due Week 3 and worth 120 points After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Statement—in which you can take a pro or con position: Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position. After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.)
Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.Explain why the opposing view is weak in comparison to yours.Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below.
This is guided research, not open-ended Googling. Source list for Assignment 1: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a differen.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxwilliame8
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.
Week 6 paper and worth 150 ptsRequired Length of Your PaperRladonnacamplin
Week 6 paper and worth 150 pts
Required Length of Your Paper
Researching and References in Your Paper
List of Sources for Your Paper
Grading Rubric
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)
From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)
From 1865 to 1940, expansion west was devastating to Native American culture, but government policies promoted economic growth in these territories and generally equal opportunities to the settlers. (or you can take the position that government policies did not promote those benefits in those new areas)
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1865 and 1940.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length:
The paper should be 600-to-850 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and Sources page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from ...
Due Week 9 and worth 150 ptsRequired Length of Your Paperwildmandelorse
Due Week 9 and worth 150 pts
Required Length of Your Paper
Researching and References in Your Paper
List of Sources for Your Paper
Grading Rubric
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format ...
COMS 360 Litke – Topic Exploration Assignment 1
Topic Exploration Assignment 1 requires you to select a topic related to EITHER chapter 3 (women’s
rhetorical movements) OR chapter 4 (men’s rhetorical movements) and to explore that topic in greater
detail. You will begin your exploration by reviewing the related material in chapter 3 or chapter 4 and
then will conduct additional exploration of your topic. You will need to narrow your topic to meet the
requirements of the assignment. Keep in mind that papers must be specifically focused on gender.
This assignment serves to strengthen skills in information competence relative to research and support of
ideas. Consequently, you are required to conduct additional research on your topic. Topic Exploration 1
must include a minimum of three current, scholarly academic sources. For Topic Exploration 1, the
textbook can be included as one of the three minimum required sources but should not be the only source
or the primary source of supporting material for your exploration of your selected topic. For most
papers/topics, “current” would typically mean roughly the last ten years, however, some topics might
warrant older sources. The assignment requires that you locate scholarly or academic sources which will
be the general expectation. However, some topics might be so current that the only available sources
might not be found in scholarly/journal type sources. So, the requirement for current, scholarly, academic
sources could vary given topics selected. All papers require credible sources. Make sure that you have a
minimum of three references; that is a requirement of the assignment.
Requirements and Evaluation:
Once you have a topic related to chapter 3 (women’s rhetorical movements) or chapter 4 (men’s rhetorical
movements, you will need to conduct additional research on your topic. You will summarize what you
have learned in a two (full) page minimum, (and three page, maximum), typed, double spaced 12-point
font, Times New Roman paper, standard 1” margins on all sides (unjustified). Sources must be cited in
text and in a reference list in APA format (see the next page for some guidelines on APA format). Provide
ONLY your name in the upper right corner of your paper. Skip a line, and begin your essay. Do not
include a title, headings, running head, or any other identifying information. This will allow you
maximum space to convey your material. Do not plagiarize ANY PART of your paper.
All papers must be well written, clearly supported, and thoroughly proofread. Papers will be evaluated on
content, quality and depth of research, clarity, organization, citation, style, and format. If you have
questions, please email me.
Length: Expected length is two full pages minimum (three pages, maximum)
Worth: up to 20% of course grade
Due Date: no later than Wednesday, 10/5/22, at the beginning of class
[See the information on the ...
Assignment 1 Dealing with Diversity in America from Reconstructi.docxdeanmtaylor1545
Assignment 1:
Dealing with Diversity in America from Reconstruction through the 1920s
Due Week 3 and worth 120 points
After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 1:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.
The United States went through dramatic economic change during aronnag9bkla
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)
From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1865 and 1940.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length:
The paper should be 600-to-850 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and Sources page do not count in these calculations.) Double-space between lines. Format instructions are below.
Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. You will have a list of Sources at the end, using SWS format. You will have short, SWS-style in-text citations to those sources appropriately placed in the body of the paper. Except as your instructor might direct, don’t use other sources for your paper than those listed here. (Of course, for “starter research” you can read many sources.)
Source List for Assignment 2: Be sure to u ...
Assignment 1 ecree Please note that ecree works best in Firefox.docxfelicitytaft14745
Assignment 1 ecree
Please note that ecree works best in Firefox and Chrome.
Please do not use Internet Explorer or mobile devices when using ecree.
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s Due Week 3 and worth 120 points After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Statement—in which you can take a pro or con position: Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position. After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.)
Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.Explain why the opposing view is weak in comparison to yours.Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below.
This is guided research, not open-ended Googling. Source list for Assignment 1: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a differen.
US History 2112 History Here PaperHistory is not something t.docxjessiehampson
US History 2112
History Here Paper
History is not something that happens outside of Douglas. South Georgia also experienced the Civil War, the1920s, the Great Depression, and so on. Often, what happened in Douglas is similar to events elsewhere and a lot of that history still makes up the places we know and love today. This semester, you will research an event in local history and explain how this event connects within the larger context of US history.
Due: September 26, 2019
Purpose: The purpose of this project is for you to learn how to do primary and (scholarly) secondary research to demonstrate how local events are a part of larger historical patterns.
Skills: In completing this project, you will learn how to analyze sources carefully, draw conclusions based upon facts you have researched, and build an argument based on your findings. In doing so, you will also learn the steps to write an effective college-level research paper.
Knowledge: This assignment will let you have a deeper understanding of the importance of historical context, and a greater appreciation for the historian’s task of placing events in historical context. Most excitingly, you will see how even a tiny quiet place like Douglas or Waycross still connects to the events described in our textbook.
Tasks:
1. Pick an event that happened in Douglas or Waycross from 1865 to 2000.
Using the historic local newspapers available in Galileo is a great way to find a topic. You can do keyword searches or you can just flip through full pages until you find something. Not savvy with the computer? Fear not! The library has the local newspapers on microfilm—pick a decade that interests you and read through a few issues until you find something that interests you.
2. When you find an event that sounds interesting, read the story carefully and, noting the date, think about what was going on nationally when this event occurred.
3. Read the chapter in your textbook related to the local topic you are examining.
No, Douglas is not going to be mentioned in your textbook, but the textbook will give you the national context you need to understand what was going on in the US when your event happened. Example: perhaps your topic is about a soldier coming home to Douglas from Vietnam. Reading the chapter on the Vietnam War would be a good idea. If you’re researching when Elvis Presley came to Waycross, you would read the chapter on 1950s America.
4. Use Galileo, Google Scholar, or Google Books to locate TWO MORE reliable and scholarly sources about your topic.
These sources do not necessarily have to discuss your specific local event, but, like your textbook, should be related to the general subject and time period related to your local event.
5. Locate TWO MORE primary sources that are similar to your subject, time period, and theme.
These might also come from local newspapers, but can also come from other regions as long as they are the same subject matter and time period. For exampl ...
The previous assignments focused on domestic matters in US histo.docxlaurieellan
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a
MINIMUM of four
quality academic sources; the Schultz textbook must be one of ...
MLA Essay Citation Structure. Last, First M. “Essay Title.” Collection Title, edited by First M. Last, Publisher, year published, page numbers.. Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your .... "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry. Some examples: Harris, Muriel. "Talk to Me: Engaging .... Parenthetical and in-text citations direct your reader to the bibliographic entry in your works cited page. In MLA format, you use the author's last name .... 11.12.2019 г. ... Indent every new paragraph ½ inch; Use title case capitalization for headings; Cite your sources with MLA in-text citations; List all sources .... It includes information related to MLA citations, plagiarism, ... MLA essay format requires the use of first initials in-text in this scenario.. Business forecasts for the fourth quarter tend to be optimistic (White 4). Page 2. MLA Citation for the Works Cited Page. Like citations of print sources, .... These citations within the essay are called in-text citations. You must cite all quoted, paraphrased, or summarized words, ideas, and facts from sources.. The essays were selected as examples of excellent student writing that use MLA style for citing sources. Essays were lightly edited.. 30.01.2023 г. ... MLA Referencing: In-Text Citations · It should correspond to its relevant reference from the works cited page. · Every citation should contain the ...
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
Your respective essays continue to need work. I have no idea.docxbunyansaturnina
Your respective essays continue to need work. I have
no idea what your main points of emphasis are
supposed to be in your first essay, on The Development
of Modern Asia and Africa, for this 3rd Research
Module.
I highly recommend that you go back and review the
guidelines for the assignment. Then, choose some of the
websites for this topic, truly read them over in a careful
manner, and use that information to offer solid general
historical content coverage and insight.
You should also use the brainstorming questions in the
assignment handout to step by step guide your essay
writing process points of emphasis:
Does the historical topic seem transformative and if so
or not what is your explanation for why or why not?
Who are some of the key historical figures of the
historical topic's time period and what were their major
impacts?
What were the biggest events of the historical topic's
era of time and how would you explain the significance
of them?
Would this be a historical topic that you would have
liked to experience in person and what is your basis for
1
why or why not?
What are great positives and or negatives that
developed during this historical topic's era and what is
your basis for these choices?
You also need to continue to improve your grammar
and editorial quality and this stuff needs to be improved
in your 1st and 2nd essay.
However, your 2nd essay also needs to be revised from
a content standpoint. As with the first essay, I honestly
do not see a coherrent set of observations of the main
events, key figures, and themes from the historical
period of the American Revolution.
I have placed, in the bottom portion of this feedback, a
past sample essay from another topic, that of a brief
research on Ancient Egypt, that demonstrates the
proper type of approach you should take on these
research essays. You can use this as a model to better
shape your own essays on these and other upcoming
topics.
ANCIENT EGYPTIAN HISTORY
http://www.ushistory.org/civ/3b.asp
2
http://www.ushistory.org/civ/3f.asp
https://www.metmuseum.org/toah/hd/anbd/hd_anbd.ht
m
Ancient Egyptian society was very much like our
society today. They had a person that was above all else,
called a Pharaoh. The Pharaoh was the ruler of all, and
the Egyptians believed their Pharaoh's to be holy. Then
you had those who worked closely in the government, as
well as the soldiers who fought in war. Society trickled
down all the way to those enslaved and those who were
servants. The people who were enslaved were at the
bottom of the barrel. They were poor and treated
inadequately, as they were often subject to working on
building structures such as the pyramids. A surprising
fact about Ancient Egyptian history is that women were
treated equally. They had the same basic rights as men
did, and you did not see this often in other cultures in
history. They could own property, be in the company of
men, and even divorce an.
Assignment 1 Dealing with Diversity in America from Reconstructi.docxbraycarissa250
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 3 and worth 120 points. The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 3 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.
[NOTE ON ECREE: The university is adopting a tool called ecree for helping and doing writing assignments in many classes. In our History 105 class, we will be using the ecree program only for EXTRA CREDIT as a tool for doing work on your rough draft of the paper. We hope this approach encourages more rough drafting and revision work by students as well as makes students familiar with this useful new tool. For Assignment 1, in the Week 3 unit, you will see the link “EXTRA CREDIT: ROUGH DRAFT….”—that is where you can get up to 5 points of extra credit. Instructions will be posted there in the early days of the summer course. If you try this option, you will be able to use the file developed in ecree as a rough draft; you will then download that draft and edit it further. Then, once your paper is fully polished and finished as you see fit, you will then submit it at the next link in the Week 3 unit, which says “ASSIGNMENT 1: DEALING WITH DIVERSITY….”. ]
BACKGROUND FOR THE PAPER: This is a 5-paragraph paper based on research in designated sources. It is a position paper in which you support a thesis statement by reason and historical examples. After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the two statements below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. [Don’t use this background paragraph in your paper]
Topic and Thesis Statement—choose one of the following as your Thesis Statement:
· THESIS STATEMENT 1: Political policies in the period from 1865 to the 1920s generally tried to promote diversity and “the melting pot” despite the strong prejudices of a few.
· THESIS STATEMENT 2: Political policies in the period from 1865 to the 1920s generally tried to hinder or restrict diversity and “the melting pot”, in part because of widespread prejudices.
· Plan to make that thesis statement the last s ...
Florida National UniversityHAS 3111 Introduction to Health ServiShainaBoling829
Florida National University
HAS 3111 Introduction to Health Service Administration
Assignment 1
Read Carefully the Power Point Presentations and answer the following questions
Chapter 1:
1. Summary the Development of Health Care from 1850-Present
2. Name the Three Perspectives on the American Health Care System
3. Name the five individual sub-systems in the U.S. health care system
4. Explain the Employment-related system
5. Explain the Poor and uninsured system
6. Explain the Veterans Administration system
7. Explain the Worker’s compensation system
8. Explain the Active duty military system
9. Explain the Management Strategy Perspective
10. Explain the Clinical Perspective
Chapter 2: Technology in the United States Health Care System
1. Classify the Healthcare Technology by Industrial Group
2. Name the three Stages in Development of Medical Technologies
3. Explain the role of the Food and Drug Administration
4. Explain the Preclinical Testing
5. Explain Phase I through IV and their purpose
6. Drug Development Process
7. Explain briefly the request for Technology Assessment
8. Name the differential Impacts of Technology on Health Care
9. Explain the Impact on Individual Patients and Insurance Beneficiaries
10. Explain the Societal and Governmental Policy Impact
Lamar University
Department of History
US History II: 1302
Writing Assignment # 2
Due: Friday September 3rd, by 11:59 PM CST
Overview:
This Writing Assignment is broken down into two parts. Writing Assignment #1, which is due Friday August 27th and Writing Assignment #2, which is due Friday, September 3rd by 11:59 PM CST
The assignment now because requires some research into “strong sources.” Those sources that support your response will require footnotes and a bibliography to present you evidence, in CHICAGO MANUAL STYLE
The first part will not require it, but part two should have an attempt at citing your sources using Chicago Manual style. The video “HOW TO: Cite in Chicago Manual Style” will demonstrate is and model the method of citing your references. It would be the first time trying to cite in any style for many of you, so that tutorial will be a good starting point for the beginners and a refresher for others. Also, you may use the web-site Purdue OwlNet
to assist you in figuring out how to cite various sources that I do not cover in the video tutorial.
You may earn full credit for answering the questions and attempting Chicago Manual Style for Writing Assignment #2.
Also, when saving your MS Word document in order to attach and submit the assignment, label/save each document in the following order:
Each response should have a cover page, and the rest be no more than two or perhaps three pages of content. Writing Assignment #2 will require the use of at least three “strong sources.” Include footnotes and a Bibliography as the third and final page.
Finally, do not forget to place [1302.49F Smith, John, Writing Assignment #2] in the subject line of your e- ...
Assignment 1Dealing with Diversity in the late 1800s and ea.docxdeanmtaylor1545
Assignment 1:
Dealing with Diversity in the late 1800s and early 1900s
[note to student:
This FORMAT SAMPLE PAPER is not a sample student paper like you will submit.
Rather it illustrates the layout and makes a few suggestions about the content on each part.
It also illustrates a Sources list at the end; and it illustrates in-text citations in the body of the paper.
You MUST follow the instructions on the instruction sheet.
You must use the Schultz textbook as a key source.
And—other sources used must come from the list on the instruction sheet.
]
[You are encouraged to do the extra credit preliminary rough draft work in ecree (in Week 3 unit) to help on paragraph development and organization.
Your final paper must be submitted as an uploaded file in the Week 3 unit at the link “ASSIGNMENT 1:
DEALING WITH DIVERSITY….”
]
PART ONE:
INTRODUCTION WITH THESIS
In terms of content, a format sample like this does not provide that except for some illustrative suggestions. Because of that, these paragraphs and this paper runs a little longer than yours will. This sample mainly shows the form and organization—and samples of citing. And I provide a few tips here. Keep in mind the paper mostly focuses on a long period—from 1865 to the 1920s; and you will eventually need specific examples from three different decades in that period. But, in this first paragraph, you will have an introduction to your paper and you will also include your thesis statement. The instruction sheet offers two thesis statements to choose from. You are expected to choose one of those. Perhaps you feel that overall the political policies of the era mainly tried to promote diversity despite the prejudices of a few. Or, perhaps you feel the political policies of the era tried mainly to restrict or hinder diversity. You can be wide-ranging, using examples related to race in the south and immigration policies for folks from Europe and/or Asia. Or you can be more narrow in your focus, with your paper getting mainly into areas of race—or maybe issues of gender—or focus entirely on immigration from certain regions. The class text discusses these things;
make use of chapters 16 through 21.
Keep in mind, the overall issue is some aspect of DIVERSITY and how it develops and is dealt with in this time period (1865 through the 1920s). So, this first paragraph introduces the topic generally and establishes your focus as to time period and subject, and it states your thesis—your position. That THESIS STATEMENT should be the last sentence in this introductory paragraph.
PART TWO—THREE EXAMPLES:
The second and third paragraphs will cover your three SPECIFIC examples supporting your thesis. You can be wide ranging or narrow in your focus. Negative examples of policies hindering diversity might range from Plessy vs. Ferguson to the Chinese Exclusion Act to poverty facing new immigrants in big cities to arrests of women demonstrating for the right to vote. Positive exampl.
Assignment 2 Industrialization and the Rise of a Regulated EconBenitoSumpter862
Assignment 2: Industrialization and the Rise of a Regulated Economy
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 6 and worth 120 points
. The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 6 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.
[NOTE ON ECREE:
As you know from our first paper, the university is adopting a tool, called
ecree
for doing writing
assignments in many classes. We are using the
ecree
program for doing our papers in this class.
Instructions on this tool have been posted.
You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up.
Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted:
“
Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”
]
BACKGROUND FOR THE PAPER
: The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. Government might intervene on the side of business owners for a variety of reasons. Or it might intervene on the side of workers. Or it might intervene for more general reasons. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to the end of the 1930s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Topic and Thesis Statement—choose one of the following as your Thesis Statement:
THESIS STATEMENT 1. From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers.
THESIS STATEMENT 2. From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to hurt the overall economy and the common workers.
· Plan to make that thesis statement the last sentence in your introductory paragraph. The general subject is government economic interventions and regulations in that period of history. You may moderate the wording slightly to fit more precisely the position you wish to take. This is NOT a simple statement of a topic; it is a statement of a position you are taking about that topic. p.s.—Valid arguments and “A” papers can be made with either thesis. So, you choose the one you think is the stronger position.
After giving general consideration to your readi ...
Paper Instructions Paper 1 is your first attempt at an argumen.docxaman341480
Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
After the Civil War, the United States had to recover from war, AzaleeRutledge285
After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. Reconstruction was partly a period of military occupation of the south by the northern victors. Former slaves now had freedom and new opportunities but faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The Lost Cause narrative of the South effectively sabotaged and influenced racial policy in the US for most of the post-Civil War period. (or you can take the position that it did not)
Political policies in the decades after the Civil War generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that political policies did not)
Reform movements between 1865 and 1930, like the Progressives and the agrarian populists, generally led the way to increased democracy. (or you can take the position that these movements did not)
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.). Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use three specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length:
The paper should be 500-to-750 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and Sources page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list pro ...
ant 101 week 5 dq 1 feminization of poverty new,ant 101 week 5 dq 2 consumption and globalization new,ant 101 week 5 final paper new,ash ant 101,ant 101,ash ant 101 week 5 tutorial,ant 101 week 5 assignment,ash ant 101 week 5 help
Assignment 2 Industrialization and the Rise of a Regulated Econom.docxjosephinepaterson7611
Assignment 2:
Industrialization and the Rise of a Regulated Economy
Due Week 6 and worth 120 points
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
From the start of Progressive era of the late 1800s through the New Deal period in the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers. (Or you can argue that such interventions and regulations hurt the overall economy and the common workers.) Use specific examples from different decades—and be sure one of your examples is from the 1930s.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four (4) specific examples from different decades between 1865 and 1940. However, one (1) of your four (4) examples must be from the 1930s.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 2:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.strayer.edu
as part of the URL have a permalink to that source in our university’s online library. Each so.
The previous assignments focused on domestic matters in US histolourapoupheq
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and Sources page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a
MINIMUM of four
quality academic sources; the Schultz textbook must be one of t ...
Sources1.Looking for your source.· Use the Laredo Commun.docxrafbolet0
Sources
1.Looking for your source.
· Use the Laredo Community College Library homepage.
· -Click on link http://lccl.ent.sirsi.net/client/lcclibrary/
· (You can use this to access your sources ranging from books to articles)
Off-Campus Access
1. EBSCO
· http://search.ebscohost.com/login.asp
· User ID: lcc
· Password: silcc
2. CQ Researcher
· http://library.cqpress.com/cqresearcher
· User ID: laredocc
· Password: cqel
(These are electronic databases you can use for your Research Paper : Your sources must be credible sources.
Sources you cannot use
1.No encyclopedias
2. No other internet articles
Remember 4-5 sources.
Sources you cannot use:
1. Wiki Pedia
2. Encyclopedia.
3. .com websites
Requirements
• 4-5 pages
• 4 sources
• Typed, double spaced
• Original title
• MLA format
• Include specific examples from secondary sources,either in direct quotes, or paraphrasing
• Clear argument with evidence to prove your stance
• Use LCC or TAMIU databases or books
• No websites
Review Essay Instructions
Sexuality Studies 400/Psychology 450/Sociology 400:
(All students in the course must submit a complete paper or they will not be able to pass
the course).
I. Due Date and Submission Requirements:
Monday, May 4th in class at 11:10. We do not accept late work. Students will submit
both an electronic copy to ILearn and a hard copy to your TA. The written and the
electronic versions must be EXACTLY the same or we will not consider any points for the
paper.
The electronic copy must also be submitted to ILearn by Monday, May 4th by 10am. The
hard copy is due one hour later at the beginning of class.
II. Essay Topic/Content Expectations for the seven-page paper.
A. Carefully follow these steps:
1. Read the following article recently published in the New York Times Magazine
about the Richard Thomas hate crimes case in Oakland, CA. You will be
analyzing the case and providing a social scientific explanation accounting for the
dynamics at work in the case.
2. Read Dr. Sear’s book Arresting Dress: Cross-dressing, law, and fascination in
Nineteenth-Century San Francisco. You will need to be familiar with the major
concepts and the empirical research reviewed in Sears.
3. Locate a research article focused on violence towards sexual and gender
minorities using the SFSU Library article databases.
4. You will be using Google Scholar to locate the article. Read the entry in
Wikipedia about “Google Scholar”. This entry will help you understand how
Google Scholar works: http://en.wikipedia.org/wiki/Google_Scholar. Read this
entry before conducting a search in Google Scholar.
5. Log into your SFSU Library account. You will be able to access full articles for
free from your computer at home, as well as on campus. Here are instructions for
on and off campus access to library materials:
http://www.library.sfsu.edu/servi.
Assignment 2 Industrialization and the Rise of a Regulated EcBenitoSumpter862
Assignment 2:
Industrialization and the Rise of a Regulated Economy
Due Week 6 and worth 120 points
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
From the start of Progressive era of the late 1800s through the New Deal period in the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers. (Or you can argue that such interventions and regulations hurt the overall economy and the common workers.) Use specific examples from different decades—and be sure one of your examples is from the 1930s.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four (4) specific examples from different decades between 1865 and 1940. However, one (1) of your four (4) examples must be from the 1930s.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 2:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.strayer.edu
as part of the URL have a permalink to that source in our university’s online library. Each s ...
APA General Format Summary APA (American Psychological.docxfestockton
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l ...
APA General Format Summary APA (American Psychological.docxamrit47
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l.
The United States went through dramatic economic change during a.docxteresehearn
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)
From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)
From 1865 to 1940, expansion west was devastating to Native American culture, but government policies promoted economic growth in these territories and generally equal opportunities to the settlers. (or you can take the position that government policies did not promote those benefits in those new areas)
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1865 and 1940.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length:
The paper should be 600-to-850 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. You will have an alphabetized list of Reference entries at ...
Specific Details 1. Security Assessment Report D.docxwilliame8
Specific Details
1. Security Assessment Report
Defining the OS
Brief explanation of operating systems (OS) fundamentals and information systems architectures.
1. Explain the user's role in an OS.
2. Explain the differences between kernel applications of the OS and the applications installed by an organization or user.
3. Describe the embedded OS.
4. Describe how operating systems fit in the overall information systems architecture, of which cloud computing is a emerging, distributed computing network architecture.
Include a brief definition of operating systems and information systems in your SAR.
Other outstanding information
OS Vulnerabilities
1. Explain Windows vulnerabilities and Linux vulnerabilities.
2. Explain the Mac OS vulnerabilities, and vulnerabilities of mobile devices.
3. Explain the motives and methods for intrusion of MS and Linux operating systems.
4. Explain the types of security management technologies such as intrusion detection and intrusion prevention system
5. Describe how and why different corporate and government systems are targets.
6. Describe different types of intrusions such as SQL PL/SQL, XML, and other injections
.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docxwilliame8
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
More Related Content
Similar to Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx
US History 2112 History Here PaperHistory is not something t.docxjessiehampson
US History 2112
History Here Paper
History is not something that happens outside of Douglas. South Georgia also experienced the Civil War, the1920s, the Great Depression, and so on. Often, what happened in Douglas is similar to events elsewhere and a lot of that history still makes up the places we know and love today. This semester, you will research an event in local history and explain how this event connects within the larger context of US history.
Due: September 26, 2019
Purpose: The purpose of this project is for you to learn how to do primary and (scholarly) secondary research to demonstrate how local events are a part of larger historical patterns.
Skills: In completing this project, you will learn how to analyze sources carefully, draw conclusions based upon facts you have researched, and build an argument based on your findings. In doing so, you will also learn the steps to write an effective college-level research paper.
Knowledge: This assignment will let you have a deeper understanding of the importance of historical context, and a greater appreciation for the historian’s task of placing events in historical context. Most excitingly, you will see how even a tiny quiet place like Douglas or Waycross still connects to the events described in our textbook.
Tasks:
1. Pick an event that happened in Douglas or Waycross from 1865 to 2000.
Using the historic local newspapers available in Galileo is a great way to find a topic. You can do keyword searches or you can just flip through full pages until you find something. Not savvy with the computer? Fear not! The library has the local newspapers on microfilm—pick a decade that interests you and read through a few issues until you find something that interests you.
2. When you find an event that sounds interesting, read the story carefully and, noting the date, think about what was going on nationally when this event occurred.
3. Read the chapter in your textbook related to the local topic you are examining.
No, Douglas is not going to be mentioned in your textbook, but the textbook will give you the national context you need to understand what was going on in the US when your event happened. Example: perhaps your topic is about a soldier coming home to Douglas from Vietnam. Reading the chapter on the Vietnam War would be a good idea. If you’re researching when Elvis Presley came to Waycross, you would read the chapter on 1950s America.
4. Use Galileo, Google Scholar, or Google Books to locate TWO MORE reliable and scholarly sources about your topic.
These sources do not necessarily have to discuss your specific local event, but, like your textbook, should be related to the general subject and time period related to your local event.
5. Locate TWO MORE primary sources that are similar to your subject, time period, and theme.
These might also come from local newspapers, but can also come from other regions as long as they are the same subject matter and time period. For exampl ...
The previous assignments focused on domestic matters in US histo.docxlaurieellan
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a
MINIMUM of four
quality academic sources; the Schultz textbook must be one of ...
MLA Essay Citation Structure. Last, First M. “Essay Title.” Collection Title, edited by First M. Last, Publisher, year published, page numbers.. Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your .... "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry. Some examples: Harris, Muriel. "Talk to Me: Engaging .... Parenthetical and in-text citations direct your reader to the bibliographic entry in your works cited page. In MLA format, you use the author's last name .... 11.12.2019 г. ... Indent every new paragraph ½ inch; Use title case capitalization for headings; Cite your sources with MLA in-text citations; List all sources .... It includes information related to MLA citations, plagiarism, ... MLA essay format requires the use of first initials in-text in this scenario.. Business forecasts for the fourth quarter tend to be optimistic (White 4). Page 2. MLA Citation for the Works Cited Page. Like citations of print sources, .... These citations within the essay are called in-text citations. You must cite all quoted, paraphrased, or summarized words, ideas, and facts from sources.. The essays were selected as examples of excellent student writing that use MLA style for citing sources. Essays were lightly edited.. 30.01.2023 г. ... MLA Referencing: In-Text Citations · It should correspond to its relevant reference from the works cited page. · Every citation should contain the ...
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
Your respective essays continue to need work. I have no idea.docxbunyansaturnina
Your respective essays continue to need work. I have
no idea what your main points of emphasis are
supposed to be in your first essay, on The Development
of Modern Asia and Africa, for this 3rd Research
Module.
I highly recommend that you go back and review the
guidelines for the assignment. Then, choose some of the
websites for this topic, truly read them over in a careful
manner, and use that information to offer solid general
historical content coverage and insight.
You should also use the brainstorming questions in the
assignment handout to step by step guide your essay
writing process points of emphasis:
Does the historical topic seem transformative and if so
or not what is your explanation for why or why not?
Who are some of the key historical figures of the
historical topic's time period and what were their major
impacts?
What were the biggest events of the historical topic's
era of time and how would you explain the significance
of them?
Would this be a historical topic that you would have
liked to experience in person and what is your basis for
1
why or why not?
What are great positives and or negatives that
developed during this historical topic's era and what is
your basis for these choices?
You also need to continue to improve your grammar
and editorial quality and this stuff needs to be improved
in your 1st and 2nd essay.
However, your 2nd essay also needs to be revised from
a content standpoint. As with the first essay, I honestly
do not see a coherrent set of observations of the main
events, key figures, and themes from the historical
period of the American Revolution.
I have placed, in the bottom portion of this feedback, a
past sample essay from another topic, that of a brief
research on Ancient Egypt, that demonstrates the
proper type of approach you should take on these
research essays. You can use this as a model to better
shape your own essays on these and other upcoming
topics.
ANCIENT EGYPTIAN HISTORY
http://www.ushistory.org/civ/3b.asp
2
http://www.ushistory.org/civ/3f.asp
https://www.metmuseum.org/toah/hd/anbd/hd_anbd.ht
m
Ancient Egyptian society was very much like our
society today. They had a person that was above all else,
called a Pharaoh. The Pharaoh was the ruler of all, and
the Egyptians believed their Pharaoh's to be holy. Then
you had those who worked closely in the government, as
well as the soldiers who fought in war. Society trickled
down all the way to those enslaved and those who were
servants. The people who were enslaved were at the
bottom of the barrel. They were poor and treated
inadequately, as they were often subject to working on
building structures such as the pyramids. A surprising
fact about Ancient Egyptian history is that women were
treated equally. They had the same basic rights as men
did, and you did not see this often in other cultures in
history. They could own property, be in the company of
men, and even divorce an.
Assignment 1 Dealing with Diversity in America from Reconstructi.docxbraycarissa250
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 3 and worth 120 points. The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 3 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.
[NOTE ON ECREE: The university is adopting a tool called ecree for helping and doing writing assignments in many classes. In our History 105 class, we will be using the ecree program only for EXTRA CREDIT as a tool for doing work on your rough draft of the paper. We hope this approach encourages more rough drafting and revision work by students as well as makes students familiar with this useful new tool. For Assignment 1, in the Week 3 unit, you will see the link “EXTRA CREDIT: ROUGH DRAFT….”—that is where you can get up to 5 points of extra credit. Instructions will be posted there in the early days of the summer course. If you try this option, you will be able to use the file developed in ecree as a rough draft; you will then download that draft and edit it further. Then, once your paper is fully polished and finished as you see fit, you will then submit it at the next link in the Week 3 unit, which says “ASSIGNMENT 1: DEALING WITH DIVERSITY….”. ]
BACKGROUND FOR THE PAPER: This is a 5-paragraph paper based on research in designated sources. It is a position paper in which you support a thesis statement by reason and historical examples. After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the two statements below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. [Don’t use this background paragraph in your paper]
Topic and Thesis Statement—choose one of the following as your Thesis Statement:
· THESIS STATEMENT 1: Political policies in the period from 1865 to the 1920s generally tried to promote diversity and “the melting pot” despite the strong prejudices of a few.
· THESIS STATEMENT 2: Political policies in the period from 1865 to the 1920s generally tried to hinder or restrict diversity and “the melting pot”, in part because of widespread prejudices.
· Plan to make that thesis statement the last s ...
Florida National UniversityHAS 3111 Introduction to Health ServiShainaBoling829
Florida National University
HAS 3111 Introduction to Health Service Administration
Assignment 1
Read Carefully the Power Point Presentations and answer the following questions
Chapter 1:
1. Summary the Development of Health Care from 1850-Present
2. Name the Three Perspectives on the American Health Care System
3. Name the five individual sub-systems in the U.S. health care system
4. Explain the Employment-related system
5. Explain the Poor and uninsured system
6. Explain the Veterans Administration system
7. Explain the Worker’s compensation system
8. Explain the Active duty military system
9. Explain the Management Strategy Perspective
10. Explain the Clinical Perspective
Chapter 2: Technology in the United States Health Care System
1. Classify the Healthcare Technology by Industrial Group
2. Name the three Stages in Development of Medical Technologies
3. Explain the role of the Food and Drug Administration
4. Explain the Preclinical Testing
5. Explain Phase I through IV and their purpose
6. Drug Development Process
7. Explain briefly the request for Technology Assessment
8. Name the differential Impacts of Technology on Health Care
9. Explain the Impact on Individual Patients and Insurance Beneficiaries
10. Explain the Societal and Governmental Policy Impact
Lamar University
Department of History
US History II: 1302
Writing Assignment # 2
Due: Friday September 3rd, by 11:59 PM CST
Overview:
This Writing Assignment is broken down into two parts. Writing Assignment #1, which is due Friday August 27th and Writing Assignment #2, which is due Friday, September 3rd by 11:59 PM CST
The assignment now because requires some research into “strong sources.” Those sources that support your response will require footnotes and a bibliography to present you evidence, in CHICAGO MANUAL STYLE
The first part will not require it, but part two should have an attempt at citing your sources using Chicago Manual style. The video “HOW TO: Cite in Chicago Manual Style” will demonstrate is and model the method of citing your references. It would be the first time trying to cite in any style for many of you, so that tutorial will be a good starting point for the beginners and a refresher for others. Also, you may use the web-site Purdue OwlNet
to assist you in figuring out how to cite various sources that I do not cover in the video tutorial.
You may earn full credit for answering the questions and attempting Chicago Manual Style for Writing Assignment #2.
Also, when saving your MS Word document in order to attach and submit the assignment, label/save each document in the following order:
Each response should have a cover page, and the rest be no more than two or perhaps three pages of content. Writing Assignment #2 will require the use of at least three “strong sources.” Include footnotes and a Bibliography as the third and final page.
Finally, do not forget to place [1302.49F Smith, John, Writing Assignment #2] in the subject line of your e- ...
Assignment 1Dealing with Diversity in the late 1800s and ea.docxdeanmtaylor1545
Assignment 1:
Dealing with Diversity in the late 1800s and early 1900s
[note to student:
This FORMAT SAMPLE PAPER is not a sample student paper like you will submit.
Rather it illustrates the layout and makes a few suggestions about the content on each part.
It also illustrates a Sources list at the end; and it illustrates in-text citations in the body of the paper.
You MUST follow the instructions on the instruction sheet.
You must use the Schultz textbook as a key source.
And—other sources used must come from the list on the instruction sheet.
]
[You are encouraged to do the extra credit preliminary rough draft work in ecree (in Week 3 unit) to help on paragraph development and organization.
Your final paper must be submitted as an uploaded file in the Week 3 unit at the link “ASSIGNMENT 1:
DEALING WITH DIVERSITY….”
]
PART ONE:
INTRODUCTION WITH THESIS
In terms of content, a format sample like this does not provide that except for some illustrative suggestions. Because of that, these paragraphs and this paper runs a little longer than yours will. This sample mainly shows the form and organization—and samples of citing. And I provide a few tips here. Keep in mind the paper mostly focuses on a long period—from 1865 to the 1920s; and you will eventually need specific examples from three different decades in that period. But, in this first paragraph, you will have an introduction to your paper and you will also include your thesis statement. The instruction sheet offers two thesis statements to choose from. You are expected to choose one of those. Perhaps you feel that overall the political policies of the era mainly tried to promote diversity despite the prejudices of a few. Or, perhaps you feel the political policies of the era tried mainly to restrict or hinder diversity. You can be wide-ranging, using examples related to race in the south and immigration policies for folks from Europe and/or Asia. Or you can be more narrow in your focus, with your paper getting mainly into areas of race—or maybe issues of gender—or focus entirely on immigration from certain regions. The class text discusses these things;
make use of chapters 16 through 21.
Keep in mind, the overall issue is some aspect of DIVERSITY and how it develops and is dealt with in this time period (1865 through the 1920s). So, this first paragraph introduces the topic generally and establishes your focus as to time period and subject, and it states your thesis—your position. That THESIS STATEMENT should be the last sentence in this introductory paragraph.
PART TWO—THREE EXAMPLES:
The second and third paragraphs will cover your three SPECIFIC examples supporting your thesis. You can be wide ranging or narrow in your focus. Negative examples of policies hindering diversity might range from Plessy vs. Ferguson to the Chinese Exclusion Act to poverty facing new immigrants in big cities to arrests of women demonstrating for the right to vote. Positive exampl.
Assignment 2 Industrialization and the Rise of a Regulated EconBenitoSumpter862
Assignment 2: Industrialization and the Rise of a Regulated Economy
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 6 and worth 120 points
. The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 6 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.
[NOTE ON ECREE:
As you know from our first paper, the university is adopting a tool, called
ecree
for doing writing
assignments in many classes. We are using the
ecree
program for doing our papers in this class.
Instructions on this tool have been posted.
You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up.
Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted:
“
Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”
]
BACKGROUND FOR THE PAPER
: The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. Government might intervene on the side of business owners for a variety of reasons. Or it might intervene on the side of workers. Or it might intervene for more general reasons. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to the end of the 1930s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Topic and Thesis Statement—choose one of the following as your Thesis Statement:
THESIS STATEMENT 1. From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers.
THESIS STATEMENT 2. From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to hurt the overall economy and the common workers.
· Plan to make that thesis statement the last sentence in your introductory paragraph. The general subject is government economic interventions and regulations in that period of history. You may moderate the wording slightly to fit more precisely the position you wish to take. This is NOT a simple statement of a topic; it is a statement of a position you are taking about that topic. p.s.—Valid arguments and “A” papers can be made with either thesis. So, you choose the one you think is the stronger position.
After giving general consideration to your readi ...
Paper Instructions Paper 1 is your first attempt at an argumen.docxaman341480
Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
After the Civil War, the United States had to recover from war, AzaleeRutledge285
After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. Reconstruction was partly a period of military occupation of the south by the northern victors. Former slaves now had freedom and new opportunities but faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The Lost Cause narrative of the South effectively sabotaged and influenced racial policy in the US for most of the post-Civil War period. (or you can take the position that it did not)
Political policies in the decades after the Civil War generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that political policies did not)
Reform movements between 1865 and 1930, like the Progressives and the agrarian populists, generally led the way to increased democracy. (or you can take the position that these movements did not)
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.). Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use three specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length:
The paper should be 500-to-750 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and Sources page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list pro ...
ant 101 week 5 dq 1 feminization of poverty new,ant 101 week 5 dq 2 consumption and globalization new,ant 101 week 5 final paper new,ash ant 101,ant 101,ash ant 101 week 5 tutorial,ant 101 week 5 assignment,ash ant 101 week 5 help
Assignment 2 Industrialization and the Rise of a Regulated Econom.docxjosephinepaterson7611
Assignment 2:
Industrialization and the Rise of a Regulated Economy
Due Week 6 and worth 120 points
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
From the start of Progressive era of the late 1800s through the New Deal period in the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers. (Or you can argue that such interventions and regulations hurt the overall economy and the common workers.) Use specific examples from different decades—and be sure one of your examples is from the 1930s.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four (4) specific examples from different decades between 1865 and 1940. However, one (1) of your four (4) examples must be from the 1930s.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 2:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.strayer.edu
as part of the URL have a permalink to that source in our university’s online library. Each so.
The previous assignments focused on domestic matters in US histolourapoupheq
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and Sources page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a
MINIMUM of four
quality academic sources; the Schultz textbook must be one of t ...
Sources1.Looking for your source.· Use the Laredo Commun.docxrafbolet0
Sources
1.Looking for your source.
· Use the Laredo Community College Library homepage.
· -Click on link http://lccl.ent.sirsi.net/client/lcclibrary/
· (You can use this to access your sources ranging from books to articles)
Off-Campus Access
1. EBSCO
· http://search.ebscohost.com/login.asp
· User ID: lcc
· Password: silcc
2. CQ Researcher
· http://library.cqpress.com/cqresearcher
· User ID: laredocc
· Password: cqel
(These are electronic databases you can use for your Research Paper : Your sources must be credible sources.
Sources you cannot use
1.No encyclopedias
2. No other internet articles
Remember 4-5 sources.
Sources you cannot use:
1. Wiki Pedia
2. Encyclopedia.
3. .com websites
Requirements
• 4-5 pages
• 4 sources
• Typed, double spaced
• Original title
• MLA format
• Include specific examples from secondary sources,either in direct quotes, or paraphrasing
• Clear argument with evidence to prove your stance
• Use LCC or TAMIU databases or books
• No websites
Review Essay Instructions
Sexuality Studies 400/Psychology 450/Sociology 400:
(All students in the course must submit a complete paper or they will not be able to pass
the course).
I. Due Date and Submission Requirements:
Monday, May 4th in class at 11:10. We do not accept late work. Students will submit
both an electronic copy to ILearn and a hard copy to your TA. The written and the
electronic versions must be EXACTLY the same or we will not consider any points for the
paper.
The electronic copy must also be submitted to ILearn by Monday, May 4th by 10am. The
hard copy is due one hour later at the beginning of class.
II. Essay Topic/Content Expectations for the seven-page paper.
A. Carefully follow these steps:
1. Read the following article recently published in the New York Times Magazine
about the Richard Thomas hate crimes case in Oakland, CA. You will be
analyzing the case and providing a social scientific explanation accounting for the
dynamics at work in the case.
2. Read Dr. Sear’s book Arresting Dress: Cross-dressing, law, and fascination in
Nineteenth-Century San Francisco. You will need to be familiar with the major
concepts and the empirical research reviewed in Sears.
3. Locate a research article focused on violence towards sexual and gender
minorities using the SFSU Library article databases.
4. You will be using Google Scholar to locate the article. Read the entry in
Wikipedia about “Google Scholar”. This entry will help you understand how
Google Scholar works: http://en.wikipedia.org/wiki/Google_Scholar. Read this
entry before conducting a search in Google Scholar.
5. Log into your SFSU Library account. You will be able to access full articles for
free from your computer at home, as well as on campus. Here are instructions for
on and off campus access to library materials:
http://www.library.sfsu.edu/servi.
Assignment 2 Industrialization and the Rise of a Regulated EcBenitoSumpter862
Assignment 2:
Industrialization and the Rise of a Regulated Economy
Due Week 6 and worth 120 points
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
From the start of Progressive era of the late 1800s through the New Deal period in the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers. (Or you can argue that such interventions and regulations hurt the overall economy and the common workers.) Use specific examples from different decades—and be sure one of your examples is from the 1930s.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four (4) specific examples from different decades between 1865 and 1940. However, one (1) of your four (4) examples must be from the 1930s.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 2:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.strayer.edu
as part of the URL have a permalink to that source in our university’s online library. Each s ...
APA General Format Summary APA (American Psychological.docxfestockton
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l ...
APA General Format Summary APA (American Psychological.docxamrit47
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l.
The United States went through dramatic economic change during a.docxteresehearn
The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)
From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)
From 1865 to 1940, expansion west was devastating to Native American culture, but government policies promoted economic growth in these territories and generally equal opportunities to the settlers. (or you can take the position that government policies did not promote those benefits in those new areas)
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1865 and 1940.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length:
The paper should be 600-to-850 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. You will have an alphabetized list of Reference entries at ...
Similar to Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx (20)
Specific Details 1. Security Assessment Report D.docxwilliame8
Specific Details
1. Security Assessment Report
Defining the OS
Brief explanation of operating systems (OS) fundamentals and information systems architectures.
1. Explain the user's role in an OS.
2. Explain the differences between kernel applications of the OS and the applications installed by an organization or user.
3. Describe the embedded OS.
4. Describe how operating systems fit in the overall information systems architecture, of which cloud computing is a emerging, distributed computing network architecture.
Include a brief definition of operating systems and information systems in your SAR.
Other outstanding information
OS Vulnerabilities
1. Explain Windows vulnerabilities and Linux vulnerabilities.
2. Explain the Mac OS vulnerabilities, and vulnerabilities of mobile devices.
3. Explain the motives and methods for intrusion of MS and Linux operating systems.
4. Explain the types of security management technologies such as intrusion detection and intrusion prevention system
5. Describe how and why different corporate and government systems are targets.
6. Describe different types of intrusions such as SQL PL/SQL, XML, and other injections
.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docxwilliame8
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
Specific Formatting Requirements
An appropriately chosen topic and its well treatment should result in a paper about 3,500-4,500 words. Note that it is the quality of the contents that counts, not the length. If your paper is slightly smaller or larger, it will be OK provided that its contents are acceptable. Please do not take advantage of line spacing, font size and margin size options to force a perceived smaller or larger paper. It will not work!
Organization:
Organize your paper in terms of sequentially numbered sections, subsections, and subsubsections, each with an appropriate title. The paper organization may be as follows:
Font Size & Family:Use 11-point or 12-point font size 7 Font Family is Cambria.Line Spacing. You may prepare your paper in 1.5 or double space format. If you choose to prepare in double space format, be sure to single space the title, abstract, itemized and enumerated lists, tables, and the bibliography
Paper Margins:Allow 1-inch margins on all four sides and justify text on both sides.
Tables and Figures:Number all tables, figures, and similar items and use this numbers to explicitly refer to such items. Include a descriptive caption for each table or figure (or similar items). Be sure to use a uniform/consistent approach for citing such items and for presenting their captions.
Example of data
Data analysis
We collected the data from 85 participants that answers all the survey questions.
The following is our analysis for some questions:
Figure 1 Question 1
The purpose of this question is to know how many of the participants drink coffee. The answers show that 64% of the participants drink coffee and 25% does not. The rest of 11% of them do not drink coffee usually.
Figure 2 Question 2
The purpose of this question is to know how much coffee shops or venders crowded and busy in Yanbu. 79% of the participants said that coffee shops are always busy and crowded, other 14% agreed but in sometimes only. The rest of 7% does not see that.
Figure 3 Question 3
The purpose of this question is to know if Yanbu city have enough vending machines. And the result show that yanbu does not have any vender machine or a very few ones. Around 97% of the participants said No.
Figure 4 Question 4
The purpose of this question is to know if anyone does not carry cash that will prevent them from buying coffee. As expected almost 100% will not buy coffee if they don’t have cash.
Figure 5 Question 5
The purpose of this question is to know if the participants used coffee vending machine with cards in yanbu. 75% of the participants have never used it and 22% used only out of yanbu.
Figure 6 Question 6
The purpose of this question is to know if the participants prefer to use coffee vending machine with smart cards. 73% of the participants like the idea and prefer to buy coffee with smart cards. 13% of them have issue with using these cards such as securi.
Species ChoiceFor this homework, you will introduce your course .docxwilliame8
Species Choice
For this homework, you will introduce your course project topic by uploading a brief presentation.
The topic of the course project will be any species native to Texas. The organism should come from one of the four major kingdoms (Protist, Fungus, Plant, or Animal) and be indigenous to Texas.
The organism should
NOT
be a domesticated pet
but rather a species that is native to the local area in Texas
.
Familiarize yourself with the course.
Create a
narrated
PowerPoint presentation
(2-3 slides) and upload it as a file attachment.
Your mini-presentation should include the following:
Your name, date, class name, and Instructor name
Common and scientific names
of the organism. If you need help writing a scientific name, check out this great resource from Chomchalow (2001):
http://www.journal.au.edu/au_techno/2001/oct2001/howto.pdf
Area of residence (city, state, country, etc.)
Why you chose this organism
.
SPECIAL REPORT ONDigital Literacy for Women & Girls.docxwilliame8
SPECIAL REPORT ON
Digital
Literacy
for Women
& Girls
https://www.facebook.com/allwomeninmedia?v=wall
http://www.allwomeninmedia.org
http://www.youtube.com/allwomeninmedia
http://twitter.com/#!/allwomeninmedia
mailto:[email protected]
http://www.att.com
http://www.allwomeninmedia.org
http://www.linkedin.com/groups?gid=150382&sharedKey=1B3E89771FDD
http://www.ciconline.org
ALLIANCE FOR WOMEN IN MEDIA FOUNDATION 1
2011 AlliAnce For Women in mediA
FoundAtion BoArd oF directors
Chair
VALERIE K. BLACKBURN
CBS BROADCASTINg, INC.
LOS ANgELES, CA
Chair-ElECt/ViCE Chair
KAy g. OLIN
LOCAL FOCUS RADIO
ATLANTA, gA
trEasurEr
KRISTEN WELCh
DISCOVERy COMMUNICATIONS, INC.
SILVER SpRINg, MD
trEasurEr-ElECt
SARAh FOSS
LIFT INDUSTRIES, LLC
RIChMOND, VA
immEdiatE Past Chair
SyLVIA L. STROBEL, ESq.
ALLIANCE FOR COMMUNITy MEDIA
MCLEAN, VA
dirECtors
ChRISTINA ANDERSON
NATIONAL CABLE & TELECOMMUNICATIONS
ASSOCIATION
WAShINgTON, DC
LISA C. DOLLINgER
SAN ANTONIO, TX
MIChELLE DUKE
NATIONAL ASSOCIATION OF
BROADCASTERS EDUCATION FOUNDATION
WAShINgTON, DC
CAROL gROThEM
CAMpBELL MIThUN/COMpASS pOINT
MEDIA
MINNEApOLIS, MN
CAROL hANLEy
ARBITRON, INC.
ChICAgO, IL
JONELLE hENRy
C-SpAN
WAShINgTON, DC
LAURIE KAhN
MEDIA STAFFINg NETWORK
SCOTTSDALE, AZ
CORNELIA KOEhL
hARpO, INC.
ChICAgO, IL
BRIDgET LEININgER
CNN
ATLANTA, gA
BONNIE pRESS
NEW yORK, Ny
hEIDI RAphAEL
gREATER MEDIA, INC.
BRAINTREE, MA
DEBORAh J. SALONS, ESq.
DRINKER BIDDLE & REATh
WAShINgTON, DC
KEIShA SUTTON-JAMES
ICBC BROADCAST hOLDINgS, INC.
NEW yORK, Ny
JENNIFER ZEIDMAN BLOCh
gOOgLE
NEW yORK, Ny
Increasing Digital
Opportunity for Women
By Erin M. Fuller, CAE
I
n 1995, Nelson Mandela said that “In the twenty-first century,
the capacity to communicate will almost certainly be a key
human right. Eliminating the distinction between the infor-
mation-rich and information-poor is also critical to elimi-
nating economic and other inequalities…and to improve the life of
all humanity.”
Sadly we are not there yet, and it’s too often women who are short-
changed when it come to access to communications, information,
and technology in particular. The Alliance for Women in Media
Foundation (AWMF) issues this Special Report to shine a light on digital literacy, with
a particular focus on media. This Special Report addresses the gender-based knowledge
divide, with a specific focus on girls, women and workforce training. In absolute terms,
women have less access to and use information and communications technologies less
than men. As a result, a stereotype has been developed that women are rather techno-
phobic, have less interest in, and are less capable using technology. One set of opinions
and explanations for why this is ranges from to the types of toys that children play
with—dolls vs. video games—to software and technology design.
Contrary to those kinds of claims, careful and broad-based statistical tests in 25 dif-
ferent countrie.
Species Diversity Over the long period of time that life has exi.docxwilliame8
Species Diversity
Over the long period of time that life has existed on Earth, there have been a number of important or significant innovations including (but not limited to) endosymbiosis to create mitochondria and chloroplasts; multicellularity; adaptation to land by plants and animals; development of exoskeletons in arthropods, shells in molluscs, and notochords followed by vertebral columns in chordates and vertebrates; and bipedalism in the ancestry of humans. All of these had to come about by natural selection in response to changing environmental forces. After studying the textbook reading assignment, pick one of these significant innovations and describe:
How the innovation appears to have happened
What environmental challenges were met and overcome by this innovation, and
What opportunities were opened for the organism that made this innovation
You must include in your post an example of at least one species and demonstrate that you understand scientific nomenclature by writing the correct binomial of the species name, and showing its hierarchy of classification. The hierarchy is shown from Domain to species. Explain how you use the scientific name to locate the nearest relatives of your chosen species, and provide an example.
.
Speciation is a two-part process.What reflects the two-part proc.docxwilliame8
Speciation is a two-part process.
What reflects the two-part process?
1. Initially identical populations must di-
verge but also interbreed to maintain gene
flow.
2. Initially identical populationsmust evolve
reproductive isolation and then move to dif-
ferent habitats.
3. Initially identical populations must mate
and maintain reproductive isolating mecha-
nisms.
4. Initially identical populations must di-
verge and evolve reproductive isolating mech-
anisms to remain separate.
5. Initially identical populationsmust evolve
mechanisms to diverge and then remain
closely related by reproductive isolating
mechanisms that fail.
.
Special Purpose Districts (SPD) have been relied on heavily in T.docxwilliame8
Special Purpose Districts (SPD) have been relied on heavily in Texas to provide essential goods to local citizens. Given the size of such districts and the local nature of their function, it is often believed that SPD's provide a clear democratic advantage to larger, more broadly defined governments such as a county or the state. However, evidence suggest that individuals seem to participate the least in these types of governments. What is the most significant reasons SPD's garner (gather or collect) such limited attention?
General Guidelines:
-Minimum of 750 words in length.
-Revised and edited.
-Incorporates assigned article, the textbook, and other academic sources to affirm or reject various points.
-Clearly answers the question posed.
-Organized well and concisely written.
-All source material cited.
.
Special Prison Populations (Significant Case)For this assi.docxwilliame8
Special Prison Populations (Significant Case)
For this assignment complete an essay detailing the significance of the case assigned (not a brief, but an essay). Include why the offender was arrested and a brief description of there journey through the criminal justice system. Most significantly, include what effects this case has had on the criminal justice system, if any.
Some states have used civil commitment proceedings to remove habitual sex offenders from society for extended periods of time, often indefinitely. In The United States Supreme Court case of Kansas v. Hendricks (1997) the Court ruled that such laws do not violate the Constitution's double jeopardy or ex post facto clauses. What reasoning did the Court use to arrive at this conclusion? Also, in the case of Kansas v. Hendricks (1997) explain the reasoning the court used to differentiate between a civil commitment and life in prison. Please answer both parts of the question.
1. Need 2 to 3 pages
2. Need to have book
Book title: Corrections Today, 4th Edition
ISBN number: 978-1-337-09185-5
.
SPECIAL NOTE Due to the World Health Organization and Centers for D.docxwilliame8
SPECIAL NOTE: Due to the World Health Organization and Centers for Disease Control and Prevention's current recommendations on social distancing, this assignment will be modified. Students will not be expected to conduct an interview or visit a public health organization during the Spring 2020 session. This assignment has been modified for this course session.
Assignment 6.2 Public Health Assessment
Part 1
By now, you should have a firm grasp on why increasing diversity and cultural awareness in public health organizations is critical. You have read, watched, studied, reflected on, and written about many public health initiatives working to improve inclusion and cultural awareness in public health organizations. Now is your opportunity to discover a public health organization that is working to increase diversity and inclusion! We are looking for those “bright spot” organizations that are intentionally working to increase cultural awareness. Research and then identify a public health organization that has implemented strategies, initiatives, or programs with the goal to increase diversity and inclusion. Access the template below and completely answer all questions/prompts. We are looking forward to hearing about the organization you selected and all they are doing in diversity and inclusion!
Part 2
We are living in an unprecedented time in our world with the novel coronavirus COVID-19 becoming a pandemic. There are many instances of how culture has impacted this crisis. Reflect upon this public health crisis and answer the following questions.
Complete the following template with three to five sentences for each question/prompt. Submit a Microsoft Word document. Carefully review the grading rubric for this assignment.
.
Special Events Site Inspection FormSpecial events can encompass .docxwilliame8
Special Events Site Inspection Form
Special events can encompass a wide variety of needs, from open spaces to arenas, from ballrooms to unique venues. Therefore, it is not possible to create an inspection form that includes all possible needs without it becoming ungainly in length. The following items are for consideration of a one location, one day or evening program, including food and beverage, and excluding any overnight guest accommodations.
(Note that the items in italics will be difficult or impossible for you to assess in your site visit – they are included as they would need to be considered prior to any contract were to be signed)
OUTSIDE BUILDING AND GROUNDS OF PROPERTY
* Traffic on main arteries to facility during the starting time of the event?
* Is there both self-service and valet parking? Is it adequate for anticipated crowd? Are there other possible spill-over parking options? Prices?
* Neighborhood – safe? Appealing?
* Building appearance – does it appear well maintained?
* Porte cochere – organized or chaotic? Good signage?
* Valet efficient and welcoming? Are you offered assistance or directions?
* Doors staffed? Doormen friendly and welcoming?
* Is there a loading dock? Truck clearance, maximum truck size & height limits, charges/fees? What are the hours of dock operation?
* Is there a freight elevator needed to access event space? Number, dimensions, weight limits, proximity and route to function space?
PUBLIC SPACES or PRE-FUNCTION SPACE (there may or may not be this space, or it may be outside courtyard area, main dining area of a restaurant, bar, etc., depending upon site)
* Is area comfortable and welcoming? Adequate seating? Noise level? Pleasant lighting?
* Is there a reader board? Is it easy to locate and current?
* Elevators – if needed to access events space, how many, how fast, how clean?
* Signage adequate to find directions?
* How easy will it be to move masses of people?
* Décor, furnishings and colors?
* Is there a cloak room or coat racks available (not important in Florida, but valuable in other climates)?
FACILITY FEATURES:
* Permanent (built-in) Bars/lounges – capacities, atmosphere, hours?
* Portable bar sets – draped tables or designed portable bar unit?
* Size, dimensions, of each room/space available. Suggested capacities. Ceiling height, chandeliers, columns/pillars, décor and color, flooring, dance floor? Floor load limits?
* Number of entrances to event space? Size of the largest entrance?
* Variety of built-in lighting options? Ceiling rigging points for lighting trusses?
* Computer hook-ups? (especially helpful for registration or check-in table)
* Location of temperature controls?
* Proximity to rest rooms? Rest room capacity? Cleanliness?
* Location for a registration area? Are electric and internet available at that location?
* Presence of windows? Do they have black-out curtains?
* Built in stage? Size? Backstage area? Green room? Fly space?
* Presence of air w.
Special NeedsPost initial response by TuedayPost all respons.docxwilliame8
Special Needs
Post initial response by Tueday
Post all responses by Saturday
How does a teacher make modifications and/or accommodations for children with special needs? In particular, how do you believe this can be done in a classroom for grades 1 -3? Focus on three of the following areas and discuss either how you would make a modification in this area, what you have seen other teachers do to make modifications, or what you have done in the past to make a modification.
classroom environment
classroom routines
learning activities
student groupings
teaching strategies
instructional materials
assessments
homework assignments
Lastly, how can we assist students to show social acceptance of their classmates with special needs?
Please title your thread using your name.
Thank you!
This discussion links to the following course objectives:
Put into practice the principal of developmentally appropriate practice.
Analyze the influence the classroom environment,
daily schedule,
and thoughtful planning teachers have on the healthy growth and development of young children
.
Special education teachers often provide training and support to.docxwilliame8
Special education teachers often provide training and support to general education teachers to promote successful inclusive practices in their classrooms. Understanding expectations, facilitating social skills, and designing and evaluating the effectiveness of positive learning environments helps all students, especially those with disabilities, learn and be productive in school.
Create a 12-15 slide digital presentation, to be given to general classroom teachers in a professional development setting, on inclusion and classroom management strategies that can be incorporated into classrooms. Include a title slide, reference slide, and presenter's notes.
The presentation should help the general education teachers build their skills in the following areas:
Identifying realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom.
Assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments.
Designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities.
Organizing, developing, and sustaining learning environments that support positive multicultural experiences.
Using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills.
Support your findings with a 3-5 scholarly resources.
.
Special education teachers are part of the assessment team that dete.docxwilliame8
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
APA format is not required, but solid academic writing is expected.
.
Special education teachers are called upon to make legal and eth.docxwilliame8
Special education teachers are called upon to make legal and ethical decisions for children and their families on a regular basis. Often, ethical dilemmas prove much more difficult to resolve than legal ones. How does having a strong personal moral code assist special education teachers in deciding their actions?
.
Speccy-the-prof, please accept the assignment. Answer your questio.docxwilliame8
Speccy-the-prof, please accept the assignment.
Answer your questions in an Excel or Word document. Show all calculations.
Please print your documents to make sure they look presentable (as if you are presenting a report to your CEO, if they don’t look presentable then make necessary formatting adjustments) before submitting / uploading your answers
.
.
Special education provides educational opportunities for students wh.docxwilliame8
Special education provides educational opportunities for students who need additional support to make academic or social progress in schools. All educators need to understand the components of special education because effective special education programs include collaboration with a variety of educators, administrators, and school staff.
.
Special education teachers are part of the assessment team that .docxwilliame8
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
.
Spearman proposed general intelligence whereas other psychologists s.docxwilliame8
Spearman proposed general intelligence whereas other psychologists such as Gardner and Sternberg proposed multiple intelligence. Pretending that you are a psychologist, how would you define intelligence?
Your answer should be 2 pages, double spaced. Please respond to 2 others.
.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thesis Statement for students diagnonsed withADHD.ppt
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx
1. Sources and Tips for Assignment 1 (History 105; Prof.
Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a
5-paragraph essay, plus there is a title page (=cover page) at the
start and a Sources list at the end. The body of the paper is to
be double-spaced. The body of the paper should be five
paragraphs and a total of 500-to-800 words in length. The 500
minimum is firm; you really have not adequately developed the
paper if less than that. The 800-word upper limit is really a
guideline—ok to go over. Just don’t ramble. To determine
length, I look at the BODY of the paper only (not title page or
sources list) and consider primarily the word count. (Microsoft
Word makes this easy. Just select from the first line of your
first paragraph to the last line of your last paragraph. The
word-count is provided on the lower left by MS-Word.). [I do
not go by number of pages because there are too many ways that
gets fudged by margins, font size, line spacing, etc. However,
fyi---Typically, if you follow these instructions, the body of
your paper will be 2-1/2 to 3-1/2 pages in length—add a page
for your title page and another for your sources list and that
then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end
combined with short in-text citations to those sources in the
body of the paper. Any direct quote needs both quote marks
and an in-text citation to the source. Any paraphrase or
summary of information from a source requires an in-text
citation to that source.
Use ONLY the sources designated. If for some reason you must
use additional sources, do NOT google for them—use the
university library. Pages 2 and 3 below show the sources for
each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or
more. The paper is too short for that. Keep any quotes short
and clearly marked with quote marks and a citation. Most of
2. the paper should be you using mostly your words while using
and summarizing information from your sources, as well as
commenting and developing the paper according to the
instructions. TIP: Before writing your paper, brainstorm first
and make a general list or outline of each paragraph and what it
will include. Use the class text for examples or specific
information, and jot down the page numbers where you found
that information. Do the same with other sources used. This
will make your writing of the paper much easier. Then, start
typing a rough draft. Plan to revise and edit yourself; allot time
to polish the paper before you finally submit. Procrastination is
the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the
sources in your paper. Each of the three topics (as shown on
the instruction sheet) identified sources by link and short
identification. On the next two pages, you will see how each of
those same sources look in an in-text citation (in the body of the
paper), and how each on looks on an SWS style list of sources
at the end of your paper. Obviously, focus on the part related to
the topic you chose. Chapters 16-through-21 of the class text
have relevant info for Assignment 1, but focus on the pages
listed for the topic you choose. When citing the class text (or
any book), the in-text citation should include specific page
numbers where the information was found. With an eBook,
normally you can click on the screen and the page number will
appear on the lower left of the screen. [continued on next page]
p. 2
TOPIC CHOICE ONE: Empowering African Americans—Two
Strategies
From instruction sheet---- Sources: Schultz, p. 340–2, 400–1,
404–5. See http://historymatters.gmu.edu/d/39/; and
see http://historymatters.gmu.edu/d/40 But don’t list or cite
them this way; see proper form below.
3. The SWS style in-text citations in the body of your paper would
look something like these:
(Schultz, 1, p. #). (Washington, 2). (DuBois, 3).
The SWS style list of sources at the end of your paper would
look something like this, though the order may vary:
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
2. Booker T. Washington. 1895. Booker T. Washington
Delivers the 1895 Atlanta Compromise Speech. (From Harlan,
1974). http://historymatters.gmu.edu/d/39/
3. W. E. B. DuBois. 1903. W. E. B. DuBois Critiques Booker
T. Washington. (From DuBois, 1903).
http://historymatters.gmu.edu/d/40
------------------------
TOPIC CHOICE TWO: Getting Women the Vote—Two
Strategies
From Instructions sheet---Sources: Schultz, p. 364–366. Also
see https://www.womenshistory.org/education-
resources/biographies/carrie-chapman-catt on one of the leaders
of the NAWSA; on the NWP’s Alice Paul,
see https://www.youtube.com/watch?v=5GDe4DkZN2A ;
and https://americanhistory.si.edu/blog/2012/05/alice-paul-
champion-of-woman-suffrage.html. But don’t list or cite them
this way; see proper form below and on top of next page.
The SWS style in-text citations in the body of your paper would
look something like these:
(Schultz, 1, p. #). (Michals, 2). (Kean University, 3).
(Graddy, 4).
The SWS style list of sources at the end of your paper would
look something like this, though the order may vary—the list
4. below continues also on the next page:
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
2. Debra Michals. 2015. Carrie Chapman Catt (1859-1947).
National Women’s History Museum.
https://www.womenshistory.org/education-
resources/biographies/carrie-chapman-catt
p. 3
3. Kean University. March 20, 2014. Alice Paul, Women’s
Rights Activist. [YouTube].
https://www.youtube.com/watch?v=5GDe4DkZN2A
4. L. K. Graddy. May 8, 2012. Alice Paul: Champion of
Woman Suffrage. National Museum of American History.
https://americanhistory.si.edu/blog/2012/05/alice-paul-
champion-of-woman-suffrage.html
------------------------
TOPIC CHOICE THREE: Immigration—Two Opposing
Approaches and Views
From Instructions sheet---Sources: Schultz, p. 334–5, 348–9,
358–9, 408–9. Look for events and issues like the opening of
Ellis Island, the melting pot idea, the Chinese Exclusion Act,
and the National Origins Act. Also see the poem on the Statue
of Liberty
base: https://www.nps.gov/stli/learn/historyculture/colossus.htm
. And
see http://college.cengage.com/history/wadsworth_97811333098
88/unprotected/ps/chinese_exclusion_act.htm . But don’t list or
cite them this way; see proper form below.
The SWS style in-text citations in the body of your paper would
look something like these:
5. (Schultz, 1, p. #). (Lazarus, 2). (Chinese Exclusion
Act, 3).
The SWS style list of sources at the end of your paper would
look something like this, though the order may vary:
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
2. Emma Lazarus. Nov. 2, 1883. The New Colossus. National
Park Service—Statue of Liberty.
https://www.nps.gov/stli/learn/historyculture/colossus.htm
3. Chinese Exclusion Act. 1882.
http://college.cengage.com/history/wadsworth_9781133309888/
unprotected/ps/chinese_exclusion_act.htm
-----------------------------
Harnessing the Science
of Persuasion by Robert B. Cialdini
A LUCKY FEW HAVE IT; most of US d o not. A handful
/ of gifted "naturals" simply know how to cap-
/ ture an audience, sway the undecided, and
convert the opposition. Watching these masters of
persuasion work their magic is at once impressive
and frustrating. What's impressive is not just the easy
way they use charisma and eloquence to convince
others to do as they ask. It's also how eager those
others are to do what's requested of them, as if the
persuasion itself were a favor they couldn't wait
to repay.
6. The frustrating part of the experience is that
these bom persuaders are often unahle to ac-
count for their remarkable skill or pass it on to
others. Their way with people is an art, and
artists as a rule are far hetter at doing than at
explaining. Most of them can't offer much
help to those of us who possess no more
than the ordinary quotient of charisma
and eloquence but who still have to wres-
tle with leadership's fundamental chal-
lenge: getting things done through oth-
ers. That challenge is painfully familiar
to corporate executives, who every day
have to figure out how to motivate
and direct a highly individualistic
workforce. Playing the "Because I'm
the boss" card is out. Even if it
weren't demeaning and demoraliz-
ing for all concerned, it would be
out of place in a world where
cross-functional teams, joint ven-
tures, and intercompany part-
nerships have blurred the lines
of authority. In such an en-
vironment, persuasion skills
exert far greater influence
over others' behavior than
formal power structures do.
72 HARVARD BUSINESS REVIEW
Jo leader can succeed without mastering the art of persuasion.
But there's hard science in that skill, too, and a large body
7. 3f psychological research suggests there are six basic laws of
rinning friends and influencing people.
OCTOBFR 2001
H a r n e s s i n g t h e S c i e n c e o f P e r s u a s i o n
Which brings us back to where we started. Persuasion
skills may be more necessary than ever, but how can ex-
ecutives acquire them if the most talented practitioners
can't pass them along? By looking to science. For the past
five decades, behavioral scientists have conducted exper-
iments that shed considerable light on the way certain
interactions lead people to concede, comply, or change.
This research shows that persuasion works by appealing
to a limited set of deeply rooted human drives and needs,
and it does so in predictable ways. Persuasion, in other
words, is governed by basic principles that can be taught,
learned, and applied. By mastering these principles, exec-
utives can bring scientific rigor to the business of securing
consensus, cutting deals, and winning concessions. In the
pages that follow, 1 describe six fundamental principles of
persuasion and suggest a few ways that executives can
apply them in their own organizations.
THE PRINCIPLE OF
Liking:
People like those who like them.
THE APPLICATION:
8. Uncover real similarities and offer
genuine praise.
The retailing phenomenon known as the Tupperware
party is a vivid illustration of this principle in action.
The demonstration party for Tupperware products is
hosted by an individual, almost always a woman, who in-
vites to her home an array of friends, neighbors, and rel-
atives. The guests' affection for their hostess predisposes
them to buy from her, a dynamic that was confirmed by
a 1990 study of purchase decisions made at demonstra-
tion parties. The researchers, Jonathan Frenzen and
Harry Davis, writing in the Journal of Consumer Research,
found that the guests' fondness for their hostess weighed
twice as heavily in their purchase decisions as their re-
gard for the products they bought. So when guests at a
Tupperware party buy something, they aren't just buy-
ing to please themselves. They're buying to please their
hostess as well.
What's true at Tupperware parties is true for business
in general: If you want to influence people, win friends.
How? Controlled research has identified several factors
that reliably increase liking, but two stand out as espe-
Robert B. Cialdini is the Regents' Professor of Psychology
at Arizona State University and the author of Influence:
Science and Practice (Allyn & Bacon, 2001), now in its fourth
edition. Further regularly updated information about the in-
fluence process can be found at www.influenceatwork.com.
cially compelling-similarity and praise. Similarity liter-
ally draws people together. In one experiment, reported
in a 1968 article in the Journal of Personality, participants
stood physically closer to one another after learning that
they shared political beliefs and social values. And in a
9. 1963 article in American Behavioral Scientists, researcher
F. B. Evans used demographic data from insurance com-
pany records to demonstrate that prospects were more
willing to purchase a policy from a salesperson who was
akin to them in age, religion, politics, or even cigarette-
smoking habits.
Managers can use similarities to create bonds with a re-
cent hire, the head of another department, or even a new
boss. Informal conversations during the workday create
an ideal opportunity to discover at least one common
area of enjoyment, be it a hobby, a college basketball
team, or reruns of Seinfeld. The important thing is to es-
tablish the bond early because it creates a presumption
of goodwill and trustworthiness in every subsequent
encounter. It's much easier to build support for a new
project when the people you're trying to persuade are al-
ready inclined in your favor.
Praise, tbe other reliable generator of affection, both
charms and disarms. Sometimes the praise doesn't even
have to be merited. Researchers at the University of
North Carolina writing in the Journal of Experimental So-
cial Psychology found that men felt the greatest regard for
an individual who flattered them unstintingly even if the
comments were untrue. And in their book Interpersonal
Attraction (Addison-Wesley, 1978), Ellen Berscheid and
Elaine Hatfieid Walster presented experimental data
showing that positive remarks about another person's
traits, attitude, or performance reliably generates liking in
retum, as well as willing compliance with the wishes of
the person offering the praise.
Along with cultivating a fruitful relationship, adroit
managers can also use praise to repair one that's damaged
or unproductive. Imagine you're the manager of a good-
10. sized unit within your organization. Your work frequently
brings you into contact with another manager-call him
Dan - whom you have come to dislike. No matter bow
much you do for him, it's not enough. Worse, he never
seems to believe that you're doing the best you can for
him. Resenting his attitude and his obvious lack of trust
in your abilities and in your good faith, you don't spend
as much time with him as you know you should; in con-
sequence, the performance of both his unit and yours is
deteriorating.
The research on praise points toward a strategy for fix-
ing the relationship. It may be hard to find, but there has
to be something about Dan you can sincerely admire,
whether it's his concern for the people in his department,
his devotion to his family, or simply his work ethic. In
your next encounter with him, make an appreciative
comment about that trait. Make it clear that in this case
74 HARVARD BUSINESS REVIEW
Harnessing the Science of Persuasion
at least, you value what tie values. I predict that Dan will
relax his relentless negativity and give you an opening to
convince him of your competence and good intentions.
THE PRINCIPLE OF
Reciprocity:
People repay in kind.
THE APPLICATION:
11. Give what you want to receive.
Praise is likely to have a wanning and softening effect on
Dan because, ornery as he is, he is still human and subject
to the universal human tendency to treat people the way
they treat him. If you have ever caught yourself smiling at
a coworker just because he or she smiled first, you know
how this principle works.
Charities rely on reciprocity to help them raise funds.
For years, for instance, the Disabled American Veterans
organization, using only a well-crafted fund-raising letter,
garnered a very respectable 18% rate of response to its ap-
peals. But when the group started enclosing a small gift in
the envelope, the response rate nearly doubled to 35%.
The gift - personalized address labels - was extremely
modest, but it wasn't what prospective donors received
that made the difference. It was that they had gotten any-
thing at all.
What works in that letter works at the office, too. It's
more than an effusion of seasonal spirit, of course, that
impels suppliers to shower gifts on purchasing depart-
ments at holiday time. In 1996, purchasing managers ad-
mitted to an interviewer from Inc. magazine that after
having accepted a gift from a supplier, they were willing
to purchase products and services they would have oth-
erwise declined. Gifts also have a startling effect on re-
tention. I have encouraged readers of my book to send me
examples of the principles of influence at work in their
own lives. One reader, an employee of the State of Ore-
gon, sent a letter in which she oftered these reasons for
her commitment to her supervisor:
He gives me and my son gifts for Christmas and gives
me presents on my birthday. There is no promotion for
12. the type of job I have, and my only choice for one is to
move to another department. But I find myself resist-
ing trying to move. My boss is reaching retirement age,
and I am thinking 1 will be able to move out after he re-
tires....[F]or now, I feel obligated to stay since he has
been so nice to me.
Ultimately, though, gift giving is one of the cruder
applications of the rule of reciprocity. In its more sophis-
ticated uses, it confers a genuine first-mover advantage
on any manager who is trying to foster positive attitudes
and productive persona! relationships in the office:
Managers can elicit the desired behavior from cowork-
ers and employees by displaying it first Whether it's a
sense of trust, a spirit of ctwperation, or a pleasant de-
meanor, leaders should model the behavior they want to
see from others.
The same holds true for managers faced with issues of
information delivery and resource allocation. If you lend
a member of your staff to a colleague who is shorthanded
and staring at a fast-approaching deadline, you will sig-
nificantly increase your chances of gefting help when you
need it. Your odds wil! improve even more if you say,
when your colleague thanks you for the assistance, some-
thing like, "Sure, glad to help. I know how important it is
for me to count on your help when I need it."
THE PRINCIPLE OF I
Social Proof:
People follow the lead of similar others. ,
THE APPLICATION:
13. Use peer power whenever it's available.
Social creatures that they are, human beings rely heav-
ily on the people around them for cues on how to think,
feel, and act. We know this intuitively, but intuition has
also been confirmed by experiments, such as the one first
described in 1982 in the Journal of Applied Psychology. A
group of researchers went door-to-door in Columbia,
South Carolina, soliciting donations for a charity cam-
paign and displaying a list of neighborhood residents who
had already donated to the cause. The researchers found
that the longer the donor list was, the more likely those
solicited would be to donate as well.
To the people being solicited, the friends' and neigh-
bors' names on the list were a form of socia! evidence
about how they should respond. But the evidence would
not have been nearly as compelling had the names been
those of random strangers. In an experiment from the
1960s, first described in the Journal of Personality and 50-
ciat Psychology, residents of New York City were asked to
retum a lost wallet to its owner. They were highly likely
to aftempt to return the waUet when they !earned that an-
other New Yorker had previous!y aftempted to do so. But
!eaming that someone from a foreign country had tried
to retum the wallet didn't sway their decision one way or
the other.
The lesson for executives ftom these two experiments
is that persuasion can be extremely effective when it
comes from peers. The science supports what most sales
professionals already know: Testimonials from satis-
fied customers work best when the satisfied customer
OCTOBER 2001 75
14. Harnessing the Science of Persuasion
and the prospective customer share similar circum-
stances. That lesson can help a manager faced with the
task of selling a new corporate initiative. Imagine that
you're trying to streamline your department's work
processes. A group of veteran employees is resisting.
Rather than try to convince the employees of the move's
merits yourself, ask an old-timer who supports the initia-
tive to speak up for it at a team meeting. The compatriot's
testimony stands a much better chance of convincing the
group than yet another speech from the boss. Stated sim-
ply, influence is often best exerted horizontally rather
than vertically.
THE PRINCIPLE OF
Consistency:
People align with their clear commitments.
THE APPLICATION:
Make their commitments active,
public, and voluntary.
Liking is a powerful force, but the work of persuasion in-
volves more than simply making people feel warmly to-
ward you, your idea, or your product. People need not
only to like you but to feel committed to what you want
them to do. Good turns are one reliable way to make peo-
ple feel obligated to you. Another is to win a public com-
mitment from them.
My own research has demonstrated that most people,
15. once they take a stand or go on record in favor of a posi-
tion, prefer to stick to it. Other studies reinforce that find-
ing and go on to show how even a small, seemingly triv-
ial commitment can have a powerful effect on future
actions. Israeli researchers writing in 1983 in the Person-
ality and Social Psychology Bulletin recounted how they
asked half the residents of a large apartment complex to
sign a petition favoring the establishment of a recreation
center for the handicapped. The cause was good and the
request was small, so almost everyone who was asked
agreed to sign. Tvo weeks later, on National Collection
Day for the Handicapped, all residents of the complex
were approached at home and asked to give to the cause.
A little more than half of those who were not asked to
sign the petition made a contribution. But an astounding
92% of those who did sign donated money. The residents
of the apartment complex felt obligated to live up to their
commitments because those commitments were active,
public, and voluntary. These three features are worth con-
sidering separately.
There's strong empirical evidence to show that a choice
made actively - one that's spoken out loud or written
down or otherwise made explicit - is considerably more
likely to direct someone's future conduct than the same
choice left unspoken. Writing in 1996 in the Personality
and Social Psychology Bulletin, Delia Cioffi and Randy Gar-
ner described an experiment in which college students in
one group were asked to fill out a printed form saying
they wished to volunteer for an AIDS education project
in the public schools. Students in another group volun-
teered for the same project by leaving blank a form stat-
ing that they didn't want to participate. A few days later,
when the volunteers reported for duty, 74% of those who
showed up were students from the group that signaled
16. their commitment by filling out the form.
The implications are clear for a manager who wants to
persuade a subordinate to follow some particular course
of action: Get it in writing. Let's suppose you want your
employee to submit reports in a more timely fashion.
Once you believe you've won agreement, ask him to sum-
marize the decision in a memo and send it to you. By
doing so, you'll have greatly increased the odds that he'll
fulfill the commitment because, as a rule, people live up
to what they have written down.
Research into the social dimensions of commitment
suggests that written statements become even more pow-
erful when they're made public. In a classic experiment,
described in 1955 in the Journal of Abnormal and Social
Psychology, college students were asked to estimate the
length of lines projected on a screen. Some students were
asked to write down their choices on a piece of paper, sign
it, and hand the paper to the experimenter. Others wrote
their choices on an erasable slate, then erased the slate im-
mediately. Still others were instructed to keep their deci-
sions to themselves.
The experimenters then presented all three groups
with evidence that their initial choices may have been
wrong. Those who had merely kept their decisions in their
heads were the most likely to reconsider their original es-
timates. More loyal to their first guesses were the students
in the group that had written them down and immedi-
ately erased them. But by a wide margin, the ones most re-
luctant to shift from their original choices were those who
had signed and handed them to the researcher.
This experiment highlights how much most people
wish to appear consistent to others. Consider again the
17. matter of the employee who has been submitting late re-
ports. Recognizing the power of this desire, you should,
once you've successfully convinced him of the need to be
more timely, reinforce the commitment by making sure it
gets a public airing. One way to do that would be to send
the employee an e-mail that reads, "1 think your plan is
just what we need. I showed it to Diane in manufacturing
and Phil in shipping, and they thought it was right on tar-
get, too." Whatever way such commitments are formal-
ized, they should never be like the New Year's resolutions
people privately make and then abandon with no one the
wiser. They should be publicly made and visibly posted.
76 HARVARD BUSINESS REVIEW
Harnessing the Science of Persuasion
More than 300 years ago, Samuel Butler wrote a cou-
plet that explains succinctly why commitments must be
voluntary to be lasting and effective: "He that complies
against his will/Is of his own opinion still." If an undertak-
ing is forced, coerced, or imposed from the outside, it's not
a commitment; it's an unwelcome burden. Think how you
would react if your boss pressured you to donate to the
campaign of a political candidate. Would that make you
more apt to opt for that candidate in the privacy of a vot-
ing booth? Not likely. In fact, in their 1981 book Psycho-
logical Reactance (Academic Press), Sharon S. Brehm and
Jack W. Brehm present data that suggest you'd vote the
opposite way just to express your resentment of the boss's
coercion.
This kind of backlash can occur in the office, too. Let's
return again to that tardy employee. If you want to pro-
18. duce an enduring change in his behavior, you should
avoid using threats or pressure tactics to gain his compli-
ance. He'd likely view any change in his behavior as the
result of intimidation rather than a personal commitment
to change. A better approach would be to identify some-
thing that the employee genuinely values in the work-
place - high-quality workmanship, perhaps, or team
spirit-and then describe how timely reports are consis-
tent with those values. That gives the employee reasons
for improvement that he can own. And because he owns
them, they'll continue to guide his behavior even when
you're not watching.
THE PRINCIPLE OF
Authority:
People defer to experts.
THE APPLICATION:
Expose your expertise; don't assume
it's self-evident
Tvo thousand years ago, the Roman poet Virgil offered
this simple counsel to those seeking to choose correctly:
"Believe an expert." That may or may not be good advice,
but as a description of what people actually do, it can't be
beaten. For instance, when the news media present an ac-
knowledged expert's views on a topic, the effect on pub-
lic opinion is dramatic. A single expert-opinion news story
in the New York Times is associated with a 2% shift in pub-
lic opinion nationwide, according to a 1993 study de-
scribed in the Public Opinion Quarterly. And researchers
writing in the American Political Science Review in 1987
found that when the expert's view was aired on national
television, public opinion shifted as much as 4%. A cynic
19. might argue that these findings only illustrate the docile
submissiveness of the public. But a fairer explanation is
that, amid the teeming complexity of contemporary life,
a well-selected expert offers a valuable and efficient short-
cut to good decisions. Indeed, some questions, be they
legal, financial, medical, or technological, require so much
specialized knowledge to answer, we have no choice but
to rely on experts.
Since there's good reason to defer to experts, execu-
tives should take pains to ensure that they establish their
Surprisingly often, people mistakenly
assume that others recognize and
appreciate their experience.
own expertise before they attempt to exert influence. Sur-
prisingly often, people mistakenly assume that others rec-
ognize and appreciate their experience. That's what hap-
pened at a hospital where some colleagues and I were
consulting. The physical therapy staffers were frustrated
because so many of their stroke patients abandoned their
exercise routines as soon as they left the hospital. No mat-
ter how often the staff emphasized the importance of
regular home exercise-it is, in fact, crucial to the process
of regaining independent function - the message just
didn't sink in.
Interviews with some of the patients helped us pin-
point the problem. They were familiar with the back-
ground and training of their physicians, but the patients
knew little about the credentials of the physical therapists
wbo were urging them to exercise. It was a simple matter
20. to remedy that lack of information: We merely asked the
therapy director to display all the awards, diplomas, and
certifications of her staff on the walls of the therapy
rooms. The result was startling: Exercise compliance
jumped 34% and has never dropped since.
What we found immensely gratifying was not just how
much we increased compliance, but how. We didn't fool
or browbeat any of the patients. We informed them into
compliance. Nothing had to be invented; no time or re-
sources had to be spent in the process. The staff's exper-
tise was real -all we had to do was make it more visible.
The task for managers who want to establish their
claims to expertise is somewhat more difficult. They can't
simply nail their diplomas to the wall and wait for every-
one to notice. A little subtlety is called for. Outside the
United States, it is customary for people to spend time in-
teracting socially before getting down to business for the
first time. Frequently they gather for dinner the night be-
fore their meeting or negotiation. These get-togethers can
OCTOBER 2001 77
Harnessing the Science of Persuasion
Persuasion Experts, Safe at Last
Thanks to several decades of rigorous empirical
research by behavioral scientists, our understand-
ing of the how and why of persuasion has never
been broader, deeper, or more detailed. But these
scientists aren't the first students of the subject.
The history of persuasion studies is an ancient
21. and honorable one, and it has generated a long
rosterof heroes and martyrs.
A renowned student of social influence,
William McCui re, contends in a chapter of the
Handbook of Social Psychology, 3rd ed. (Oxford
University Press, 1985) that scattered among the
more than four millennia of recorded Western
history are four centuries in which the study of
persuasion flourished as a craft. The first was the
Periclean Age of ancient Athens, the second oc-
curred during the years of the Roman Republic,
the next appeared in the time of the European
Renaissance, and the last extended over the hun-
dred years that have just ended, which witnessed
the advent of large-scale advertising, mformation,
and mass media campaigns. Each of the three
previous centuries of systematic persuasion study
was marked by a flowering of human achieve-
ment that was suddenly cut short when political
authorities had the masters of persuasion killed.
The philosopher Socrates is probably the best
known of the persuasion experts to run afoul of
the powers that be.
Information about the persuasion process is a
threat because it creates a base of power entirely
separate from the one controlled by political au-
thorities. Faced with a rival source of influence,
rulers in previous centuries had few qualms
about eliminating those rare individuals who
truly understood how to marshal forces that
heads of state have never been able to monopo-
lize, such as cleverly crafted language, strategi-
cally placed information, and, most important,
psychological insight.
22. It would perhaps be expressing too much faith
in human nature to claim that persuasion experts
no longer face a threat from those who wield politi-
cal power. But because the truth about persuasion
is no longer the sole possession of a few brilliant,
inspired individuals, experts in the field can pre-
sumably breathe a littie easier Indeed, since most
people in power are interested in remaining in
power, they're likely to be more interested in ac-
quiring persuasion skills than abolishing them.
make discussions easier and help blunt disagreements-
remember the findings about liking and similarity - and
they can also provide an opportunity to establish exp)er-
tise. Perhaps it's a matter of telling an anecdote about
successfully solving a problem similar to the one that's on
the agenda at the next day's meeting. Or perhaps dinner
is the time to describe years spent mastering a complex
discipline-not in a boastful way but as part of the ordi-
nary give-and-take of conversation.
Granted, there's not always time for lengthy introduc-
tory sessions. But even in the course of the preliminary
conversation that precedes most meetings, there is almost
always an opportunity to touch lightly on your relevant
background and experience as a natural part of a sociable
exchange. This initial disclosure of personal information
gives you a chance to establish expertise early in the
game, so that when the discussion turns to the business at
hand, what you have to say will be accorded the respect it
deserves.
THE PRINCIPLE OF
Scarcity:
23. People want more ofwhat they can have less of.
THE APPLICATION:
Highlight unique benefits and
exclusive information.
Study after study shows that items and opportunities are
seen to be more valuable as they become less available.
That's a tremendously useful piece of information for
managers. They can harness the scarcity principle with
the organizational equivalents of limited-time, limited-
supply, and one-of-a-kind offers. Honestly informing a
coworker of a closing window of opportunity-the chance
to get the boss's ear before she leaves for an extended va-
cation, perhaps-can mobilize action dramatically.
Managers can learn from retailers how to frame their
offers not in terms of what people stand to gain but in
terms ofwhat they stand to lose if they don't act on the in-
formation. The power of "loss language" was demon-
strated in a 1988 study of California home owners written
up in the Journal of Applied Psychology. Half were told
that if they fully insulated their homes, they would save
a certain amount of money each day. The other half were
told that if they failed to insulate, they would lose that
amount each day. Significantly more people insulated
their homes when exposed to the loss language. The same
phenomenon occurs in business. According t o a 1994
study in the journal Organizational Behavior and Human
Decision Processes, potential losses figure far more heavily
in managers' decision making than potential gains.
78 HARVARD BUSINESS REVIEW
24. Harnessing the Science of Persuasion
In framing their offers, executives should also remem-
ber that exclusive information is more persuasive than
widely available data. A doctoral student of mine, Amram
Knishinsky, wrote his 1982 dissertation on the purchase
decisions of wholesale beef buyers. He observed that they
more than doubled their orders when they were told that,
because of certain weather conditions overseas, there was
likely to be a scarcity of foreign beef in the near future.
But their orders increased 600% when they were in-
formed that no one else had that information yet.
The persuasive power of exclusivity can be harnessed
by any manager who comes into possession of informa-
tion that's not broadly available and that supports an idea
or initiative he or she would like the organization to
adopt. The next time that kind of information crosses
your desk, round up your organization's key players. The
information itself may seem dull, but exclusivity will give
it a special sheen. Push it across your desk and say, "I just
got this report today. It won't be distributed until next
week, but I want to give you an early look at what it
shows." Then watch your listeners lean forward.
Allow me to stress here a point that should be obvious.
No offer of exclusive information, no exhortation to act
now or miss this opportunity forever should be made un-
less it is genuine. Deceiving colleagues into compliance is
not only ethically objectionable, it's foolhardy. If the de-
ception is detected-and it …
The Ethical Superiority and Inevitabihty
25. of Participatory Management
as an Organizational System
Denis Collins
School of Business, Uniuersity of Wisconsin-Madison,
Madison, Wisconsin 53706
This article asks us to consider, on ethical grounds, the
superiority of participative managementover more autocratic
alternatives. The author questions the predominance of the
autocratic
choice in both management practice and theory. Applying the
examples of both political and
economic history, the author challenges why management seems
to be the last bastion of the
autocratic choice. Also based on these examples, the author
questions how long the autocratic
tradition in management can last.
Bart Victor
Abstract
During the heady revolutionary days of the 1960s, Slater and
Bennis (1964) declared the inevitability of democracy at the
workplace. Twenty-five years later, in a retrospection of that
article, the authors claimed that they were right (Slater and
Bennis 1990). Unfortunately, the data do not support their
claim (Lawler et al. 1992). Nonetheless, workplace democracy
is inevitable.
This article argues in favor of the inevitability of participa-
tory management, one form of workplace democracy, on the
basis of its coherence to the social philosophical assumptions
about human nature that underlie the forms of political
arrangements (democracy) and economic arrangements
(mixed economy) in the United States. These communitarian
26. philosophical assumptions have been thoroughly argued in
the political science and economic literature to be ethically
superior to other sets of social philosophical assumptions
that underlie authoritarianism and libertarianism. Currently,
organization theory is approximately 200 years behind this
literature. Persons who experience significant benefits as a
result of the central position of "liberty" in the social
philosophical assumptions of democracy and capitalism tend
to design organizational systems that significantly restrict the
liberty of their employees.
The current push for more democratic features is coming
from organization theorists doing work on corporate culture,
total quality management, gainsharing, and other systems of
management that encourage decentralization, and from busi-
ness ethics scholars doing work on the societal accountability
of organizations. The very slow rate of evolution to work-
place democracy is primarily attributed to the central role of
the power elite. Whereas the American political and eco-
nomic revolutionaries came from within the power elite of
their times that is not yet the case for workplace democracy
advocates.
{Participatory Management; Organization Theory, Busi-
ness Ethics; Political Theory)
In reflecting over the past 40 years of management
science, the renowned management scientist/philoso-
pher C. West Churchman (1994, p. 99) concluded:
As the first editor-in-chief of Management Science, I ex-
pressed my ambition for the society (TIMS) and its journal.
My notion was that a society and journal in the subject of a
science of management would investigate how humans can
manage their affairs well. For me, "well" means "ethically,"
or in the best interest of humanity in a world of filthy
27. oppression and murder (I'm a philosopher and therefore have
a philosophical bias, the same bias Plato had when he wrote
The Republic). I find that 40 years later management scientists
have been inventing all kinds of mathematical models and
novelties (management by objectives, game theory, artificial
intelligence, expert systems, TQM, chaos theory), and none of
these has contributed much to the ethical benefit of human
beings. Hence, in 1993, we are still waiting for a science of
management to emerge, although there are some lights at the
end of the tunnel.
A solution to the management science ethics prob-
lem raised by Churchman and the new organizational
paradigm shifts advocated by Daft and Lewin (1993)
can be found by uniting the social philosophical as-
1047-7039/97/0805/0489/$05.00
Copyright ® 1997. Institute for Operations Research
and the Management Sciences ORGANIZATION
SCIENCE/VOI. 8, No. 5, September-October 1997 489
DENIS COLLINS The Ethical Superiority and Inevitability of
Participatory Management
Table 1 Ethical Foundations of Poiiticai, Economic, and
Organization Theories
Authoritarianism Communitarianism Libertarianism
Poiiticai Theory
Example
Role of Sovereign
Role of Subjects
28. Economic Theory
Example
Role of Sovereign
Role of Subjects
Organization Theory
Example
Role of Sovereign
Role of Subjects
Dictatorship
Government commands in all
matters
Citizens obey commands for
peace
Planned economy
Government commands in all
matters
Managers obey commands for
GNP
Traditional management
Managers command in all
matters
Employees obey commands
for wages
29. Representative democracy
Government establishes goals and
monitors for harms and deviances
Interest groups pursue seif, group, and
national interests
Mixed economy
Government establishes goais and
monitors for harms and deviances •
Managers pursue self, group, and
national interests
Participatory management
Managers establish goals and monitor for
harms and deviances
Employees pursue self, group, and
company interests
Direct democracy
Government monitors for harms
Citizens pursue self-interests
Market economy
Government monitors for harms
Managers pursue self-interests
Self-management
30. Managers monitor for harms
Employees pursue self-interests
sumptions of organization theory with those of political
and economic theory. The United States has been an
international force in persuading other nations to adopt
a democratic political system and a mixed economy.
The worldwide trend during the 1980s and 1990s is
away from dictatorships and toward democracy and
mixed economies. As shown in Table 1, a range of
political arrangements parallels a range of economic
arrangements. These parallels are based on shared
social philosophies about the relationship between
sovereign and subjects in the political and economic
realms. Historically, the authoritarian model has been
dismissed from both political and economic discussions
in the United States. Currently, the framework for
both political and economic discussions is defined by
communitarians and libertarians.
Some of the fundamental social philosophical as-
sumptions about human nature and social organization
made by political and economic theorists, and embod-
ied in some of our most significant political and eco-
nomic institutions, are diametrically opposed to some
of the assumptions about human nature and social
organization made by organization theorists and em-
bodied in a large number of organizational structures.
A growing stream of political, economic, and organiza-
tion theorists have pointed out this contradiction, in-
cluding Adam Smith (1976b) in The Wealth of Nations.
Smith feared that business owners would be tempted
to apply division of labor to an unethical extreme,
where the worker "becomes as stupid and ignorant as
31. it is possible for a human creature to become" (1976b,
vol. ii, p. 303). In the 1800s, Alexis de Tocqueville
(1945) noted that democracy in America could be un-
dermined by the developing aristocracy being estab-
lished in industrial organizations. Karl Marx (1964) was
enraged by the meaningless lives of alienated workers.
These criticisms by conservative and liberal political
and economic theorists found a home in organization
theory among prominent human relations and human
resource management writers who maintained to vari-
ous degrees that nonmanagement employees should be
active participants in an organization's decision-making
process. Thus, significant progress toward the institu-
tionalization of participatory management—a system
of management whereby nonmanagement employees
significantly influence organizational decisions—has
been made over the past century.
Unfortunately, the original ethical foundation for
the superiority of participatory management over top-
down management has been discounted by organiza-
tion theorists and managers in favor of other argu-
ments, particularly the economic efficiency argument
that participatory management is superior to top-down
management because it increases employee productiv-
ity and firm profitability. However, the empirical re-
search on participatory management provides mixed
findings (Cotton et al. 1988, Wagner 1994). For in-
stance, managers often note that there is significant
management pressure to abandon participatory man-
agement mechanisms when it becomes apparent that
490 ORGANIZATION S C I E N C E / V O L 8, No. 5,
September-October 1997
32. DENIS COLLINS The Ethical Superiority and Inevitabitity of
Participatory Management
employee involvement is not increasing productivity or
profitability to the high degree anticipated (Collins
1995, Likert 1967). These managers conclude that the
economic justifications were highly exaggerated or sim-
ply false and revert back to top-down management
styles. Wagner (1994) is an example of an organization
theorist reaching such a conclusion. After conducting a
meta-analytical reassessment of research on participa-
tory management that revealed "average size" im-
provements, Wagner noted that "the conclusions of
this article give cause to question the practical signifi-
cance of participation as a means of influencing perfor-
mance or satisfaction at work" (p. 327; italics added).
A result of these sentiments is that the number of firms
using participatory management systems remains very
modest (Lawler et al. 1992).
Managers might be more likely to explore why par-
ticipatory management is not working and to make
appropriate corrections rather than abandon it if the
superiority of participatory management had an ethical
foundation in addition to an economic one. This article
contributes to the growing volume of writing on partici-
patory management by developing a useful framework
that links the ethical foundations of political and eco-
nomic theory with organization theory. The core argu-
ments are:
(1) Communitarian and libertarian forms of social
arrangements have been well established in both politi-
cal and economic theory to be ethically superior to
authoritarian forms of social arrangements.
33. (2) In political and economic theory, communitarian-
ism represents the status quo and libertarianism offers
ethically legitimate challenges to the status quo.
(3) Organization theory is still dominated by an
authoritarian model with communitarianism offered as
a pragmatic (rather than ethical) challenge to the sta-
tus quo.
(4) From an ethical perspective, the authoritarian
model should have been dismissed long ago and the
current debate in organization theory should consist of
libertarian challenges to communitarian forms of orga-
nizational structures and policies.
Several admirable efforts have been made to link
organization theory with political theory, particularly
among scholars writing on workplace democracy and
employee rights (Bowles and Gintis 1993, Dahl 1985,
Ewing 1977, Pateman 1970, Scott and Hart 1971). This
article develops a much broader social philosophical
framework into which these other works can fit.
An issue of Organization Science (Volume 4, Number
2) was chosen randomly to determine how the frame-
work would enhance that issue's articles. First, the
ethical foundation for each article was implicit rather
than explicit. The research articles on organizational
culture (Marcoulides and Heck 1993) and employee
participation (Shetzer 1993) would have been particu-
larly strengthened if the authors' social philosophical
assumptions had been more explicit and linked to the
Table 1 framework developed here. Second, in the
other articles, the researchers generally assumed the
34. authoritarian model of organizational relationships.
Research articles on takeovers (D'Aveni and Kesner
1993), organizational expansion (Mitchell and Singh
1993), formulation processes and tactics (Nutt 1993),
international business negotiations (Weiss 1993),
strategic alliances (Parkhe 1993), and risk taking
(Hoskisson et al. 1993) were all related to power issues
based on theoretical models that assumed managers
were authoritarian sovereigns and nonmanagement
employees were inconsequential subjects. All these au-
thors could have benefitted by developing their theo-
ries and discussing their findings in relation to the
communitarian model.
Scholars seeking to create more humane and fair
organizations should ground their critiques and coun-
terproposals within the same social philosophical
framework that dominates the nation's political and
economic debates. To advance this line of inquiry,
three contentious assumptions that underlie this article
are elaborated: (1) it is appropriate to apply the social
philosophical assumptions of political and economic
theory to organization theory; (2) congruence among
the social philosophical assumptions of political, eco-
nomic, and organization theory is highly desirable; and
(3) ethical arguments are superior to economic argu-
ments. Then the evolution of current political and
economic debates is examined. The congruence be-
tween political and economic social philosophies is
described and they are linked to organization theory.
Three Key Theoretical Assumptions
Appropriateness of Analogy Between Political / Economic
Systems and Organizational Systems
The first key assumption is that organizational systems
are analogous to political and economic systems. Rea-
35. soning by analogy is a very useful process of under-
standing one concept by drawing comparisons with
other concepts that are similar but not identical to it in
several key attributes. The debatable issue is whether
the concepts being compared are similar in important
ways (leading to a good analogy) or trivial ways (lead-
ing to a false analogy), and whether the significant
differences are compelling enough to dismiss the anal-
ORGANIZATION SCIENCE/VOL 8, No. 5, September-October
1997 491
DENIS COLLINS The Ethicat Superiority and Inevitabitity of
Participatory Management
Ogy. For instance, there are significant differences in
purpose between political systems (maintaining peace
and justice) and economic systems (increasing GNP).
Nonetheless, political concepts are often applied to
understanding and developing policy recommendations
for economic systems, and economic concepts are often
applied to understanding and developing policy recom-
mendations for political systems, because the two sys-
tems share some significant similarities, as discussed
subsequently.
In his classic article, March (1962, p. 663) main-
tained that "the organization is properly viewed as a
political system and that viewing the firm as such a
system both clarifies conventional economic theory of
the firm and (in conjunction with recent developments
in theoretical languages) suggests some ways of dealing
with classical problems in the theory of political sys-
tems generally." He highlighted three main organiza-
36. tional concerns that are central to political theory: (1)
conflict resolution, (2) preference ordering, and (3)
allocation of scarce resources. These three concepts
are interrelated, as many conflicts are about prefer-
ence ordering and resource allocations. Such conflicts
occur with both internal (employees) and external
(community leaders, public interest groups) stakehold-
ers. March's article is primarily concerned with the
former. According to March, it is wrong to assume that
"conflict is resolved by the employment contract,
or—more generally—by the factor prices and that the
result is a joint preference ordering of some sort or
other" (p. 669).
Political concepts have entered the organization the-
ory literature in the areas of political coalitions at work
(Astley and Zajac 1991), power (Pfeffer 1992),
Machiavellianism (Buskirk 1974, Collins 1992, Jay
1967), and workplace justice (Sheppard et al. 1992).
Zahra (1985) reports that 82% of managers surveyed
agreed or strongly agreed with the statement "effective
executives must be successful company politicians."
Political behaviors can be very dysfunctional (Ashforth
and Lee 1990). The business sections of book stores
are filled with intriguing stories of political problems
that have led to the downfall of business leaders,
managers, and organizations.
A key similarity among political, economic, and orga-
nizational systems is the way in which control is exer-
cised. As shown in Table 1, this is the sovereign/sub-
ject relationship. How should people be governed and
conflicts resolved? People can either be trusted and
extended significant liberties, or not be trusted and
made subject to extensive power of a sovereign. If
people can be trusted to behave appropriately when
37. granted political and economic liberty, why should they
not be trusted to behave appropriately when granted
liberty within organizations? Why should organizations
be exempt from the normal rules of morality?
Importantly, each of the social philosophical as-
sumptions, when applied to different systems, results in
different techniques. For instance. Table 1 does not
imply that because political authoritarians may im-
prison dissidents organizational authoritarians also im-
prison dissidents. Instead, both political and organiza-
tional authoritarians command in all matters, though
the techniques for carrying out their commands differ
with the contextual features of their unique operating
systems. All too often, managers, organization theo-
rists, and other business scholars readily dismiss orga-
nizational communitarianism on the grounds that rep-
resentative democracy is very messy (Jensen 1993).
However, Table 1 does not suggest that the specific
technique of representative democracy be imposed on
organizations. Instead, it suggests that participatory
management and representative democracy share many
social philosophical assumptions.
Desirability of Congruence among Political, Economic,
and Organizational Assumptions
The second key assumption is that the social philo-
sophical assumptions of political systems, economic
systems, and organizational systems should be similar.
The desire for value congruence and the creation of a
"well-ordered society" is the foundation of moral
philosophy. The justifications for value congruences,
on both the individual and societal levels of analysis,
include the unity of self, the essentiality to coopera-
tion, and the creation of stability. John Rawls is just
38. one of a great number of philosophers who have ar-
gued this point. In his modern classic A Theory of
Justice, Rawls—following in the philosophical tradition
of Aristotle, Kant, and Mill—argues that the individual
goal is "the unity of the self," whereby people free of
contradictions and hypocrisis pursue a rational plan
that fits within a personal and societal definition of
"the good" (1971, p. 561). Value consistency among
social systems is the trademark of a well-ordered soci-
ety, and value contradictions are the seeds of individ-
ual and social unrest. Value congruence is often essen-
tial for cooperation as there must be some agreement
on basic rules and shared values for cooperation to
occur. It thus leads to more stable relationships and a
more stable society.
Importantly, not all value congruence is acceptable.
Philosophers assume there is a set of values, or a range
of acceptable values, that is indeed better than other
492 ORGANIZATION SCIENCE/VOI. 8, No. 5, September-
October 1997
DENIS COLLINS The Ethical Superiority and Ineuitabitity of
Participatory Management
values. More than 2,000 years ago Aristotle argued that
life has an ultimate purpose—happiness—which is
achieved through a combination of intellectual virtue,
moral virtue, health, and wealth. Specifically what
should be included in moral virtue has been a subject
of significant philosophical debate. Aristotle's list of
virtues has been criticized, defended, and amended.
39. For example, business ethicist Robert Solomon
(1993) maintains that the basic virtues of business
include justice, honesty, fairness, trust, toughness,
friendliness, honor, loyalty, shame, competition, caring,
and compassion. Freeman and Gilbert (1988) provide a
slightly different list of socially acceptable values under
the heading of "common morality," which include
promise keeping, nonmalevolence, mutual aid, respect
for persons, and respect for property. The values of
freedom, fairness, and security are at the heart of
Donaldson's (1989, p. 81) list of fundamental interna-
tional rights that multinationals must respect.
Just as important, not all values in these value sets
are equal. Solomon (1993), following in the steps of
Aristotle, is in very crowded company when claiming
that justice is the ultimate virtue, both in corporate life
and life in general. Hence both competition and com-
passion are to be obtained in reference to justice. As
Rawls (1971, p. 4-5) argues, "a society is well-ordered
when it is not only designed to advance the good of its
members but when it is also effectively regulated by a
public conception of justice." Justice is not simply an
attribute of government; it is central to the operation
of all systems of organization. Within both for-profit
and nonprofit organizations, justice considerations
weigh heavily in making, applying, and interpreting
policies and rules (Sheppard et al. 1992). As business
ethicists have long argued, business activities should be
evaluated according to these widely held values, which
leads into the third assumption of this article.
The Superiority of Ethical Arguments over Economic
Arguments
The third key assumption is that ethical arguments are
superior to economic ones. This is such a well-accepted
40. assumption in philosophy that one is hard pressed to
find an article in the past 15 years of Joumal of
Business Ethics or the past 5 years of Business Ethics
Quarterly that comes close to arguing the reverse, that
economic arguments are superior to ethical ones. How-
ever, one is hard pressed to find scholarly articles in
economics and business journals in which economic
evidence is discounted on moral grounds. Business
ethicists have attributed the latter phenomenon to a
phase in the evolution of ideas that is probably ending.
According to Shepard et al. (1995, p. 577), pre-
industrial society operated under a moral unity
paradigm where "business activity was linked to soci-
ety's values of morality." With the rise of industrialism,
business activity was "freed from moral constraints by
the alleged 'invisible hand' of efficient markets (the
amoral theory of business)," but "[now] some variant
of the moral unity paradigm may be recurring in post-
industrial society." The moral unity paradigm has been
the dominant one for most of the history of civilization,
is central to the field of business ethics and, as argued
with the preceding assumptions, is making some head-
way in the field of organization theory.
Economic techniques and data are ultimately justi-
fied according to some moral assessment and princi-
ples (Hausman and McPherson 1993). In addition, just
as not all value sets are equal, not all arguments based
on ethics are equal. It has been long established that
deontological and utilitarian ethical theories take
precedence over egoism, social group relativisim, and
cultural relativism (Brady and Dunn 1995). Lower level
ethical theories are often justified according to higher
level ethical theories. This ranking of ethical theories is
made explicit in Kohlberg's (1981) stages of moral
41. development. One need only go back to the original
writings of Adam Smith, the Father of Capitalism, to
understand the appropriate relationship between eco-
nomic and ethical arguments. The economic arguments
in The Wealth of Nations are justified by the ethical
arguments found in both The Wealth of Nations and
The Theory of Moral Sentiments (Collins 1988, Werhane
1991). Smith justifies the individual pursuit of eco-
nomic self-interests on the grounds that it will increase
a nation's standard of living, and thus afford the great-
est good for the greatest number of people (utilitarian
reasoning). In addition. Smith explicitly assumes that
individuals restrain their self-interested tendencies be-
cause of sympathy, respect for others, and avoidance of
harm (deontological reasons). Thus, economics is an
essential source of information used in making deci-
sions, but economic decisions are evaluated according
to deontological and utilitarian moral principles.
From a historical perspective, the social philosophi-
cal assumptions of much of organization theory and
practice remain 200 to 300 years behind the social
philosophical assumptions that generated the new gov-
ernance process implemented as the United States.
Organization theory has much to gain from historical
analysis (Kieser 1994). The following two sections pro-
vide a brief summary of historical developments in
political and economic theory that can be compared
with the current status of organization theory.
ORGANIZATION SCIENCE/VOL 8, No. 5, September-October
1997 493
DENtS COLLINS The Ethicat Superiority and Inevitability of
42. Participatory Management
Political Debates in the United States
The Dismissal of Authoritarianism
Opposition to authoritarian political philosophy has a
long history in the United States. Many of the initial
waves of European immigrants who traveled across the
Atlantic Ocean to settle in the New World were fleeing
from political and religious oppression. During the late
sixteenth century, Oueen Elizabeth sought to unify the
subjects of England under the Anglican Church. By act
of Parliament, all clergy of England were made to
accept particular religious creeds, such as the Book of
Common Prayer, Thirty-Nine Articles, and the Oueen's
religious sovereignty. Those who did not accept these
creeds were persecuted; publications were censored,
assemblies disbanded, congregations fined, preachers
imprisoned, and property confiscated (Braehlow 1988,
Cragg 1957, Durant and Durant 1961). Failure to ad-
here to a particular religious doctrine—whether Angli-
canism in England, Catholicism in France, or
Lutheranism in Germany, Denmark, and Sweden—
could result in torture and exile. Religious dissenters
could not hold political or military office, or enter most
universities.
In addition to those seeking political and religious
freedom, immigrants to the New World included peas-
ants, fortune hunters, and criminals. Many of the early
political debates within and between groups of settlers
concerned the degree of allegiance the group should
maintain to its European sovereign. Who ought to
govern life in the colonies: Spain, the Netherlands,
France, England, or the colonists themselves? For bet-
ter or worse, military victories by the British against
their European rivals centralized British sovereignship
43. until the Revolutionary War.
Many, but not all, colonists preferred self-rule. In
the Declaration of Independence, Thomas Jefferson
referred to King George of England as a despot and
fyrant who refused to allow the colonists to establish
their own legislative and judicial bodies. Without the
consent of colonial leaders, the king imposed an army
and police force, collected taxes, determined trade
policies, and, according to the Declaration, "plundered
our seas, ravaged our coasts, burnt our towns, and
destroyed the lives of our people." In declaring their
freedom from generations of rule by monarchs and
nobles, the colonial political leaders were faced with
with the same problem from which many of them or
their ancestors had fled: how to maintain peace among
a population of 2,500,000 whose members were of a
variefy of religions intolerant of other religions, most
notably Anglicanism, Puritanism, and Presbyterianism
(Perry 1944).
Both libertarians and communitarians credit John
Locke's (1960) Two Treatises of Government for estab-
lishing the legitimacy of government based on the
consent of the governed and providing the ethical basis
for defending the structures, processes, and policies of
democratic governments (Lodge 1976, Rothbard 1978).
Locke argued that desirable ends can be achieved, and
undesirable ends avoided, when there is only one
sovereign group and that sovereign's law-making ability
is based on the consent of the governed. According to
Locke, God created a humanify that is free and ratio-
nal. If no system of central control existed, people
(other than a few degenerates) would restrain their
behavior according to their reason, which dictates that
they should not harm others. Therefore, peace could
44. be maintained in civil sociefy if the sovereign allowed
its subjects extensive liberties. Subjects could be trusted
to pursue their own self-interests in a manner that
would improve the general welfare. The sovereign, who
should be accountable to the law, could continue to
make and maintain laws on the condition that those
laws be in the public interest and have the consent of
the subjects. A lack of consent by subjects would un-
dermine the legitimacy of the sovereign to govern. The
overriding principle of government should be the pro-
tection of individual liberfy.
Thus, the U.S. Constitution established minimal gov-
ernment. Persons fulfilling the role of sovereign were
accountable to the consent of the governed and
tremendous restrictions were placed on government's
use of power over individuals. The Bill of Rights was
amended to the Constitution to further limit govern-
mental powers. Individuals …
The Ethical Superiority and Inevitabihty
of Participatory Management
as an Organizational System
Denis Collins
School of Business, Uniuersity of Wisconsin-Madison,
Madison, Wisconsin 53706
This article asks us to consider, on ethical grounds, the
superiority of participative managementover more autocratic
alternatives. The author questions the predominance of the
autocratic
choice in both management practice and theory. Applying the
examples of both political and
45. economic history, the author challenges why management seems
to be the last bastion of the
autocratic choice. Also based on these examples, the author
questions how long the autocratic
tradition in management can last.
Bart Victor
Abstract
During the heady revolutionary days of the 1960s, Slater and
Bennis (1964) declared the inevitability of democracy at the
workplace. Twenty-five years later, in a retrospection of that
article, the authors claimed that they were right (Slater and
Bennis 1990). Unfortunately, the data do not support their
claim (Lawler et al. 1992). Nonetheless, workplace democracy
is inevitable.
This article argues in favor of the inevitability of participa-
tory management, one form of workplace democracy, on the
basis of its coherence to the social philosophical assumptions
about human nature that underlie the forms of political
arrangements (democracy) and economic arrangements
(mixed economy) in the United States. These communitarian
philosophical assumptions have been thoroughly argued in
the political science and economic literature to be ethically
superior to other sets of social philosophical assumptions
that underlie authoritarianism and libertarianism. Currently,
organization theory is approximately 200 years behind this
literature. Persons who experience significant benefits as a
result of the central position of "liberty" in the social
philosophical assumptions of democracy and capitalism tend
to design organizational systems that significantly restrict the
liberty of their employees.
The current push for more democratic features is coming
from organization theorists doing work on corporate culture,
46. total quality management, gainsharing, and other systems of
management that encourage decentralization, and from busi-
ness ethics scholars doing work on the societal accountability
of organizations. The very slow rate of evolution to work-
place democracy is primarily attributed to the central role of
the power elite. Whereas the American political and eco-
nomic revolutionaries came from within the power elite of
their times that is not yet the case for workplace democracy
advocates.
{Participatory Management; Organization Theory, Busi-
ness Ethics; Political Theory)
In reflecting over the past 40 years of management
science, the renowned management scientist/philoso-
pher C. West Churchman (1994, p. 99) concluded:
As the first editor-in-chief of Management Science, I ex-
pressed my ambition for the society (TIMS) and its journal.
My notion was that a society and journal in the subject of a
science of management would investigate how humans can
manage their affairs well. For me, "well" means "ethically,"
or in the best interest of humanity in a world of filthy
oppression and murder (I'm a philosopher and therefore have
a philosophical bias, the same bias Plato had when he wrote
The Republic). I find that 40 years later management scientists
have been inventing all kinds of mathematical models and
novelties (management by objectives, game theory, artificial
intelligence, expert systems, TQM, chaos theory), and none of
these has contributed much to the ethical benefit of human
beings. Hence, in 1993, we are still waiting for a science of
management to emerge, although there are some lights at the
end of the tunnel.
A solution to the management science ethics prob-
lem raised by Churchman and the new organizational
47. paradigm shifts advocated by Daft and Lewin (1993)
can be found by uniting the social philosophical as-
1047-7039/97/0805/0489/$05.00
Copyright ® 1997. Institute for Operations Research
and the Management Sciences ORGANIZATION
SCIENCE/VOI. 8, No. 5, September-October 1997 489
DENIS COLLINS The Ethical Superiority and Inevitability of
Participatory Management
Table 1 Ethical Foundations of Poiiticai, Economic, and
Organization Theories
Authoritarianism Communitarianism Libertarianism
Poiiticai Theory
Example
Role of Sovereign
Role of Subjects
Economic Theory
Example
Role of Sovereign
Role of Subjects
Organization Theory
Example
Role of Sovereign
Role of Subjects
48. Dictatorship
Government commands in all
matters
Citizens obey commands for
peace
Planned economy
Government commands in all
matters
Managers obey commands for
GNP
Traditional management
Managers command in all
matters
Employees obey commands
for wages
Representative democracy
Government establishes goals and
monitors for harms and deviances
Interest groups pursue seif, group, and
national interests
Mixed economy
Government establishes goais and
monitors for harms and deviances •
49. Managers pursue self, group, and
national interests
Participatory management
Managers establish goals and monitor for
harms and deviances
Employees pursue self, group, and
company interests
Direct democracy
Government monitors for harms
Citizens pursue self-interests
Market economy
Government monitors for harms
Managers pursue self-interests
Self-management
Managers monitor for harms
Employees pursue self-interests
sumptions of organization theory with those of political
and economic theory. The United States has been an
international force in persuading other nations to adopt
a democratic political system and a mixed economy.
The worldwide trend during the 1980s and 1990s is
away from dictatorships and toward democracy and
mixed economies. As shown in Table 1, a range of
political arrangements parallels a range of economic
arrangements. These parallels are based on shared
50. social philosophies about the relationship between
sovereign and subjects in the political and economic
realms. Historically, the authoritarian model has been
dismissed from both political and economic discussions
in the United States. Currently, the framework for
both political and economic discussions is defined by
communitarians and libertarians.
Some of the fundamental social philosophical as-
sumptions about human nature and social organization
made by political and economic theorists, and embod-
ied in some of our most significant political and eco-
nomic institutions, are diametrically opposed to some
of the assumptions about human nature and social
organization made by organization theorists and em-
bodied in a large number of organizational structures.
A growing stream of political, economic, and organiza-
tion theorists have pointed out this contradiction, in-
cluding Adam Smith (1976b) in The Wealth of Nations.
Smith feared that business owners would be tempted
to apply division of labor to an unethical extreme,
where the worker "becomes as stupid and ignorant as
it is possible for a human creature to become" (1976b,
vol. ii, p. 303). In the 1800s, Alexis de Tocqueville
(1945) noted that democracy in America could be un-
dermined by the developing aristocracy being estab-
lished in industrial organizations. Karl Marx (1964) was
enraged by the meaningless lives of alienated workers.
These criticisms by conservative and liberal political
and economic theorists found a home in organization
theory among prominent human relations and human
resource management writers who maintained to vari-
ous degrees that nonmanagement employees should be
active participants in an organization's decision-making
process. Thus, significant progress toward the institu-
51. tionalization of participatory management—a system
of management whereby nonmanagement employees
significantly influence organizational decisions—has
been made over the past century.
Unfortunately, the original ethical foundation for
the superiority of participatory management over top-
down management has been discounted by organiza-
tion theorists and managers in favor of other argu-
ments, particularly the economic efficiency argument
that participatory management is superior to top-down
management because it increases employee productiv-
ity and firm profitability. However, the empirical re-
search on participatory management provides mixed
findings (Cotton et al. 1988, Wagner 1994). For in-
stance, managers often note that there is significant
management pressure to abandon participatory man-
agement mechanisms when it becomes apparent that
490 ORGANIZATION S C I E N C E / V O L 8, No. 5,
September-October 1997
DENIS COLLINS The Ethical Superiority and Inevitabitity of
Participatory Management
employee involvement is not increasing productivity or
profitability to the high degree anticipated (Collins
1995, Likert 1967). These managers conclude that the
economic justifications were highly exaggerated or sim-
ply false and revert back to top-down management
styles. Wagner (1994) is an example of an organization
theorist reaching such a conclusion. After conducting a
meta-analytical reassessment of research on participa-
tory management that revealed "average size" im-
52. provements, Wagner noted that "the conclusions of
this article give cause to question the practical signifi-
cance of participation as a means of influencing perfor-
mance or satisfaction at work" (p. 327; italics added).
A result of these sentiments is that the number of firms
using participatory management systems remains very
modest (Lawler et al. 1992).
Managers might be more likely to explore why par-
ticipatory management is not working and to make
appropriate corrections rather than abandon it if the
superiority of participatory management had an ethical
foundation in addition to an economic one. This article
contributes to the growing volume of writing on partici-
patory management by developing a useful framework
that links the ethical foundations of political and eco-
nomic theory with organization theory. The core argu-
ments are:
(1) Communitarian and libertarian forms of social
arrangements have been well established in both politi-
cal and economic theory to be ethically superior to
authoritarian forms of social arrangements.
(2) In political and economic theory, communitarian-
ism represents the status quo and libertarianism offers
ethically legitimate challenges to the status quo.
(3) Organization theory is still dominated by an
authoritarian model with communitarianism offered as
a pragmatic (rather than ethical) challenge to the sta-
tus quo.
(4) From an ethical perspective, the authoritarian
model should have been dismissed long ago and the
current debate in organization theory should consist of
53. libertarian challenges to communitarian forms of orga-
nizational structures and policies.
Several admirable efforts have been made to link
organization theory with political theory, particularly
among scholars writing on workplace democracy and
employee rights (Bowles and Gintis 1993, Dahl 1985,
Ewing 1977, Pateman 1970, Scott and Hart 1971). This
article develops a much broader social philosophical
framework into which these other works can fit.
An issue of Organization Science (Volume 4, Number
2) was chosen randomly to determine how the frame-
work would enhance that issue's articles. First, the
ethical foundation for each article was implicit rather
than explicit. The research articles on organizational
culture (Marcoulides and Heck 1993) and employee
participation (Shetzer 1993) would have been particu-
larly strengthened if the authors' social philosophical
assumptions had been more explicit and linked to the
Table 1 framework developed here. Second, in the
other articles, the researchers generally assumed the
authoritarian model of organizational relationships.
Research articles on takeovers (D'Aveni and Kesner
1993), organizational expansion (Mitchell and Singh
1993), formulation processes and tactics (Nutt 1993),
international business negotiations (Weiss 1993),
strategic alliances (Parkhe 1993), and risk taking
(Hoskisson et al. 1993) were all related to power issues
based on theoretical models that assumed managers
were authoritarian sovereigns and nonmanagement
employees were inconsequential subjects. All these au-
thors could have benefitted by developing their theo-
ries and discussing their findings in relation to the
communitarian model.
54. Scholars seeking to create more humane and fair
organizations should ground their critiques and coun-
terproposals within the same social philosophical
framework that dominates the nation's political and
economic debates. To advance this line of inquiry,
three contentious assumptions that underlie this article
are elaborated: (1) it is appropriate to apply the social
philosophical assumptions of political and economic
theory to organization theory; (2) congruence among
the social philosophical assumptions of political, eco-
nomic, and organization theory is highly desirable; and
(3) ethical arguments are superior to economic argu-
ments. Then the evolution of current political and
economic debates is examined. The congruence be-
tween political and economic social philosophies is
described and they are linked to organization theory.
Three Key Theoretical Assumptions
Appropriateness of Analogy Between Political / Economic
Systems and Organizational Systems
The first key assumption is that organizational systems
are analogous to political and economic systems. Rea-
soning by analogy is a very useful process of under-
standing one concept by drawing comparisons with
other concepts that are similar but not identical to it in
several key attributes. The debatable issue is whether
the concepts being compared are similar in important
ways (leading to a good analogy) or trivial ways (lead-
ing to a false analogy), and whether the significant
differences are compelling enough to dismiss the anal-
ORGANIZATION SCIENCE/VOL 8, No. 5, September-October
1997 491
55. DENIS COLLINS The Ethicat Superiority and Inevitabitity of
Participatory Management
Ogy. For instance, there are significant differences in
purpose between political systems (maintaining peace
and justice) and economic systems (increasing GNP).
Nonetheless, political concepts are often applied to
understanding and developing policy recommendations
for economic systems, and economic concepts are often
applied to understanding and developing policy recom-
mendations for political systems, because the two sys-
tems share some significant similarities, as discussed
subsequently.
In his classic article, March (1962, p. 663) main-
tained that "the organization is properly viewed as a
political system and that viewing the firm as such a
system both clarifies conventional economic theory of
the firm and (in conjunction with recent developments
in theoretical languages) suggests some ways of dealing
with classical problems in the theory of political sys-
tems generally." He highlighted three main organiza-
tional concerns that are central to political theory: (1)
conflict resolution, (2) preference ordering, and (3)
allocation of scarce resources. These three concepts
are interrelated, as many conflicts are about prefer-
ence ordering and resource allocations. Such conflicts
occur with both internal (employees) and external
(community leaders, public interest groups) stakehold-
ers. March's article is primarily concerned with the
former. According to March, it is wrong to assume that
"conflict is resolved by the employment contract,
or—more generally—by the factor prices and that the
result is a joint preference ordering of some sort or
other" (p. 669).
56. Political concepts have entered the organization the-
ory literature in the areas of political coalitions at work
(Astley and Zajac 1991), power (Pfeffer 1992),
Machiavellianism (Buskirk 1974, Collins 1992, Jay
1967), and workplace justice (Sheppard et al. 1992).
Zahra (1985) reports that 82% of managers surveyed
agreed or strongly agreed with the statement "effective
executives must be successful company politicians."
Political behaviors can be very dysfunctional (Ashforth
and Lee 1990). The business sections of book stores
are filled with intriguing stories of political problems
that have led to the downfall of business leaders,
managers, and organizations.
A key similarity among political, economic, and orga-
nizational systems is the way in which control is exer-
cised. As shown in Table 1, this is the sovereign/sub-
ject relationship. How should people be governed and
conflicts resolved? People can either be trusted and
extended significant liberties, or not be trusted and
made subject to extensive power of a sovereign. If
people can be trusted to behave appropriately when
granted political and economic liberty, why should they
not be trusted to behave appropriately when granted
liberty within organizations? Why should organizations
be exempt from the normal rules of morality?
Importantly, each of the social philosophical as-
sumptions, when applied to different systems, results in
different techniques. For instance. Table 1 does not
imply that because political authoritarians may im-
prison dissidents organizational authoritarians also im-
prison dissidents. Instead, both political and organiza-
tional authoritarians command in all matters, though
57. the techniques for carrying out their commands differ
with the contextual features of their unique operating
systems. All too often, managers, organization theo-
rists, and other business scholars readily dismiss orga-
nizational communitarianism on the grounds that rep-
resentative democracy is very messy (Jensen 1993).
However, Table 1 does not suggest that the specific
technique of representative democracy be imposed on
organizations. Instead, it suggests that participatory
management and representative democracy share many
social philosophical assumptions.
Desirability of Congruence among Political, Economic,
and Organizational Assumptions
The second key assumption is that the social philo-
sophical assumptions of political systems, economic
systems, and organizational systems should be similar.
The desire for value congruence and the creation of a
"well-ordered society" is the foundation of moral
philosophy. The justifications for value congruences,
on both the individual and societal levels of analysis,
include the unity of self, the essentiality to coopera-
tion, and the creation of stability. John Rawls is just
one of a great number of philosophers who have ar-
gued this point. In his modern classic A Theory of
Justice, Rawls—following in the philosophical tradition
of Aristotle, Kant, and Mill—argues that the individual
goal is "the unity of the self," whereby people free of
contradictions and hypocrisis pursue a rational plan
that fits within a personal and societal definition of
"the good" (1971, p. 561). Value consistency among
social systems is the trademark of a well-ordered soci-
ety, and value contradictions are the seeds of individ-
ual and social unrest. Value congruence is often essen-
tial for cooperation as there must be some agreement
on basic rules and shared values for cooperation to
58. occur. It thus leads to more stable relationships and a
more stable society.
Importantly, not all value congruence is acceptable.
Philosophers assume there is a set of values, or a range
of acceptable values, that is indeed better than other
492 ORGANIZATION SCIENCE/VOI. 8, No. 5, September-
October 1997
DENIS COLLINS The Ethical Superiority and Ineuitabitity of
Participatory Management
values. More than 2,000 years ago Aristotle argued that
life has an ultimate purpose—happiness—which is
achieved through a combination of intellectual virtue,
moral virtue, health, and wealth. Specifically what
should be included in moral virtue has been a subject
of significant philosophical debate. Aristotle's list of
virtues has been criticized, defended, and amended.
For example, business ethicist Robert Solomon
(1993) maintains that the basic virtues of business
include justice, honesty, fairness, trust, toughness,
friendliness, honor, loyalty, shame, competition, caring,
and compassion. Freeman and Gilbert (1988) provide a
slightly different list of socially acceptable values under
the heading of "common morality," which include
promise keeping, nonmalevolence, mutual aid, respect
for persons, and respect for property. The values of
freedom, fairness, and security are at the heart of
Donaldson's (1989, p. 81) list of fundamental interna-
tional rights that multinationals must respect.
59. Just as important, not all values in these value sets
are equal. Solomon (1993), following in the steps of
Aristotle, is in very crowded company when claiming
that justice is the ultimate virtue, both in corporate life
and life in general. Hence both competition and com-
passion are to be obtained in reference to justice. As
Rawls (1971, p. 4-5) argues, "a society is well-ordered
when it is not only designed to advance the good of its
members but when it is also effectively regulated by a
public conception of justice." Justice is not simply an
attribute of government; it is central to the operation
of all systems of organization. Within both for-profit
and nonprofit organizations, justice considerations
weigh heavily in making, applying, and interpreting
policies and rules (Sheppard et al. 1992). As business
ethicists have long argued, business activities should be
evaluated according to these widely held values, which
leads into the third assumption of this article.
The Superiority of Ethical Arguments over Economic
Arguments
The third key assumption is that ethical arguments are
superior to economic ones. This is such a well-accepted
assumption in philosophy that one is hard pressed to
find an article in the past 15 years of Joumal of
Business Ethics or the past 5 years of Business Ethics
Quarterly that comes close to arguing the reverse, that
economic arguments are superior to ethical ones. How-
ever, one is hard pressed to find scholarly articles in
economics and business journals in which economic
evidence is discounted on moral grounds. Business
ethicists have attributed the latter phenomenon to a
phase in the evolution of ideas that is probably ending.
According to Shepard et al. (1995, p. 577), pre-
industrial society operated under a moral unity
60. paradigm where "business activity was linked to soci-
ety's values of morality." With the rise of industrialism,
business activity was "freed from moral constraints by
the alleged 'invisible hand' of efficient markets (the
amoral theory of business)," but "[now] some variant
of the moral unity paradigm may be recurring in post-
industrial society." The moral unity paradigm has been
the dominant one for most of the history of civilization,
is central to the field of business ethics and, as argued
with the preceding assumptions, is making some head-
way in the field of organization theory.
Economic techniques and data are ultimately justi-
fied according to some moral assessment and princi-
ples (Hausman and McPherson 1993). In addition, just
as not all value sets are equal, not all arguments based
on ethics are equal. It has been long established that
deontological and utilitarian ethical theories take
precedence over egoism, social group relativisim, and
cultural relativism (Brady and Dunn 1995). Lower level
ethical theories are often justified according to higher
level ethical theories. This ranking of ethical theories is
made explicit in Kohlberg's (1981) stages of moral
development. One need only go back to the original
writings of Adam Smith, the Father of Capitalism, to
understand the appropriate relationship between eco-
nomic and ethical arguments. The economic arguments
in The Wealth of Nations are justified by the ethical
arguments found in both The Wealth of Nations and
The Theory of Moral Sentiments (Collins 1988, Werhane
1991). Smith justifies the individual pursuit of eco-
nomic self-interests on the grounds that it will increase
a nation's standard of living, and thus afford the great-
est good for the greatest number of people (utilitarian
reasoning). In addition. Smith explicitly assumes that
individuals restrain their self-interested tendencies be-
61. cause of sympathy, respect for others, and avoidance of
harm (deontological reasons). Thus, economics is an
essential source of information used in making deci-
sions, but economic decisions are evaluated according
to deontological and utilitarian moral principles.
From a historical perspective, the social philosophi-
cal assumptions of much of organization theory and
practice remain 200 to 300 years behind the social
philosophical assumptions that generated the new gov-
ernance process implemented as the United States.
Organization theory has much to gain from historical
analysis (Kieser 1994). The following two sections pro-
vide a brief summary of historical developments in
political and economic theory that can be compared
with the current status of organization theory.
ORGANIZATION SCIENCE/VOL 8, No. 5, September-October
1997 493
DENtS COLLINS The Ethicat Superiority and Inevitability of
Participatory Management
Political Debates in the United States
The Dismissal of Authoritarianism
Opposition to authoritarian political philosophy has a
long history in the United States. Many of the initial
waves of European immigrants who traveled across the
Atlantic Ocean to settle in the New World were fleeing
from political and religious oppression. During the late
sixteenth century, Oueen Elizabeth sought to unify the
subjects of England under the Anglican Church. By act
of Parliament, all clergy of England were made to
accept particular religious creeds, such as the Book of
62. Common Prayer, Thirty-Nine Articles, and the Oueen's
religious sovereignty. Those who did not accept these
creeds were persecuted; publications were censored,
assemblies disbanded, congregations fined, preachers
imprisoned, and property confiscated (Braehlow 1988,
Cragg 1957, Durant and Durant 1961). Failure to ad-
here to a particular religious doctrine—whether Angli-
canism in England, Catholicism in France, or
Lutheranism in Germany, Denmark, and Sweden—
could result in torture and exile. Religious dissenters
could not hold political or military office, or enter most
universities.
In addition to those seeking political and religious
freedom, immigrants to the New World included peas-
ants, fortune hunters, and criminals. Many of the early
political debates within and between groups of settlers
concerned the degree of allegiance the group should
maintain to its European sovereign. Who ought to
govern life in the colonies: Spain, the Netherlands,
France, England, or the colonists themselves? For bet-
ter or worse, military victories by the British against
their European rivals centralized British sovereignship
until the Revolutionary War.
Many, but not all, colonists preferred self-rule. In
the Declaration of Independence, Thomas Jefferson
referred to King George of England as a despot and
fyrant who refused to allow the colonists to establish
their own legislative and judicial bodies. Without the
consent of colonial leaders, the king imposed an army
and police force, collected taxes, determined trade
policies, and, according to the Declaration, "plundered
our seas, ravaged our coasts, burnt our towns, and
destroyed the lives of our people." In declaring their
freedom from generations of rule by monarchs and
63. nobles, the colonial political leaders were faced with
with the same problem from which many of them or
their ancestors had fled: how to maintain peace among
a population of 2,500,000 whose members were of a
variefy of religions intolerant of other religions, most
notably Anglicanism, Puritanism, and Presbyterianism
(Perry 1944).
Both libertarians and communitarians credit John
Locke's (1960) Two Treatises of Government for estab-
lishing the legitimacy of government based on the
consent of the governed and providing the ethical basis
for defending the structures, processes, and policies of
democratic governments (Lodge 1976, Rothbard 1978).
Locke argued that desirable ends can be achieved, and
undesirable ends avoided, when there is only one
sovereign group and that sovereign's law-making ability
is based on the consent of the governed. According to
Locke, God created a humanify that is free and ratio-
nal. If no system of central control existed, people
(other than a few degenerates) would restrain their
behavior according to their reason, which dictates that
they should not harm others. Therefore, peace could
be maintained in civil sociefy if the sovereign allowed
its subjects extensive liberties. Subjects could be trusted
to pursue their own self-interests in a manner that
would improve the general welfare. The sovereign, who
should be accountable to the law, could continue to
make and maintain laws on the condition that those
laws be in the public interest and have the consent of
the subjects. A lack of consent by subjects would un-
dermine the legitimacy of the sovereign to govern. The
overriding principle of government should be the pro-
tection of individual liberfy.
Thus, the U.S. Constitution established minimal gov-
64. ernment. Persons fulfilling the role of sovereign were
accountable to the consent of the governed and
tremendous restrictions were placed on government's
use of power over individuals. The Bill of Rights was
amended to the Constitution to further limit govern-
mental powers. Individuals …
European Management Journal (2010) 28, 269– 277
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c
a t e / e m j
Leadership: The ghost at the trillion dollar crash?
Douglas Board *
University of Hertfordshire, Complexity and Management
Centre, Hatfield AL10 9AB, UK
02
do
*
1
2
KEYWORDS
Leadership;
Governance;
Financial crisis;
Systems thinking;
Management as science
63-2373/$ - see front matte
i:10.1016/j.emj.2010.04.00
Tel.: +44 (0)7957 140 776;
E-mail address: [email protected]
Financial Times, London, 6
65. Financial Times, London, 2
r ª 201
2
fax: +44
aslowsa
July 20
0 March
Summary Leadership has been largely overlooked by bankers,
regulators, policy-makers
and scholars trying to discern the cause of the global financial
crisis. The paper suggests
that this is odd, given the attention (both theoretical and
practical) commanded by the
subject over the past 30 years. Drawing on the author�s
experience in executive search
and analysing critically the lessons proposed by the UK�s
inquiry into bank governance, this
paper argues that common ways of leading and of thinking
about leadership, in conjunc-
tion with systems thinking, helped cause this crisis and are
already contributing to the
next. While some scholars have offered important and relevant
critiques, the dominant
discourse on leadership remains dangerously unperturbed.
ª 2010 Elsevier Ltd. All rights reserved.
Introduction
What lessons are we learning from the global financial crisis?
James Dean, Dean of Kenan-Flagler business school, is in no
doubt: �If the financial crisis has taught us nothing else, it is
that people in the financial industry need leadership.�1
Jessica Einhorn, Dean of the School for Advanced Inter-
national Studies at Johns Hopkins, proposes a parallel prior-
ity: �If there is one thing we should have learnt in the past
66. year, it is that we need to hold our public officials account-
able for thinking through systemic issues.�2
This paper questions the present day combination of
leadership with systems thinking. After noting the scale of
the present crash, the dramatic growth in attention given
by managers and scholars alike to leadership during the past
30 years is recalled. If there has been a leadership boom
0 Elsevier Ltd. All rights reserved.
(0)20 7252 2915.
ttic.com
09.
2009.
3 Such as those by Gieve, Greenspan, Turner and Wolf cited
below.
why is that boom so little discussed in post-mortems of the
financial bust by bankers, regulators, policy-makers and
scholars?3 This paper argues that despite the shift towards
more complex, less mechanistic thinking in economics,
the dominant lesson-learning from this global trauma re-
mains inadequate.
As a leading financial centre the UK was particularly in-
volved in the global crisis. This paper will look at the work
commissioned by the UK Prime Minister from Sir David
Walker to identify lessons for the boardrooms of banks
themselves (Walker, 2009a,b). Walker was appointed in
February 2009 to examine corporate governance in the UK
banking industry in the light of the financial crisis. A former
deputy chairman of Lloyds Bank and chairman of Morgan
Stanley International, Walker had also worked at the Bank
of England and chaired the UK�s securities regulator.
http://dx.doi.org/10.1016/j.emj.2010.04.002