The Case against Anne Hutchinson
Author(s): Edmund S. Morgan
Source: The New England Quarterly, Vol. 10, No. 4 (Dec., 1937), pp. 635-649
Published by: The New England Quarterly, Inc.
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THE CASE AGAINST ANNE HUTCHINSON
EDMUND S. MORGAN
HE tercentenary year of the founding of the Massachu-
setts Bay Colony saw the publication of three biog-
raphies of Anne Hutchinson, all of which eulogized the lady
at the expense of the colony's orthodox governors. Winnifred
Rugg proclaimed her the " mother of the twentieth-century
woman," "a lonely exemplar in newborn America of that
freedom of thought, word, and action that women now accept
as unthinkingly as the air they breathe." 1 Edith Curtis
averred that for a long period " almost the sole contribution
that Massachusetts made to American civilization " was in the
struggle for civil liberty against Governor Winthrop and
his successors, begun by Mrs. Hutchinson.2 Helen Augur
declared that although Winthrop was moved by sincere con-
victions, " he could not recognize in Anne Hutchinson's teach-
ings the outlines of another religious and political philos-
ophy with its own right to exist." 3
Miss Augur implies, of course, that we should recognize
this at once. Indeed, all these biographies are flattering to the
modern reader; for they are based on an assumption, which
we also accept as unthinkingly as the air we breathe, that we
are not only modern but also enlightened. Each of them seems
to say that we have made such " progress " since the age of the
Puritans that we can understand both the Puritans and per-
sons like Anne Hutchinson who were " in advance " of that
age. We have gone forward so far that we can even accord a
certain condescending sympathy to the orthodox Puritans
themselves. That they were inferior, however, in breadth
of perception to the prophet of liberalism, Anne Hutchinson,
we should never d.
No issue before the human mind to-day is
fraught with greater importance than a correct
apprehension of the significance of Jesus. He
has always compelled the reverent attention of
reflective and serious people. Their response
to His supreme religious genius demonstrates
how deeply it has absorbed the variant multi-
tudes who have expressed their consciousness
of Him in speech, in literature, in art, in archi-
tecture, and chiefly in their efforts to emulate
His example and to do His will.
This document discusses several points about Christianity and its history. It aims to clarify misunderstandings about the New Testament and address criticisms of Christianity. Some key points made include: the New Testament predates the Roman Catholic Church; the Apostles, not Church councils, decided which books were authentic; the Received Text of the New Testament differs from the Vatican's version; and true Christians do not force conversion or persecute others for disagreeing.
The question that Jesus put was so definite
and personal as to be almost pathetic.
*' When the Son of man cometh shall he find
the faith on the earth ? ' ' He who was giving
to the world an idea, a faith the most precious
which had ever entered the mind of man, a
faith which was to be consecrated by His pas-
sion and transfigured by His resurrection,
and then to go out into all the earth, recover-
ing so many individual lives and changing so
often the face of society asks if, in the event
of His coming again, He shall find the idea
alive, the faith burning at the heart of human-
ity. This question, falling from the lips of
Christ is, I say, almost pathetic. We can see
in it one of the sorrows of Jesus.
The gnosis or_ancient_wisdom_in_the_christian_sculptures-william_kingsland-19...RareBooksnRecords
This document is an introduction written by William Kingsland for his book "The Gnosis or Ancient Wisdom in the Christian Scriptures." In it, he explains that the book is intended for readers who are dissatisfied with traditional Christianity but see a deeper spiritual truth in the Christian scriptures. He argues that the scriptures originally contained an esoteric gnosis or ancient wisdom teaching, but this has been obscured over time. The introduction provides context on gnosticism and outlines Kingsland's intention to reveal how the gnosis is still present in the scriptures, despite being overlaid with human doctrines.
Jesus was exposing the religious crooksGLENN PEASE
This is a study of Jesus exposing the religious crooks. They figured out a way to rob mothers and fathers by a religious rule, and it was wrong Jesus said for it was God's will that they honor their mother and father.
The document discusses how Jesus Christ remains unchanged and unchanging despite changes in the world. It makes three key points:
1) When the author of Hebrews wrote decades after Jesus' crucifixion, Christianity had not achieved visible triumph and doubts surrounded Hebrew Christians. Yet the author boldly declared Jesus, who was crucified and absent, as the same yesterday, today and forever.
2) Jesus provides permanence and anchorage in a changing world. He transcends all systems and institutions that come and go. Personal identity with Christ allows for continuous progress in Christian thought.
3) The living Christ interacts with believers today with the same love, power and salvation as in the past. Personal experience verifies
The document summarizes the position of the "Church of the Center" and one of its subgroups called the "Synthesists" or those who believe in a "Christ Above Culture" view.
The Church of the Center believes that believers irrationally combine devotion to Christ who rejects culture with devotion to culture that includes Christ. The Synthesists take a "both/and" approach - that Christ separates believers from overly accommodating views of culture but also from those who reject culture entirely. They believe Christ enters life from above with gifts like salvation that culture cannot provide on its own.
The Synthesists view has strengths in recognizing that the Creator and Savior are one, that salvation does not
This is a study of the nature of Jesus in that He is the same yesterday, today and forever. He never changes and we can count on that and trust Him to always be who He is.
No issue before the human mind to-day is
fraught with greater importance than a correct
apprehension of the significance of Jesus. He
has always compelled the reverent attention of
reflective and serious people. Their response
to His supreme religious genius demonstrates
how deeply it has absorbed the variant multi-
tudes who have expressed their consciousness
of Him in speech, in literature, in art, in archi-
tecture, and chiefly in their efforts to emulate
His example and to do His will.
This document discusses several points about Christianity and its history. It aims to clarify misunderstandings about the New Testament and address criticisms of Christianity. Some key points made include: the New Testament predates the Roman Catholic Church; the Apostles, not Church councils, decided which books were authentic; the Received Text of the New Testament differs from the Vatican's version; and true Christians do not force conversion or persecute others for disagreeing.
The question that Jesus put was so definite
and personal as to be almost pathetic.
*' When the Son of man cometh shall he find
the faith on the earth ? ' ' He who was giving
to the world an idea, a faith the most precious
which had ever entered the mind of man, a
faith which was to be consecrated by His pas-
sion and transfigured by His resurrection,
and then to go out into all the earth, recover-
ing so many individual lives and changing so
often the face of society asks if, in the event
of His coming again, He shall find the idea
alive, the faith burning at the heart of human-
ity. This question, falling from the lips of
Christ is, I say, almost pathetic. We can see
in it one of the sorrows of Jesus.
The gnosis or_ancient_wisdom_in_the_christian_sculptures-william_kingsland-19...RareBooksnRecords
This document is an introduction written by William Kingsland for his book "The Gnosis or Ancient Wisdom in the Christian Scriptures." In it, he explains that the book is intended for readers who are dissatisfied with traditional Christianity but see a deeper spiritual truth in the Christian scriptures. He argues that the scriptures originally contained an esoteric gnosis or ancient wisdom teaching, but this has been obscured over time. The introduction provides context on gnosticism and outlines Kingsland's intention to reveal how the gnosis is still present in the scriptures, despite being overlaid with human doctrines.
Jesus was exposing the religious crooksGLENN PEASE
This is a study of Jesus exposing the religious crooks. They figured out a way to rob mothers and fathers by a religious rule, and it was wrong Jesus said for it was God's will that they honor their mother and father.
The document discusses how Jesus Christ remains unchanged and unchanging despite changes in the world. It makes three key points:
1) When the author of Hebrews wrote decades after Jesus' crucifixion, Christianity had not achieved visible triumph and doubts surrounded Hebrew Christians. Yet the author boldly declared Jesus, who was crucified and absent, as the same yesterday, today and forever.
2) Jesus provides permanence and anchorage in a changing world. He transcends all systems and institutions that come and go. Personal identity with Christ allows for continuous progress in Christian thought.
3) The living Christ interacts with believers today with the same love, power and salvation as in the past. Personal experience verifies
The document summarizes the position of the "Church of the Center" and one of its subgroups called the "Synthesists" or those who believe in a "Christ Above Culture" view.
The Church of the Center believes that believers irrationally combine devotion to Christ who rejects culture with devotion to culture that includes Christ. The Synthesists take a "both/and" approach - that Christ separates believers from overly accommodating views of culture but also from those who reject culture entirely. They believe Christ enters life from above with gifts like salvation that culture cannot provide on its own.
The Synthesists view has strengths in recognizing that the Creator and Savior are one, that salvation does not
This is a study of the nature of Jesus in that He is the same yesterday, today and forever. He never changes and we can count on that and trust Him to always be who He is.
Write a scholarly paper in which you apply the concepts of epide.docxarnoldmeredith47041
This document provides requirements for an epidemiology paper that analyzes a communicable disease. Students must choose a communicable disease, describe it thoroughly including causes, transmission, symptoms, treatment and complications. They must discuss the population most affected by the disease and the determinants of health related to it. Students must also identify the epidemiologic triad of host, agent, and environmental factors for the disease and discuss the role of public health nurses in finding, reporting, collecting, analyzing data, and following up on the disease. The paper requires a minimum of three references and 1250 words in APA format.
Write a S.M.A.R.T. goal to improve the Habit 5 Seek First to .docxarnoldmeredith47041
This document outlines a goal to improve the ability to seek first to understand others rather than be understood according to Habit 5. The author acknowledges they are able to communicate but struggles with listening skills. The goal is to practice actively listening and understanding what people are saying rather than being focused on themselves.
Write a Risk Management Plan for a School FacilityInclude th.docxarnoldmeredith47041
Write a Risk Management Plan for a School Facility
Include the following topics listed below
Write at least one page per topic, double spaced, Times Roman, Font Size 12
Provide References.
Use the APA Format
·
Personnel Management
·
Indemnification Waiver
·
General Supervisory Practices
·
Crowd Management Plan
.
Write a review that 750 - 1000 words in length about one chapter in .docxarnoldmeredith47041
Write a review that 750 - 1000 words in length about one chapter in the Niebuhr textbook. Half will be a summary and half will be the student’s personal reflection. The reflection should include points that the student agrees and disagrees with Niebuhr about and why.
Niebuhr, H. Richard. (2001).
Christ and Culture
. New York: Harper and Row.
.
write a resume using the example belowCONTACT INFOFirs.docxarnoldmeredith47041
write a resume using the example below
CONTACT INFO
First and Last Name
City, State (Optional) | Best Phone Number to Reach You | Appropriate Email Address
SUMMARY OF QUALIFICATIONS
· 3-5 sentences describing why you would be a great fit for the position.
· Describe your relevant accomplishments, strengths, knowledge, experience, skillsets, and languages.
· This is the “preview to the movie.” Highlight your best qualifications so they choose to read the rest of the resume.
· Use bullet points to distinguish each sentence if more aesthetically pleasing.
PROFESSIONAL EXPERIENCE
· List jobs you have held in the past 10 years; only list older jobs if they are directly related to desired job.
· Do NOT list a job if you worked at a place of employment for less than 3 months.
· If you have some jobs that are related to your desired position/field and others that are not, only list the related jobs in this section. Create an “Additional Work History” section at the end of the resume for the non-related jobs.
· Use bullet points to list achievements, results, recognitions, and duties for each job.
Company Name - City, State
Job Title
Start Year - End Year or Present
3-5 achievements, results, recognitions, and duties
INTERNSHIP / EXTERNSHIP / CLINICAL EXPERIENCE
· This section should take priority over others unless you have previous work history in exact field.
Company Name - City, State
Title or Role
Month Year - Month Year
2-3 Main Responsibilities/Duties
CERTIFICATIONS and LICENSURES
Name of Certification/License
Issuing Company or Organization
Certification/License Number
Expiration Month Year
EDUCATION
· Only include schools that you received a degree or relevant certifications from, or are currently attending.
· Do NOT include your high school.
School Name - City, State
Major/Area of Study
Degree Earned
Graduation Year/Estimated Graduation Month Year
CORE COMPETENCIES
· List 6-9 competencies, skills, traits, and/or areas of proficiency that directly relate to the job.
· Utilize the job description to find the types of preferred and/or required skills and traits.
· This is a great area to match keywords from the job description that may not otherwise be easily listed in your resume.
· Use bullet points and columns to make this section more aesthetically pleasing and organized.
RELEVANT COURSEWORK
· List the core courses you have already completed and are currently in.
· Use bullet points to list each course.
VOLUNTEER WORK / AFFILIATIONS
Organization
City, State
example of resume
SHARKLY BRUCE, COTA/L
Amity Island, FL | (975) 206-1120 |
[email protected]
SUMMARY OF QUALIFICATIONS
· Certified Occupational Therapy Assistant with two 8-week rotations of Level II OTA fieldwork, as well as 3 years of previous healthcare experience in a hospital setting.
· Extensive direct care experience assisting patients after treatment of traumatic wounds from local wildlife attacks.
· Proven track record o.
Write a resume and cover letter for the following positionOnline.docxarnoldmeredith47041
Write a resume and cover letter for the following position
Online Marketing Strategist
Riverside, CA 92507
Full-time, Contract
Raincross is seeking a full time marketing rockstar to manage client accounts, devise and implement strategies and craft winning content daily. Candidates must be extremely motivated, possess excellent research and writing skills and pay very close attention to detail.
Requirements
Master the art of creating content: blog articles, updates on social sites, press releases, infographics (or at least the concepts behind them for our design team to create) are all part of the ideal candidates daily tasks
Research and analyze the latest data to uncover gaps; stay up to date on the latest trends and be quick enough to jump on them before they pass
Convert through compelling CTA’s: Create copy for signage, newsletters, email campaigns, online promotions, ads, etc to help brand reach their goals
A/B test: Do you know what works and what doesn’t?
Craft brand strategies: Figure out what they’re doing right, what they’re doing wrong and create strategies to implement. Research to include competitor marketing, trends, etc. Come up with creative new ways to help clients grow and become more successful
Social advertising: Run ads on Facebook, Instagram, Twitter, LinkedIn and any other social platform that allows us to
Responsibilities
Bachelors Degree in Communications, Marketing or similar
Excellent written and verbal communication and customer service skills
Must take initiative, possess creativity, be hands on and a team player
Should be open-minded, a fast learner, enthusiastic, and adaptable
Experience in writing, copy-writing, researching trends, analyzing data, a/b testing, brand strategies and running social ads and campaigns a huge plus
.
Write a response to the peers post based on the readings. Origi.docxarnoldmeredith47041
Write a response to the peer's post based on the readings.
Original Prompt:
Compare Carroll's strategies for creating sound in
Jabberwocky
with those used by Swenson in
A Nosty
Fright.
Pay attention to connotative and denotative meanings of the words and how the poet plays with sound.
Edilzon Ramirez
Response to Prompt:
In both poems there is a common element. And that is a wordplay to make nonsense poetry. The effect of this, is that we must think more in depth to figure out the real meaning behind the works of literature. In Jabberwocky, the writer begins by setting up the mood giving us the background of the events that are about to occur. The use of exclamation marks throughout the poem afterwards, are what in my opinion, give it the sound. For example, “O frabjous day! Callooh! Callay!” suggests sort of a proud/relived cry. Which is furthered backed up by the whimsical words that have a positive connation to them due to the slaying of the jabberwocky, who terrorized the people.
While in “A Nosty Fright” another poem with nonsense words or portmanteau the mood is sad, and it only becomes gloomier. Like Miss Brill, the poet describes things together, in the first stanza “roldengod and the soneyhuckle” and jumps to a lonely chipmunk, suggesting that it has lost its companion. There is hope for it when it meets the grasshopper. Ultimately, it comes to an end “Here we part,” said the hassgropper. “Pere we hart,” mipchunk, too”. All hope is lost for the chipmunk and is waiting for the winter to come. This symbolizes death because during the months of October, November, and December many mammals including the chipmunks hibernate and its almost like it wanted to go to sleep permanently remarking things like “Will it ever be morning, Nofember virst”.
Some say, that the chipmunk is a representation of the author and her sexuality. She like the chipmunk, was alone and the typhoon that was mentioned earlier, was her losing her mind. The words and the sounds they make, further makes this evident because it is gibberish written by someone who is broken.
(Your response to your peer should add or extend the point given by your peer.)
.
Write a response to the following prompt.Analyze the characteriz.docxarnoldmeredith47041
Write a response to the following prompt.
Analyze the characterization Shakespeare employed in
Julius Caesar
, paying particular attention to the role of women. (50 pts) Remember, as you write, to use the language of characterization as we have discussed in class.
.
Write a response to a peers post that adds or extends to the discus.docxarnoldmeredith47041
Write a response to a peer's post that adds or extends to the discussion point of your peer by Friday 07/24/2020.
This week's discussion prompt:
Explain how Faith in "Young Goodman Brown," Georgiana in "The Birthmark," and Elizabeth in "The Black Minister's Veil" are use to reveal some truth about the central male characters in each story. Describe the similarities that you see among these women characters.
Peer's Post:
-Emily Seide
In each of the three short stories, the female characters play a large role in the character development of the three male protagonists (Goodman, Aylmer, and Hooper). Throughout each story, the women leave a lasting impact on their significant other’s mentality of the world and perception of others. In “Young Goodman Brown”, Brown is faced with troubling sights that make him alter his point of view on his town and the townspeople. Brown was introduced to the true form of some nasty people, including his wife, Faith. When he returns home the next morning from a place of sinister evil, his encounter with Faith and his townspeople has made him a hardcore skeptic of anyone and everyone around him. Goodman Brown never trusted a soul after that night because he was forced to believe that evil resides in everyone. In “The Birthmark”, Aylmer goes insane trying to remove his wife, Georgiana’s, birthmark. Even after hearing how beautiful and well liked she is, Georgiana agrees to get her birthmark removed. Rather than seeing this as a perfect part of her, Aylmer sees the birthmark as a flaw that gives her an imperfect complexion. Later in the story, as the birthmark fades and she wakes up, she states that he should’ve admired what he had in the first place, then dies. This made Aylmer realize that he took time for granted, and now he lives a life without Georgiana due to his impatience with her already beautiful complexion. And finally, in “The Minister’s Black Veil”, Reverend Hooper consistently wears a black veil that covers the majority of his face. Several people were afraid and intimidated by it, except for his fiancée, Elizabeth. After further questioning, she begins to fear the veil due to what it symbolizes- the sin in all human beings. Hooper’s plea for Elizabeth to stay reveals the extent of which he is willing to sacrifice, and the decision for him to continue to wear the veil reveals great sorrow; “Do not leave me in this miserable obscurity forever!” (Hawthorne, 36). In each of the short stories, each female character, always a love interest, is first skeptical of the main character’s choice of actions, then later comply. In each short story, a life lesson is learned for each male character.
Readings are attached!
.
Write a response mini-essay of at least 150 to 300 words on the dis.docxarnoldmeredith47041
Write a response mini-essay of at least 150 to 300 words on the discussion topic identified below. Take a position and defend it. (Specify a thesis and support it very briefly with evidence)
The response essay should provide one example from the contemporary world to support your
Position. Ideally you have a source reference for your example. You must have a source reference if you
Refer to any material which is neither common knowledge nor personal experience. essay should be typed using
APA style
feature with a title page and list of references if any are used.
Topic:
Technology changes education
Postman argues that television technology substantively changes aspects of culture such as news, politics, religion, and education in ways that suit the technology, not the human culture that uses the technology. It is a point others have made as well, though it is still contested by many other philosophers and social critics. One excellent example of technological change is on-line course delivery. While there are some who say that the new medium does not provide an education, others (such as your instructor) believe they can accomplish a better education in some subject areas. What have you noticed? What differences are there in on-line education that are due to the way it is technologically mediated? What differences do they make in the education you are receiving? Do you think this is a better or worse education? Why might your instructor think it can be better (and not just because he manages the class while in his pajamas)?
.
Write a response for each document.Instructions Your post sho.docxarnoldmeredith47041
Write a response for each document.
Instructions:
Your post should be a thoughtful response and should include outside reference material from the internet or primary literature. That reference should be referred to specifically with an in-text citation (author, year) and your post should have a bibliography with those outside sources you used cited in APA format.
.
write a resonse paper mla styleHAIRHair deeply affects people,.docxarnoldmeredith47041
write a resonse paper mla style
HAIR
Hair deeply affects people, can transfigure or repulse them. Symbolic of life, hair bolts from our head. Like the earth, it can be harvested, but it will rise again. We can change its color and texture when the mood strikes us, but in time it will return to its original form, just as Nature will in time turn our precisely laid-out cities into a weed-way. Giving one's lover a lock of hair to wear in a small locket [3] around his neck used to be a moving and tender gesture, but also a dangerous one, since to spell-casters, magicians, voodoo-ers, and necromancers of all sorts, a tuft of someone's hair could be used to cast a spell against them. In a variation on this theme, a medieval knight wore a lock of his lady's pubic hair into battle. Since one of the arch-tenets of courtly love was secrecy, choosing this tiny memento instead of a lock of hair from her head may have been more of a practical choice than a philosophical one, but it still symbolized her life-force, which he was carrying with him. Ancient male leaders wore long flowing tresses as a sign of virility (in fact,
"kaiser" and "tsar" both mean "long-haired"
). In the biblical story of Samson, the hero's loss of hair brings on his weakness and downfall, just as it did for the hero Gilgamesh before him. In Europe in more recent times, women who collaborated with the enemy in World War II were humiliated by having their hair cut short. Among some orthodox Jews, a young woman must cut off her hair when she marries, lest her husband find her too attractive and wish to have sex with her out of desire rather than for procreation. Rastafarians regard their dreadlocks as "high-tension cables to heaven." These days, to shock the bourgeoisie and establish their own identity, as every generation must, many young men and women wear their hair as freeform sculpture, with lacquered spikes, close-cropped patterns that resemble a formal garden maze, and colors borrowed from an aviary or spray-painted alley. The first time a student walked into my classroom wearing a "blue jay," it did startle me. Royal-blue slabs of hair were brushed and sprayed straight up along the sides of his head, a long jelly roll of white hair fell forward over his eyebrows, and the back was shiny black, brushed straight up and plastered close to the head. I didn't dislike it, it just seemed like a lot to fuss with each day. I'm sure my grandmother felt that way about my mother's "beehive," and I know my mother feels that way about the curly weather system which is my own mane of long thick hair. One's hairstyle can be the badge of a group, as we've always known -- look at the military's crew cut, or the hairstyles worn by some nuns and monks. In the sixties, wearing long hair, especially if you were a man, often fetched a vitriolic outburst from parents, which is why the musical Hair summed up a generation so beautifully. The police, who seemed so clean-cut and cropped then, were succee.
Write a response about the topic in the reading (see attached) and m.docxarnoldmeredith47041
Write a response about the topic in the reading (see attached) and make sure you include the following:
1. Brief summary of the reading
2. What was intersting?
3. The main points highlighted and what do you think of the reading?
( 2 page response)
.
Write a research report based on a hypothetical research study. Con.docxarnoldmeredith47041
Write a research report based on a hypothetical research study. Conducting research and writing a report is common practice for many students and practitioners in any of the behavioral sciences fields.
A research report, which is based on scientific method, is typically composed of the different sections listed below:
Introduction:
The introduction states a specific hypothesis and how that hypothesis was derived by connecting it to previous research.
Methods:
The methods section describes the details of how the hypothesis was tested and clarifies why the study was conducted in that particular way.
Results:
The results section is where the raw uninterpreted data is presented.
Discussion:
The discussion section is where an argument is presented on whether or not the data supports the hypothesis, the possible implications and limitations of the study, as well as possible future directions for this type of research.
Together, these sections should tell the reader what was done, how it was done, and what was learned through the research. You will create a research report based on a
hypothetical
problem, sample, results, and literature review. Organize your data by creating meaningful sections within your report. Make sure that you:
Apply key concepts of inferential hypothesis tests.
Interpret the research findings of the study.
Examine the assumptions and limitations of inferential tests.
Develop a practical application of the research principles covered in this course.
Focus of the Research Report
To begin, create a hypothetical research study (you do not have to carry out the study; you will just have to describe it) that is based on the three pieces of information listed below. Once you have your hypothetical study created, write a three- to four-page research report (excluding title and reference pages) that outlines the study. You are encouraged to be creative with your research study, but be sure to follow the format outlined below and adhere to APA formatting as outlined in the Ashford Writing Center.
Your hypothetical research study should be based on the following information:
Recent research has indicated that eating chocolate can improve memory. Jones and Wilson (2011) found that eating chocolate two hours before taking math tests improved scores significantly. Wong, Hideki, Anderson, and Skaarsgard (2009) found that women are better than men on memory tests after eating chocolate.
There were 50 men and 50 women who were randomly selected from a larger population.
A
t
-test was conducted to compare men and women’s performance on an assessment after eating chocolate. The results showed an independent
t
-test value of
t
.05(99) = 3.43;
p
< .05
Your research study must contain the following:
Title Page
Title of your report
Your name
The course
Instructor
Date
Introduction
Introduce the research topic, explain why it is important, and present the purpose of the paper and the resea.
Write a Research Paper with the topic Pregnancy in the adolesce.docxarnoldmeredith47041
Write a Research Paper with the topic: Pregnancy in the adolescent life.
The conditions are:
APA format
Double space
One inch margin on all sides
All paragraph in the body are indented
The title is centered on the page with your name and school institution
Paragraph 2, 3, and 4 need another inch more
All pages should be numbered and with citation
Apart of the Research paper write the topic sentence (a question or a statement) & the THESIS of the Research Paper. Write 3 citations for your Research Paper.
.
Write a Research Paper with the topic Autism a major problem. T.docxarnoldmeredith47041
Write a Research Paper with the topic: Autism a major problem.
The conditions are:
APA format
Double space
One inch margin on all sides
All paragraph in the body are indented
The title is centered on the page with your name and school institution
Paragraph 2, 3, and 4 need another inch more
All pages should be numbered and with citation
Apart of the Research paper write the topic sentence (a question or a statement) & the THESIS of the Research Paper.
Write 3 citations for your Research Paper.
.
Write a research paper that explains how Information Technology (IT).docxarnoldmeredith47041
Write a research paper that explains how Information Technology (IT) promotes getting people who are affected by policies involved in the policy-making process. Cite specific examples.
1000- 1200 words APA format and
Create a powerpoint presentation using 5 slides on the main points covered in your research paper. You may use a title slide and a reference slide.
Please find the attached text book.
.
Write a research paper outlining possible career paths in the field .docxarnoldmeredith47041
Write a research paper outlining possible career paths in the field of Human Resources Management (HRM) and based upon independent research discuss how different organizations might develop and implement a strategic HRM plan.
Research Paper Instructions:
IMPORTANT!!
Submit your work as an MS WORD ATTACHMENT in either a .doc, .docx, or .rtf format.
Please support your ideas, arguments, and opinions with independent research, include at least three (3) supporting references or sources (NOT Wikipedia, unknown, or anonymous sources), format your work in proper APA format, include a cover page, an abstract, an introduction and a labeled conclusion in accordance with the course rubric, a minimum of 3 FULL pages of written content, and a reference section. Double space all work and cite all listed references properly in text in accordance with the 6th edition of the APA manual, chapters 6 & 7.
.
Write a Research paper on the Legal issues associated with pentestin.docxarnoldmeredith47041
Write a Research paper on the Legal issues associated with pentesting.
Paper Specifics
3000 words (not counting citations)
APA format
Max team size of two
Minimum 5 academic sources
Provides clear summary and introduction to project scope; includes coherent discussion of key concepts, principles, and problem statement; develops clear context between project tasks and performing security testing in a virtual environment
Provides a thorough and concise summary of the project by listing the purpose and results of each test conducted; or research summary; clearly links the results with recommendations/research, which are supported by test data and external references
.
Write a research paper on one of the following topics .docxarnoldmeredith47041
Write a research paper on
one
of the following topics:
1. What are the effects of corruption on capitalism and foreign investment? (Unit II)
Be sure to include at least the following points in your paper:
What are the types of corruption?
What are effects of corruption on MNCs?
How can MNCs deal effectively with these problems?
2. How can MNCs effectively negotiate with local employees, local suppliers, and local governments in the Middle East? (Unit IV)
Be sure to include at least the following points in your paper:
What are some examples of negotiation cases in the Middle East?
How do MNCs use negotiation to solve problems?
What roles do different cultures have in negotiation?
3. Discuss the problems MNCs face when assigning expatriates to an Eastern European country and how they should support the expatriates. (Unit VII)
Be sure to include at least the following points in your paper:
What are problems for international assignments in Eastern Europe?
What are solutions for the problems?
What are strategies MNCs can implement to support their expatriates?
Directions:
The paper should be at least 750 words in length.
You are required to use a minimum of three scholarly sources for the paper.
All sources used must be referenced; paraphrased and quoted material must have accompanying APA citations.
.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Write a scholarly paper in which you apply the concepts of epide.docxarnoldmeredith47041
This document provides requirements for an epidemiology paper that analyzes a communicable disease. Students must choose a communicable disease, describe it thoroughly including causes, transmission, symptoms, treatment and complications. They must discuss the population most affected by the disease and the determinants of health related to it. Students must also identify the epidemiologic triad of host, agent, and environmental factors for the disease and discuss the role of public health nurses in finding, reporting, collecting, analyzing data, and following up on the disease. The paper requires a minimum of three references and 1250 words in APA format.
Write a S.M.A.R.T. goal to improve the Habit 5 Seek First to .docxarnoldmeredith47041
This document outlines a goal to improve the ability to seek first to understand others rather than be understood according to Habit 5. The author acknowledges they are able to communicate but struggles with listening skills. The goal is to practice actively listening and understanding what people are saying rather than being focused on themselves.
Write a Risk Management Plan for a School FacilityInclude th.docxarnoldmeredith47041
Write a Risk Management Plan for a School Facility
Include the following topics listed below
Write at least one page per topic, double spaced, Times Roman, Font Size 12
Provide References.
Use the APA Format
·
Personnel Management
·
Indemnification Waiver
·
General Supervisory Practices
·
Crowd Management Plan
.
Write a review that 750 - 1000 words in length about one chapter in .docxarnoldmeredith47041
Write a review that 750 - 1000 words in length about one chapter in the Niebuhr textbook. Half will be a summary and half will be the student’s personal reflection. The reflection should include points that the student agrees and disagrees with Niebuhr about and why.
Niebuhr, H. Richard. (2001).
Christ and Culture
. New York: Harper and Row.
.
write a resume using the example belowCONTACT INFOFirs.docxarnoldmeredith47041
write a resume using the example below
CONTACT INFO
First and Last Name
City, State (Optional) | Best Phone Number to Reach You | Appropriate Email Address
SUMMARY OF QUALIFICATIONS
· 3-5 sentences describing why you would be a great fit for the position.
· Describe your relevant accomplishments, strengths, knowledge, experience, skillsets, and languages.
· This is the “preview to the movie.” Highlight your best qualifications so they choose to read the rest of the resume.
· Use bullet points to distinguish each sentence if more aesthetically pleasing.
PROFESSIONAL EXPERIENCE
· List jobs you have held in the past 10 years; only list older jobs if they are directly related to desired job.
· Do NOT list a job if you worked at a place of employment for less than 3 months.
· If you have some jobs that are related to your desired position/field and others that are not, only list the related jobs in this section. Create an “Additional Work History” section at the end of the resume for the non-related jobs.
· Use bullet points to list achievements, results, recognitions, and duties for each job.
Company Name - City, State
Job Title
Start Year - End Year or Present
3-5 achievements, results, recognitions, and duties
INTERNSHIP / EXTERNSHIP / CLINICAL EXPERIENCE
· This section should take priority over others unless you have previous work history in exact field.
Company Name - City, State
Title or Role
Month Year - Month Year
2-3 Main Responsibilities/Duties
CERTIFICATIONS and LICENSURES
Name of Certification/License
Issuing Company or Organization
Certification/License Number
Expiration Month Year
EDUCATION
· Only include schools that you received a degree or relevant certifications from, or are currently attending.
· Do NOT include your high school.
School Name - City, State
Major/Area of Study
Degree Earned
Graduation Year/Estimated Graduation Month Year
CORE COMPETENCIES
· List 6-9 competencies, skills, traits, and/or areas of proficiency that directly relate to the job.
· Utilize the job description to find the types of preferred and/or required skills and traits.
· This is a great area to match keywords from the job description that may not otherwise be easily listed in your resume.
· Use bullet points and columns to make this section more aesthetically pleasing and organized.
RELEVANT COURSEWORK
· List the core courses you have already completed and are currently in.
· Use bullet points to list each course.
VOLUNTEER WORK / AFFILIATIONS
Organization
City, State
example of resume
SHARKLY BRUCE, COTA/L
Amity Island, FL | (975) 206-1120 |
[email protected]
SUMMARY OF QUALIFICATIONS
· Certified Occupational Therapy Assistant with two 8-week rotations of Level II OTA fieldwork, as well as 3 years of previous healthcare experience in a hospital setting.
· Extensive direct care experience assisting patients after treatment of traumatic wounds from local wildlife attacks.
· Proven track record o.
Write a resume and cover letter for the following positionOnline.docxarnoldmeredith47041
Write a resume and cover letter for the following position
Online Marketing Strategist
Riverside, CA 92507
Full-time, Contract
Raincross is seeking a full time marketing rockstar to manage client accounts, devise and implement strategies and craft winning content daily. Candidates must be extremely motivated, possess excellent research and writing skills and pay very close attention to detail.
Requirements
Master the art of creating content: blog articles, updates on social sites, press releases, infographics (or at least the concepts behind them for our design team to create) are all part of the ideal candidates daily tasks
Research and analyze the latest data to uncover gaps; stay up to date on the latest trends and be quick enough to jump on them before they pass
Convert through compelling CTA’s: Create copy for signage, newsletters, email campaigns, online promotions, ads, etc to help brand reach their goals
A/B test: Do you know what works and what doesn’t?
Craft brand strategies: Figure out what they’re doing right, what they’re doing wrong and create strategies to implement. Research to include competitor marketing, trends, etc. Come up with creative new ways to help clients grow and become more successful
Social advertising: Run ads on Facebook, Instagram, Twitter, LinkedIn and any other social platform that allows us to
Responsibilities
Bachelors Degree in Communications, Marketing or similar
Excellent written and verbal communication and customer service skills
Must take initiative, possess creativity, be hands on and a team player
Should be open-minded, a fast learner, enthusiastic, and adaptable
Experience in writing, copy-writing, researching trends, analyzing data, a/b testing, brand strategies and running social ads and campaigns a huge plus
.
Write a response to the peers post based on the readings. Origi.docxarnoldmeredith47041
Write a response to the peer's post based on the readings.
Original Prompt:
Compare Carroll's strategies for creating sound in
Jabberwocky
with those used by Swenson in
A Nosty
Fright.
Pay attention to connotative and denotative meanings of the words and how the poet plays with sound.
Edilzon Ramirez
Response to Prompt:
In both poems there is a common element. And that is a wordplay to make nonsense poetry. The effect of this, is that we must think more in depth to figure out the real meaning behind the works of literature. In Jabberwocky, the writer begins by setting up the mood giving us the background of the events that are about to occur. The use of exclamation marks throughout the poem afterwards, are what in my opinion, give it the sound. For example, “O frabjous day! Callooh! Callay!” suggests sort of a proud/relived cry. Which is furthered backed up by the whimsical words that have a positive connation to them due to the slaying of the jabberwocky, who terrorized the people.
While in “A Nosty Fright” another poem with nonsense words or portmanteau the mood is sad, and it only becomes gloomier. Like Miss Brill, the poet describes things together, in the first stanza “roldengod and the soneyhuckle” and jumps to a lonely chipmunk, suggesting that it has lost its companion. There is hope for it when it meets the grasshopper. Ultimately, it comes to an end “Here we part,” said the hassgropper. “Pere we hart,” mipchunk, too”. All hope is lost for the chipmunk and is waiting for the winter to come. This symbolizes death because during the months of October, November, and December many mammals including the chipmunks hibernate and its almost like it wanted to go to sleep permanently remarking things like “Will it ever be morning, Nofember virst”.
Some say, that the chipmunk is a representation of the author and her sexuality. She like the chipmunk, was alone and the typhoon that was mentioned earlier, was her losing her mind. The words and the sounds they make, further makes this evident because it is gibberish written by someone who is broken.
(Your response to your peer should add or extend the point given by your peer.)
.
Write a response to the following prompt.Analyze the characteriz.docxarnoldmeredith47041
Write a response to the following prompt.
Analyze the characterization Shakespeare employed in
Julius Caesar
, paying particular attention to the role of women. (50 pts) Remember, as you write, to use the language of characterization as we have discussed in class.
.
Write a response to a peers post that adds or extends to the discus.docxarnoldmeredith47041
Write a response to a peer's post that adds or extends to the discussion point of your peer by Friday 07/24/2020.
This week's discussion prompt:
Explain how Faith in "Young Goodman Brown," Georgiana in "The Birthmark," and Elizabeth in "The Black Minister's Veil" are use to reveal some truth about the central male characters in each story. Describe the similarities that you see among these women characters.
Peer's Post:
-Emily Seide
In each of the three short stories, the female characters play a large role in the character development of the three male protagonists (Goodman, Aylmer, and Hooper). Throughout each story, the women leave a lasting impact on their significant other’s mentality of the world and perception of others. In “Young Goodman Brown”, Brown is faced with troubling sights that make him alter his point of view on his town and the townspeople. Brown was introduced to the true form of some nasty people, including his wife, Faith. When he returns home the next morning from a place of sinister evil, his encounter with Faith and his townspeople has made him a hardcore skeptic of anyone and everyone around him. Goodman Brown never trusted a soul after that night because he was forced to believe that evil resides in everyone. In “The Birthmark”, Aylmer goes insane trying to remove his wife, Georgiana’s, birthmark. Even after hearing how beautiful and well liked she is, Georgiana agrees to get her birthmark removed. Rather than seeing this as a perfect part of her, Aylmer sees the birthmark as a flaw that gives her an imperfect complexion. Later in the story, as the birthmark fades and she wakes up, she states that he should’ve admired what he had in the first place, then dies. This made Aylmer realize that he took time for granted, and now he lives a life without Georgiana due to his impatience with her already beautiful complexion. And finally, in “The Minister’s Black Veil”, Reverend Hooper consistently wears a black veil that covers the majority of his face. Several people were afraid and intimidated by it, except for his fiancée, Elizabeth. After further questioning, she begins to fear the veil due to what it symbolizes- the sin in all human beings. Hooper’s plea for Elizabeth to stay reveals the extent of which he is willing to sacrifice, and the decision for him to continue to wear the veil reveals great sorrow; “Do not leave me in this miserable obscurity forever!” (Hawthorne, 36). In each of the short stories, each female character, always a love interest, is first skeptical of the main character’s choice of actions, then later comply. In each short story, a life lesson is learned for each male character.
Readings are attached!
.
Write a response mini-essay of at least 150 to 300 words on the dis.docxarnoldmeredith47041
Write a response mini-essay of at least 150 to 300 words on the discussion topic identified below. Take a position and defend it. (Specify a thesis and support it very briefly with evidence)
The response essay should provide one example from the contemporary world to support your
Position. Ideally you have a source reference for your example. You must have a source reference if you
Refer to any material which is neither common knowledge nor personal experience. essay should be typed using
APA style
feature with a title page and list of references if any are used.
Topic:
Technology changes education
Postman argues that television technology substantively changes aspects of culture such as news, politics, religion, and education in ways that suit the technology, not the human culture that uses the technology. It is a point others have made as well, though it is still contested by many other philosophers and social critics. One excellent example of technological change is on-line course delivery. While there are some who say that the new medium does not provide an education, others (such as your instructor) believe they can accomplish a better education in some subject areas. What have you noticed? What differences are there in on-line education that are due to the way it is technologically mediated? What differences do they make in the education you are receiving? Do you think this is a better or worse education? Why might your instructor think it can be better (and not just because he manages the class while in his pajamas)?
.
Write a response for each document.Instructions Your post sho.docxarnoldmeredith47041
Write a response for each document.
Instructions:
Your post should be a thoughtful response and should include outside reference material from the internet or primary literature. That reference should be referred to specifically with an in-text citation (author, year) and your post should have a bibliography with those outside sources you used cited in APA format.
.
write a resonse paper mla styleHAIRHair deeply affects people,.docxarnoldmeredith47041
write a resonse paper mla style
HAIR
Hair deeply affects people, can transfigure or repulse them. Symbolic of life, hair bolts from our head. Like the earth, it can be harvested, but it will rise again. We can change its color and texture when the mood strikes us, but in time it will return to its original form, just as Nature will in time turn our precisely laid-out cities into a weed-way. Giving one's lover a lock of hair to wear in a small locket [3] around his neck used to be a moving and tender gesture, but also a dangerous one, since to spell-casters, magicians, voodoo-ers, and necromancers of all sorts, a tuft of someone's hair could be used to cast a spell against them. In a variation on this theme, a medieval knight wore a lock of his lady's pubic hair into battle. Since one of the arch-tenets of courtly love was secrecy, choosing this tiny memento instead of a lock of hair from her head may have been more of a practical choice than a philosophical one, but it still symbolized her life-force, which he was carrying with him. Ancient male leaders wore long flowing tresses as a sign of virility (in fact,
"kaiser" and "tsar" both mean "long-haired"
). In the biblical story of Samson, the hero's loss of hair brings on his weakness and downfall, just as it did for the hero Gilgamesh before him. In Europe in more recent times, women who collaborated with the enemy in World War II were humiliated by having their hair cut short. Among some orthodox Jews, a young woman must cut off her hair when she marries, lest her husband find her too attractive and wish to have sex with her out of desire rather than for procreation. Rastafarians regard their dreadlocks as "high-tension cables to heaven." These days, to shock the bourgeoisie and establish their own identity, as every generation must, many young men and women wear their hair as freeform sculpture, with lacquered spikes, close-cropped patterns that resemble a formal garden maze, and colors borrowed from an aviary or spray-painted alley. The first time a student walked into my classroom wearing a "blue jay," it did startle me. Royal-blue slabs of hair were brushed and sprayed straight up along the sides of his head, a long jelly roll of white hair fell forward over his eyebrows, and the back was shiny black, brushed straight up and plastered close to the head. I didn't dislike it, it just seemed like a lot to fuss with each day. I'm sure my grandmother felt that way about my mother's "beehive," and I know my mother feels that way about the curly weather system which is my own mane of long thick hair. One's hairstyle can be the badge of a group, as we've always known -- look at the military's crew cut, or the hairstyles worn by some nuns and monks. In the sixties, wearing long hair, especially if you were a man, often fetched a vitriolic outburst from parents, which is why the musical Hair summed up a generation so beautifully. The police, who seemed so clean-cut and cropped then, were succee.
Write a response about the topic in the reading (see attached) and m.docxarnoldmeredith47041
Write a response about the topic in the reading (see attached) and make sure you include the following:
1. Brief summary of the reading
2. What was intersting?
3. The main points highlighted and what do you think of the reading?
( 2 page response)
.
Write a research report based on a hypothetical research study. Con.docxarnoldmeredith47041
Write a research report based on a hypothetical research study. Conducting research and writing a report is common practice for many students and practitioners in any of the behavioral sciences fields.
A research report, which is based on scientific method, is typically composed of the different sections listed below:
Introduction:
The introduction states a specific hypothesis and how that hypothesis was derived by connecting it to previous research.
Methods:
The methods section describes the details of how the hypothesis was tested and clarifies why the study was conducted in that particular way.
Results:
The results section is where the raw uninterpreted data is presented.
Discussion:
The discussion section is where an argument is presented on whether or not the data supports the hypothesis, the possible implications and limitations of the study, as well as possible future directions for this type of research.
Together, these sections should tell the reader what was done, how it was done, and what was learned through the research. You will create a research report based on a
hypothetical
problem, sample, results, and literature review. Organize your data by creating meaningful sections within your report. Make sure that you:
Apply key concepts of inferential hypothesis tests.
Interpret the research findings of the study.
Examine the assumptions and limitations of inferential tests.
Develop a practical application of the research principles covered in this course.
Focus of the Research Report
To begin, create a hypothetical research study (you do not have to carry out the study; you will just have to describe it) that is based on the three pieces of information listed below. Once you have your hypothetical study created, write a three- to four-page research report (excluding title and reference pages) that outlines the study. You are encouraged to be creative with your research study, but be sure to follow the format outlined below and adhere to APA formatting as outlined in the Ashford Writing Center.
Your hypothetical research study should be based on the following information:
Recent research has indicated that eating chocolate can improve memory. Jones and Wilson (2011) found that eating chocolate two hours before taking math tests improved scores significantly. Wong, Hideki, Anderson, and Skaarsgard (2009) found that women are better than men on memory tests after eating chocolate.
There were 50 men and 50 women who were randomly selected from a larger population.
A
t
-test was conducted to compare men and women’s performance on an assessment after eating chocolate. The results showed an independent
t
-test value of
t
.05(99) = 3.43;
p
< .05
Your research study must contain the following:
Title Page
Title of your report
Your name
The course
Instructor
Date
Introduction
Introduce the research topic, explain why it is important, and present the purpose of the paper and the resea.
Write a Research Paper with the topic Pregnancy in the adolesce.docxarnoldmeredith47041
Write a Research Paper with the topic: Pregnancy in the adolescent life.
The conditions are:
APA format
Double space
One inch margin on all sides
All paragraph in the body are indented
The title is centered on the page with your name and school institution
Paragraph 2, 3, and 4 need another inch more
All pages should be numbered and with citation
Apart of the Research paper write the topic sentence (a question or a statement) & the THESIS of the Research Paper. Write 3 citations for your Research Paper.
.
Write a Research Paper with the topic Autism a major problem. T.docxarnoldmeredith47041
Write a Research Paper with the topic: Autism a major problem.
The conditions are:
APA format
Double space
One inch margin on all sides
All paragraph in the body are indented
The title is centered on the page with your name and school institution
Paragraph 2, 3, and 4 need another inch more
All pages should be numbered and with citation
Apart of the Research paper write the topic sentence (a question or a statement) & the THESIS of the Research Paper.
Write 3 citations for your Research Paper.
.
Write a research paper that explains how Information Technology (IT).docxarnoldmeredith47041
Write a research paper that explains how Information Technology (IT) promotes getting people who are affected by policies involved in the policy-making process. Cite specific examples.
1000- 1200 words APA format and
Create a powerpoint presentation using 5 slides on the main points covered in your research paper. You may use a title slide and a reference slide.
Please find the attached text book.
.
Write a research paper outlining possible career paths in the field .docxarnoldmeredith47041
Write a research paper outlining possible career paths in the field of Human Resources Management (HRM) and based upon independent research discuss how different organizations might develop and implement a strategic HRM plan.
Research Paper Instructions:
IMPORTANT!!
Submit your work as an MS WORD ATTACHMENT in either a .doc, .docx, or .rtf format.
Please support your ideas, arguments, and opinions with independent research, include at least three (3) supporting references or sources (NOT Wikipedia, unknown, or anonymous sources), format your work in proper APA format, include a cover page, an abstract, an introduction and a labeled conclusion in accordance with the course rubric, a minimum of 3 FULL pages of written content, and a reference section. Double space all work and cite all listed references properly in text in accordance with the 6th edition of the APA manual, chapters 6 & 7.
.
Write a Research paper on the Legal issues associated with pentestin.docxarnoldmeredith47041
Write a Research paper on the Legal issues associated with pentesting.
Paper Specifics
3000 words (not counting citations)
APA format
Max team size of two
Minimum 5 academic sources
Provides clear summary and introduction to project scope; includes coherent discussion of key concepts, principles, and problem statement; develops clear context between project tasks and performing security testing in a virtual environment
Provides a thorough and concise summary of the project by listing the purpose and results of each test conducted; or research summary; clearly links the results with recommendations/research, which are supported by test data and external references
.
Write a research paper on one of the following topics .docxarnoldmeredith47041
Write a research paper on
one
of the following topics:
1. What are the effects of corruption on capitalism and foreign investment? (Unit II)
Be sure to include at least the following points in your paper:
What are the types of corruption?
What are effects of corruption on MNCs?
How can MNCs deal effectively with these problems?
2. How can MNCs effectively negotiate with local employees, local suppliers, and local governments in the Middle East? (Unit IV)
Be sure to include at least the following points in your paper:
What are some examples of negotiation cases in the Middle East?
How do MNCs use negotiation to solve problems?
What roles do different cultures have in negotiation?
3. Discuss the problems MNCs face when assigning expatriates to an Eastern European country and how they should support the expatriates. (Unit VII)
Be sure to include at least the following points in your paper:
What are problems for international assignments in Eastern Europe?
What are solutions for the problems?
What are strategies MNCs can implement to support their expatriates?
Directions:
The paper should be at least 750 words in length.
You are required to use a minimum of three scholarly sources for the paper.
All sources used must be referenced; paraphrased and quoted material must have accompanying APA citations.
.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The Case against Anne HutchinsonAuthor(s) Edmund S. Morgan.docx
1. The Case against Anne Hutchinson
Author(s): Edmund S. Morgan
Source: The New England Quarterly, Vol. 10, No. 4 (Dec.,
1937), pp. 635-649
Published by: The New England Quarterly, Inc.
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THE CASE AGAINST ANNE HUTCHINSON
EDMUND S. MORGAN
HE tercentenary year of the founding of the Massachu-
setts Bay Colony saw the publication of three biog-
raphies of Anne Hutchinson, all of which eulogized the lady
at the expense of the colony's orthodox governors. Winnifred
Rugg proclaimed her the " mother of the twentieth-century
woman," "a lonely exemplar in newborn America of that
freedom of thought, word, and action that women now accept
as unthinkingly as the air they breathe." 1 Edith Curtis
averred that for a long period " almost the sole contribution
that Massachusetts made to American civilization " was in the
struggle for civil liberty against Governor Winthrop and
his successors, begun by Mrs. Hutchinson.2 Helen Augur
declared that although Winthrop was moved by sincere con-
victions, " he could not recognize in Anne Hutchinson's teach-
ings the outlines of another religious and political philos-
ophy with its own right to exist." 3
Miss Augur implies, of course, that we should recognize
this at once. Indeed, all these biographies are flattering to the
modern reader; for they are based on an assumption, which
we also accept as unthinkingly as the air we breathe, that we
are not only modern but also enlightened. Each of them seems
to say that we have made such " progress " since the age of the
Puritans that we can understand both the Puritans and per-
sons like Anne Hutchinson who were " in advance " of that
3. age. We have gone forward so far that we can even accord a
certain condescending sympathy to the orthodox Puritans
themselves. That they were inferior, however, in breadth
of perception to the prophet of liberalism, Anne Hutchinson,
we should never doubt for a moment. This is the implication
1 Winnifred King Rugg, Unafraid: A Life of Anne Hutchinson
(Boston
and New York, 1930), 252-253.
2 Edith Curtis, Anne Hutchinson: A Biography (Cambridge,
1930), 93.
3 Helen Augur, An American Jezebel: The Life of Anne
Hutchinson
(New York, 1930), 168.
635
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636 THE NEW ENGLAND QUARTERLY
of these three biographies published on the three-hundredth
anniversary of the founding of Massachusetts.
The three-hundredth anniversary of the banishment of
Mrs. Hutchinson is an opportune moment to say a few words
in explanation of her treatment by Massachusetts. Without
attempting to palliate the unfairness of her trial, it may be
of some value to recall the mental climate in which it was con-
4. ducted. For such a change has come over our ways of thinking
since the seventeenth century that it is difficult for us to
understand the issues involved in her condemnation.
These issues were confined to a sphere of thought that has
become alien to most of us. The introduction and spread of
scientific investigation have given us a theory of knowledge
wholly different from that which prevailed three centuries
ago. The focus of our attention is now on the relative sort of
truth obtainable by observation of the world. It is only in this
empirical realm that we feel able to gain knowledge. We make
little effort to reach the realm of absolute truth, which com-
prehends metaphysics and religion. Many of us believe it to
be non-existent. At most we feel that knowledge of it is un-
attainable, and that one man's opinion is as good, or as bad,
as another's.
In seventeenth-century Massachusetts the situation was
reversed. Although the Puritans showed some awareness of,
and respect for, the sort of truth attainable by observation of
the world, they were still chiefly medieval in their theory of
knowledge. They believed that absolute truth, of which, they
said, nature gives only a hint, was revealed to man once and
for all in the Word of God, the Bible. At the Reformation,
Calvin had rejected the interpretation of the Bible used by
the Catholic Church and had made a complete interpretation
of his own. Since that time, two generations of Puritans had
been revising Calvin's interpretation, and this revision for
them was absolute truth, divine and unquestionable. It was
not merely the statement of things as they are in the world;
it was truth eternal, unlimited by time or space. It was the
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ANNE HUTCHINSON 637
way of salvation. By it the Puritans had determined to mold
their daily lives, their church, and their state. And to make
this determination a reality they had crossed the Atlantic and
had settled on the shores of Massachusetts Bay.
While they were still maintaining a precarious existence,
Anne Hutchinson joined them. At first she was welcomed as
the godly wife of a pious and successful merchant; but before
she had been long in Massachusetts, she broached a doctrine
which was absolutely inconsistent with the principles upon
which the colony had been founded. She began to affirm a
new basis for absolute truth: immediate personal communion
with the Holy Ghost. If this communion had been merely for
the purposes of illuminating the meaning of Holy Scripture,
the Puritans might have had no quarrel with her. The com-
munion which she described, however, was one which re-
sulted in immediate revelation apart from the Word. To
accept her doctrine would mean the abandonment of the fun-
damental belief for which the Puritans had crossed the water
- the belief that truth for man was to be found in the Bible.
It would mean a complete change in their daily lives, in their
church, and in their state.
As for their daily life, the Puritans saw that the new doctrine
would probably encourage or condone indolence and loose-
living. In the communion described by Mrs. Hutchinson the
believer was completely passive. He did not scrutinize his life
to see whether it was in accord with the precepts of the Bible;
he merely waited for the Holy Ghost. As Thomas Welde put
it, " he is to stand still and waite for Christ to doe all for
him. ... And if he fals into sinne, he is never the more dis-
6. liked of God, nor his condition never the worse." 4 This
would remove all the rational basis for moral endeavor which
the Puritan theologians had been painfully constructing since
the time of Calvin.5 The magistrates of Massachusetts found
4 Antinomianism in the Colony of Massachusetts Bay, C. F.
Adams, Editor,
(Boston, 1894), 74. 5 See Publications, Colonial Society of
Massachusetts, xxxii, 247-300: Perry
Miller, " The Marrow of Puritan Divinity."
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638 THE NEW ENGLAND QUARTERLY
an example of what acceptance of this heresy meant in the
refusal of Mrs. Hutchinson's followers to join the expedition
against the Pequots.
As for the church, the Puritans must have realized that
Mrs. Hutchinson's dogma destroyed most of the reasons for
its existence. For in the list of eighty-two errors refuted by a
synod of New England ministers, and declared by most mem-
bers of the court which condemned her to have sprung from
her doctrine of revelation, are found these two statements:
Errour 22. None are to be exhorted to beleeve, but such whom
we
know to be the elect of God, or to have his Spirit in them
effectu-
ally.
7. Error 53. No Minister can teach one that is annoynted by the
Spirit of Christ, more then hee knowes already unlesse it be in
some circumstances.6
In other words, the minister and the church were no longer
needed, " unlesse it be in some circumstances," since God,
according to Mrs. Hutchinson, preferred to deal with His
children directly.
In the same way she would have done away with the state
as it then existed. Her view might have been compatible with
a state concerned only with secular ends, but to the Puritans
such a state would have seemed a sorry affair. Their com-
munity was a spiritual association devoted primarily to spir-
itual ends; and it found its laws in the general principles
deducible from the Bible and from a rational observation of
God's governance of the world. Her insistence on revelation
apart from the Word as the source of truth had the corollary
" that the will of God in the Word, or directions thereof, are
not the rule whereunto Christians are bound to conforme
themselves, to live thereafter." 7 Therefore the laws which the
Puritan state was enforcing could have no divine validity for
her. If the state were to exist, it would have to be simply as a
6 Adams, Antinomianism in . . .Massachusetts Bay, lo2 and 112.
7 Adams, Antinomianism in . . Massachusetts Bay, 96.
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ANNE HUTCHINSON 639
secular association; and that was a concept which the Puritan
8. mind could not entertain.
These results of Mrs. Hutchinson's doctrines became ap-
parent before the members of the orthodox group knew for
certain what those doctrines were, for Mrs. Hutchinson had
carefully refrained from committing herself in public. It was
clear to the magistrates of the Bay Colony, however, that the
nub of her teaching must consist in the idea of personal rev-
elation, and that its consequences were at war with the ideals
of Massachusetts. Because the Puritans had undergone great
hardships in order to put those ideals into practice, it was
only to be expected that they should do their utmost to main-
tain them. This we of to-day can readily understand. What
is more difficult for us to comprehend is that the Puritans did
not regard Mrs. Hutchinson's attack on their ideals as a dif-
ference of opinion. Miss Augur is correct in stating that Win-
throp " could not recognize in Anne Hutchinson's teachings
the outlines of another religious and political philosophy
with its own right to exist." To concede that would have been
to acknowledge that his own political and religious philos-
ophy was wrong, and such a notion never entered his head.
He could not regard the case as that of one opinion against
another; it was personal opinion against truth. And the terri-
fying fact was that this personal opinion was gaining ground;
the Word of God was being undermined by a woman. Win-
throp saw the commonwealth which he had done much to
found - which had been consecrated to absolute truth -
rocked to its foundations by the seductive teachings of a clever
lady. He could not help regarding that woman as an enemy
of God. As governor he was bound to do his utmost to protect
the Word and the state from this instrument of Satan.
To appreciate Winthrop's sense of responsibility it is neces-
sary to recall the Puritans' conception of the magistrate's
office. This requires an examination of that classic of Pro-
testant political theory, the Vindiciae Contra Tyrannos. Here
9. we find the origin of the state described in these terms:
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640 THE NEW ENGLAND QUARTERLY
Now we read of two sorts of covenants at the inaugurating of
kings, the first between God, the king, and the people, that the
people might be the people of God. The second, between the
king
and the people, that the people shall obey faithfully, and the
king
command justly.8
The Vindicie explains that in these covenants " kings swear
as vassals to observe the law of God," 9 and subjects promise
to obey them within the limits thus set.
From numerous statements of the Puritans it is clear that
the theories of government outlined in the Vindicie were
those followed in Massachusetts. Although the foundation of
the government was the charter from the king, all who came
into the community were by tacit assumption regarded as
" bound by soleme covenant to walke by the rule of Gods
word in all their conversation." 10 Winthrop explained the
origin of the government in this fashion:
We A. B. C. etc. consented to cohabite in the Massachusetts,
and
under the government set up among us by his Majesty's patent
10. or grant for our mutual safety and wellfare, we agreed to walke
according to the rules of the gospell. And thus you have both a
christian common weale and the same founded upon the
patent." 11
It was pursuant to this social compact that the oath adminis-
tered to officers of the government provided that they should
act " according to the Laws of God, and for the advancement
of his Gospell, the Laws of this land, and the good of the
people of this Jurisdiction." 12
That the compact was not merely between the people them-
selves and the magistrates whom they set up, but also between
8 A Defence of Liberty Against Tyrants, H. J. Laski, Editor,
(New York,
1923), 71.
9 Laski, Defence of Liberty Against Tyrants, 73.
10 Massachusetts Records, I, 272.
11 A Collection of Original Papers Relative to the History of
the Colony
of Massachusetts-Bay, Thomas Hutchinson, Editor, (Boston,
1769), 85-
12 The Laws and Liberties of Massachusetts, Max Farrand,
Editor, (Cam-
bridge, 1929), 56.
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11. ANNE HUTCHINSON 641
the people, the magistrates, and God, is indicated by the lan-
guage in which the Puritans spoke of themselves. Always they
were the " People of God," and frequently they referred to
their commonwealth as Israel. Furthermore, they believed the
consequences of their compact to be those specified by the
author of the Vindiciwa. The latter pointed out that according
to the compact, " the king himself, and all the people should
be careful to honour and serve God according to His will re-
vealed in His word, which, if they performed, God would
assist and preserve their estates: as in doing the contrary,
he would abandon, and exterminate them."'3 In like man- ner
the Puritan ministers explained to the people of New
England that they were a chosen people and could not " sin
at so cheap a rate, or expect so few stripes for their disobedi-
ence " as those who had no covenant with the Almighty: 1"
Whilst a covenant people carry it so as not to break covenant,
the
Lord blesseth them visibly, but if they degenerate, then
blessings
are removed and woful Judgments come in their room.'5
So, while the Puritans were submissive and obedient to
God - that is, so long as they submitted to His will as ex-
pressed in the Word - He would prosper all their affairs.
But if they strayed and fell to open sin, He would let loose
His wrath upon them. As the Vindicixa points out, there are
two respondents to God's covenant:
. . . the king and Israel, who by consequence are bound one for
another and each for the whole. For as when Caius and Titus
have promised jointly to pay to their creditor Seius a certain
sum,
each of them is bound for himself and his companion, and the
creditor may demand the sum of which of them he pleases. In
12. the like manner the king for himself, and Israel for itself are
bound with all circumspection to see that the church be not
13 Laski, Defence of Liberty Against Tyrants, 72.
14 Urian Oakes, New England Pleaded with . .. [Election
Sermon, 1673],
(Cambridge, 1673), 14.
15 Increase Mather, "A Discourse concerning the Danger of
Apostacy"
[Election Sermon, 1677] in A Call from Heaven etc. (Boston,
1685), 61.
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642 THE NEW ENGLAND QUARTERLY
damnified: if either of them be negligent of their covenant, God
may justly demand the whole of which of the two He pleases,
and the more probably of the people than of the king, and for
that many cannot so easily slip away as one, and have better
means to discharge the debts than one alone.16
The implications of this theory are numerous. Probably
the most important is the doctrine that subjects must rebel
when the magistrates command something contrary to the
Law of God. More to the point in the present instance, how-
ever, is the notion that if the ruler does not punish outward
breaches of that law, the whole people may suffer punishment
at the hands of the Almighty Himself. Solomon Stoddard put
13. the case as late as 17o3:
Under the best government many times there will be a breaking
out of sin, though Rulers and People do what they can to
prevent
it, yet particular persons will be guilty of flagitious crimes. But
if the people doe their duty to inform Rulers, and Rulers theirs
in bearing a due testimony against them, these are not the sins
of the Land; God don't charge these sins upon the Country: the
country is not guilty of the Crimes of particular Persons, unless
they make themselves guilty; if they countenance them, or con-
nive at them, they make themselves guilty by participation: But
when they are duely witnessed against, they bring no publick
guilt.17
Increase Mather had the same doctrine in mind when in 1677
he exhorted the governors:
I know you cannot change mens hearts, yet you may doe much
(if God help you) towards the effecting an outward
Reformation,
which will procure outward blessings and prevent outward Judg-
ments and desolations. There is pride in the hearts of men, you
cannot Reform that, but there is pride in Apparel, which the
Lord
has said he will punish for, you may cause that to be reformed.
There is Drunkeness in the sight of God, which doth not fall
16 Laski, Defence of Liberty Against Tyrants, 91.
17 Solomon Stoddard, The Way for a People to Live Long
[Election Sermon,
17o3], (Boston, 1703), 8.
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ANNE HUTCHINSON 643
under your Cognizance, but Drunkeness in the sight of men, and
the occasions of it, do; which you may and ought to remove."8
This was doubtless the reason which Massachusetts gave to
Plymouth when she imprisoned John Alden for alleged com-
plicity in a murder on the Kennebec in Maine. For Governor
Bradford, after expressing the Pilgrims' dissatisfaction with
the action of Massachusetts, apparently refers to such a justi-
fication:
But yet being assured of their Christian love, and perswaded
what was done was out of godly zeale, that religion might not
suffer, nor sinne any way covered or borne with, ... they did
indeavore to appease and satisfie them the best they could."1
Bradford records also the testimony of several ministers who
had been questioned concerning the duty of the magistrate
in seeking out instances of disobedience of the Mosaic laws
regarding adultery and sodomy. The answer of Mr. Reynor
is typical. He declared that the magistrate must follow up
every suggestion of indulgence in these crimes in order to
punish them, " or els he may betray his countrie and people
to the heavie displeasure of God." 20
No one was more thoroughly imbued with this socio-
religious theory of criminology than Governor Winthrop. At
the outset of the Bay Colony experiment, he had advised his
fellow immigrants that " the care of the publique must over-
sway all private respects." 21 Later, in his controversy with
young Henry Vane, Winthrop reminded the colonists that
15. the nature of their incorporation " tyes every member thereof
to seeke out and entertaine all means that may conduce to the
wellfare of the bodye, and to keepe off whatsoever doth ap-
peare to tend to theire damage." 22 Granted this, it was the
18 Mather, "Danger of Apostacy," 111-112.
19 William Bradford, History of Plymouth Plantation: 162o-
i647 (Boston,
1912), II, 186-187.
20 Bradford, Plymouth Plantation, II, 317- 21 Winthrop Papers,
ii (Boston, 1931), 293.
22 Hutchinson, Original Papers, 68.
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644 THE NEW ENGLAND QUARTERLY
social obligation of every member of the commonwealth to
refrain from breaking the Lord's commandments, for by such
a breach he might bring down the divine wrath on the whole
community. And it was, of course, the duty of the magistrate
to protect the community by punishing the individual sinner,
lest the community appear to condone sin. As Winthrop put
it, " better it is some member should suffer the evill they bring
upon themselves, than that, by indulgence towards them, the
whole familye of God in this countrey should be scattered, if
not destroyed." 23
It was with these beliefs in mind that the magistrates of
Massachusetts began the trial of Mrs. Hutchinson. There
16. were undoubtedly numerous personal animosities that led to
the inauguration of the prosecution - the pique of the min-
isters and the jealousy of the magistrates. Theoretically, how-
ever, the trial was based on the charge that Mistress Hutchin-
son had broken the Law of God. Now it must be remembered
that before her trial this wise woman had never publicly ad-
vanced her tenet of personal revelation. Neither had she
openly professed any doctrines that could be sanely regarded
as contrary to the Law of God. It was clear, nevertheless, that
some one must have been urging such views privately, for the
synod of ministers had found eighty-two of them to condemn.
It was common rumor that that some one was Mrs. Hutchin-
son. Accordingly in October, 1637, she was summoned before
the General Court to answer the scanty list of charges that the
magistrates had been able to draw up.
Although she may have instigated it, Mrs. Hutchinson had
been wise enough not to sign the petition in favor of John
Wheelwright, because of which the General Court had been
disfranchising, fining, and even banishing, many of her fol-
lowers. And so now, when the court attempted to deal " with
the head of all this faction," they could accuse her merely with
" countenancing and incouraging " those who had been sow-
ers of sedition. To this was added the even weaker charge,
23 Hutchinson, Original Papers, ioo.
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ANNE HUTCHINSON 645
that she held in her house meetings which had been con-
17. demned by the general assembly as a thing not tolerable nor
comely in the sight of God nor fitting for her sex. Following
these was a last and more serious indictment, that she had
traduced the faithful ministers of the colony.24
The ground of the first specification was that in entertain-
ing those who had been subsequently convicted of sedition,
she had broken the fifth commandment: she had dishonored
the governors, who were the fathers of the commonwealth.
Her nimble wit soon put her judges in a dilemma.
Mrs. H. But put the case Sir that I do fear the Lord and my
parents, may not I entertain them that fear the Lord because my
parents will not give me leave? 25
After attempting to find his way around this logical im-
passe, Governor Winthrop, good Puritan casuist though he
was, was forced to take refuge in dogmatic assertion.
Gov. We do not mean to discourse with those of your sex but
only this; you do adhere unto them and do endeavor to set for-
ward this faction and so you do dishonour us.26
The court next called upon her to justify the weekly meet-
ings which she held at her house. In answer she quoted two
passages of Scripture: Titus 11, 3-5, which indicates that the
elder women should instruct the younger, and Acts xviii, 26,
wherein " Aquila and Priscilla tooke upon them to instruct
Apollo, more perfectly, yet he was a man of good parts, but
they being better instructed might teach him."
Court. See how your argument stands, Priscilla with her hus-
band, tooke Apollo home to instruct him privately, therefore
Mistris Hutchinson without her husband may teach sixty or
eighty.
18. 24 This paragraph and subsequent ones are based on the two
accounts of
the trial printed in Adams, Antinomianism in . . . Massachusetts
Bay, 235-
284. See, also, 164.
25 Adams, Antinomianism in . . . Massachusetts Bay, 238.
26 Adams, Antinomianism in . . . Massachusetts Bay, 238.
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646 THE NEW ENGLAND QUARTERLY
Hutch. I call them not, but if they come to me, I may instruct
them.
Court. Yet you shew us not a rule.
Hutch. I have given you two places of Scripture.
Court. But neither of them will sute your practise.
Hutch. Must I shew my name written therein? 27
Again, after some further argument, Winthrop resorted to
bare assertion, enunciating once more the Puritan theory of
criminology:
. . we see no rule of God for this, we see not that any should
have authority to set up any other exercises besides what au-
thority hath already set up and so what hurt comes of this you
will be guilty of and we for suffering you.28
Undaunted by the failure to prove the first two counts, the
court now moved to the final and most serious accusation,
that she had insulted the ministers. The basis of this charge
19. lay in a conference held the preceding December between the
ministers and Mrs. Hutchinson. In spite of the fact that the
conference had been private, the ministers now testified that
she had designated them all, except Mr. Cotton and Mr.
Wheelwright, as laboring under a covenant of works. The
Puritan ministers were still filled with the zeal of the Ref-
ormation, and no epithet could have been better designed to
arouse their ire than the one which they now declared that
she had applied to them. When the court adjourned for the
day, she was facing her most difficult problem.
That night she went over some notes taken at the Decem-
ber conference by her opponent Mr. Wilson, pastor of the
Boston church. Finding that the ministers' testimonies against
her were inaccurate, she demanded, when the trial reopened
the following morning, that the ministers be made to give
their evidence under oath. This created a great stir and only
served to strengthen the hard feeling of the court against her.
Finally, however, John Cotton, teacher of the Boston church
27 Adams, Antinomianism in . .. Massachusetts Bay, 168-169.
28 Adams, Antinomianism in . . . Massachusetts Bay, 241.
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ANNE HUTCHINSON 647
and most respected theologian of the colony, was called upon
to give his version of the conference. With careful diplomacy
he soothed the injured pride of the other ministers and
brought his speech to a dramatic close by declaring: " I must
say that I did not find her saying they were under a covenant
20. of works, nor that she said they did preach a covenant of
works." 29 And though pressed by the other ministers, he firmly
stood his ground.
With this testimony the case against Mrs. Hutchinson was
about to collapse. The first two specifications against her had
been too weakly sustained to warrant any grave condemna-
tion, and now the revered Mr. Cotton had practically de-
stroyed the basis of the only remaining charge. Her triumph
was too much for her. Hitherto she had been on guard and
had dexterously parried every rude thrust of her prosecutors.
Had she been content to hold her tongue at this point, her
judges might have felt obliged to dismiss the case for lack of
evidence, or at best would have passed some vote of censure
in order to save their faces. Instead of continuing to rely on
her native wit, she proceeded to justify herself by an imme-
diate divine revelation.
Her prosecutors could not have hoped for a better ground
upon which to condemn her. The surviving descriptions of
the trial make it clear that the men who were at the same time
her prosecutors and her judges had determined her guilt in
advance and were merely searching for sufficient evidence on
which to convict her. She herself gave them that evidence. By
claiming an immediate revelation, she denied the funda-
mental tenet upon which the Puritan state was founded: that
the Will of God was expressed directly only in the Word. Now
all the previous charges could be dropped and her conviction
based on this alone. And so Winthrop records that
. . . the Court and all the rest of the Assembly (except those of
her owne party) did observe a speciall providence of God, that
29 Adams, Antinomianism in . . . Massachusetts Bay, 266.
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648 THE NEW ENGLAND QUARTERLY
(while shee went about to cover such offences as were laid to
her
charge, by putting matters upon proofe, and then quarrelling
with the evidence) her owne mouth should deliver her into the
power of the Court, as guilty of that which all suspected her for,
but were not furnished with proofe sufficient to proceed against
her. ...
The Court saw now an inevitable necessity to rid her away,
except wee would bee guilty, not only of our own ruine, but
also
of the Gospel, so in the end the sentence of banishment was pro-
nounced against her, and shee was committed to the Marshall,
till
the Court should dispose of her.0?
Thus ended the trial of Anne Hutchinson, a proceeding
that scarcely deserves to be dignified by that name. Our in-
dignation at its unfairness is commendable; for members of
a modern state founded on self-government should be acutely
conscious of the value of the forms of justice. We should
remember, however, that this proceeding took place in an
infant community the leaders of which looked on democracy
as the worst form of government. This in no way excuses the
unfairness of the trial, but it does make it easier to recognize
the appropriateness of the sentence. Granted that Mrs. Hutch-
inson proclaimed a belief in immediate revelation, it was
quite impossible that she should have been retained in the
22. Puritan commonwealth. That our natural sympathies lie
with her, rather than with the rulers of the colony, is simply
an indication that the Puritan experiment failed. It was be-
cause her opinions were repellant to them that the Puritans
banished Anne Hutchinson, but they sincerely believed that
in thus protecting themselves they were also protecting God's
eternal truth. Winthrop summed up the case in characteristic
fashion, with words that have the ring of genuine feeling:
Thus it pleased the Lord to heare the prayers of his afflicted
people (whose soules had wept in secret, for the reproach which
was cast upon the Churches of the Lord Jesus in this Countrey,
by
occasion of the divisions which were grown amongst us,
through
0so Adams, Antinomianism in . . . Massachusetts Bay, 177 and
18o.
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ANNE HUTCHINSON 649
the vanity of some weake minds, which cannot seriously affect
any
thing long, except it bee offered them under some renewed
shape)
and by the care and indevour of the wise and faithfull Ministers
of the Churches, assisted by the Civill authority, to discover
this
Master-piece of the old Serpent, and to break the brood by scat-
23. tering the Leaders, under whose conduct hee had prepared such
Ambushment, as in all reason would soon have driven Christ
and
Gospel out of New England, (though to the ruine of the instru-
ments themselves, as well as others) and to the repossessing of
Satan in his ancient Kingdom; It is the Lords work, and it is
mar-
vellous in our eyes.31
31 Adams, Antinomianism in . . . Massachusetts Bay, 185-186.
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Contentsp. 635p. 636p. 637p. 638p. 639p. 640p. 641p. 642p.
643p. 644p. 645p. 646p. 647p. 648p. 649Issue Table of
ContentsThe New England Quarterly, Vol. 10, No. 4 (Dec.,
1937), pp. 619-847Volume Information [pp. 831-847]Front
Matter [pp. 827-829]A New Managing Editor [pp. 619]The
Feast of Belshazzar [pp. 620-634]The Case against Anne
Hutchinson [pp. 635-649]Literary Aspects of American Anti-
Imperialism 1898-1902 [pp. 650-667]John Hull: Mintmaster
[pp. 668-684]Who Wrote "Ethan Allen's Bible"? [pp. 685-
696]Benjamin Gale [pp. 697-716]William James and Henry
Adams [pp. 717-742]Jeremy Belknap: Pioneer Nationalist [pp.
743-751]Memoranda and DocumentsA Yankee on the New York
Frontier 1833-1851 [pp. 752-772]A Note on "Emerson and
Communism" [pp. 772-773]The Flight of Henry James the First
[pp. 774-775]Whittier's "The Demon Lady" [pp. 776-780]Free
Soil in Berkshire County 1781 [pp. 781-785]To Saratoga and
Back 1777 [pp. 785-789]Thoreau and Zimmermann [pp. 789-
792]Book ReviewsReview: untitled [pp. 793-795]Review:
untitled [pp. 795-796]Review: untitled [pp. 797]Review:
untitled [pp. 798-799]Review: untitled [pp. 800-801]Review:
24. untitled [pp. 802]Review: untitled [pp. 803-804]Review:
untitled [pp. 804-805]Review: untitled [pp. 806-807]Review:
untitled [pp. 807-808]Review: untitled [pp. 809-811]Review:
untitled [pp. 812-813]Review: untitled [pp. 814-815]Review:
untitled [pp. 815-816]Review: untitled [pp. 817-818]Review:
untitled [pp. 818-820]Review: untitled [pp. 820-821]Short
NoticesReview: untitled [pp. 822]Review: untitled [pp. 822-
823]Review: untitled [pp. 823]Review: untitled [pp.
824]Review: untitled [pp. 824-825]Review: untitled [pp.
825]Review: untitled [pp. 826]Additional Corrections for June,
1937 [pp. 830]Back Matter
/
Due By Assignment
Days 1–2 Read the resources as indicated on the Learning
Resources page.
Begin to check your knowledge with the Quiz.
Compose your initial response to Discussion.
Day 5 Deadline to post Vlog
Day 4–7 Review Vlogs.
Prepare Discussion responses.
Days 7 Deadline to post first peer response
Days 7–13 Continue the Discussion.
Days 14 Deadline to Complete Check your Knowledge
Day 14 Deadline to post at least three peer responses
25. Learning Resources
Required Readings
Centers for Disease Control and Prevention. (2016b). Whole
school, whole community, whole
child. Retrieved from https://www.cdc.gov/healthyyouth/wscc/
Centers for Disease Control and Prevention. (2015b).
Characteristics of an effective health
education curriculum. Retrieved from
https://www.cdc.gov/healthyschools/sher/characteristics/index.h
tm
Centers for Disease Control and Prevention. (2015c).
Components of the whole school, whole
community, whole child (WSCC). Retrieved from
https://www.cdc.gov/healthyschools/wscc/components.htm
https://www.cdc.gov/healthyyouth/wscc/
https://www.cdc.gov/healthyschools/sher/characteristics/index.h
tm
https://www.cdc.gov/healthyschools/wscc/components.htm
/
Gebbie, K. M., Weist, E. M., McElligott, J. E., et al. (2013).
Implications of preparedness and
response core competencies for public health. Journal of Public
Health Management
Practice,19(3), 224–230. Retrieved from
https://www.naccho.org/uploads/downloadable-
resources/Preparedness-Competencies-Article1.pdf
HealthyPeople.gov. (2017a). About healthy people. Retrieved
from
26. http://www.healthypeople.gov/2020/about/default.aspx
Healthy People.gov. (2017b). Educational and community-based
programs. Retrieved from
https://www.healthypeople.gov/2020/topics-
objectives/topic/educational-and-community-based-
programs
Healthy People.gov. (2017c). Educational and community-based
programs: Evidence-based
resources. Retrieved from
https://www.healthypeople.gov/2020/topics-
objectives/topic/educational-and-community-based-
programs/ebrs
Institute for Work & Health (2015). What researchers mean
by... Primary, secondary and tertiary
prevention. Retrieved from https://www.iwh.on.ca/what-
researchers-mean-by/primary-secondary-
and-tertiary-prevention
National Board of Public Health Examiners (NBPHE). (2017).
Become CPH! Retrieved from
https://www.nbphe.org/
National Commission for Health Education Credentialing
(NCHEC). (n.d.c). CHES® overview.
Retrieved from https://www.nchec.org/ches
Public Health Foundation (PHF). (n.d.). Public health
preparedness and response. Retrieved
from
http://www.phf.org/programs/preparednessresponse/Pages/Publi
c_Health_Preparedness_and_Respo
https://www.naccho.org/uploads/downloadable-
28. from http://www.un.org/millenniumgoals/pdf/report-2013/mdg-
report-2013-english.pdf
United Nations. (2015). The millennium development goals
report 2015. Retrieved
fromhttp://www.un.org/millenniumgoals/2015_MDG_Report/pdf
/MDG%202015%20rev%20(July%201)
World Health Organization (WHO). (2015). Millennium
development goals (MDGs). Retrieved
from http://www.who.int/mediacentre/factsheets/fs290/en/
World Health Organization (WHO). (2017d). Millennium
development goals (MDGs). Retrieved
from
http://www.who.int/topics/millennium_development_goals/abou
t/en/index.html
World Health Organization (WHO). (2018). Disease prevention,
including early detection of
illness. Retrieved from http://www.euro.who.int/en/health-
topics/Health-systems/public-health-
services/policy/the-10-essential-public-health-operations/epho5-
disease-prevention,-including-
early-detection-of-illness2
http://www.nchec.org/
http://www.grips.ac.jp/forum/IzumiOhno/lectures/2015_Lecture
_texts/S16_From-MDGs-to-SDGs-Lancet-June-2012.pdf
https://www.sophe.org/careers/health-education-profession/
http://www.un.org/millenniumgoals/pdf/report-2013/mdg-
report-2013-english.pdf
http://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MD
G%202015%20rev%20(July%201).pdf
http://www.who.int/mediacentre/factsheets/fs290/en/
http://www.who.int/topics/millennium_development_goals/abou
29. t/en/index.html
http://www.euro.who.int/en/health-topics/Health-
systems/public-health-services/policy/the-10-essential-public-
health-operations/epho5-disease-prevention,-including-early-
detection-of-illness2
/
Centers for Disease Control and Prevention (CDC). (2017c).
National Center for Health
Statistics (NCHS). Retrieved from http://www.cdc.gov/nchs/
Centers for Disease Control and Prevention (CDC). (2011a).
Core functions of public health and
how they relate to the 10 essential services. Retrieved from
https://www.cdc.gov/nceh/ehs/ephli/core_ess.htm
Centers for Disease Control and Prevention (CDC). (2017).
Resources organized by essential
services. Retrieved from https://www.cdc.gov/nceh/ehs/10-
essential-services/resources.html
Centers for Disease Control and Prevention (CDC). (2014b).
The public health system and the
10 essential public health services. Retrieved from
https://www.cdc.gov/publichealthgateway/publichealthservices/
essentialhealthservices.html
Note: Ensure that you read the following resource available at
this website under Resources,
Public Health 101.
Centers for Disease Control and Prevention (CDC). (2018).
Leading causes of death in the
30. United States, 1999-2016. Retrieved from
https://www.cdc.gov/nchs/data-visualization/mortality-
leading-causes/
Centers for Disease Control and Prevention (CDC), Office for
State, Tribal, Local and Territorial
Support. (2014). The 10 essential public health services: An
overview. Retrieved from
https://www.cdc.gov/publichealthgateway/publichealthservices/
pdf/essential-phs.pdf
Institute of Medicine (IOM) Committee on Assuring the Health
of the Public in the 21st Century.
(2002). B, Models for collaborative planning in communities. In
The Future of the Public's Health
in the 21st Century. Washington, DC: National Academies
Press. Retrieved
from https://www.ncbi.nlm.nih.gov/books/NBK221247/
http://www.cdc.gov/nchs/
https://www.cdc.gov/nceh/ehs/ephli/core_ess.htm
https://www.cdc.gov/nceh/ehs/10-essential-
services/resources.html
https://www.cdc.gov/publichealthgateway/publichealthservices/
essentialhealthservices.html
https://www.cdc.gov/nchs/data-visualization/mortality-leading-
causes/
https://www.cdc.gov/publichealthgateway/publichealthservices/
pdf/essential-phs.pdf
https://www.ncbi.nlm.nih.gov/books/NBK221247/
/
Assignment: Worksheet: Core Functions,
Essential Services, and Health Educator
31. Responsibilities
Becoming familiar with the public health core functions,
essential services, and the areas of
responsibility for health educators will help you gain an
understanding of the multidisciplinary scope of
the public health and health education fields.
To Prepare:
For this Assignment, you will be provided with a worksheet that
describes four scenarios related to the
Public Health Core Functions and Ten Essential Services and to
the Health Educator Areas of
Responsibility. Review this week’s Resources and reflect on the
scenarios described in the
worksheet.
To Complete:
Complete both Part I and Part II of the Module 3 Assignment
worksheet that has been posted by your
instructor.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the naming convention
“MD3Assgn+last name+first initial.
(extension)” as the name.
National Commission for Health Education Credentialing
(NCHEC). (2010). Areas of
responsibilities, competencies, and sub-competencies for the
health education specialists 2010.
32. Retrieved from
http://www.nchec.org/assets/2251/areas_of_responsibilities_and
_competencies.pdf
Council on Linkages Between Academia and Public Health
Practice. (2014). Core competencies
for public health professionals. Retrieved from
http://www.phf.org/resourcestools/Documents/Core_Competenci
es_for_Public_Health_Professionals_
http://www.nchec.org/assets/2251/areas_of_responsibilities_and
_competencies.pdf
http://www.phf.org/resourcestools/Documents/Core_Competenci
es_for_Public_Health_Professionals_2014June.pdf
Submit an 8- to 10-page (not including title page and
references), scholarly paper using APA references and
formatting that includes the following information:
· A title page
· Section headers for each of the sections below
· Describe an emerging or expanded role for public health or
health education professionals in 2030 and beyond. Explain and
support your choice with resources.
· Propose three additional goals not found in Healthy People
2020 that should be added to the Healthy People 2030. Use
supporting resources and data to defend your proposed goals.
· Prioritize and explain future health systems, programs, and
policies that might affect the future of public health and health
education.
· Review your Strengths Finder results and what you wrote in
your Module 2 paper. Write a concise and focused reflection on
what you have learned throughout the course and about
yourself.
· Describe how you will use your personal strengths, skills, and
knowledge as a scholar and practitioner. Be sure to go beyond
what you wrote in your module 2 paper to show your
33. growth.>Explain how your goals to support and promote the
field of public health or health education have changed as a
result of this course.
· Cite the sources you used within your text, wherever you
referred to or used them.
· Include an APA formatted reference list at the end of your
paper.
********** See attachment for References **********