Logic And Current Events PHI 103: With Good Reason: A Guide to Critical Thinking – Ch 7: Informal Fallacies (ashford.edu) This discussion is a forum in whi

Logic And Current Events PHI 103: With Good Reason: A Guide to Critical Thinking – Ch 7: Informal Fallacies (ashford.edu) This discussion is a forum in which you get to discuss logic as it relates to current events. Prior to beginning work on this discussion, review Chapters 7 and 8 in your Your instructor will choose the discussion question and post it as the first post in the discussion forum. In your initial post, address all the elements in the prompt. We have all committed fallacies at one point or another in our lives, so for this discussion we ask you to reflect on the fallacy that you find that you commit the most frequently. Reflect: Reflect on the fallacies that you read in your text and find the one that you feel that you commit the most. Think about how frequently you have committed the fallacy and what kinds of things tend to lead you to committing it. Write: Present an example of an argument (or arguments) that you have made that commits that particular fallacy. Present the reasoning in standard form. Evaluate your argument(s) by indicating the name of the fallacy that you committed and explaining why this argument is fallacious. What might you do to avoid committing that type of fallacy in the future? How might learning to avoid this fallacy benefit your life? ... continue reading.

8 Responses For DQ1&2 At 65words

DQ1  1)     E.C       Re: Topic 7 DQ 1 Hey class, “A theory is a set of interrelated concepts, definitions, and propositions that explains or predicts events or situations by specifying relations among variables.” (E-source, n.d.) Theories help public health organization such as the Centers for Disease Control and Prevention predict when what flu strain might be the next strain we come in contact with or when we have another pandemic. A theory helps us understand why people do what they do and how they develop their habits of health. It is important to look at the way people develop habits of health because that helps us educate them on the best ways to promote healthy living and prevent disease. So, with all of that it becomes full circle. That’s not all a theory dose though. A theory also helps us make what we facts that we already have better because we can study them more. We can take that fact and then add a derivative to it and find out more about that fact. Theories can help us find out so many things. Thanks, 2)    E. P        Re: Topic 7 DQ 1 The practice of health promotion and illness prevention is supported by several theories and models. To understand and explain health behavior and to guide the selection, development, and implementation of treatments, theories and models are utilized in program design. It’s crucial to consider a variety of elements when choosing a theory or model to guide health promotion or disease prevention initiatives, including the specific health problem being addressed, the population(s) served, and the circumstances in which the program is being implemented. One or more hypotheses or models are often used in health promotion and illness prevention efforts. The following are some of the theories and models that are utilized in health promotion and illness prevention programs: Models of the Environment The Model of Health Belief Theory of Social Cognitive Behavior Planned Behavior/Theory of Reasoned Action Theory of Social Cognitive Behavior Individual experiences, Other people’s actions, and environmental circumstances all have an impact on individual health behaviors, according to Social Cognitive Theory (SCT). Instilling expectancies, self-efficacy, and employing observational learning and other reinforcements to Facilitate behavior change, SCT provides opportunities for social support. The following are key components of the SCT that are relevant to individual behavior change: Self-efficacy is the notion that one has control over and can carry out an action. Understanding and being able to perform a behavior are both examples of behavioral capability. Expectations: determining how a behavior change will turn out. Expectancies are a way of putting a monetary value on the outcomes of behavior change. Self-control is the ability to regulate and monitor one’s conduct. Observational learning is the process of seeing and seeing others perform or model the desired behavior. Reinforcements are incentives and rewards that urge people to improve their behavior. Examples Healthy Relationships, a Chattanooga CARES-led small-group intervention for HIV/AIDS patients, is an example of social cognitive theory in action. The program is founded on the Social Cognitive Theory, and it employs skill-building exercises to help participants gain independence and cultivate Reference : Farmanova, E., Bonneville, L., & Bouchard, L. (2018). Organizational health literacy: a review of theories, frameworks, guides, and implementation issues. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 55, 0046958018757848. E-source. (n.d.). Behavioral & Social Sciences Research. Retrieved May 21, 2021, from https://obssr.od.nih.gov/wp-content/uploads/2016/05/Social-and-Behavioral-Theories.pdf 3)  S. T      1 postsRe: Topic 7 DQ 1 Theory is a set of definition that explains situations by specifying relations among variables. Theories are important because they help the scope of practice. Theory are used in health programs to explain the health behavior. Theories are also used to help the public health workers use there interventions. Theories also helps us understand the disease prevention. They also help us know if our health promotion and disease prevention is true or false. it lets us know if people actually researched about these health topics. Theories show us ways to influence and change health behaviors. I think theories are also important because it educated us more about health promotion and disease prevention. Each of the level of prevention has a theory behind it. Without having a theory we would not know if its true or not. We can believe the sources when theres a theory behind it.  https://obssr.od.nih.gov/wp-content/uploads/2016/05/Social-and-Behavioral-Theories.pdf. (2000). Https://Obssr.Od.Nih.Gov/Wp-Content/Uploads/2016/05/Social-and-Behavioral-Theories.Pdf. https://obssr.od.nih.gov/wp-content/uploads/2016/05/Social-and-Behavioral-Theories.pd 4)  R.D         Review the following site on Characteristics of an Effective Health Education Curriculum from the CDC. Choose one characteristic/guidelines and briefly describe how it influences behavior change? DQ2 5)   E. C      Re: Topic 7 DQ 2 Hey class, Each theory used for health promotion and disease prevention have their own factors that make them work. For instance in the ecological model you would have to look at e the intrapersonal factor, such as beliefs, organizational factors, community factors and public policy factors. “Key elements of the Health Belief Model focus on individual beliefs about health conditions, which predict individual health-related behaviors. The model defines the key factors that influence health behaviors as an individual’s perceived threat to sickness or disease (perceived susceptibility), belief of consequence (perceived severity), potential positive benefits of action (perceived benefits), perceived barriers to action, exposure to factors that prompt action (cues to action), and confidence in ability to succeed (self-efficacy).” (Rural Health Information Hub [RHIhub], n.d.) For the stages of change model or transtheoretical model there is six stages including pre-contemplation, contemplation, preparation, action, maintenance and termination. The social cognitive theory factors include self-efficacy, behavioral capability, expectations, expectancies, self-control, observational learning and reinforcements. Thanks, Rural Health Information Hub. (n.d.). The Health Belief Model. Retrieved May 21, 2021, from https://www.ruralhealthinfo.org/toolkits/health-promotion/2/theories-and-models/health-belief 6) missing  7) missing 8) missing ... continue reading.


Define the terms serotype and species. Identify the differences between these terms Identify the similarities between these terms. Discuss when is each term used Explain your answers with valid research Discussion Expectations: The minimum requirements for class discussions are to respond directly to the discussion prompt and to respond to at least two other posts, by other students or the instructor ... continue reading.


Pretend you have met an alien and you need to teach the alien how to make a sandwich. Keeping in mind that the alien will do exactly as you instruct, write out the process of how to make a peanut butter and jelly (PB&J) sandwich. You start with the jars, bag of bread, and knife in front of both of you. Objectives: Examine and assess writers’ use of process reasoning. Implement strategies to think critically about topics. Develop an essay with emphasis on process. Instructions: Using APA formatting, in a 1- to 2-page paper, write out the process of how to make a peanut butter and jelly (PB&J) sandwich. You start with the jars, bag of bread, and knife in front of both of you. ... continue reading.

Data Science Research

No Plagiarism, minimum of 4 pages content only, no grammar mistakes This week’s article provided a case study approach which highlights how businesses have integrated Big Data Analytics with their Business Intelligence to gain dominance within their respective industry. Search the UC Library and/or Google Scholar for a “Fortune 1000” company that has been successful in this integration. Discuss the company, its approach to big data analytics with business intelligence, what they are doing right, what they are doing wrong, and how they can improve to be more successful in the implementation and maintenance of big data analytics with business intelligence Your paper should meet the following requirements: Be approximately four pages in length, not including the required cover page and reference page. Follow APA 7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion. Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources. Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing ... continue reading.

What Were The Circumstances That Led To Shays’ Rebellion? What Was The Government’s Response? Would This Response Have Confirmed Or Negated The Grievances

What Were The Circumstances That Led To Shays’ Rebellion? What Was The Government’s Response? Would This Response Have Confirmed Or Negated The Grievances Of The Participants In The Uprising? Why? PLEASE INCLUDE YOUR OWN VOICE IN THE ANALYSIS, NOT JUST TEXTBOOK REPHRASING. THIS LINK SHOWS HOW TO DO THE CITATIONS. https://docs.google.com/document/d/1WzoD1UIYWvcAgjaTx-ak0Au7DPSDJRX64kP7aGhInvs/edit?usp=sharing   What were the circumstances that led to Shays’ Rebellion? What was the government’s response? Would this response have confirmed or negated the grievances of the participants in the uprising? Why? This question from the course has three parts and needs a three-paragraph response. Remember to include supporting evidence with the proper citations Paragraph 1. What were the circumstances that led to Shays’ Rebellion? Paragraph 2. What was the government’s response? Paragraph 3. Would this response have confirmed or negated the grievances of the participants in the uprising? Why? Connection to the present: Can you think of any examples of modern debtors prisons? What are some examples?   Key passages: Shays’ Rebellion 200 – 201 Chapter 7 | Creating Republican Governments, 1776–1790 183 CHAPTER 7 Creating Republican Governments, 1776–1790 Figure 7.1 John Trumbull, Washington’s aide-de-camp, painted this wartime image of Washington on a promontory above the Hudson River. Just behind Washington, his slave William “Billy” Lee has his eyes firmly fixed on his master. In the far background, British warships fire on an American fort. Chapter Outline 7.1 Common Sense: From Monarchy to an American Republic 7.2 How Much Revolutionary Change? 7.3 Debating Democracy 7.4 The Constitutional Convention and Federal Constitution Introduction After the Revolutionary War, the ideology that “all men are created equal” failed to match up with reality, as the revolutionary generation could not solve the contradictions of freedom and slavery in the new United States. Trumbull’s 1780 painting of George Washington (Figure 7.1) hints at some of these contradictions. What attitude do you think Trumbull was trying to convey? Why did Trumbull include Washington’s slave Billy Lee, and what does Lee represent in this painting? During the 1770s and 1780s, Americans took bold steps to define American equality. Each state held constitutional conventions and crafted state constitutions that defined how government would operate and who could participate in political life. Many elite revolutionaries recoiled in horror from the idea of majority rule—the basic principle of democracy—fearing that it would effectively create a “mob rule” that would bring about the ruin of the hard-fought struggle for independence. Statesmen everywhere believed that a republic should replace the British monarchy: a government where the important affairs would be entrusted only to representative men of learning and refinement. 184 Chapter 7 | Creating Republican Governments, 1776–1790 7.1 Common Sense: From Monarchy to an American Republic By the end of this section, you will be able to: • Compare and contrast monarchy and republican government • Describe the tenets of republicanism While monarchies dominated eighteenth-century Europe, American revolutionaries were determined to find an alternative to this method of government. Radical pamphleteer Thomas Paine, whose enormously popular essay Common Sense was first published in January 1776, advocated a republic: a state without a king. Six months later, Jefferson’s Declaration of Independence affirmed the break with England but did not suggest what form of government should replace monarchy, the only system most English colonists had ever known. In the late eighteenth century, republics were few and far between. Genoa, Venice, and the Dutch Republic provided examples of states without monarchs, but many European Enlightenment thinkers questioned the stability of a republic. Nonetheless, after their break from Great Britain, Americans turned to republicanism for their new government. REPUBLICANISM AS A POLITICAL PHILOSOPHY Monarchy rests on the practice of dynastic succession, in which the monarch’s child or other relative inherits the throne. Contested dynastic succession produced chronic conflict and warfare in Europe. In the eighteenth century, well-established monarchs ruled most of Europe and, according to tradition, were obligated to protect and guide their subjects. However, by the mid-1770s, many American colonists believed that George III, the king of Great Britain, had failed to do so. Patriots believed the British monarchy under George III had been corrupted and the king turned into a tyrant who cared nothing for the traditional liberties afforded to members of the British Empire. The disaffection from monarchy explains why a republic appeared a better alternative to the revolutionaries. American revolutionaries looked to the past for inspiration for their break with the British monarchy and Figure 7.2 This OpenStax book is available for free at https://cnx.org/content/col11740/1.3 Chapter 7 | Creating Republican Governments, 1776–1790 185 their adoption of a republican form of government. The Roman Republic provided guidance. Much like the Americans in their struggle against Britain, Romans had thrown off monarchy and created a republic in which Roman citizens would appoint or select the leaders who would represent them. Click and Explore Visit the Metropolitan Museum of Art (http://openstaxcollege.org/l/ceracchi) to see a Roman-style bust of George Washington, complete with toga. In 1791, Italian sculptor Giuseppe Ceracchi visited Philadelphia, hoping the government might commission a monument of his creation. He did not succeed, but the bust of Washington, one of the ones he produced to demonstrate his skill, illustrates the connection between the American and Roman republics that revolutionaries made. While republicanism offered an alternative to monarchy, it was also an alternative to democracy, a system of government characterized by majority rule, where the majority of citizens have the power to make decisions binding upon the whole. To many revolutionaries, especially wealthy landowners, merchants, and planters, democracy did not offer a good replacement for monarchy. Indeed, conservative Whigs defined themselves in opposition to democracy, which they equated with anarchy. In the tenth in a series of essays later known as The Federalist Papers, Virginian James Madison wrote: “Democracies have ever been spectacles of turbulence and contention; have ever been found incompatible with personal security or the rights of property; and have in general been as short in their lives as they have been violent in their deaths.” Many shared this perspective and worked hard to keep democratic tendencies in check. It is easy to understand why democracy seemed threatening: majority rule can easily overpower minority rights, and the wealthy few had reason to fear that a hostile and envious majority could seize and redistribute their wealth. While many now assume the United States was founded as a democracy, history, as always, is more complicated. Conservative Whigs believed in government by a patrician class, a ruling group composed of a small number of privileged families. Radical Whigs favored broadening the popular participation in political life and pushed for democracy. The great debate after independence was secured centered on this question: Who should rule in the new American republic? REPUBLICANISM AS A SOCIAL PHILOSOPHY According to political theory, a republic requires its citizens to cultivate virtuous behavior; if the people are virtuous, the republic will survive. If the people become corrupt, the republic will fall. Whether republicanism succeeded or failed in the United States would depend on civic virtue and an educated citizenry. Revolutionary leaders agreed that the ownership of property provided one way to measure an individual’s virtue, arguing that property holders had the greatest stake in society and therefore could be trusted to make decisions for it. By the same token, non-property holders, they believed, should have very little to do with government. In other words, unlike a democracy, in which the mass of non-property holders could exercise the political right to vote, a republic would limit political rights to property holders. In this way, republicanism exhibited a bias toward the elite, a preference that is understandable given the colonial legacy. During colonial times, wealthy planters and merchants in the American colonies had looked to the British ruling class, whose social order demanded deference from those of lower rank, as a model of behavior. Old habits died hard. 186 Chapter 7 | Creating Republican Governments, 1776–1790 DEFINING “AMERICAN” Benjamin Franklin’s Thirteen Virtues for Character Development In the 1780s, Benjamin Franklin carefully defined thirteen virtues to help guide his countrymen in maintaining a virtuous republic. His choice of thirteen is telling since he wrote for the citizens of the thirteen new American republics. These virtues were: 1. Temperance. Eat not to dullness; drink not to elevation. 2. Silence. Speak not but what may benefit others or yourself; avoid trifling conversation. 3. Order. Let all your things have their places; let each part of your business have its time. 4. Resolution. Resolve to perform what you ought; perform without fail what you resolve. 5. Frugality. Make no expense but to do good to others or yourself; i.e., waste nothing. 6. Industry. Lose no time; be always employ’d in something useful; cut off all unnecessary actions. 7. Sincerity. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly. 8. Justice. Wrong none by doing injuries, or omitting the benefits that are your duty. 9. Moderation. Avoid extremes; forbear resenting injuries so much as you think they deserve. 10. Cleanliness. Tolerate no uncleanliness in body, cloaths, or habitation. 11. Tranquillity. Be not disturbed at trifles, or at accidents common or unavoidable. 12. Chastity. Rarely use venery but for health or offspring, never to dullness, weakness, or the injury of your own or another’s peace or reputation. 13. Humility. Imitate Jesus and Socrates. Franklin’s thirteen virtues suggest that hard work and good behavior will bring success. What factors does Franklin ignore? How would he likely address a situation in which children inherit great wealth rather than working for it? How do Franklin’s values help to define the notion of republican virtue? Click and Explore Check how well you are demonstrating all thirteen of Franklin’s virtues (http://openstaxcollege.org/l/13virtues) on thirteenvirtues.com, where you can register to track your progress. George Washington served as a role model par excellence for the new republic, embodying the exceptional talent and public virtue prized under the political and social philosophy of republicanism. He did not seek to become the new king of America; instead he retired as commander in chief of the Continental Army and returned to his Virginia estate at Mount Vernon to resume his life among the planter elite. Washington modeled his behavior on that of the Roman aristocrat Cincinnatus, a representative of the patrician or ruling class, who had also retired from public service in the Roman Republic and returned to his estate to pursue agricultural life. The aristocratic side of republicanism—and the belief that the true custodians of public virtue were those who had served in the military—found expression in the Society of the Cincinnati, of which Washington was the first president general (Figure 7.3). Founded in 1783, the society admitted only officers of the Continental Army and the French forces, not militia members or minutemen. Following the rule of This OpenStax book is available for free at https://cnx.org/content/col11740/1.3 Chapter 7 | Creating Republican Governments, 1776–1790 187 primogeniture, the eldest sons of members inherited their fathers’ memberships. The society still exists today and retains the motto Omnia relinquit servare rempublicam (“He relinquished everything to save the Republic”). Figure 7.3 This membership certificate for the Society of the Cincinnati commemorates “the great Event which gave Independence to North America.” 7.2 How Much Revolutionary Change? By the end of this section, you will be able to: • Describe the status of women in the new republic • Describe the status of nonwhites in the new republic Elite republican revolutionaries did not envision a completely new society; traditional ideas and categories of race and gender, order and decorum remained firmly entrenched among members of their privileged class. Many Americans rejected the elitist and aristocratic republican order, however, and advocated radical changes. Their efforts represented a groundswell of sentiment for greater equality, a part of the democratic impulse unleashed by the Revolution. THE STATUS OF WOMEN In eighteenth-century America, as in Great Britain, the legal status of married women was defined as coverture, meaning a married woman (or feme covert) had no legal or economic status independent of her husband. She could not conduct business or buy and sell property. Her husband controlled any property she brought to the marriage, although he could not sell it without her agreement. Married women’s status as femes covert did not change as a result of the Revolution, and wives remained economically dependent on their husbands. The women of the newly independent nation did not call for the right to vote, but some, especially the wives of elite republican statesmen, began to agitate for equality under the law between husbands and wives, and for the same educational opportunities as men. Some women hoped to overturn coverture. From her home in Braintree, Massachusetts, Abigail Adams (Figure 7.4) wrote to her husband, Whig leader John Adams, in 1776, “In the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestor. Do not put such unlimited power in the husbands. Remember, all men would be tyrants if they could.” Abigail Adams ran the family homestead during the Revolution, but she did not have the ability to conduct business without her husband’s consent. Elsewhere in the famous 1776 letter quoted above, she speaks of the difficulties of running the homestead when her 188 Chapter 7 | Creating Republican Governments, 1776–1790 husband is away. Her frustration grew when her husband responded in an April 1776 letter: “As to your extraordinary Code of Laws, I cannot but laugh. We have been told that our Struggle has loosened the bands of Government every where. That Children and Apprentices were disobedient— that schools and Colledges were grown turbulent—that Indians slighted their Guardians and Negroes grew insolent to their Masters. But your Letter was the first Intimation that another Tribe more numerous and powerfull than all the rest were grown discontented. . . . Depend on it, We know better than to repeal our Masculine systems.” Figure 7.4 Abigail Adams (a), shown here in a 1766 portrait by Benjamin Blythe, is best remembered for her eloquent letters to her husband, John Adams (b), who would later become the second president of the United States. Another privileged member of the revolutionary generation, Mercy Otis Warren, also challenged gender assumptions and traditions during the revolutionary era (Figure 7.5). Born in Massachusetts, Warren actively opposed British reform measures before the outbreak of fighting in 1775 by publishing anti-British works. In 1812, she published a three-volume history of the Revolution, a project she had started in the late 1770s. By publishing her work, Warren stepped out of the female sphere and into the otherwise male- dominated sphere of public life. Inspired by the Revolution, Judith Sargent Murray of Massachusetts advocated women’s economic independence and equal educational opportunities for men and women (Figure 7.5). Murray, who came from a well-to-do family in Gloucester, questioned why boys were given access to education as a birthright while girls had very limited educational opportunities. She began to publish her ideas about educational equality beginning in the 1780s, arguing that God had made the minds of women and men equal. This OpenStax book is available for free at https://cnx.org/content/col11740/1.3 Chapter 7 | Creating Republican Governments, 1776–1790 189 Figure 7.5 John Singleton Copley’s 1772 portrait of Judith Sargent Murray (a) and 1763 portrait of Mercy Otis Warren (b) show two of America’s earliest advocates for women’s rights. Notice how their fine silk dresses telegraph their privileged social status. Murray’s more radical ideas championed woman’s economic independence. She argued that a woman’s education should be extensive enough to allow her to maintain herself—and her family—if there was no male breadwinner. Indeed, Murray was able to make money of her own from her publications. Her ideas were both radical and traditional, however: Murray also believed that women were much better at raising children and maintaining the morality and virtue of the family than men. Adams, Murray, and Warren all came from privileged backgrounds. All three were fully literate, while many women in the American republic were not. Their literacy and station allowed them to push for new roles for women in the atmosphere of unique possibility created by the Revolution and its promise of change. Female authors who published their work provide evidence of how women in the era of the American Revolution challenged traditional gender roles. Overall, the Revolution reconfigured women’s roles by undermining the traditional expectations of wives and mothers, including subservience. In the home, the separate domestic sphere assigned to women, women were expected to practice republican virtues, especially frugality and simplicity. Republican motherhood meant that women, more than men, were responsible for raising good children, instilling in them all the virtue necessary to ensure the survival of the republic. The Revolution also opened new doors to educational opportunities for women. Men understood that the republic needed women to play a substantial role in upholding republicanism and ensuring the survival of the new nation. Benjamin Rush, a Whig educator and physician from Philadelphia, strongly advocated for the education of girls and young women as part of the larger effort to ensure that republican virtue and republican motherhood would endure. THE MEANING OF RACE By the time of the Revolution, slavery had been firmly in place in America for over one hundred years. In many ways, the Revolution served to reinforce the assumptions about race among white Americans. They viewed the new nation as a white republic; blacks were slaves, and Indians had no place. Racial hatred of blacks increased during the Revolution because many slaves fled their white masters for the freedom offered by the British. The same was true for Indians who allied themselves with the British; Jefferson wrote in the Declaration of Independence that separation from the Empire was necessary because George 190 Chapter 7 | Creating Republican Governments, 1776–1790 III had incited “the merciless Indian savages” to destroy the white inhabitants on the frontier. Similarly, Thomas Paine argued in Common Sense that Great Britain was guilty of inciting “the Indians and Negroes to destroy us.” For his part, Benjamin Franklin wrote in the 1780s that, in time, alcoholism would wipe out the Indians, leaving the land free for white settlers. MY STORY Phillis Wheatley: “On Being Brought from Africa to America” Phillis Wheatley (Figure 7.6) was born in Africa in 1753 and sold as a slave to the Wheatley family of Boston; her African name is lost to posterity. Although most slaves in the eighteenth century had no opportunities to learn to read and write, Wheatley achieved full literacy and went on to become one of the best-known poets of the time, although many doubted her authorship of her poems because of her race. Figure 7.6 This portrait of Phillis Wheatley from the frontispiece of Poems on various subjects, religious and moral shows the writer at work. Despite her status as a slave, her poems won great renown in America and in Europe. Wheatley’s poems reflected her deep Christian beliefs. In the poem below, how do her views on Christianity affect her views on slavery? Twas mercy brought me from my Pagan land, Taught my benighted soul to understand That there’s a God, that there’s a Saviour too: Once I redemption neither sought nor knew. Some view our sable race with scornful eye, “Their colour is a diabolic dye.” Remember, Christians, Negroes, black as Cain, May be refin’d, and join th’ angelic train. —Phillis Wheatley, “On Being Brought from Africa to America” Slavery Slavery offered the most glaring contradiction between the idea of equality stated in the Declaration of Independence (“all men are created equal”) and the reality of race relations in the late eighteenth century. Racism shaped white views of blacks. Although he penned the Declaration of Independence, Thomas Jefferson owned more than one hundred slaves, of whom he freed only a few either during his lifetime or in his will (Figure 7.7). He thought blacks were inferior to whites, dismissing Phillis Wheatley by arguing, This OpenStax book is available for free at https://cnx.org/content/col11740/1.3 Chapter 7 | Creating Republican Governments, 1776–1790 191 “Religion indeed has produced a Phillis Wheatley; but it could not produce a poet.” White slaveholders took their female slaves as mistresses, as most historians agree that Jefferson did with one of his slaves, Sally Hemings. Together, they had several children. Figure 7.7 This page, taken from one of Thomas Jefferson’s record books from 1795, lists his slaves. Click and Explore Browse the Thomas Jefferson Papers (http://openstaxcollege.org/l/TJefferson) at the Massachusetts Historical Society to examine Jefferson’s “farm books,” in which he kept records of his land holdings, animal husbandry, and slaves, including specific references to Sally Hemings. Jefferson understood the contradiction fully, and his writings reveal hard-edged racist assumptions. In his Notes on the State of Virginia in the 1780s, Jefferson urged the end of slavery in Virginia and the removal of blacks from that state. He wrote: “It will probably be asked, Why not retain and incorporate the blacks into the state, and thus save the expense of supplying, by importation of white settlers, the vacancies they will leave? Deep rooted prejudices entertained by the whites; ten thousand recollections, by the blacks, of the injuries they have sustained; new provocations; the real distinctions which nature has made; and many other circumstances, will divide us into parties, and produce convulsions which will probably never end but in the extermination of the one or the other race. —To these objections, which are political, may be added others, which are physical and moral.” Jefferson envisioned an “empire of liberty” for white farmers and relied on the argument of sending blacks out of the United States, even if doing so would completely destroy the slaveholders’ wealth in their human property. Southern planters strongly objected to Jefferson’s views on abolishing slavery and removing blacks from America. When Jefferson was a candidate for president in 1796, an anonymous “Southern Planter” wrote, “If this wild project succeeds, under the auspices of Thomas Jefferson, President of the United States, and three hundred thousand slaves are set free in Virginia, farewell to the safety, prosperity, the importance, perhaps the very existence of the Southern States” (Figure 7.8). Slaveholders and many other Americans protected and defended the institution. 192 Chapter 7 | Creating Republican Governments, 1776–1790 Figure 7.8 This 1796 broadside to “the Citizens of the Southern States” by “a Southern Planter” argued that Thomas Jefferson’s advocacy of the emancipation of slaves in his Notes on the State of Virginia posed a threat to the safety, the prosperity, and even the existence of the southern states. Freedom While racial thinking permeated the new country, and slavery existed in all the new states, the ideals of the Revolution generated a movement toward the abolition of slavery. Private manumissions, by which slaveholders freed their slaves, provided one pathway from bondage. Slaveholders in Virginia freed some ten thousand slaves. In Massachusetts, the Wheatley family manumitted Phillis in 1773 when she was twenty-one. Other revolutionaries formed societies dedicated to abolishing slavery. One of the earliest efforts began in 1775 in Philadelphia, where Dr. Benjamin Rush and other Philadelphia Quakers formed what became the Pennsylvania Abolition Society. Similarly, wealthy New Yorkers formed the New York Manumission Society in 1785. This society worked to educate black children and devoted funds to protect free blacks from kidnapping. Slavery persisted in the North, however, and the example of Massachusetts highlights the complexity of the situation. The 1780 Massachusetts constitution technically freed all slaves. Nonetheless, several hundred individuals remained enslaved in the … ... continue reading.

Project 3

Project 3 Click here to Order a Custom answer to this Question from our writers. It’s fast and plagiarism-free. ... continue reading.


Review the content for Chapter 1 (Reading, Power Point, Other content) and engage in a comparison and contrast of the various theoretical perspectives social scientist use (i.e. Sociologist) to understand, explain, and make sense of people in our Social World. Identify the various perspectives in sociology Define each Sociological Perspective Describe the main characteristics of the perspectives you defined above Compare/contrast the differences and similarities between the various perspectives 6- Identify and select at least two proponents whose views aligns with the perspectives above. 7- This activity should provide you some insights for your discussion forum. 8- You should start thinking about which of these Perspectives align with your point of view or experiences, which ones do not align with your point of view and Why? ALL THE NOTES I HAVE ATTACHED BELOW IN PHOTO FORM. P,EASE USE THEM AND THE YOU TUB VIDEO LINKS. https://youtu.be/LK5J0-cM-HE https://youtu.be/H8mARj__3HA https://youtu.be/7ZJlFxDavpc https://youtu.be/paA61KfOcEc ... continue reading.

For Creative Geek homework for cit Sheet1A KUBILAY—Windows 10: Personalizing Windows 10 Simulation Training REQUIRED— REQUIRED

For Creative Geek homework for cit Sheet1 A KUBILAY — Windows 10: Personalizing Windows 10 Simulation Training REQUIRED — REQUIRED Windows 10: Using File Manager Simulation Training — OR SUBMIT WINDOWS Proj. 10B PPT File As Displayed In E.Text Page 411 Using snips inside the PPT Slides REQUIRED 100 SUBMIT BHCC Forward Rule 0 SUBMIT Main Folder Set-Up On ONE-DRIVE Snip SUBMIT Main Folder…USB or C: Snip 100 Attend WEBEX Meeting Hosted By The Course Instructor 0 REQUIRED WINDOWS 10 INSTRUCTOR FOR CREDIT EXAM 0 CH 9 TRUE/FALSE PRACTICE Exam — CH 9 MULTIPLE CHOICE PRACTICE Exam — CONCEPTS CH 9, CLOUD COMPUTING FOR CREDIT EXAM REQUIRED 0 SUBMIT LINKEDIN E.PORTFOLIO CREATION SNIP REQUIRED 100 Chapter 11: Word Project A Simulation Training REQUIRED — Chapter 11: Word Project B Simulation Training REQUIRED — REQUIRED Chapter 11: Word Projects A and B Simulation Training — or Word 11A Flyer (requires textbook) (PC and Mac) REQUIRED — Word 11B Programs (requires textbook) (PC and Mac) REQUIRED — SUBMIT BHCC WEBEX Account Set-up Snip 100 WORD 2019 INSTRUCTOR FOR CREDIT EXAM REQUIRED — Word Capstone 1 Critical Thinking Grader & Quiz—Pass Both With a Score of 90% To Earn The Badge!! SM — CH 2 TRUE-FALSE PRACTICE EXAM — CH 2 MULTIPLE CHOICE PRACTICE EXAM — Chapter 2: Check Your Knowledge 2A — Chapter 2: Check Your Knowledge 2B — CONCEPTS CH2 HELP DESK SIMULATION & QUIZ: Evaluating Computer System Components 0 CONCEPTS CH 2, HARDWARE FOR CREDIT EXAM REQUIRED 71.4 SUBMIT YOUR OWN RESUME IN WORD — REQUIRED SUBMIT JOB SEARCH ON INDEED.COM SNIPS 100 SUBMIT JOB SEARCH ON LINKEDIN.COM 100 Chapter 14: Excel Project A Simulation Training REQUIRED — Chapter 14: Excel Project B Simulation Training REQUIRED — Chapter 14: Excel Project A and B Simulation Training REQUIRED — OR Excel 14A Quarterly Sales (requires textbook) (PC and Mac) REQUIRED — Excel 14B Plyo Products (requires textbook) (PC and Mac) REQUIRED — EXCEL 2019 FOR CREDIT EXAM REQUIRED — Excel Capstone 1: Critical Thinking Grader & Quiz—Pass Both With a Score of 90% To Earn The Badge SM — CH 3 TRUE-FALSE PRACTICE EXAM — CH 3 MULTIPLE CHOICE PRACTICE EXAM — Chapter 3: Check Your Knowledge 1A — Chapter 3: Check Your Knowledge 1B — CONCEPTS CH 3 HELPDESK SYSTEM SOFTWARE: Using Utility Programs 0 CONCEPTS CH 3, SYSTEM SOFTWARE FOR CREDIT EXAM REQUIRED — SUBMIT LIFEMAP EXCEL FINANCIAL PLAN FILE REQUIRED — Chapter 17: Access Project A Simulation Training REQUIRED — Chapter 17: Access Project B Simulation Training REQUIRED — OR Chap 17 Grader Proj 17A: Student Database (Download W/Grader, Do Steps In Text & Submit via Grader) REQUIRED — Chap 17 Grader Proj 17B: Instructor/Courses (Download W/Grader, Do Steps In Text, Submit Via Grader) REQUIRED — ACCESS 2019 FOR CREDIT EXAM REQUIRED — Access Capstone: Critical Thinking Module—Pass Both With a Score of 90% To Earn The Badge!!! SM — CH 4 TRUE-FALSE PRACTICE EXAM — CH 4 MULTIPLE CHOICE PRACTICE EXAM — Chapter 4: Check Your Knowledge 1A — Chapter 4: Check Your Knowledge 1B — CONCEPTS CH 4, NETWORKS + SECURITY HELPDESK: Understanding Networking — CONCEPTS CH 4, NETWORKS + SECURITY FOR CREDIT EXAM REQUIRED — SUBMIT EDUCATIONAL PLAN SNIPS OF YOUR PROGRAM + TRANSCRIPT REQUIRED — Chapter 18: PowerPoint Project A Simulation Training — Chapter 18: PowerPoint Project B Simulation Training — Chap 18 Grader Proj 18A: Company Overview (Download W/Grader, Do Steps In Text & Submit Via Grader) — Chap 18 Grader Proj 18B: Itinerary (Download W/Grader, Do Steps In Text & Submit Using Grader) — POWERPOINT 2019 FOR CREDIT EXAM — PowerPoint Capstone: Critical Thinking Module SM — CH 6 TRUE-FALSE PRACTICE EXAM — CH 6 MULTIPLE CHOICE PRACTICE EXAM — Chapter 6: Check Your Knowledge 1A — Chapter 6: Check Your Knowledge 1B — CONCEPTS CH 6, APPLICATION SOFTWARE HELP DESK: Understanding Software Programming — CONCEPTS CH 6, APPLICATION SOFTWARE FOR CREDIT INSTRUCTOR EXAM — SUBMIT SUPPORT NETWORK WORD FILE — javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) 1 2 3 4 5 6 7 8 9 A B C D E A KUBILAY — Windows 10: Personalizing Windows 10 Simulation Training — Windows 10: Using File Manager Simulation Training — SUBMIT WINDOWS Proj. 10B PPT File As Displayed In E.Text Page 411 Using snips inside the PPT Slides 100 SUBMIT BHCC Forward Rule ... continue reading.

Week 9 Assignment – Presentation Recording Week 9 Assignment – Presentation Recording Overview You will present a PowerPoint presentation and record narr

Week 9 Assignment – Presentation Recording Week 9 Assignment – Presentation Recording Overview You will present a PowerPoint presentation and record narration  voiceover for the presentation slides you developed in the Week 6  assignment. Instructions Using the same presentation you submitted for the Week 6  assignment, record an audio narration voiceover for each slide in your  presentation.   Use the narration outline you developed for the Week 7 assignment to speak and record the narration voiceover for each slide. As you complete your presentation, refer to the general design requirements found in Chapter 12 of the BCOM text. Notes on Recording Equipment You must have access to a computer with a good microphone or a  cell phone with a high-quality microphone to complete the assignment. Review in the LinkedIn Learning course PowerPoint: Audio and Video:   Record Directly into PowerPoint. Requirements Your Week 9 presentation assignment submission should be based  upon a revised version of the slides from the PowerPoint Presentation  you developed in Week 6. The submission for this Week 9 assignment must  adhere to the following requirements:   Content:         The presentation is based on the same presentation and aspect  of social media in the workplace selected for the assignments in Weeks  5, 6, 7, and 8. Your presentation should be presented in an organized logical manner, with topics flowing from slide to slide. Make sure to use even and steady pacing. The presentation should be at least 8 minutes and not exceed 10 minutes in length. Provide two references. All references are peer-reviewed,  academic references on a sources slide after your closing slide using  the Strayer Writing Standards. Format:         Ensure that your recorded presentation displays clear, audible narration, and clear visual display. Make sure your slide text is synchronized with the audio. Ensure that headings appear on each slide. Depending on your  content, your presentation should use between 10–20 graphic images.  Adhere to visual best practices as outlined in the BCOM text. This course requires the use of Strayer Writing Standards. For  assistance and information, please refer to the Strayer Writing  Standards link in the left-hand menu of your course. Check with your  professor for any additional instructions. Slides should cite any relevant outside sources in SWS format  requiring in-text citations on slides and a sources slide at the end of  the presentation. Review your work with the rubric/scoring guide before submitting  your assignment to check that your work meets all of the grading  requirements. Remember to run a spelling and grammar check before submitting  your assignment. Check with your professor if you have any additional  questions. The specific course learning outcomes associated with this assignment are:   Conduct a presentation using professional communication skills. 1. Week 10 Assignment – Professional Cover Letter Overview Completing this assignment will help you identify the skills and abilities that will move your career forward by developing a job application cover letter. If necessary, you may present yourself as a recent graduate if needed. Instructions Using the Internet, find a specific job opening posted online within the last nine months that requires the same degree level you are completing: for example, an associate’s or bachelor’s degree. You may use one of these sites or other similar job search sites to complete your search: 0. O*Net Online . 0. LinkedIn Job Search . Once you find a posting, write a cover letter as though you are applying for the position. Use your own information in your cover letter including your work history, academic accomplishments, and volunteer activities. Highlight and emphasize why you are the most suitable candidate for the position. Remember to tailor the letter to the specific job description for the job. Follow the general writing guidelines in Chapter 13 of the BCOM text for structural and content guidance for a business letter. 0. Note: An example can be found in Figure 13E. Requirements 0. Content: 4. Highlight relevant background and job history information specific to the opening. 4. Describe 3–5 significant qualifications, including skills and education, with an explanation of why you would be an asset for the role. 0. Format: 5. Your cover letter should follow the example found in Figure 13E of your BCOM text. 1. Follow proper block business letter formatting techniques per business letter format. 1. Use appropriate professional language, greeting, and closing. 1. Develop main paragraphs with six or seven sentences. 1. The cover letter should be on page 1 of the submission. Include a working hyperlink to the job posting on page 2. ... continue reading.

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