\\ Pick a designer that you like very much and describe why and show some examples
of their work. Must be at least 5 pages. This is an opinion piece not a history
paper. The goal is to find designers that inspire you. 

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Rationale: This theme focuses on the development of American economies based on agriculture, trade, and manufacturing. You must be able to examine ways that different economic and labor systems, advances in technology, and government policy have shaped American society.

Question Three: Evaluate the extent to which the market revolution marked a turning point in women’s lives in the United States. In the development of your argument, explain what changed and what stayed the same for women as a result of the market revolution within the period 1800-1850. Please explain what were the main goals of antebellum reform in the United States with the use of at least two documents below. You may not use outside documents.

You are required to use at least two different documents to provide your argument for this question. You may not use outside documents for your argument. Your response will be uploaded through SafeAssign in eCampus to check for plagiarism. Any portion of your response that does not follow the directions and guidelines regarding writing, grammar, mechanics, plagiarism, or fails to answer the question will result in a zero for this portion of your exam.

Your response should be a minimum of two full pages, Times New Roman, 12 point font, 1 inch margins, and no other heading than your first and last name. Remember, all papers are uploaded in either a PDF or DOC format. No other format will be accepted.

You are required to cite all quotes and sources in MLA format. This does not count toward your minimum total length. So, your response will be longer than two pages because you need to include your citations. These citations need to be included in the text and in a works cited sheet (which is a separate sheet at the end of your response). If you do not know how to craft a works cited page, please visit the Brookhaven library. Noodle Tools is available for you to use via the library website.

Please understand that you are required to answer the questions asked. This includes college level writing and editing. There should be no first person anywhere in your response, as you were not there to witness these events.

If you have questions, ASK before the night it is due. I am available to assist you, and the history tutors are available to assist you. Do not wait until it is too late to attempt completion.

· Primary Source Assignment #3 Context and Documents

Context and Documents

Women's involvement in the American anti-slavery movement occurred within the context of an evolving set of ideas about the appropriate activities of men and women in Antebellum American life. Laws codifying the rights of women and men gave rise to notions of appropriate behavior, as did religious revivalism and emerging movements for moral and social reform. These factors and more influenced how white women viewed themselves and their actions once they entered the fray of the abolitionist cause.

Very distinct ideas about masculine and feminine traits and appropriate behavior defined gender roles in Antebellum America, particularly in the more commercialized areas of the Northeast. Americans at the time believed in essential and natural differences between women and men. According to commonly held views, the "True Woman" (or one embodying the archetypal feminine ideal) was religiously pious, morally pure, physically delicate, highly emotional and intuitive, submissive to her husband, and, above all else, devoted to the domestic pursuits of housekeeping and child-rearing. Her husband, in contrast, was expected to be strong, perhaps a bit coarse, reserved rather than emotional, intellectual, steady minded, and skilled and enterprising enough to make a living for himself and his family in the emerging areas of commerce and trade. As such, a woman's work took place in the home; the "private sphere" of domesticity became her domain of power and influence. Men, in turn, inhabited the "public sphere," where they dominated business, industry, skilled and unskilled professions, law, and politics.

Separate public and private spheres served as more than just discrete domains in which men and women operated. Americans accepted the public sphere as the world of masculinity, and men participated in it to prove their manliness. The domestic or private sphere became the place were women were made and femininity forged. Men and women alike considered the home a repository of social virtue that women, because of their inherently pure and pious natures, were uniquely suited to maintain. In the home, women raised the next generation of virtuous citizens and best served the interests of their families, insulated as they were from what many considered the competitive, brutish world and corrupting power of the marketplace and party politics. Most Americans believed that social, political, and economic order would reign as long as men and women remained in their respective spheres.

Common law legal codes bolstered the customs that kept women at home and subordinate to men. Under the system of coverture, women entered a state of "civil death" upon marriage. With their legal identities "covered" by their husbands, married women could not sue or be sued, make contracts, buy or sell property, or even control the property they brought with them into marriage or earned through their own labor. Husbands also had complete control over decisions regarding children and custody. The law, in fact, negated women's civil identities to such a degree that if a man raped a married woman, her husband could sue the perpetrator for injuries (since it was his "property" that had been damaged). The wife, for her part, could not sue.

Coverture's precepts carried over from the legal to the political realm. In Antebellum America, federal and state governments universally denied women the right to vote. Since wives were legally "covered" by their husbands, husbands in essence "spoke" for them in the political arena. Stripped of the right to vote, women became increasingly dependent on men. Extending voting rights in the early 1800s to all white men (voting requirements had originally depended on ownership of property) in what became known as "universal white male suffrage" only exaggerated the differences between women and men and reinforced the masculine characteristics of the public, and thus political, sphere.

Early voices of protest against legal and political constraints did emerge. In 1776, Abigail Adams implored her husband John, then participating in the Continental Congress, to "Remember the Ladies" as the nation's political leaders wrote up new codes of law. "Do not put such unlimited power into the hands of the Husbands," she wrote. "Remember all Men would be tyrants if they could." Although the new laws, in fact, did not "remember" women in the way Abigail had hoped, arguments over women's rights, especially in elite circles, continued. When British writer Mary Wollstonecraft published her tract, A Vindication of the Rights of Women, in 1792, American magazines took up the debate as well. Nevertheless, the discussions accomplished little in terms of concrete gains for women. By the early 1800s, most women appeared to accept their subordinate status with little public dispute.

Women's formal exclusion from the political sphere and their consignment to the domestic realm did not necessarily eliminate their influence from arenas of social and political change. Embracing key principles of the "True Woman," American women used their child-rearing responsibilities as an excuse to argue for increased access to education. Just as importantly, they wielded their supposedly superior level of Christian piety and virtue as a weapon to gain access to public debates over the most important social and moral concerns of their time.

The Northeastern region of the United States, undergoing transformation by the forces of industrialization, urbanization, and the introduction of the market economy, became the center for Antebellum reform efforts. Dramatic social and economic changes created tumult and insecurity in the lives of many Americans and exposed them to the problems of poverty, alcoholism, prostitution, and vice. Many turned to religion for solace and inspiration and participated in the wave of Christian revivalism known as the Second Great Awakening. Under the tents of evangelical ministers traveling across the frontier and Northern states, ordinary men and women heard fervent messages of salvation that promised deliverance from hardship through personal religious conversion. Revivalist preachers promised that participants could survive the vicissitudes of life if they chose to live in a more "perfect" and Godly manner. The perfection of the self, as many followers came to believe, could and should lead to the perfection of society as well. Convinced that God was on their side, Christian Americans began the process of purifying the nation of its sins by distributing Bible tracts, providing aid to the poor, waging campaigns against prostitution and illicit sex, and inaugurating a powerful temperance movement designed to eradicate the influence of alcohol and drinking.

Women, who participated in the Second Great Awakening in numbers far greater than men and who were known for their high degree of religious and moral concern, quickly assumed leading roles in the efforts at social reform. Although most white Americans generally considered the realm of public activity unfeminine, Christian women used their "female moral authority" to protect themselves from charges of "unladylike" behavior as they distributed literature on street corners, surveilled brothels, and formed voluntary societies and organizations. In the process, they gained a public voice as well as invaluable experience outside of the home.

In the early 1830s, an influential minority of white religious activists added the institution of slavery to the list of national sins requiring abolition. Slavery now formed the backbone of the Southern economy, where enslaved African Americans labored against their will to support cotton and rice plantations as well as small farms and urban trades. Southern slavery indirectly bolstered the Northern economy as well to the benefit of merchants and industrialists. To white reformers committed to the Christian theology of perfectionism, which upheld that only those in possession of self-discipline and free will could carry out God's commands, slavery became the greatest sin at all. Not only were the conditions of slavery degrading and cruel, but the very nature of servitude, which required following the orders of a master, deprived slaves of the opportunity to act of their own free will and live as responsible and moral Christians. Slavery particularly enraged activist Quakers, whose fiercely egalitarian philosophy of human social relations posited that God lived within all people. If Christian reformers could save the soul of the nation, slavery, they insisted, would need to be eradicated once and for all.

William Lloyd Garrison, a Massachusetts-born printer, became the most vocal proponent of the new strain of abolitionism. From 1831 until 1865, Garrison edited and published The Liberator, the leading anti-slavery weekly of the time, in which he argued for the immediate abolition of slavery. He also advanced his agenda through the work of the New England Anti-Slavery Society and the American AntiSlavery Society, both of which he helped found in the early 1830s. Reflecting their religious roots, Garrison and his allies based their campaign on a strategy of moral suasion: their primary objective was to arouse public sympathy for the slave and to sway public opinion enough to influence state and national policymakers. The Garrisonians published handbills, newspapers, and booklets, which they mailed across the country and into the South. They organized public meetings and speaking events. They raised money to support their own activities as well as the efforts of the "underground railroad," which led enslaved blacks to freedom in the North. In addition, they collected hundreds of thousands of signatures on petitions that they then mailed to Congress in an unrelenting campaign to abolish slavery.

Like the other reform movements of the Antebellum era, the abolitionist movement attracted a great deal of female participation and support. Women entered the movement committed to challenging the institution of slavery. Little did they and their male allies understand what the full repercussions of their activism would be. 

Required Documents:

Complaint of a Lowell Factory Worker (1845)

https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/am-docs/lowell-operative.pdf

Catharine Beecher on the “Duty of American Females” (1837)

http://historytools.davidjvoelker.com/sources/Beecher-Duties.pdf

The Liberator, “Am I Not A Woman and a Sister?” (1832) – please use page two, third column of the paper to find the image and corresponding text

http://fair-use.org/the-liberator/1832/03/17/the-liberator-02-11.pdf

Sarah Grimke on the Equality of the Sexes (1838)

https://archive.org/stream/lettersonequalit00grimrich/lettersonequalit00grimrich_djvu.txt

The American Frugal Housewife (1829)

https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/am-docs/frugal.pdf

Emily Dickenson, “What Soft Cherubic Creatures” (1830-1886)

http://www.bartleby.com/113/1130.html

“The Sphere of Woman,” Godey’s Lady’s Book, vol. 40 (March 1850) – image

The Cult of Domesticity

Elizabeth Cady Stanton, Seneca Falls Declaration of Sentiments (1848)

http://www.womensrightsfriends.org/pdfs/1848_declaration_of_sentiments.pdf

Young Lady’s Book (1830)

https://services.wwnorton.com/aws/pdf?file=/wwnorton.college.public/history/am-docs/young-ladys-book.pdf

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Vital Reasons For Employee Motivation Today

2 pages

12 point Times New Roman

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Prepare: As you prepare to write your second discussion for this week, take a few moments to do the following: •Read the the Final Essay assignment instructions in Week Five (your draft is due in Week Three, and the Final Essay is due in Week Five). •Review the Instructor Guidance for this week. •Read Chapter 4 of Essentials of College Writing, paying close attention to the techniques for generating ideas. •Review the Grading Rubric for this discussion.      head with Qmarks.png Reflect: Take time to reflect on the techniques for generating ideas discussed in Chapter 4. •Think about which techniques might be more helpful for you when choosing topics. •Start brainstorming three to five ideas for your personal essay.     writting hand.png Write: In your initial post: •Provide your three to five ideas (in list format) for your Final Essay. •Write a paragraph explaining how you used the techniques in Chapter 4 to come up with those ideas. •Share what you think the key elements of a narrative are (i.e., what makes a good story work).  Your initial post must be 200 to 300 words in length and posted by Day 3. Support your claims with examples from the required material(s) and/or other scholarly sources, and properly cite any references as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

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I need a 3 page paper on motivational Interviewing..

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Assumptions of the Approach

Problems with the Sociological Perspective

Sociological Imagination

Structure, Agency and the concept of Social Determinism

Social Location

Social groups, self-perception and the perception of others

Positivism

Development of Sociology: Medieval Period and the Age of Reason

Know the following theorists, their theories, and how they are in dialogue with one another. For example, what would Marx think of Durkheim’s theory of the division of labor?

Emile Durkheim

Social Bonds, Social Facts, Division of Labor

Karl Marx

Theory of Capitalism and Class Relations, Class vs. False Consciousness

Max Weber

Protestant Ethic and the Spirit of Capitalism

Sociological Methods

Types of variables

Representative sample

Overt and covert research methods

Wheeling and Dealing by Patricia Adler

Russel Ogden’s research on physician assisted suicide

Stanford Prison Experiment

Milgram Experiment

Social interactions and social relationships

Hierarchy, Status, Role, Norms

Groups vs. Aggregates

Primary vs. Secondary Groups

Max Weber and Bureaucracy

Social Segmentation

Status Quo

Structural Functionalism (Order Model)

Durkheim: Mechanical and Organic solidarity

Homogeneous vs. Heterogeneous

Conflict Theory

The Synthesis of Structural Functionalism and Conflict Theory

Instrumental vs. Institutional Forces (dialectic)

Organization and hierarchies of power

Revolutionary vs. Reform oriented social change

4 Assumptions

The Social Construction of Reality

Socialization

Internalization

Language

Ethnocentrism vs. Cultural Relativity
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Overview                                                                                                                                            

This module is about ranking the risks that have been identified, and then deciding what to do about those risks. Please be aware that as assessors, we might make recommendations about what to do with a risk, but whether or not a business deals with a risk is their decision, not ours. Our job is to identify the risk, bring it to the business’s decision, and then document the decision properly.

Ranking Risks

The relative risk score that you calculated on Worksheet 10 and the probability of the risk occurring are used to help a business determine which risks are most important to them. Our jobs as assessors is to present these risks to the business in a manner that they can easily understand. A good visualization technique for this is to use a heat map. If you are unfamiliar with a heat map, here’s a link to a good introduction:

http://www.cgma.org/Resources/Tools/essential-tools/Pages/risk-heat-maps.aspx?TestCookiesEnabled=redirect (Links to an external site.)Links to an external site.

Octave Allegro Step 8 Activity 1 shows a Relative Risk Matrix, which is in essence a heat map though it lacks some of the visual qualities. This matrix could easily be created in Word, though I would reverse the X-axis if I were to use it. Additionally, there is a sample heat map posted in the Security Risk Assessment module on Canvas. I created this sample using Microsoft Visio, which all of you should be able to download from DreamSpark.

After you have ranked the risks for your business, you should create a heat map before you review the risks with the business. Using a visual tool such as this will help the manager to understand the risks in relation to each and make better decisions concerning the risk. Regardless of the tool you use, the visual aspect of a heat map will help you communicate your findings.

Dealing with Risks

When the assessor has the risks scored and the heat map created, it’s time to meet with the manager and see what the manager wants to do with each risk. These decisions are documented on the second page of Worksheet 10. The manager has four choices for each risk: Accept, Defer, Transfer, and Mitigate. These decisions should be made based on the risk’s impact value and probability of occurrence, the X- and Y-axes on the heat map.

Accept

A business will most likely accept the majority of risks identified during a full-blown risk assessment. If you remember the main purpose of a risk assessment, we are trying to help the business spend its limited security dollars on the risks that are most important to it. There are some risks that are too expensive to mitigate. There are other risks that the probability of their occurrence makes the mitigation effort seem unimportant. When I worked in industry, we routinely discounted the bottom 90% of risks. Of the top 10%, we might mitigate the risk by taking proactive steps to prevent the risk from being realized. In other cases, we mitigated the risk by putting a plan in place to deal with the impact of the risk if it were ever realized.

Defer

A business might also choose to defer a risk. By deferring a risk, the business plans to mitigate the risk at some point in time in the future. If the business decides to defer a risk, all we do as assessors is document the decision and record the date when the business plans to review the risk again.

Transfer

It may be possible to transfer a risk to another party. That doesn’t mean a business won’t be impacted were the risk to be realized; it just means that another party will bear the brunt of the impact.

Let’s use car insurance as an example of transferring risk. Most of us that have car insurance also have a deductible amount. If we were to be in an accident, the limit of our risk is the deductible. The insurance company assumes the rest of the risk and pays for auto repairs, medical bills, etc. By having car insurance, we have transferred most of the risk to the insurance company. We may still be hurt or inconvenienced, but the majority of the financial liability has been transferred away from us.

Mitigate

The term ‘mitigate’ throws some students off. Here’s a good definition of mitigate from Merriam-Webster:

to make (something) less severe, harmful, or painful

Octave Allegro offers two ways to mitigate risk:

· You can avoid risk by implementing appropriate controls to prevent threats and vulnerabilities from being exploited.

· You can limit risk by implementing strategies that limit the adverse impact on the organization if a risk is realized.

So if an organization decides to mitigate a risk, one way they can do that is by taking steps to prevent the risk from occurring. For example, if an identified risk concerned the security of a building, an organization could mitigate the risk in several ways. They could hire a security guard, put a fence around the building, install a security system, improve the locks on the doors, and possibly several other things to help secure the building. Another example could be related to protecting the network used for a critical information asset. The organization could install a better firewall, encrypt network traffic, and probably a few other things. All of these activities occur before a risk is ever realized.

Another way to mitigate a risk is to have a good plan in place in case the risk were ever realized. The plan should be detailed and be very explicit about who does what when. For example, if a company were to be hacked and its data stolen, what should they do? At a minimum, there are certain laws that they need to follow. (See this link for an example https://oag.ca.gov/ecrime/databreach/reporting (Links to an external site.)Links to an external site.). Those laws should be referenced in the plan and the actions required by the company should be also be included in the plan.  This should include the exact person or persons that will be taking the various actions. On the page referenced by the above link, someone in the company will need to fill out the Data Security Breach Notification form. That person should be mentioned by name in the plan. Before the form can be filled out, quite a bit of information will need to be gathered. The mitigation plan should also include the steps necessary to gather that data. The more detailed a plan is, the easier it is to follow, especially if something catastrophic is happening. It’s not cheap, easy, or fast to create these plans, which is one of the reasons why not all risks get mitigated.

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You will need to read a psy report, then write a 1-2 pages journal which basically just ask you to answer  6 questions in details. 

Questions are: 

1. What is the question the authors are asking? 

2. Why do the authors believe this question is important?  

3.  How do they try to answer this question? 

4.  What did they find?

5.  How did the authors interpret what they found? 

6. Briefly discuss two original critiques of the study and/or relevant research questions 

The reading and my previous journal is down below. I wrote it in simple words, hope you could take that as an example

PLEASE COMPLETE THE BELOW PROFESSIONAL RESERACH CASES FOUND IN THE IFRS SECTION OF CHAPTERS 4 & 5.   SUBMIT THIS ASSIGNMENT BY THE FINAL EXAM DATE.

YOUR RESPONSE SHOULD BE 2-3 PAGES COMPRISING BOTH RESEARCH CASES.

Professional Research   [Chap 04]Your client took accounting a number of years ago and was unaware of comprehensive income reporting. He is not convinced that any accounting standards exist for comprehensive income.InstructionsAccess the IFRS authoritative literature at the IASB website ( http://www.iasb.org/  ). (Click on the IFRS tab and then register for free eIFRS access if necessary.) When you have accessed the documents, you can use the search tool in your Internet browser to respond to the following questions. (Provide paragraph citations.)(a)  What IFRS addresses reporting in the statement of comprehensive income? When was it issued?(b)  Provide the definition of total comprehensive income.(c)  Explain the rationale for presenting additional line items, headings, and subtotals in the statement of comprehensive income.(d)  What items of income or expense may be presented either in the statement of comprehensive income or in the notes?
Professional Research  [Chap 05]

In light of the full disclosure principle, investors and creditors need to know the balances for assets, liabilities, and equity, as well as the accounting policies adopted by management to measure the items reported in the statement of financial position.InstructionsAccess the IFRS authoritative literature at the IASB website ( http://eIFRS.iasb.org/). (If necessary, click on the IFRS tab and then register for eIFRS free access.) When you have accessed the documents, you can use the search tool in your Internet browser to respond to the following questions. (Provide paragraph citations.)(a)  Identify the literature that addresses the disclosure of accounting policies.(b)  How are accounting policies defined in the literature?(c)  What are the guidelines concerning consistency in applying accounting policies?(d)  What are some examples of common disclosures that are required under this statement?

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Online learning/ evidence gathering conditions

Each online learning component is recorded as Five hours (5), Three hours (3) or Zero hours (0). A student can only achieve competence when all online learning components listed under procedures and specifications of the fulfilling the 5-hour online learning per week section are Satisfactory. Your trainer will give you feedback in the student learning management system after the completion of each online learning component. A student who is assessed as Zero hours (0) is eligible for re-submission. Should the student fail to submit the online learning component, a result outcome of Zero hours (0) will be recorded. Any form of plagiarism or copying other students’ work would also result in a Zero hours (0) record outcome and there would be no provisions for a re-submission.

Resources required for this Assessment

1. All documents must be created using Microsoft Word.

1. Upon completion, submit the online learning component (using this official template) via the student learning management system to your trainer along with the completed assessment coversheet.

1. Refer the notes on eLearning to answer the tasks

1. Any additional material will be provided by Trainer

Instructions for Students

Please read the following instructions carefully

· This online learning component is to be completed according to the instructions given by your assessor.

· Students are required to conduct their research and complete this online learning component outside the class contact time.

· Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within 2 weeks of the online learning component due date.

· Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency.

· If you are not sure about any aspect of this online learning component, please ask for clarification from your assessor.

· Please refer to the College re-submission policy for more information.

Task

Describe the importance and benefits of budgeting. (not more than 800 words).

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