Tag: Homework Solution

  • [Solved] INFO22

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    – What is meant by the term ‘client-server architecture’ and what are the advantages of this approach? – Compare the client-server architecture with two other architectures. Include a description of the 3 service models defined by NIST. – Which cloud computing benefit do you feel is the most importa…

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    Assignment Prompt & Instructions

    – What is meant by the term ‘client-server architecture’ and what are the advantages of this approach?
    – Compare the client-server architecture with two other architectures. Include a description of the 3 service models defined by NIST.
    – Which cloud computing benefit do you feel is the most important and why?
    – Which cloud computing risk do you feel is the most important and why?
    – Describe the DBMS MS Access

    – How is MS Access used in contrast to SQLite?
    – What are the primary uses of MS Access?

    – 2 years ago

  • [Solved] I need help with an evidence based prctice project nursing

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    In-depth study guidance and analytical solution covering I need help with an evidence based prctice project nursing.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Hypertension power point

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    EDUCATIONAL POWER POINT TOPIC IS HYPERTENSION – A description of the diagnosis and common symptoms using lay terms – A holistic treatment plan that includes: One medication and one evidenced-based non-pharmacologic treatment that is used for this diagnosis. Briefly explain how each will help the pat…

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    Assignment Prompt & Instructions

    EDUCATIONAL POWER POINT

    TOPIC IS HYPERTENSION

    – A description of the diagnosis and common symptoms using lay terms
    – A holistic treatment plan that includes: One medication and one evidenced-based non-pharmacologic treatment that is used for this diagnosis. Briefly explain how each will help the patient
    – As a provider briefly outline how you will assess SDOH in your plan of care (i.e. through motivational interviewing, engaging community health workers, etc.) LINK IS BELOW. Briefly explain how different SDOH can affect the patient’s health outcomes (housing, transportation, food security, healthcare access)
    – Appropriate resources for patients to get further information and/ or support
    – The last slide should include your references

    https://odphp.health.gov/healthypeople/priority-areas/social-determinants-health

    – 2 years ago

  • [Solved] Human Resource Management HOMEWORK 4 WEEK

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    SEE ATTACHED – 2 years ago **files (2)** – ## HOMEWORKassignment4HRA545.docx – ## APA_RequiredCoverPage_and_Template_7thed18.docx **## HOMEWORKassignment4HRA545.docx** 1 3 **Textbook:** **Moran, J. J. (2014).** **_Employment law: new challenges in the business environment_ (6th ed.). Boston: Pea…

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    Assignment Prompt & Instructions

    SEE ATTACHED

    – 2 years ago

    **files (2)**

    – ## HOMEWORKassignment4HRA545.docx

    – ## APA_RequiredCoverPage_and_Template_7thed18.docx

    **## HOMEWORKassignment4HRA545.docx**

    1

    3

    **Textbook:** **Moran, J. J. (2014).**
    **_Employment law: new challenges in the business environment_ (6th ed.). Boston: Pearson.**

    ****3 Assignments below: Cite textbook and other scholarly authors.**

    **1.As the HR specialist for a large technology company, your next task is to complete a memorandum**:

    1) creating a new company policy pertaining to sexual harassment that complies with all applicable laws;

    · 2) discussing potential employee training that can be enacted to help avoid or reduce any company legal liability associated with sexual harassment; and

    · 3) addressing steps that should be taken in the event a complaint is received pertaining to sexual harassment.

    **2. As the HR specialist for a large technology company, your next task is to complete a memorandum analyzing the following scenario:**

    Sofoklis Eliopoulos is employed in the shipping and receiving department of your company. His religion requires him to pray at noon each day. A major shipment of tech supplies arrives one day, and Sofoklis is told to work through his break at lunch. He refuses to do so and goes on break to pray. His supervisor informs Sofoklis that he must work through his lunch break and pray at a different time when major shipments arrive that have to be unloaded immediately. Sofoklis resigns and files a claim with the EEOC.

    · Write a memorandum addressing the following:

    · 1) What the employer’s duty is in this situation?
    2) Whether the employee's situation falls under the definition of religious practice (i.e., whether it requires the employer to reasonably accommodate said religious belief).
    3) If the religious belief requires an accommodation, does the accommodation create an undue burden on the employer?
    4) If the accommodation does not create an undue burden, what accommodation should be implemented?
    5) What additional steps should be taken to help the company avoid or reduce legal liability concerning religious discrimination?

    **3. As the HR specialist for a large technology company, your next task is to complete a memorandum:**

    1) Creating a new company policy pertaining to age discrimination that complies with all applicable laws;
    2) Discussing potential employee training that can be enacted to help avoid or reduce any company legal liability associated with age discrimination; and
    3) Addressing steps that should be taken in the event a complaint is received pertaining to age discrimination.

    **## APA_RequiredCoverPage_and_Template_7thed18.docx**

    SHORTENED TITLE IN ALL CAPITALS 1

    SHORTENED TITLE IN ALL CAPITALS 1

    **Your Paper’s Title: Title Is Centered and Bold, Three or Four Lines Down**

    LEAVE A BLANK SPACE

    ## Your Name

    **Donald R. Tapia College of Business, Saint Leo University**
    Course Number and Name, e.g. DBA701: Doctoral Success Lab

    Your Professor’s Name, e.g. Professor Waddell

    Assignment Due Date, e.g. January 21, 2020

    **Graduate Studies in Business Academic Honesty Statement**

    My signature entered below constitutes my pledge that all the writing in this document is my own work, except for those portions which are properly documented and cited. I understand and accept the following definition of plagiarism:

    1. Plagiarism includes the literal repetition without acknowledgment of the writings of another author. All significant phrases, clauses, or passages in this paper which have been taken directly from source material have been enclosed in quotation marks and acknowledged in the text itself as well as on the Reference page.

    2. Plagiarism includes borrowing another’s ideas and representing them as my own.

    3. To paraphrase the thoughts of another writer without acknowledgement is plagiarism.

    4. Plagiarism also includes inadequate paraphrasing. Paraphrased passages (those put into my own words) have been properly acknowledged in the text and in the references.

    5. Plagiarism includes using another person or organization to prepare this paper and then submitting it as my own work.

    6. Plagiarism includes resubmitting my own previous work, in whole, or in part for a current assignment without the written consent of the current instructor.

    **Saint Leo University’s core value of integrity** requires that students pledge to be honest, just, and consistent in word and deed. I fully understand what plagiarism is, and I further understand that if plagiarism is detected in my paper, my professor will follow the procedures for academic dishonesty set forth by Saint Leo University, the Donald R. Tapia College of Business and the Graduate Student Handbook.

    **Student Signature: [Type Full Name Here]**

    **Abstract [Centered, Bold]**

    Start the abstract flush with the left margin; do not indent. According to the
    _Publication Manual of the American Psychological Association_(APA), “An abstract is a brief, comprehensive summary of the contents of the paper” (APA, 2020, p. 38). It allows readers to survey the contents of an article quickly and, like a title, it enables persons interested in the document to retrieve it from abstracting and indexing databases. The first line of the abstract is not indented. An abstract may range from 150 to 250 words (APA, 2020). Because an abstract is not always required for student papers, adhere to your instructor’s requirements.

    _Keywords:_ Follow the abstract with a selection of keywords that describe the important ideas or subjects in your paper. These help online readers search for your paper in a database.

    The keyword list should have its first line indented 0.5 inches. keywords are written in lowercase (except for proper nouns) and separated by commas. Do not place a period at the end of the list.

    ****Title of Your Paper [Centered, Bold]****
    Begin your paper on the next double-spaced line after the title, and indent all paragraphs 1/2 inch. In the updated manual on p. 154, writers are asked to include only
    **one space** between sentences rather than two spaces. When writing in APA style, you have two choices for in-text citations: narrative citations or parenthetical citations. According to a fictitious book by Harding and Jiménez (2020), a narrative citation occurs when you include “authors’ names as part of your sentence” (p. 24). Furthermore, Harding and Jiménez (2020) explain that you only need to provide a page number at the end of a narrative citation when directly quoting from the source. If the authors’ names do not appear in your sentence, you will use a “parenthetical citation” (Harding & Jiménez, 2020, p. 24). Similar to the above example, you only need to include a page number when quoting the authors’ original words (Harding & Jiménez, 2020). The APA manual summarizes these rules and related concepts on pp. 261-264.

    **All Headings Are Bold and Written in Title Case (Level 1, Bold, Centered)**

    You can read more about formatting section headings in the APA manual on pp. 47-49. Not included in this template is a level 5 heading, which is virtually identical to a level 4 heading, except it is italicized. According to the APA (2020), “The number of levels of heading needed for a paper depends on its length and complexity; three is average. … [S]hort student papers may not require any headings” (p. 48).

    **New Rules for Citations (Level 2, Bold, Left Justified)**

    **_First Rule_(Level 3, Flush Left, Italicized, Bold, No Punctuation)**

    Begin indented paragraph on the next line.
    A couple of important new rules concerning in-text citations appear in the APA manual. The first pertains to citing works by three or more authors. Instead of writing each author’s name in the first citation, then utilizing the abbreviation “et al.” for all subsequent citations, the APA advises writers to use the “et al.” abbreviation for
    _every_ in-text citation for works by three or more authors. For example, my first in-text citation for a work by three authors would look like this (Harris et al., 2020). This new guideline reduces the amount of clutter created by listing each author’s name. You can read more about the use of “et al.” on p. 266 of the APA manual.

    **_Second Rule_**

    The other significant change to in-text citation formatting has to do with repeating narrative citations. For example, if I am writing a paragraph focused specifically on the work of Brown (2016), I would need to provide the year in parenthesis only after the
    _first_ reference to Brown. As you can see, I could write more about the groundbreaking work of Brown without cluttering my paragraph with multiple in-text citations containing the year. However, if I am referencing more than one work by Brown, I must provide a complete in-text citation after
    _each_ reference to Brown. That way, my reader won’t be confused. I would also need to provide the year in any parenthetical citation referencing the author (Brown, 2016). This new rule is described on pp. 265-266 in the APA manual.

    **Similar Rule. (Level 4, Indented, Plain Text, Begins Paragraph, Punctuated)** In a similar vein, if I am writing a long paraphrase of a single work, I need to provide only one in-text citation at the beginning of the paragraph as long as “the context of the writing makes it clear that the same work continues to be paraphrased” (APA, 2020, p. 269). In other words, I could continue to write more about how the manual provides a helpful figure of this rule on p. 270. I would not need to provide a citation when telling you that if the paraphrase is long enough to warrant the creation of a new paragraph, you will need to provide an in-text citation at the top of the new paragraph. As you can see, I am still discussing the APA manual in a specific context, so I am not required to cite the manual again in this paragraph unless I introduce information from a new source. Even so, if you think your professor or reader might question where you found a certain piece of information, it won’t hurt to provide an extra citation or two.

    **Punctuating In-Text Citations**

    So far, you might have noticed that parenthetical citations typically appear
    _before_ the sentence’s end punctuation, because the parenthetical citation is just another element belonging to the sentence. However, there is one specific instance when the parenthetical citation comes
    _after_ the end punctuation. In the case of block quotations (a quotation of 40 words or more), you will introduce the quotation and demarcate it using special indentation:

    Pretend that this is the beginning of the block quotation. First, notice that this long quotation is not surrounded by marks. It is the
    _only_ time in your paper where you will quote something without using quotation marks. Next, the quotation is indented 1/2 inch from the left, and it’s left-justified, meaning that the quote’s left margin forms a straight line up and down. Last but not least, you will provide the parenthetical citation
    _after_ the end punctuation (and because it’s a direct quotation, you will include the page number). Use block quotes sparingly. (Harding, 2020, p. 49)

    If the original paragraph continues after the quotation, begin on the next double-spaced line, making sure that the line is flush left. If you want to begin a new paragraph after the block quotation, you will indent the new paragraph 1/2 inch from the left margin. Finally, if you include a narrative citation when introducing the block quote (i.e. “According to Harding (2020) …”), only include the page number in the parenthetical citation after the block quote. You can read more about these rules on pp. 272-273 of the APA manual.]

    **References [Centered, Bold]**

    Surname, A. A., & Surname B. B. (Year). Reference entry titles are written in sentence case: Sentence case titles for articles and shorter works are plain text and capitalized as if you were writing a sentence.
    _Publication Name_,
    _234_(2), 40-190.
    [https://doi.org/12.029303](https://doi.org/12.029303) (Example of journal article with DOI. DOI should be formatted as an active hyperlink)

    Surname, C. C. (Year).
    _This is the title of a book about China and India: Notice that book titles and titles of longer works are italicized_. Publisher Name. (Example of book and e-book. Writers are no longer required to identify e-book platform (e.g. “Kindle”) or database (e.g. “EBSCO”). For e-books, provide a DOI or URL if one is available. Read more on p. 321 of the manual.)

    REMOVE ALL YELLOW HIGHLIGHTS IF YOU USE THIS DOCUMENT AS A WORKABLE TEMPLATE!

    | | | |
    | — | — | — |
    | | | |

    **## APA_RequiredCoverPage_and_Template_7thed18.docx**

    SHORTENED TITLE IN ALL CAPITALS 1

    SHORTENED TITLE IN ALL CAPITALS 1

    **Your Paper’s Title: Title Is Centered and Bold, Three or Four Lines Down**

    LEAVE A BLANK SPACE

    ## Your Name

    **Donald R. Tapia College of Business, Saint Leo University**
    Course Number and Name, e.g. DBA701: Doctoral Success Lab

    Your Professor’s Name, e.g. Professor Waddell

    Assignment Due Date, e.g. January 21, 2020

    **Graduate Studies in Business Academic Honesty Statement**

    My signature entered below constitutes my pledge that all the writing in this document is my own work, except for those portions which are properly documented and cited. I understand and accept the following definition of plagiarism:

    1. Plagiarism includes the literal repetition without acknowledgment of the writings of another author. All significant phrases, clauses, or passages in this paper which have been taken directly from source material have been enclosed in quotation marks and acknowledged in the text itself as well as on the Reference page.

    2. Plagiarism includes borrowing another’s ideas and representing them as my own.

    3. To paraphrase the thoughts of another writer without acknowledgement is plagiarism.

    4. Plagiarism also includes inadequate paraphrasing. Paraphrased passages (those put into my own words) have been properly acknowledged in the text and in the references.

    5. Plagiarism includes using another person or organization to prepare this paper and then submitting it as my own work.

    6. Plagiarism includes resubmitting my own previous work, in whole, or in part for a current assignment without the written consent of the current instructor.

    **Saint Leo University’s core value of integrity** requires that students pledge to be honest, just, and consistent in word and deed. I fully understand what plagiarism is, and I further understand that if plagiarism is detected in my paper, my professor will follow the procedures for academic dishonesty set forth by Saint Leo University, the Donald R. Tapia College of Business and the Graduate Student Handbook.

    **Student Signature: [Type Full Name Here]**

    **Abstract [Centered, Bold]**

    Start the abstract flush with the left margin; do not indent. According to the
    _Publication Manual of the American Psychological Association_(APA), “An abstract is a brief, comprehensive summary of the contents of the paper” (APA, 2020, p. 38). It allows readers to survey the contents of an article quickly and, like a title, it enables persons interested in the document to retrieve it from abstracting and indexing databases. The first line of the abstract is not indented. An abstract may range from 150 to 250 words (APA, 2020). Because an abstract is not always required for student papers, adhere to your instructor’s requirements.

    _Keywords:_ Follow the abstract with a selection of keywords that describe the important ideas or subjects in your paper. These help online readers search for your paper in a database.

    The keyword list should have its first line indented 0.5 inches. keywords are written in lowercase (except for proper nouns) and separated by commas. Do not place a period at the end of the list.

    ****Title of Your Paper [Centered, Bold]****
    Begin your paper on the next double-spaced line after the title, and indent all paragraphs 1/2 inch. In the updated manual on p. 154, writers are asked to include only
    **one space** between sentences rather than two spaces. When writing in APA style, you have two choices for in-text citations: narrative citations or parenthetical citations. According to a fictitious book by Harding and Jiménez (2020), a narrative citation occurs when you include “authors’ names as part of your sentence” (p. 24). Furthermore, Harding and Jiménez (2020) explain that you only need to provide a page number at the end of a narrative citation when directly quoting from the source. If the authors’ names do not appear in your sentence, you will use a “parenthetical citation” (Harding & Jiménez, 2020, p. 24). Similar to the above example, you only need to include a page number when quoting the authors’ original words (Harding & Jiménez, 2020). The APA manual summarizes these rules and related concepts on pp. 261-264.

    **All Headings Are Bold and Written in Title Case (Level 1, Bold, Centered)**

    You can read more about formatting section headings in the APA manual on pp. 47-49. Not included in this template is a level 5 heading, which is virtually identical to a level 4 heading, except it is italicized. According to the APA (2020), “The number of levels of heading needed for a paper depends on its length and complexity; three is average. … [S]hort student papers may not require any headings” (p. 48).

    **New Rules for Citations (Level 2, Bold, Left Justified)**

    **_First Rule_(Level 3, Flush Left, Italicized, Bold, No Punctuation)**

    Begin indented paragraph on the next line.
    A couple of important new rules concerning in-text citations appear in the APA manual. The first pertains to citing works by three or more authors. Instead of writing each author’s name in the first citation, then utilizing the abbreviation “et al.” for all subsequent citations, the APA advises writers to use the “et al.” abbreviation for
    _every_ in-text citation for works by three or more authors. For example, my first in-text citation for a work by three authors would look like this (Harris et al., 2020). This new guideline reduces the amount of clutter created by listing each author’s name. You can read more about the use of “et al.” on p. 266 of the APA manual.

    **_Second Rule_**

    The other significant change to in-text citation formatting has to do with repeating narrative citations. For example, if I am writing a paragraph focused specifically on the work of Brown (2016), I would need to provide the year in parenthesis only after the
    _first_ reference to Brown. As you can see, I could write more about the groundbreaking work of Brown without cluttering my paragraph with multiple in-text citations containing the year. However, if I am referencing more than one work by Brown, I must provide a complete in-text citation after
    _each_ reference to Brown. That way, my reader won’t be confused. I would also need to provide the year in any parenthetical citation referencing the author (Brown, 2016). This new rule is described on pp. 265-266 in the APA manual.

    **Similar Rule. (Level 4, Indented, Plain Text, Begins Paragraph, Punctuated)** In a similar vein, if I am writing a long paraphrase of a single work, I need to provide only one in-text citation at the beginning of the paragraph as long as “the context of the writing makes it clear that the same work continues to be paraphrased” (APA, 2020, p. 269). In other words, I could continue to write more about how the manual provides a helpful figure of this rule on p. 270. I would not need to provide a citation when telling you that if the paraphrase is long enough to warrant the creation of a new paragraph, you will need to provide an in-text citation at the top of the new paragraph. As you can see, I am still discussing the APA manual in a specific context, so I am not required to cite the manual again in this paragraph unless I introduce information from a new source. Even so, if you think your professor or reader might question where you found a certain piece of information, it won’t hurt to provide an extra citation or two.

    **Punctuating In-Text Citations**

    So far, you might have noticed that parenthetical citations typically appear
    _before_ the sentence’s end punctuation, because the parenthetical citation is just another element belonging to the sentence. However, there is one specific instance when the parenthetical citation comes
    _after_ the end punctuation. In the case of block quotations (a quotation of 40 words or more), you will introduce the quotation and demarcate it using special indentation:

    Pretend that this is the beginning of the block quotation. First, notice that this long quotation is not surrounded by marks. It is the
    _only_ time in your paper where you will quote something without using quotation marks. Next, the quotation is indented 1/2 inch from the left, and it’s left-justified, meaning that the quote’s left margin forms a straight line up and down. Last but not least, you will provide the parenthetical citation
    _after_ the end punctuation (and because it’s a direct quotation, you will include the page number). Use block quotes sparingly. (Harding, 2020, p. 49)

    If the original paragraph continues after the quotation, begin on the next double-spaced line, making sure that the line is flush left. If you want to begin a new paragraph after the block quotation, you will indent the new paragraph 1/2 inch from the left margin. Finally, if you include a narrative citation when introducing the block quote (i.e. “According to Harding (2020) …”), only include the page number in the parenthetical citation after the block quote. You can read more about these rules on pp. 272-273 of the APA manual.]

    **References [Centered, Bold]**

    Surname, A. A., & Surname B. B. (Year). Reference entry titles are written in sentence case: Sentence case titles for articles and shorter works are plain text and capitalized as if you were writing a sentence.
    _Publication Name_,
    _234_(2), 40-190.
    [https://doi.org/12.029303](https://doi.org/12.029303) (Example of journal article with DOI. DOI should be formatted as an active hyperlink)

    Surname, C. C. (Year).
    _This is the title of a book about China and India: Notice that book titles and titles of longer works are italicized_. Publisher Name. (Example of book and e-book. Writers are no longer required to identify e-book platform (e.g. “Kindle”) or database (e.g. “EBSCO”). For e-books, provide a DOI or URL if one is available. Read more on p. 321 of the manual.)

    REMOVE ALL YELLOW HIGHLIGHTS IF YOU USE THIS DOCUMENT AS A WORKABLE TEMPLATE!

    | | | |
    | — | — | — |
    | | | |

    **## HOMEWORKassignment4HRA545.docx**

    1

    3

    **Textbook:** **Moran, J. J. (2014).**
    **_Employment law: new challenges in the business environment_ (6th ed.). Boston: Pearson.**

    ****3 Assignments below: Cite textbook and other scholarly authors.**

    **1.As the HR specialist for a large technology company, your next task is to complete a memorandum**:

    1) creating a new company policy pertaining to sexual harassment that complies with all applicable laws;

    · 2) discussing potential employee training that can be enacted to help avoid or reduce any company legal liability associated with sexual harassment; and

    · 3) addressing steps that should be taken in the event a complaint is received pertaining to sexual harassment.

    **2. As the HR specialist for a large technology company, your next task is to complete a memorandum analyzing the following scenario:**

    Sofoklis Eliopoulos is employed in the shipping and receiving department of your company. His religion requires him to pray at noon each day. A major shipment of tech supplies arrives one day, and Sofoklis is told to work through his break at lunch. He refuses to do so and goes on break to pray. His supervisor informs Sofoklis that he must work through his lunch break and pray at a different time when major shipments arrive that have to be unloaded immediately. Sofoklis resigns and files a claim with the EEOC.

    · Write a memorandum addressing the following:

    · 1) What the employer’s duty is in this situation?
    2) Whether the employee's situation falls under the definition of religious practice (i.e., whether it requires the employer to reasonably accommodate said religious belief).
    3) If the religious belief requires an accommodation, does the accommodation create an undue burden on the employer?
    4) If the accommodation does not create an undue burden, what accommodation should be implemented?
    5) What additional steps should be taken to help the company avoid or reduce legal liability concerning religious discrimination?

    **3. As the HR specialist for a large technology company, your next task is to complete a memorandum:**

    1) Creating a new company policy pertaining to age discrimination that complies with all applicable laws;
    2) Discussing potential employee training that can be enacted to help avoid or reduce any company legal liability associated with age discrimination; and
    3) Addressing steps that should be taken in the event a complaint is received pertaining to age discrimination.

    **## APA_RequiredCoverPage_and_Template_7thed18.docx**

    SHORTENED TITLE IN ALL CAPITALS 1

    SHORTENED TITLE IN ALL CAPITALS 1

    **Your Paper’s Title: Title Is Centered and Bold, Three or Four Lines Down**

    LEAVE A BLANK SPACE

    ## Your Name

    **Donald R. Tapia College of Business, Saint Leo University**
    Course Number and Name, e.g. DBA701: Doctoral Success Lab

    Your Professor’s Name, e.g. Professor Waddell

    Assignment Due Date, e.g. January 21, 2020

    **Graduate Studies in Business Academic Honesty Statement**

    My signature entered below constitutes my pledge that all the writing in this document is my own work, except for those portions which are properly documented and cited. I understand and accept the following definition of plagiarism:

    1. Plagiarism includes the literal repetition without acknowledgment of the writings of another author. All significant phrases, clauses, or passages in this paper which have been taken directly from source material have been enclosed in quotation marks and acknowledged in the text itself as well as on the Reference page.

    2. Plagiarism includes borrowing another’s ideas and representing them as my own.

    3. To paraphrase the thoughts of another writer without acknowledgement is plagiarism.

    4. Plagiarism also includes inadequate paraphrasing. Paraphrased passages (those put into my own words) have been properly acknowledged in the text and in the references.

    5. Plagiarism includes using another person or organization to prepare this paper and then submitting it as my own work.

    6. Plagiarism includes resubmitting my own previous work, in whole, or in part for a current assignment without the written consent of the current instructor.

    **Saint Leo University’s core value of integrity** requires that students pledge to be honest, just, and consistent in word and deed. I fully understand what plagiarism is, and I further understand that if plagiarism is detected in my paper, my professor will follow the procedures for academic dishonesty set forth by Saint Leo University, the Donald R. Tapia College of Business and the Graduate Student Handbook.

    **Student Signature: [Type Full Name Here]**

    **Abstract [Centered, Bold]**

    Start the abstract flush with the left margin; do not indent. According to the
    _Publication Manual of the American Psychological Association_(APA), “An abstract is a brief, comprehensive summary of the contents of the paper” (APA, 2020, p. 38). It allows readers to survey the contents of an article quickly and, like a title, it enables persons interested in the document to retrieve it from abstracting and indexing databases. The first line of the abstract is not indented. An abstract may range from 150 to 250 words (APA, 2020). Because an abstract is not always required for student papers, adhere to your instructor’s requirements.

    _Keywords:_ Follow the abstract with a selection of keywords that describe the important ideas or subjects in your paper. These help online readers search for your paper in a database.

    The keyword list should have its first line indented 0.5 inches. keywords are written in lowercase (except for proper nouns) and separated by commas. Do not place a period at the end of the list.

    ****Title of Your Paper [Centered, Bold]****
    Begin your paper on the next double-spaced line after the title, and indent all paragraphs 1/2 inch. In the updated manual on p. 154, writers are asked to include only
    **one space** between sentences rather than two spaces. When writing in APA style, you have two choices for in-text citations: narrative citations or parenthetical citations. According to a fictitious book by Harding and Jiménez (2020), a narrative citation occurs when you include “authors’ names as part of your sentence” (p. 24). Furthermore, Harding and Jiménez (2020) explain that you only need to provide a page number at the end of a narrative citation when directly quoting from the source. If the authors’ names do not appear in your sentence, you will use a “parenthetical citation” (Harding & Jiménez, 2020, p. 24). Similar to the above example, you only need to include a page number when quoting the authors’ original words (Harding & Jiménez, 2020). The APA manual summarizes these rules and related concepts on pp. 261-264.

    **All Headings Are Bold and Written in Title Case (Level 1, Bold, Centered)**

    You can read more about formatting section headings in the APA manual on pp. 47-49. Not included in this template is a level 5 heading, which is virtually identical to a level 4 heading, except it is italicized. According to the APA (2020), “The number of levels of heading needed for a paper depends on its length and complexity; three is average. … [S]hort student papers may not require any headings” (p. 48).

    **New Rules for Citations (Level 2, Bold, Left Justified)**

    **_First Rule_(Level 3, Flush Left, Italicized, Bold, No Punctuation)**

    Begin indented paragraph on the next line.
    A couple of important new rules concerning in-text citations appear in the APA manual. The first pertains to citing works by three or more authors. Instead of writing each author’s name in the first citation, then utilizing the abbreviation “et al.” for all subsequent citations, the APA advises writers to use the “et al.” abbreviation for
    _every_ in-text citation for works by three or more authors. For example, my first in-text citation for a work by three authors would look like this (Harris et al., 2020). This new guideline reduces the amount of clutter created by listing each author’s name. You can read more about the use of “et al.” on p. 266 of the APA manual.

    **_Second Rule_**

    The other significant change to in-text citation formatting has to do with repeating narrative citations. For example, if I am writing a paragraph focused specifically on the work of Brown (2016), I would need to provide the year in parenthesis only after the
    _first_ reference to Brown. As you can see, I could write more about the groundbreaking work of Brown without cluttering my paragraph with multiple in-text citations containing the year. However, if I am referencing more than one work by Brown, I must provide a complete in-text citation after
    _each_ reference to Brown. That way, my reader won’t be confused. I would also need to provide the year in any parenthetical citation referencing the author (Brown, 2016). This new rule is described on pp. 265-266 in the APA manual.

    **Similar Rule. (Level 4, Indented, Plain Text, Begins Paragraph, Punctuated)** In a similar vein, if I am writing a long paraphrase of a single work, I need to provide only one in-text citation at the beginning of the paragraph as long as “the context of the writing makes it clear that the same work continues to be paraphrased” (APA, 2020, p. 269). In other words, I could continue to write more about how the manual provides a helpful figure of this rule on p. 270. I would not need to provide a citation when telling you that if the paraphrase is long enough to warrant the creation of a new paragraph, you will need to provide an in-text citation at the top of the new paragraph. As you can see, I am still discussing the APA manual in a specific context, so I am not required to cite the manual again in this paragraph unless I introduce information from a new source. Even so, if you think your professor or reader might question where you found a certain piece of information, it won’t hurt to provide an extra citation or two.

    **Punctuating In-Text Citations**

    So far, you might have noticed that parenthetical citations typically appear
    _before_ the sentence’s end punctuation, because the parenthetical citation is just another element belonging to the sentence. However, there is one specific instance when the parenthetical citation comes
    _after_ the end punctuation. In the case of block quotations (a quotation of 40 words or more), you will introduce the quotation and demarcate it using special indentation:

    Pretend that this is the beginning of the block quotation. First, notice that this long quotation is not surrounded by marks. It is the
    _only_ time in your paper where you will quote something without using quotation marks. Next, the quotation is indented 1/2 inch from the left, and it’s left-justified, meaning that the quote’s left margin forms a straight line up and down. Last but not least, you will provide the parenthetical citation
    _after_ the end punctuation (and because it’s a direct quotation, you will include the page number). Use block quotes sparingly. (Harding, 2020, p. 49)

    If the original paragraph continues after the quotation, begin on the next double-spaced line, making sure that the line is flush left. If you want to begin a new paragraph after the block quotation, you will indent the new paragraph 1/2 inch from the left margin. Finally, if you include a narrative citation when introducing the block quote (i.e. “According to Harding (2020) …”), only include the page number in the parenthetical citation after the block quote. You can read more about these rules on pp. 272-273 of the APA manual.]

    **References [Centered, Bold]**

    Surname, A. A., & Surname B. B. (Year). Reference entry titles are written in sentence case: Sentence case titles for articles and shorter works are plain text and capitalized as if you were writing a sentence.
    _Publication Name_,
    _234_(2), 40-190.
    [https://doi.org/12.029303](https://doi.org/12.029303) (Example of journal article with DOI. DOI should be formatted as an active hyperlink)

    Surname, C. C. (Year).
    _This is the title of a book about China and India: Notice that book titles and titles of longer works are italicized_. Publisher Name. (Example of book and e-book. Writers are no longer required to identify e-book platform (e.g. “Kindle”) or database (e.g. “EBSCO”). For e-books, provide a DOI or URL if one is available. Read more on p. 321 of the manual.)

    REMOVE ALL YELLOW HIGHLIGHTS IF YOU USE THIS DOCUMENT AS A WORKABLE TEMPLATE!

    | | | |
    | — | — | — |
    | | | |

    **## HOMEWORKassignment4HRA545.docx**

    1

    3

    **Textbook:** **Moran, J. J. (2014).**
    **_Employment law: new challenges in the business environment_ (6th ed.). Boston: Pearson.**

    ****3 Assignments below: Cite textbook and other scholarly authors.**

    **1.As the HR specialist for a large technology company, your next task is to complete a memorandum**:

    1) creating a new company policy pertaining to sexual harassment that complies with all applicable laws;

    · 2) discussing potential employee training that can be enacted to help avoid or reduce any company legal liability associated with sexual harassment; and

    · 3) addressing steps that should be taken in the event a complaint is received pertaining to sexual harassment.

    **2. As the HR specialist for a large technology company, your next task is to complete a memorandum analyzing the following scenario:**

    Sofoklis Eliopoulos is employed in the shipping and receiving department of your company. His religion requires him to pray at noon each day. A major shipment of tech supplies arrives one day, and Sofoklis is told to work through his break at lunch. He refuses to do so and goes on break to pray. His supervisor informs Sofoklis that he must work through his lunch break and pray at a different time when major shipments arrive that have to be unloaded immediately. Sofoklis resigns and files a claim with the EEOC.

    · Write a memorandum addressing the following:

    · 1) What the employer’s duty is in this situation?
    2) Whether the employee's situation falls under the definition of religious practice (i.e., whether it requires the employer to reasonably accommodate said religious belief).
    3) If the religious belief requires an accommodation, does the accommodation create an undue burden on the employer?
    4) If the accommodation does not create an undue burden, what accommodation should be implemented?
    5) What additional steps should be taken to help the company avoid or reduce legal liability concerning religious discrimination?

    **3. As the HR specialist for a large technology company, your next task is to complete a memorandum:**

    1) Creating a new company policy pertaining to age discrimination that complies with all applicable laws;
    2) Discussing potential employee training that can be enacted to help avoid or reduce any company legal liability associated with age discrimination; and
    3) Addressing steps that should be taken in the event a complaint is received pertaining to age discrimination.

    **## APA_RequiredCoverPage_and_Template_7thed18.docx**

    SHORTENED TITLE IN ALL CAPITALS 1

    SHORTENED TITLE IN ALL CAPITALS 1

    **Your Paper’s Title: Title Is Centered and Bold, Three or Four Lines Down**

    LEAVE A BLANK SPACE

    ## Your Name

    **Donald R. Tapia College of Business, Saint Leo University**
    Course Number and Name, e.g. DBA701: Doctoral Success Lab

    Your Professor’s Name, e.g. Professor Waddell

    Assignment Due Date, e.g. January 21, 2020

    **Graduate Studies in Business Academic Honesty Statement**

    My signature entered below constitutes my pledge that all the writing in this document is my own work, except for those portions which are properly documented and cited. I understand and accept the following definition of plagiarism:

    1. Plagiarism includes the literal repetition without acknowledgment of the writings of another author. All significant phrases, clauses, or passages in this paper which have been taken directly from source material have been enclosed in quotation marks and acknowledged in the text itself as well as on the Reference page.

    2. Plagiarism includes borrowing another’s ideas and representing them as my own.

    3. To paraphrase the thoughts of another writer without acknowledgement is plagiarism.

    4. Plagiarism also includes inadequate paraphrasing. Paraphrased passages (those put into my own words) have been properly acknowledged in the text and in the references.

    5. Plagiarism includes using another person or organization to prepare this paper and then submitting it as my own work.

    6. Plagiarism includes resubmitting my own previous work, in whole, or in part for a current assignment without the written consent of the current instructor.

    **Saint Leo University’s core value of integrity** requires that students pledge to be honest, just, and consistent in word and deed. I fully understand what plagiarism is, and I further understand that if plagiarism is detected in my paper, my professor will follow the procedures for academic dishonesty set forth by Saint Leo University, the Donald R. Tapia College of Business and the Graduate Student Handbook.

    **Student Signature: [Type Full Name Here]**

    **Abstract [Centered, Bold]**

    Start the abstract flush with the left margin; do not indent. According to the
    _Publication Manual of the American Psychological Association_(APA), “An abstract is a brief, comprehensive summary of the contents of the paper” (APA, 2020, p. 38). It allows readers to survey the contents of an article quickly and, like a title, it enables persons interested in the document to retrieve it from abstracting and indexing databases. The first line of the abstract is not indented. An abstract may range from 150 to 250 words (APA, 2020). Because an abstract is not always required for student papers, adhere to your instructor’s requirements.

    _Keywords:_ Follow the abstract with a selection of keywords that describe the important ideas or subjects in your paper. These help online readers search for your paper in a database.

    The keyword list should have its first line indented 0.5 inches. keywords are written in lowercase (except for proper nouns) and separated by commas. Do not place a period at the end of the list.

    ****Title of Your Paper [Centered, Bold]****
    Begin your paper on the next double-spaced line after the title, and indent all paragraphs 1/2 inch. In the updated manual on p. 154, writers are asked to include only
    **one space** between sentences rather than two spaces. When writing in APA style, you have two choices for in-text citations: narrative citations or parenthetical citations. According to a fictitious book by Harding and Jiménez (2020), a narrative citation occurs when you include “authors’ names as part of your sentence” (p. 24). Furthermore, Harding and Jiménez (2020) explain that you only need to provide a page number at the end of a narrative citation when directly quoting from the source. If the authors’ names do not appear in your sentence, you will use a “parenthetical citation” (Harding & Jiménez, 2020, p. 24). Similar to the above example, you only need to include a page number when quoting the authors’ original words (Harding & Jiménez, 2020). The APA manual summarizes these rules and related concepts on pp. 261-264.

    **All Headings Are Bold and Written in Title Case (Level 1, Bold, Centered)**

    You can read more about formatting section headings in the APA manual on pp. 47-49. Not included in this template is a level 5 heading, which is virtually identical to a level 4 heading, except it is italicized. According to the APA (2020), “The number of levels of heading needed for a paper depends on its length and complexity; three is average. … [S]hort student papers may not require any headings” (p. 48).

    **New Rules for Citations (Level 2, Bold, Left Justified)**

    **_First Rule_(Level 3, Flush Left, Italicized, Bold, No Punctuation)**

    Begin indented paragraph on the next line.
    A couple of important new rules concerning in-text citations appear in the APA manual. The first pertains to citing works by three or more authors. Instead of writing each author’s name in the first citation, then utilizing the abbreviation “et al.” for all subsequent citations, the APA advises writers to use the “et al.” abbreviation for
    _every_ in-text citation for works by three or more authors. For example, my first in-text citation for a work by three authors would look like this (Harris et al., 2020). This new guideline reduces the amount of clutter created by listing each author’s name. You can read more about the use of “et al.” on p. 266 of the APA manual.

    **_Second Rule_**

    The other significant change to in-text citation formatting has to do with repeating narrative citations. For example, if I am writing a paragraph focused specifically on the work of Brown (2016), I would need to provide the year in parenthesis only after the
    _first_ reference to Brown. As you can see, I could write more about the groundbreaking work of Brown without cluttering my paragraph with multiple in-text citations containing the year. However, if I am referencing more than one work by Brown, I must provide a complete in-text citation after
    _each_ reference to Brown. That way, my reader won’t be confused. I would also need to provide the year in any parenthetical citation referencing the author (Brown, 2016). This new rule is described on pp. 265-266 in the APA manual.

    **Similar Rule. (Level 4, Indented, Plain Text, Begins Paragraph, Punctuated)** In a similar vein, if I am writing a long paraphrase of a single work, I need to provide only one in-text citation at the beginning of the paragraph as long as “the context of the writing makes it clear that the same work continues to be paraphrased” (APA, 2020, p. 269). In other words, I could continue to write more about how the manual provides a helpful figure of this rule on p. 270. I would not need to provide a citation when telling you that if the paraphrase is long enough to warrant the creation of a new paragraph, you will need to provide an in-text citation at the top of the new paragraph. As you can see, I am still discussing the APA manual in a specific context, so I am not required to cite the manual again in this paragraph unless I introduce information from a new source. Even so, if you think your professor or reader might question where you found a certain piece of information, it won’t hurt to provide an extra citation or two.

    **Punctuating In-Text Citations**

    So far, you might have noticed that parenthetical citations typically appear
    _before_ the sentence’s end punctuation, because the parenthetical citation is just another element belonging to the sentence. However, there is one specific instance when the parenthetical citation comes
    _after_ the end punctuation. In the case of block quotations (a quotation of 40 words or more), you will introduce the quotation and demarcate it using special indentation:

    Pretend that this is the beginning of the block quotation. First, notice that this long quotation is not surrounded by marks. It is the
    _only_ time in your paper where you will quote something without using quotation marks. Next, the quotation is indented 1/2 inch from the left, and it’s left-justified, meaning that the quote’s left margin forms a straight line up and down. Last but not least, you will provide the parenthetical citation
    _after_ the end punctuation (and because it’s a direct quotation, you will include the page number). Use block quotes sparingly. (Harding, 2020, p. 49)

    If the original paragraph continues after the quotation, begin on the next double-spaced line, making sure that the line is flush left. If you want to begin a new paragraph after the block quotation, you will indent the new paragraph 1/2 inch from the left margin. Finally, if you include a narrative citation when introducing the block quote (i.e. “According to Harding (2020) …”), only include the page number in the parenthetical citation after the block quote. You can read more about these rules on pp. 272-273 of the APA manual.]

    **References [Centered, Bold]**

    Surname, A. A., & Surname B. B. (Year). Reference entry titles are written in sentence case: Sentence case titles for articles and shorter works are plain text and capitalized as if you were writing a sentence.
    _Publication Name_,
    _234_(2), 40-190.
    [https://doi.org/12.029303](https://doi.org/12.029303) (Example of journal article with DOI. DOI should be formatted as an active hyperlink)

    Surname, C. C. (Year).
    _This is the title of a book about China and India: Notice that book titles and titles of longer works are italicized_. Publisher Name. (Example of book and e-book. Writers are no longer required to identify e-book platform (e.g. “Kindle”) or database (e.g. “EBSCO”). For e-books, provide a DOI or URL if one is available. Read more on p. 321 of the manual.)

    REMOVE ALL YELLOW HIGHLIGHTS IF YOU USE THIS DOCUMENT AS A WORKABLE TEMPLATE!

    | | | |
    | — | — | — |
    | | | |

  • [Solved] History – American history Assignment help needed

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history) – 2 years ago **files (1)** – ## Document4.pdf **## Document4.pdf** For this assignment, you will write a 2 to 3-page ethnographic sketch essay about a tribe. You will need to select a tribe from Native Nor…

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    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

    – 2 years ago

    **files (1)**

    – ## Document4.pdf

    **## Document4.pdf**

    For this assignment, you will write a 2 to 3-page ethnographic sketch essay about a tribe. You

    will need to select a tribe from Native North America, which includes groups located in

    places like the Northeast region, Great Basin Region, Great Lakes area, Oklahoma, Arizona,

    New Mexico, California, Alaska, South Dakota, Hawaii, or Nebraska. This is an opportunity

    for you to reflect on themes in each module by applying those dialogues to a specific tribal

    community. Some of these themes include origin story, language family, cultural geographic

    location, kinship, resource distribution, artistic expressions, social structure, stories, and

    religious expressions. The goal of this assignment is for you to think deeply and

    communicate your thoughts and your words as a summation of concepts in Stebbin’s text.

    Please remember that you are writing as part of a college course; therefore, you need to use

    proper grammar and spelling. Resources for this project should include tribal websites,

    articles, or books about the selected tribal community. The paper needs to be 2-3 pages long

    and formatted with 1” margins, written in Times New Roman, 12 pt., and double-spaced. Be

    sure to cite all sources.

    Due: By 11:59pm Central time on 2/18/2025

    forms: (MS Word) as LastnameFirstName_Course Code_Module#_AssignmentTitle

    Estimated time for completion: 120 minutes

    **## Document4.pdf**

    For this assignment, you will write a 2 to 3-page ethnographic sketch essay about a tribe. You

    will need to select a tribe from Native North America, which includes groups located in

    places like the Northeast region, Great Basin Region, Great Lakes area, Oklahoma, Arizona,

    New Mexico, California, Alaska, South Dakota, Hawaii, or Nebraska. This is an opportunity

    for you to reflect on themes in each module by applying those dialogues to a specific tribal

    community. Some of these themes include origin story, language family, cultural geographic

    location, kinship, resource distribution, artistic expressions, social structure, stories, and

    religious expressions. The goal of this assignment is for you to think deeply and

    communicate your thoughts and your words as a summation of concepts in Stebbin’s text.

    Please remember that you are writing as part of a college course; therefore, you need to use

    proper grammar and spelling. Resources for this project should include tribal websites,

    articles, or books about the selected tribal community. The paper needs to be 2-3 pages long

    and formatted with 1” margins, written in Times New Roman, 12 pt., and double-spaced. Be

    sure to cite all sources.

    Due: By 11:59pm Central time on 2/18/2025

    forms: (MS Word) as LastnameFirstName_Course Code_Module#_AssignmentTitle

    Estimated time for completion: 120 minutes

  • [Solved] hist ory

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    what's comp? – 2 years ago **files (1)** – ## Essayinstruction.docx **## Essayinstruction.docx** Your assignment is to write a 3-4-page research paper on a topic of your choice from U.S. History, within the time span we cover in class (prehistoric times up to the end of the Civil War). Papers should…

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    what's comp?

    – 2 years ago

    **files (1)**

    – ## Essayinstruction.docx

    **## Essayinstruction.docx**

    Your assignment is to write a 3-4-page research paper on a topic of your choice from U.S. History, within the time span we cover in class (prehistoric times up to the end of the Civil War). Papers should contain the following:

    · Recognizable formatting (MLA, APA, and Chicago Style are all acceptable; see owl.english.purdue.eduLinks to an external site. for formatting examples!)

    · Source citations (
    **both in-text and in a works cited page!**)

    ·
    **At least 1 primary source** (a source written/created during the time period in question; for prehistoric topics, images of artifacts/cave paintings/etc. may be utilized as primary sources!)

    ·
    **At least 1 secondary source** (a source written recently about the topic/time period in question – i.e. a book written in the last 20 years about prehistoric times)

    ·
    **Submissions must be in one of the following formats: .docx, .doc, .pdf, .rtf (DO NOT SUBMIT .pages DOCUMENTS!**)

    Other than that, my only other guidance is to be as specific as possible. If you have questions, feel free to reach out to me.

    [Previous](https://canvas.tccd.edu/courses/131414/modules/items/7309128)

    **## Essayinstruction.docx**

    Your assignment is to write a 3-4-page research paper on a topic of your choice from U.S. History, within the time span we cover in class (prehistoric times up to the end of the Civil War). Papers should contain the following:

    · Recognizable formatting (MLA, APA, and Chicago Style are all acceptable; see owl.english.purdue.eduLinks to an external site. for formatting examples!)

    · Source citations (
    **both in-text and in a works cited page!**)

    ·
    **At least 1 primary source** (a source written/created during the time period in question; for prehistoric topics, images of artifacts/cave paintings/etc. may be utilized as primary sources!)

    ·
    **At least 1 secondary source** (a source written recently about the topic/time period in question – i.e. a book written in the last 20 years about prehistoric times)

    ·
    **Submissions must be in one of the following formats: .docx, .doc, .pdf, .rtf (DO NOT SUBMIT .pages DOCUMENTS!**)

    Other than that, my only other guidance is to be as specific as possible. If you have questions, feel free to reach out to me.

    [Previous](https://canvas.tccd.edu/courses/131414/modules/items/7309128)

  • [Solved] Help with english 1C

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  • [Solved] help with disc (2) due in 5 hours

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    attached – 2 years ago **files (2)** – ## GospelofWealthDiscussion.docx – ## TheAmericanYawpReaderandrew.docx **## GospelofWealthDiscussion.docx** **Gospel of Wealth Discussion** All primary discussion posts must be 100 words or more and at least 75 words when you are replying to another student and…

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    attached

    – 2 years ago

    **files (2)**

    – ## GospelofWealthDiscussion.docx

    – ## TheAmericanYawpReaderandrew.docx

    **## GospelofWealthDiscussion.docx**

    **Gospel of Wealth Discussion**

    All primary discussion posts must be 100 words or more and at least 75 words when you are replying to another student and you must reply to at least one student.

    Andrew Carnegie was the richest man in the world in his day. He wrote the essay Wealth (since known as "The Gospel of Wealth") in order to explain how tremendous fortunes like his occurred and what, if any, social responsibility he and others like him had for other people, especially the poor. After reading Carnegie's thoughts, do you think he is correct? Do you see rich men like him in the world today? Who and what are they doing that makes them similar to Carnegie?

    **Ida B. Wells-Barnett Discussion**

    All primary discussion posts must be 100 words or more and at least 75 words when you are replying to another student and you must reply to at least one student.

    How does lynching work in America according to journalist Ida B. Wells-Barnett? She details that one cause is usually provided for lynching's. What was it, and why does she think it was not persuasive? What does this article tell us about 1900 America?

    **## TheAmericanYawpReaderandrew.docx**

    **The American Yawp Reader**

    **Andrew Carnegie’s Gospel of Wealth (June 1889)**

    **Andrew Carnegie’s Gospel of Wealth (June 1889)**

    **_Andrew Carnegie, the American steel titan, explains his vision for the proper role of wealth in American society._**

    **The problem of our age is the administration of wealth, so that the ties of brotherhood may still bind together the rich and poor in harmonious relationship. The conditions of human life have not only been changed, but revolutionized, within the past few hundred years. In former days there was little difference between the dwelling, dress, food, and environment of the chief and those of his retainers. . . . The contrast between the palace of the millionaire and the cottage of the laborer with us today measures the change which has come with civilization.**

    **This change, however, is not to be deplored, but welcomed as highly beneficial. It is well, nay, essential for the progress of the race, that the houses of some should be homes for all that is highest and best in literature and the arts, and for all the refinements of civilization, rather than that none should be so. Much better this great irregularity than universal squalor. Without wealth there can be no Maecenas. The “good old times” were not good old times. Neither master nor servant was as well situated then as to day. A relapse to old conditions would be disastrous to both-not the least so to him who serves-and would sweep away civilization with it. …**

    **…**

    **The price which society pays for the law of competition, like the price it pays for cheap comforts and luxuries, is also great; but the advantages of this law are also greater still, for it is to this law that we owe our wonderful material development, which brings improved conditions in its train. But, whether the law be benign or not, we must say of it, as we say of the change in the conditions of men to which we have referred: It is here; we cannot evade it; no substitutes for it have been found; and while the law may be sometimes hard for the individual, it is best for the race, because it insures the survival of the fittest in every department. We accept and welcome, therefore, as conditions to which we must accommodate ourselves, great inequality of environment, the concentration of business, industrial and commercial, in the hands of a few, and the law of competition between these, as being not only beneficial, but essential for the future progress of the race. …**

    **…**

    **This, then, is held to be the duty of the man of Wealth: … becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves.**

    **…**

    **The laws of accumulation should be left free; the laws of distribution free. Individualism will continue. But the millionaire will be but a trustee for the poor; entrusted for a season with a part of the increased wealth of the community, but administering it for the community far better than it did, or would have done, of itself. The best in minds will thus have reached a stage in the development of the race in which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year-by-year for the general good. This day already dawns.**

    **_Source: Andrew Carnegie, “Wealth,” North American Review 148 (June, 1889), 653–665._**

    **[https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/](https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/)**

    **[The American Yawp Reader](http://www.americanyawp.com/reader.html)**

    **Ida B. Wells-Barnett, “Lynch Law in America” (1900)**

    **Ida B. Wells-Barnett, “Lynch Law in America” (1900)**

    **_Ida B. Wells-Barnett, born enslaved in Mississippi, was a pioneering activist and journalist. She did much to expose the epidemic of lynching in the United States and her writing and research exploded many of the justifications—particularly the rape of white women by black men—commonly offered to justify the practice._**

    **Our country’s national crime is**
    **_lynching_. It is not the creature of an hour, the sudden outburst of uncontrolled fury, or the unspeakable brutality of an insane mob. It represents the cool, calculating deliberation of intelligent people who openly avow that there is an “unwritten law” that justifies them in putting human beings to death without complaint under oath, without trial by jury, without opportunity to make defense, and without right of appeal. …**

    **… During the last ten years a new statute has been added to the “unwritten law.” This statute proclaims that for certain crimes or alleged crimes no negro shall be allowed a trial; that no white woman shall be compelled to charge an assault under oath or to submit any such charge to the investigation of a court of law. The result is that many men have been put to death whose innocence was afterward established; and to-day, under this reign of the “unwritten law,” no colored man, no matter what his reputation, is safe from lynching if a white woman, no matter what her standing or motive, cares to charge him with insult or assault.**

    **It is considered a sufficient excuse and reasonable justification to put a prisoner to death under this “unwritten law” for the frequently repeated charge that these lynching horrors are necessary to prevent crimes against women. The sentiment of the country has been appealed to, in describing the isolated condition of white families in thickly populated negro districts; and the charge is made that these homes are in as great danger as if they were surrounded by wild beasts. And the world has accepted this theory without let or hindrance. … No matter that our laws presume every man innocent until he is proved guilty; no matter that it leaves a certain class of individuals completely at the mercy of another class; … no matter that mobs make a farce of the law and a mockery of justice; no matter that hundreds of boys are being hardened in crime and schooled in vice by the repetition of such scenes before their eyes–if a white woman declares herself insulted or assaulted, some life must pay the penalty, with all the horrors of the Spanish Inquisition and all the barbarism of the Middle Ages. The world looks on and says it is well.**

    **Not only are two hundred men and women put to death annually, on the average, in this country by mobs, but these lives are taken with the greatest publicity. In many instances the leading citizens aid and abet by their presence when they do not participate, and the leading journals inflame the public mind to the lynching point with scare-head articles and offers of rewards. Whenever a burning is advertised to take place, the railroads run excursions, photographs are taken, and the same jubilee is indulged in that characterized the public hangings of one hundred years ago. There is, however, this difference: in those old days the multitude that stood by was permitted only to guy or jeer. The nineteenth century lynching mob cuts off ears, toes, and fingers, strips off flesh, and distributes portions of the body as souvenirs among the crowd. If the leaders of the mob are so minded, coal-oil is poured over the body and the victim is then roasted to death. This has been done in Texarkana and Paris, Tex., in Bardswell, Ky., and in Newman, Ga. In Paris the officers of the law delivered the prisoner to the mob. The mayor gave the school children a holiday and the railroads ran excursion trains so that the people might see a human being burned to death. In Texarkana, the year before, men and boys amused themselves by cutting off strips of flesh and thrusting knives into their helpless victim. At Newman, Ga., of the present year, the mob tried every conceivable torture to compel the victim to cry out and confess, before they set fire to the faggots that burned him. But their trouble was all in vain–he never uttered a cry, and they could not make him confess.**

    **This condition of affairs were brutal enough and horrible enough if it were true that lynchings occurred only because of the commission of crimes against women–as is constantly declared by ministers, editors, lawyers, teachers, statesmen, and even by women themselves. … [T]hey publish at every possible opportunity this excuse for lynching, hoping thereby not only to palliate their own crime but at the same time to prove the negro a moral monster and unworthy of the respect and sympathy of the civilized world. But this alleged reason adds to the deliberate injustice of the mob’s work. Instead of lynchings being caused by assaults upon women, the statistics show that not one-third of the victims of lynchings are even charged with such crimes. … Quite a number of the one-third alleged cases of assault that have been personally investigated by the writer have shown that there was no foundation in fact for the charges; yet the claim is not made that there were no real culprits among them. The negro has been too long associated with the white man not to have copied his vices as well as his virtues. But the negro resents and utterly repudiates the effort to blacken his good name by asserting that assaults upon women are peculiar to his race. The negro has suffered far more from the commission of this crime against the women of his race by white men than the white race has ever suffered through his crimes. Very scant notice is taken of the matter when this is the condition of affairs. What becomes a crime deserving capital punishment when the tables are turned is a matter of small moment when the negro woman is the accusing party. …**

    **Source: Ida B. Wells-Barnett, “Lynch Law in America,”**
    **_The Arena_ 23 (January 1900), 15-24.**

    **[Google Books](https://books.google.com/books?id=F0FBAAAAYAAJ).**

    **[https://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/](https://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/)**

    **## TheAmericanYawpReaderandrew.docx**

    **The American Yawp Reader**

    **Andrew Carnegie’s Gospel of Wealth (June 1889)**

    **Andrew Carnegie’s Gospel of Wealth (June 1889)**

    **_Andrew Carnegie, the American steel titan, explains his vision for the proper role of wealth in American society._**

    **The problem of our age is the administration of wealth, so that the ties of brotherhood may still bind together the rich and poor in harmonious relationship. The conditions of human life have not only been changed, but revolutionized, within the past few hundred years. In former days there was little difference between the dwelling, dress, food, and environment of the chief and those of his retainers. . . . The contrast between the palace of the millionaire and the cottage of the laborer with us today measures the change which has come with civilization.**

    **This change, however, is not to be deplored, but welcomed as highly beneficial. It is well, nay, essential for the progress of the race, that the houses of some should be homes for all that is highest and best in literature and the arts, and for all the refinements of civilization, rather than that none should be so. Much better this great irregularity than universal squalor. Without wealth there can be no Maecenas. The “good old times” were not good old times. Neither master nor servant was as well situated then as to day. A relapse to old conditions would be disastrous to both-not the least so to him who serves-and would sweep away civilization with it. …**

    **…**

    **The price which society pays for the law of competition, like the price it pays for cheap comforts and luxuries, is also great; but the advantages of this law are also greater still, for it is to this law that we owe our wonderful material development, which brings improved conditions in its train. But, whether the law be benign or not, we must say of it, as we say of the change in the conditions of men to which we have referred: It is here; we cannot evade it; no substitutes for it have been found; and while the law may be sometimes hard for the individual, it is best for the race, because it insures the survival of the fittest in every department. We accept and welcome, therefore, as conditions to which we must accommodate ourselves, great inequality of environment, the concentration of business, industrial and commercial, in the hands of a few, and the law of competition between these, as being not only beneficial, but essential for the future progress of the race. …**

    **…**

    **This, then, is held to be the duty of the man of Wealth: … becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves.**

    **…**

    **The laws of accumulation should be left free; the laws of distribution free. Individualism will continue. But the millionaire will be but a trustee for the poor; entrusted for a season with a part of the increased wealth of the community, but administering it for the community far better than it did, or would have done, of itself. The best in minds will thus have reached a stage in the development of the race in which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year-by-year for the general good. This day already dawns.**

    **_Source: Andrew Carnegie, “Wealth,” North American Review 148 (June, 1889), 653–665._**

    **[https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/](https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/)**

    **[The American Yawp Reader](http://www.americanyawp.com/reader.html)**

    **Ida B. Wells-Barnett, “Lynch Law in America” (1900)**

    **Ida B. Wells-Barnett, “Lynch Law in America” (1900)**

    **_Ida B. Wells-Barnett, born enslaved in Mississippi, was a pioneering activist and journalist. She did much to expose the epidemic of lynching in the United States and her writing and research exploded many of the justifications—particularly the rape of white women by black men—commonly offered to justify the practice._**

    **Our country’s national crime is**
    **_lynching_. It is not the creature of an hour, the sudden outburst of uncontrolled fury, or the unspeakable brutality of an insane mob. It represents the cool, calculating deliberation of intelligent people who openly avow that there is an “unwritten law” that justifies them in putting human beings to death without complaint under oath, without trial by jury, without opportunity to make defense, and without right of appeal. …**

    **… During the last ten years a new statute has been added to the “unwritten law.” This statute proclaims that for certain crimes or alleged crimes no negro shall be allowed a trial; that no white woman shall be compelled to charge an assault under oath or to submit any such charge to the investigation of a court of law. The result is that many men have been put to death whose innocence was afterward established; and to-day, under this reign of the “unwritten law,” no colored man, no matter what his reputation, is safe from lynching if a white woman, no matter what her standing or motive, cares to charge him with insult or assault.**

    **It is considered a sufficient excuse and reasonable justification to put a prisoner to death under this “unwritten law” for the frequently repeated charge that these lynching horrors are necessary to prevent crimes against women. The sentiment of the country has been appealed to, in describing the isolated condition of white families in thickly populated negro districts; and the charge is made that these homes are in as great danger as if they were surrounded by wild beasts. And the world has accepted this theory without let or hindrance. … No matter that our laws presume every man innocent until he is proved guilty; no matter that it leaves a certain class of individuals completely at the mercy of another class; … no matter that mobs make a farce of the law and a mockery of justice; no matter that hundreds of boys are being hardened in crime and schooled in vice by the repetition of such scenes before their eyes–if a white woman declares herself insulted or assaulted, some life must pay the penalty, with all the horrors of the Spanish Inquisition and all the barbarism of the Middle Ages. The world looks on and says it is well.**

    **Not only are two hundred men and women put to death annually, on the average, in this country by mobs, but these lives are taken with the greatest publicity. In many instances the leading citizens aid and abet by their presence when they do not participate, and the leading journals inflame the public mind to the lynching point with scare-head articles and offers of rewards. Whenever a burning is advertised to take place, the railroads run excursions, photographs are taken, and the same jubilee is indulged in that characterized the public hangings of one hundred years ago. There is, however, this difference: in those old days the multitude that stood by was permitted only to guy or jeer. The nineteenth century lynching mob cuts off ears, toes, and fingers, strips off flesh, and distributes portions of the body as souvenirs among the crowd. If the leaders of the mob are so minded, coal-oil is poured over the body and the victim is then roasted to death. This has been done in Texarkana and Paris, Tex., in Bardswell, Ky., and in Newman, Ga. In Paris the officers of the law delivered the prisoner to the mob. The mayor gave the school children a holiday and the railroads ran excursion trains so that the people might see a human being burned to death. In Texarkana, the year before, men and boys amused themselves by cutting off strips of flesh and thrusting knives into their helpless victim. At Newman, Ga., of the present year, the mob tried every conceivable torture to compel the victim to cry out and confess, before they set fire to the faggots that burned him. But their trouble was all in vain–he never uttered a cry, and they could not make him confess.**

    **This condition of affairs were brutal enough and horrible enough if it were true that lynchings occurred only because of the commission of crimes against women–as is constantly declared by ministers, editors, lawyers, teachers, statesmen, and even by women themselves. … [T]hey publish at every possible opportunity this excuse for lynching, hoping thereby not only to palliate their own crime but at the same time to prove the negro a moral monster and unworthy of the respect and sympathy of the civilized world. But this alleged reason adds to the deliberate injustice of the mob’s work. Instead of lynchings being caused by assaults upon women, the statistics show that not one-third of the victims of lynchings are even charged with such crimes. … Quite a number of the one-third alleged cases of assault that have been personally investigated by the writer have shown that there was no foundation in fact for the charges; yet the claim is not made that there were no real culprits among them. The negro has been too long associated with the white man not to have copied his vices as well as his virtues. But the negro resents and utterly repudiates the effort to blacken his good name by asserting that assaults upon women are peculiar to his race. The negro has suffered far more from the commission of this crime against the women of his race by white men than the white race has ever suffered through his crimes. Very scant notice is taken of the matter when this is the condition of affairs. What becomes a crime deserving capital punishment when the tables are turned is a matter of small moment when the negro woman is the accusing party. …**

    **Source: Ida B. Wells-Barnett, “Lynch Law in America,”**
    **_The Arena_ 23 (January 1900), 15-24.**

    **[Google Books](https://books.google.com/books?id=F0FBAAAAYAAJ).**

    **[https://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/](https://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/)**

    **## GospelofWealthDiscussion.docx**

    **Gospel of Wealth Discussion**

    All primary discussion posts must be 100 words or more and at least 75 words when you are replying to another student and you must reply to at least one student.

    Andrew Carnegie was the richest man in the world in his day. He wrote the essay Wealth (since known as "The Gospel of Wealth") in order to explain how tremendous fortunes like his occurred and what, if any, social responsibility he and others like him had for other people, especially the poor. After reading Carnegie's thoughts, do you think he is correct? Do you see rich men like him in the world today? Who and what are they doing that makes them similar to Carnegie?

    **Ida B. Wells-Barnett Discussion**

    All primary discussion posts must be 100 words or more and at least 75 words when you are replying to another student and you must reply to at least one student.

    How does lynching work in America according to journalist Ida B. Wells-Barnett? She details that one cause is usually provided for lynching's. What was it, and why does she think it was not persuasive? What does this article tell us about 1900 America?

    **## TheAmericanYawpReaderandrew.docx**

    **The American Yawp Reader**

    **Andrew Carnegie’s Gospel of Wealth (June 1889)**

    **Andrew Carnegie’s Gospel of Wealth (June 1889)**

    **_Andrew Carnegie, the American steel titan, explains his vision for the proper role of wealth in American society._**

    **The problem of our age is the administration of wealth, so that the ties of brotherhood may still bind together the rich and poor in harmonious relationship. The conditions of human life have not only been changed, but revolutionized, within the past few hundred years. In former days there was little difference between the dwelling, dress, food, and environment of the chief and those of his retainers. . . . The contrast between the palace of the millionaire and the cottage of the laborer with us today measures the change which has come with civilization.**

    **This change, however, is not to be deplored, but welcomed as highly beneficial. It is well, nay, essential for the progress of the race, that the houses of some should be homes for all that is highest and best in literature and the arts, and for all the refinements of civilization, rather than that none should be so. Much better this great irregularity than universal squalor. Without wealth there can be no Maecenas. The “good old times” were not good old times. Neither master nor servant was as well situated then as to day. A relapse to old conditions would be disastrous to both-not the least so to him who serves-and would sweep away civilization with it. …**

    **…**

    **The price which society pays for the law of competition, like the price it pays for cheap comforts and luxuries, is also great; but the advantages of this law are also greater still, for it is to this law that we owe our wonderful material development, which brings improved conditions in its train. But, whether the law be benign or not, we must say of it, as we say of the change in the conditions of men to which we have referred: It is here; we cannot evade it; no substitutes for it have been found; and while the law may be sometimes hard for the individual, it is best for the race, because it insures the survival of the fittest in every department. We accept and welcome, therefore, as conditions to which we must accommodate ourselves, great inequality of environment, the concentration of business, industrial and commercial, in the hands of a few, and the law of competition between these, as being not only beneficial, but essential for the future progress of the race. …**

    **…**

    **This, then, is held to be the duty of the man of Wealth: … becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves.**

    **…**

    **The laws of accumulation should be left free; the laws of distribution free. Individualism will continue. But the millionaire will be but a trustee for the poor; entrusted for a season with a part of the increased wealth of the community, but administering it for the community far better than it did, or would have done, of itself. The best in minds will thus have reached a stage in the development of the race in which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year-by-year for the general good. This day already dawns.**

    **_Source: Andrew Carnegie, “Wealth,” North American Review 148 (June, 1889), 653–665._**

    **[https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/](https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/)**

    **[The American Yawp Reader](http://www.americanyawp.com/reader.html)**

    **Ida B. Wells-Barnett, “Lynch Law in America” (1900)**

    **Ida B. Wells-Barnett, “Lynch Law in America” (1900)**

    **_Ida B. Wells-Barnett, born enslaved in Mississippi, was a pioneering activist and journalist. She did much to expose the epidemic of lynching in the United States and her writing and research exploded many of the justifications—particularly the rape of white women by black men—commonly offered to justify the practice._**

    **Our country’s national crime is**
    **_lynching_. It is not the creature of an hour, the sudden outburst of uncontrolled fury, or the unspeakable brutality of an insane mob. It represents the cool, calculating deliberation of intelligent people who openly avow that there is an “unwritten law” that justifies them in putting human beings to death without complaint under oath, without trial by jury, without opportunity to make defense, and without right of appeal. …**

    **… During the last ten years a new statute has been added to the “unwritten law.” This statute proclaims that for certain crimes or alleged crimes no negro shall be allowed a trial; that no white woman shall be compelled to charge an assault under oath or to submit any such charge to the investigation of a court of law. The result is that many men have been put to death whose innocence was afterward established; and to-day, under this reign of the “unwritten law,” no colored man, no matter what his reputation, is safe from lynching if a white woman, no matter what her standing or motive, cares to charge him with insult or assault.**

    **It is considered a sufficient excuse and reasonable justification to put a prisoner to death under this “unwritten law” for the frequently repeated charge that these lynching horrors are necessary to prevent crimes against women. The sentiment of the country has been appealed to, in describing the isolated condition of white families in thickly populated negro districts; and the charge is made that these homes are in as great danger as if they were surrounded by wild beasts. And the world has accepted this theory without let or hindrance. … No matter that our laws presume every man innocent until he is proved guilty; no matter that it leaves a certain class of individuals completely at the mercy of another class; … no matter that mobs make a farce of the law and a mockery of justice; no matter that hundreds of boys are being hardened in crime and schooled in vice by the repetition of such scenes before their eyes–if a white woman declares herself insulted or assaulted, some life must pay the penalty, with all the horrors of the Spanish Inquisition and all the barbarism of the Middle Ages. The world looks on and says it is well.**

    **Not only are two hundred men and women put to death annually, on the average, in this country by mobs, but these lives are taken with the greatest publicity. In many instances the leading citizens aid and abet by their presence when they do not participate, and the leading journals inflame the public mind to the lynching point with scare-head articles and offers of rewards. Whenever a burning is advertised to take place, the railroads run excursions, photographs are taken, and the same jubilee is indulged in that characterized the public hangings of one hundred years ago. There is, however, this difference: in those old days the multitude that stood by was permitted only to guy or jeer. The nineteenth century lynching mob cuts off ears, toes, and fingers, strips off flesh, and distributes portions of the body as souvenirs among the crowd. If the leaders of the mob are so minded, coal-oil is poured over the body and the victim is then roasted to death. This has been done in Texarkana and Paris, Tex., in Bardswell, Ky., and in Newman, Ga. In Paris the officers of the law delivered the prisoner to the mob. The mayor gave the school children a holiday and the railroads ran excursion trains so that the people might see a human being burned to death. In Texarkana, the year before, men and boys amused themselves by cutting off strips of flesh and thrusting knives into their helpless victim. At Newman, Ga., of the present year, the mob tried every conceivable torture to compel the victim to cry out and confess, before they set fire to the faggots that burned him. But their trouble was all in vain–he never uttered a cry, and they could not make him confess.**

    **This condition of affairs were brutal enough and horrible enough if it were true that lynchings occurred only because of the commission of crimes against women–as is constantly declared by ministers, editors, lawyers, teachers, statesmen, and even by women themselves. … [T]hey publish at every possible opportunity this excuse for lynching, hoping thereby not only to palliate their own crime but at the same time to prove the negro a moral monster and unworthy of the respect and sympathy of the civilized world. But this alleged reason adds to the deliberate injustice of the mob’s work. Instead of lynchings being caused by assaults upon women, the statistics show that not one-third of the victims of lynchings are even charged with such crimes. … Quite a number of the one-third alleged cases of assault that have been personally investigated by the writer have shown that there was no foundation in fact for the charges; yet the claim is not made that there were no real culprits among them. The negro has been too long associated with the white man not to have copied his vices as well as his virtues. But the negro resents and utterly repudiates the effort to blacken his good name by asserting that assaults upon women are peculiar to his race. The negro has suffered far more from the commission of this crime against the women of his race by white men than the white race has ever suffered through his crimes. Very scant notice is taken of the matter when this is the condition of affairs. What becomes a crime deserving capital punishment when the tables are turned is a matter of small moment when the negro woman is the accusing party. …**

    **Source: Ida B. Wells-Barnett, “Lynch Law in America,”**
    **_The Arena_ 23 (January 1900), 15-24.**

    **[Google Books](https://books.google.com/books?id=F0FBAAAAYAAJ).**

    **[https://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/](https://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/)**

    **## GospelofWealthDiscussion.docx**

    **Gospel of Wealth Discussion**

    All primary discussion posts must be 100 words or more and at least 75 words when you are replying to another student and you must reply to at least one student.

    Andrew Carnegie was the richest man in the world in his day. He wrote the essay Wealth (since known as "The Gospel of Wealth") in order to explain how tremendous fortunes like his occurred and what, if any, social responsibility he and others like him had for other people, especially the poor. After reading Carnegie's thoughts, do you think he is correct? Do you see rich men like him in the world today? Who and what are they doing that makes them similar to Carnegie?

    **Ida B. Wells-Barnett Discussion**

    All primary discussion posts must be 100 words or more and at least 75 words when you are replying to another student and you must reply to at least one student.

    How does lynching work in America according to journalist Ida B. Wells-Barnett? She details that one cause is usually provided for lynching's. What was it, and why does she think it was not persuasive? What does this article tell us about 1900 America?

    **## TheAmericanYawpReaderandrew.docx**

    **The American Yawp Reader**

    **Andrew Carnegie’s Gospel of Wealth (June 1889)**

    **Andrew Carnegie’s Gospel of Wealth (June 1889)**

    **_Andrew Carnegie, the American steel titan, explains his vision for the proper role of wealth in American society._**

    **The problem of our age is the administration of wealth, so that the ties of brotherhood may still bind together the rich and poor in harmonious relationship. The conditions of human life have not only been changed, but revolutionized, within the past few hundred years. In former days there was little difference between the dwelling, dress, food, and environment of the chief and those of his retainers. . . . The contrast between the palace of the millionaire and the cottage of the laborer with us today measures the change which has come with civilization.**

    **This change, however, is not to be deplored, but welcomed as highly beneficial. It is well, nay, essential for the progress of the race, that the houses of some should be homes for all that is highest and best in literature and the arts, and for all the refinements of civilization, rather than that none should be so. Much better this great irregularity than universal squalor. Without wealth there can be no Maecenas. The “good old times” were not good old times. Neither master nor servant was as well situated then as to day. A relapse to old conditions would be disastrous to both-not the least so to him who serves-and would sweep away civilization with it. …**

    **…**

    **The price which society pays for the law of competition, like the price it pays for cheap comforts and luxuries, is also great; but the advantages of this law are also greater still, for it is to this law that we owe our wonderful material development, which brings improved conditions in its train. But, whether the law be benign or not, we must say of it, as we say of the change in the conditions of men to which we have referred: It is here; we cannot evade it; no substitutes for it have been found; and while the law may be sometimes hard for the individual, it is best for the race, because it insures the survival of the fittest in every department. We accept and welcome, therefore, as conditions to which we must accommodate ourselves, great inequality of environment, the concentration of business, industrial and commercial, in the hands of a few, and the law of competition between these, as being not only beneficial, but essential for the future progress of the race. …**

    **…**

    **This, then, is held to be the duty of the man of Wealth: … becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves.**

    **…**

    **The laws of accumulation should be left free; the laws of distribution free. Individualism will continue. But the millionaire will be but a trustee for the poor; entrusted for a season with a part of the increased wealth of the community, but administering it for the community far better than it did, or would have done, of itself. The best in minds will thus have reached a stage in the development of the race in which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year-by-year for the general good. This day already dawns.**

    **_Source: Andrew Carnegie, “Wealth,” North American Review 148 (June, 1889), 653–665._**

    **[https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/](https://www.americanyawp.com/reader/16-capital-and-labor/andrew-carnegies-gospel-of-wealth-june-1889/)**

    **[The American Yawp Reader](http://www.americanyawp.com/reader.html)**

    **Ida B. Wells-Barnett, “Lynch Law in America” (1900)**

    **Ida B. Wells-Barnett, “Lynch Law in America” (1900)**

    **_Ida B. Wells-Barnett, born enslaved in Mississippi, was a pioneering activist and journalist. She did much to expose the epidemic of lynching in the United States and her writing and research exploded many of the justifications—particularly the rape of white women by black men—commonly offered to justify the practice._**

    **Our country’s national crime is**
    **_lynching_. It is not the creature of an hour, the sudden outburst of uncontrolled fury, or the unspeakable brutality of an insane mob. It represents the cool, calculating deliberation of intelligent people who openly avow that there is an “unwritten law” that justifies them in putting human beings to death without complaint under oath, without trial by jury, without opportunity to make defense, and without right of appeal. …**

    **… During the last ten years a new statute has been added to the “unwritten law.” This statute proclaims that for certain crimes or alleged crimes no negro shall be allowed a trial; that no white woman shall be compelled to charge an assault under oath or to submit any such charge to the investigation of a court of law. The result is that many men have been put to death whose innocence was afterward established; and to-day, under this reign of the “unwritten law,” no colored man, no matter what his reputation, is safe from lynching if a white woman, no matter what her standing or motive, cares to charge him with insult or assault.**

    **It is considered a sufficient excuse and reasonable justification to put a prisoner to death under this “unwritten law” for the frequently repeated charge that these lynching horrors are necessary to prevent crimes against women. The sentiment of the country has been appealed to, in describing the isolated condition of white families in thickly populated negro districts; and the charge is made that these homes are in as great danger as if they were surrounded by wild beasts. And the world has accepted this theory without let or hindrance. … No matter that our laws presume every man innocent until he is proved guilty; no matter that it leaves a certain class of individuals completely at the mercy of another class; … no matter that mobs make a farce of the law and a mockery of justice; no matter that hundreds of boys are being hardened in crime and schooled in vice by the repetition of such scenes before their eyes–if a white woman declares herself insulted or assaulted, some life must pay the penalty, with all the horrors of the Spanish Inquisition and all the barbarism of the Middle Ages. The world looks on and says it is well.**

    **Not only are two hundred men and women put to death annually, on the average, in this country by mobs, but these lives are taken with the greatest publicity. In many instances the leading citizens aid and abet by their presence when they do not participate, and the leading journals inflame the public mind to the lynching point with scare-head articles and offers of rewards. Whenever a burning is advertised to take place, the railroads run excursions, photographs are taken, and the same jubilee is indulged in that characterized the public hangings of one hundred years ago. There is, however, this difference: in those old days the multitude that stood by was permitted only to guy or jeer. The nineteenth century lynching mob cuts off ears, toes, and fingers, strips off flesh, and distributes portions of the body as souvenirs among the crowd. If the leaders of the mob are so minded, coal-oil is poured over the body and the victim is then roasted to death. This has been done in Texarkana and Paris, Tex., in Bardswell, Ky., and in Newman, Ga. In Paris the officers of the law delivered the prisoner to the mob. The mayor gave the school children a holiday and the railroads ran excursion trains so that the people might see a human being burned to death. In Texarkana, the year before, men and boys amused themselves by cutting off strips of flesh and thrusting knives into their helpless victim. At Newman, Ga., of the present year, the mob tried every conceivable torture to compel the victim to cry out and confess, before they set fire to the faggots that burned him. But their trouble was all in vain–he never uttered a cry, and they could not make him confess.**

    **This condition of affairs were brutal enough and horrible enough if it were true that lynchings occurred only because of the commission of crimes against women–as is constantly declared by ministers, editors, lawyers, teachers, statesmen, and even by women themselves. … [T]hey publish at every possible opportunity this excuse for lynching, hoping thereby not only to palliate their own crime but at the same time to prove the negro a moral monster and unworthy of the respect and sympathy of the civilized world. But this alleged reason adds to the deliberate injustice of the mob’s work. Instead of lynchings being caused by assaults upon women, the statistics show that not one-third of the victims of lynchings are even charged with such crimes. … Quite a number of the one-third alleged cases of assault that have been personally investigated by the writer have shown that there was no foundation in fact for the charges; yet the claim is not made that there were no real culprits among them. The negro has been too long associated with the white man not to have copied his vices as well as his virtues. But the negro resents and utterly repudiates the effort to blacken his good name by asserting that assaults upon women are peculiar to his race. The negro has suffered far more from the commission of this crime against the women of his race by white men than the white race has ever suffered through his crimes. Very scant notice is taken of the matter when this is the condition of affairs. What becomes a crime deserving capital punishment when the tables are turned is a matter of small moment when the negro woman is the accusing party. …**

    **Source: Ida B. Wells-Barnett, “Lynch Law in America,”**
    **_The Arena_ 23 (January 1900), 15-24.**

    **[Google Books](https://books.google.com/books?id=F0FBAAAAYAAJ).**

    **[https://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/](https://www.americanyawp.com/reader/18-industrial-america/ida-b-wells-barnett-lynch-law-in-america-1900/)**

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