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  • [Solved] M05 SHAKER AND AESTHETICS MOVEMENT chapters 40

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    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 40

    Shakers

    1774 – 1900

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    M. Reforms

    Industrial Revolution & consumer demand produce innumerable poorly designed & constructed goods

    No suitable design language for machine, so fashion, historicism, sentimentalism, consumers drive designs

    After Great Exhibition of 1851, reform movement begins

    Little headway against rampant revivalism, eclecticism until end of century

    Schools, reform groups & movements, writers, design companies, practitioners

    Equate moralism & design, condemn conspicuous consumption, materialism, bad taste

    Reform movement for home to counter perceived negative effects of industrialization

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Shakers

    The Shakers, or the United Society of Believers in the First and Second Appearance of Christ, largest & best known 19th-century communal utopian society in America

    Shakers’ simple lives revolve around worship, community, & work

    Architecture, interiors, furniture reflect belief system & worldview

    Minimal ornament; simple forms from function or utility; perfected proportions; excellent craftsmanship

    Communal, labor-focused lifestyles

    Anticipate aspects of Modernism of the 20th century.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    40.1

    “Shakers, a Quaker sect, performing their distinctive, trembling, religious dance;” Currier and Ives.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Concepts

    Doctrines shape material culture

    Separation from world; communal living; lives centered on worship & work; equality between sexes

    Isolate in villages; communities advertise lifestyles

    Order, uniformity, consistency drive daily life

    Labor, a positive force, equates with worship

    Buildings, interiors, furniture planned for work, division of labor, celibacy, community, unified purpose

    Economy, efficiency, function important design principles & guidelines for beauty

    Innovators in labor-saving devices, freely share with world

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    40.2

    Motifs and Architectural Details: Wooden boxes, mid-to-late 19th century; and door and window details, Kentucky. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Neatness, efficiency, function, & easy maintenance over fashion or style

    Plain forms, refined proportions, beauty in materials

    Similar appearance among communities, differences from location, materials, size, member backgrounds

    Symmetry, efficient planning support life styles

    Double entrances reflect gender separation

    Communities: meeting houses, dwelling houses for families, support buildings—barns, laundries, workshops

    Innovations: dwellings for many people & adapting form & construction of meeting houses to community needs

    Remodel, renovate to meet changing community needs

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    7

    40.3

    Meetinghouse, Canterbury Shaker Village, 1792; New Hampshire; Moses Johnson. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The simple, two-story, gambrel-roofed meetinghouse has a two-and-half-story, 3-bay building, gambrel roof, and two tall end chimneys. There are two entrances on the main facade on the gable roof to the right side. The building has white clapboard, and the simple paneled doors feature crown molding. Simple molding surrounds the light windows on the main facade, one on either side of the two doorways and one on the central bay. Those windows are on the side, on the first and second floors.

    8

    40.4

    Village area, Sabbathday Lake Shaker Village 1884; New Gloucester, Maine. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.5a

    Family Dwelling House, Shaker Village of Pleasant Hill, 1820s-1850s; Harrodsburg, Kentucky. Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house has a center axis that emphasizes symmetry with double entrance doors. A facade has plain brick that has slender proportions that reflect the federal style, and rectangular double-hung sash windows. A roof is side-gabled and has a chimney on the end.

    10

    40.5b

    Family Dwelling Houses, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A house has a facade with two wide doors. The two-story has six bays with two windows per story per bay; the first-floor windows have sixteen-over-twelve sash windows, while those of the second floor are twelve-over-twelve. The lintels are single stone blocks cut from a different limestone connecting the two front stone chimneys, where the roof changes pitch, is a roof edge behind an off-center. The ell behind the front pavilion is the same height but is narrower by two bays.

    11

    40.5c (1 of 2)

    Family Dwelling House hall and stair hall, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.5c (2 of 2)

    Family Dwelling House sleeping room and kitchen, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.6

    Floor plans, Shaker Centre Family Dwelling House, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Uniformity, simplicity, function, ease of maintenance in materials & furnishings

    White plaster walls, brightly colored trim, built-in storage, wood strips with pegs for hanging; cast iron stove

    Built-ins & peg rails distinctive design legacy

    Limited storage of built-ins encourages sharing, discourages accumulating possessions

    Few furnishings, a mix of Shaker-made & pieces brought by new converts.

    Millennial Laws define room furnishings for uniformity & specify rules for placement

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.7

    Meeting Room, Family Dwelling House, 1824; New Lebanon, New York; Moses Johnson. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings & Decorative Arts

    Furniture also reflects belief system & supports lifestyle

    Beauty from materials, form, silhouette, function

    Simplicity reflects Shakers themselves

    Practical, easy to clean & maintain

    Well made, careful proportions, honest construction & use of materials

    No worldly ornament

    Furniture uniform in appearance & distribution among members

    New forms for work requirements or technology changes

    In 1870s, begin selling furniture outside communities

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.8

    Dwelling room with storage wall, Family Dwelling House, 1841-1846; originally from Enfield, New Hampshire. Shaker.

    [Courtesy Winterthur Museum.]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.9

    Rocking chair, early to late 19th century. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.10

    Candlestand, Shaker Village of Pleasant Hill, early 19th century; Harrodsburg, Kentucky. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.11

    Interior with bed, early to late 19th century. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.12

    Chest of drawers, early to late 19th century.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.13

    Decorative Arts: Shaker gift drawings, 1860; Hannah Cohoon. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    24

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    **ch-41-PPTaccessible.pptx**

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    **## ch-40-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 40

    Shakers

    1774 – 1900

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    M. Reforms

    Industrial Revolution & consumer demand produce innumerable poorly designed & constructed goods

    No suitable design language for machine, so fashion, historicism, sentimentalism, consumers drive designs

    After Great Exhibition of 1851, reform movement begins

    Little headway against rampant revivalism, eclecticism until end of century

    Schools, reform groups & movements, writers, design companies, practitioners

    Equate moralism & design, condemn conspicuous consumption, materialism, bad taste

    Reform movement for home to counter perceived negative effects of industrialization

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Shakers

    The Shakers, or the United Society of Believers in the First and Second Appearance of Christ, largest & best known 19th-century communal utopian society in America

    Shakers’ simple lives revolve around worship, community, & work

    Architecture, interiors, furniture reflect belief system & worldview

    Minimal ornament; simple forms from function or utility; perfected proportions; excellent craftsmanship

    Communal, labor-focused lifestyles

    Anticipate aspects of Modernism of the 20th century.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    40.1

    “Shakers, a Quaker sect, performing their distinctive, trembling, religious dance;” Currier and Ives.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Concepts

    Doctrines shape material culture

    Separation from world; communal living; lives centered on worship & work; equality between sexes

    Isolate in villages; communities advertise lifestyles

    Order, uniformity, consistency drive daily life

    Labor, a positive force, equates with worship

    Buildings, interiors, furniture planned for work, division of labor, celibacy, community, unified purpose

    Economy, efficiency, function important design principles & guidelines for beauty

    Innovators in labor-saving devices, freely share with world

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    40.2

    Motifs and Architectural Details: Wooden boxes, mid-to-late 19th century; and door and window details, Kentucky. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Neatness, efficiency, function, & easy maintenance over fashion or style

    Plain forms, refined proportions, beauty in materials

    Similar appearance among communities, differences from location, materials, size, member backgrounds

    Symmetry, efficient planning support life styles

    Double entrances reflect gender separation

    Communities: meeting houses, dwelling houses for families, support buildings—barns, laundries, workshops

    Innovations: dwellings for many people & adapting form & construction of meeting houses to community needs

    Remodel, renovate to meet changing community needs

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    7

    40.3

    Meetinghouse, Canterbury Shaker Village, 1792; New Hampshire; Moses Johnson. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The simple, two-story, gambrel-roofed meetinghouse has a two-and-half-story, 3-bay building, gambrel roof, and two tall end chimneys. There are two entrances on the main facade on the gable roof to the right side. The building has white clapboard, and the simple paneled doors feature crown molding. Simple molding surrounds the light windows on the main facade, one on either side of the two doorways and one on the central bay. Those windows are on the side, on the first and second floors.

    8

    40.4

    Village area, Sabbathday Lake Shaker Village 1884; New Gloucester, Maine. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.5a

    Family Dwelling House, Shaker Village of Pleasant Hill, 1820s-1850s; Harrodsburg, Kentucky. Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house has a center axis that emphasizes symmetry with double entrance doors. A facade has plain brick that has slender proportions that reflect the federal style, and rectangular double-hung sash windows. A roof is side-gabled and has a chimney on the end.

    10

    40.5b

    Family Dwelling Houses, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A house has a facade with two wide doors. The two-story has six bays with two windows per story per bay; the first-floor windows have sixteen-over-twelve sash windows, while those of the second floor are twelve-over-twelve. The lintels are single stone blocks cut from a different limestone connecting the two front stone chimneys, where the roof changes pitch, is a roof edge behind an off-center. The ell behind the front pavilion is the same height but is narrower by two bays.

    11

    40.5c (1 of 2)

    Family Dwelling House hall and stair hall, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.5c (2 of 2)

    Family Dwelling House sleeping room and kitchen, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.6

    Floor plans, Shaker Centre Family Dwelling House, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Uniformity, simplicity, function, ease of maintenance in materials & furnishings

    White plaster walls, brightly colored trim, built-in storage, wood strips with pegs for hanging; cast iron stove

    Built-ins & peg rails distinctive design legacy

    Limited storage of built-ins encourages sharing, discourages accumulating possessions

    Few furnishings, a mix of Shaker-made & pieces brought by new converts.

    Millennial Laws define room furnishings for uniformity & specify rules for placement

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.7

    Meeting Room, Family Dwelling House, 1824; New Lebanon, New York; Moses Johnson. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings & Decorative Arts

    Furniture also reflects belief system & supports lifestyle

    Beauty from materials, form, silhouette, function

    Simplicity reflects Shakers themselves

    Practical, easy to clean & maintain

    Well made, careful proportions, honest construction & use of materials

    No worldly ornament

    Furniture uniform in appearance & distribution among members

    New forms for work requirements or technology changes

    In 1870s, begin selling furniture outside communities

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.8

    Dwelling room with storage wall, Family Dwelling House, 1841-1846; originally from Enfield, New Hampshire. Shaker.

    [Courtesy Winterthur Museum.]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.9

    Rocking chair, early to late 19th century. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.10

    Candlestand, Shaker Village of Pleasant Hill, early 19th century; Harrodsburg, Kentucky. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.11

    Interior with bed, early to late 19th century. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.12

    Chest of drawers, early to late 19th century.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.13

    Decorative Arts: Shaker gift drawings, 1860; Hannah Cohoon. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    24

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    **ch-41-PPTaccessible.pptx**

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    **## ch-40-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 40

    Shakers

    1774 – 1900

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    M. Reforms

    Industrial Revolution & consumer demand produce innumerable poorly designed & constructed goods

    No suitable design language for machine, so fashion, historicism, sentimentalism, consumers drive designs

    After Great Exhibition of 1851, reform movement begins

    Little headway against rampant revivalism, eclecticism until end of century

    Schools, reform groups & movements, writers, design companies, practitioners

    Equate moralism & design, condemn conspicuous consumption, materialism, bad taste

    Reform movement for home to counter perceived negative effects of industrialization

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Shakers

    The Shakers, or the United Society of Believers in the First and Second Appearance of Christ, largest & best known 19th-century communal utopian society in America

    Shakers’ simple lives revolve around worship, community, & work

    Architecture, interiors, furniture reflect belief system & worldview

    Minimal ornament; simple forms from function or utility; perfected proportions; excellent craftsmanship

    Communal, labor-focused lifestyles

    Anticipate aspects of Modernism of the 20th century.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    40.1

    “Shakers, a Quaker sect, performing their distinctive, trembling, religious dance;” Currier and Ives.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Concepts

    Doctrines shape material culture

    Separation from world; communal living; lives centered on worship & work; equality between sexes

    Isolate in villages; communities advertise lifestyles

    Order, uniformity, consistency drive daily life

    Labor, a positive force, equates with worship

    Buildings, interiors, furniture planned for work, division of labor, celibacy, community, unified purpose

    Economy, efficiency, function important design principles & guidelines for beauty

    Innovators in labor-saving devices, freely share with world

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    40.2

    Motifs and Architectural Details: Wooden boxes, mid-to-late 19th century; and door and window details, Kentucky. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Neatness, efficiency, function, & easy maintenance over fashion or style

    Plain forms, refined proportions, beauty in materials

    Similar appearance among communities, differences from location, materials, size, member backgrounds

    Symmetry, efficient planning support life styles

    Double entrances reflect gender separation

    Communities: meeting houses, dwelling houses for families, support buildings—barns, laundries, workshops

    Innovations: dwellings for many people & adapting form & construction of meeting houses to community needs

    Remodel, renovate to meet changing community needs

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    7

    40.3

    Meetinghouse, Canterbury Shaker Village, 1792; New Hampshire; Moses Johnson. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The simple, two-story, gambrel-roofed meetinghouse has a two-and-half-story, 3-bay building, gambrel roof, and two tall end chimneys. There are two entrances on the main facade on the gable roof to the right side. The building has white clapboard, and the simple paneled doors feature crown molding. Simple molding surrounds the light windows on the main facade, one on either side of the two doorways and one on the central bay. Those windows are on the side, on the first and second floors.

    8

    40.4

    Village area, Sabbathday Lake Shaker Village 1884; New Gloucester, Maine. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.5a

    Family Dwelling House, Shaker Village of Pleasant Hill, 1820s-1850s; Harrodsburg, Kentucky. Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house has a center axis that emphasizes symmetry with double entrance doors. A facade has plain brick that has slender proportions that reflect the federal style, and rectangular double-hung sash windows. A roof is side-gabled and has a chimney on the end.

    10

    40.5b

    Family Dwelling Houses, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A house has a facade with two wide doors. The two-story has six bays with two windows per story per bay; the first-floor windows have sixteen-over-twelve sash windows, while those of the second floor are twelve-over-twelve. The lintels are single stone blocks cut from a different limestone connecting the two front stone chimneys, where the roof changes pitch, is a roof edge behind an off-center. The ell behind the front pavilion is the same height but is narrower by two bays.

    11

    40.5c (1 of 2)

    Family Dwelling House hall and stair hall, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.5c (2 of 2)

    Family Dwelling House sleeping room and kitchen, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.6

    Floor plans, Shaker Centre Family Dwelling House, Shaker Village of Pleasant Hill, 1820s–1850s; Harrodsburg, Kentucky; Micajah Burnett. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Uniformity, simplicity, function, ease of maintenance in materials & furnishings

    White plaster walls, brightly colored trim, built-in storage, wood strips with pegs for hanging; cast iron stove

    Built-ins & peg rails distinctive design legacy

    Limited storage of built-ins encourages sharing, discourages accumulating possessions

    Few furnishings, a mix of Shaker-made & pieces brought by new converts.

    Millennial Laws define room furnishings for uniformity & specify rules for placement

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.7

    Meeting Room, Family Dwelling House, 1824; New Lebanon, New York; Moses Johnson. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings & Decorative Arts

    Furniture also reflects belief system & supports lifestyle

    Beauty from materials, form, silhouette, function

    Simplicity reflects Shakers themselves

    Practical, easy to clean & maintain

    Well made, careful proportions, honest construction & use of materials

    No worldly ornament

    Furniture uniform in appearance & distribution among members

    New forms for work requirements or technology changes

    In 1870s, begin selling furniture outside communities

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.8

    Dwelling room with storage wall, Family Dwelling House, 1841-1846; originally from Enfield, New Hampshire. Shaker.

    [Courtesy Winterthur Museum.]

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.9

    Rocking chair, early to late 19th century. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.10

    Candlestand, Shaker Village of Pleasant Hill, early 19th century; Harrodsburg, Kentucky. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.11

    Interior with bed, early to late 19th century. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.12

    Chest of drawers, early to late 19th century.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    40.13

    Decorative Arts: Shaker gift drawings, 1860; Hannah Cohoon. Shaker.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    24

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  • [Solved] , locate and cite an article that discusses post-event evaluation

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) In your initial post, locate and cite an article that discusses post-event evaluation. What questions did the organization ask? What were the findings of the evaluation? How can organizations use evaluation to…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    In your initial post, locate and cite an article that discusses post-event evaluation. What questions did the organization ask? What were the findings of the evaluation? How can organizations use evaluation to make events better?

    – 2 years ago

  • [Solved] Local Healthcare Economic Issues

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    In-depth study guidance and analytical solution covering Local Healthcare Economic Issues.

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

  • [Solved] INTLW8

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago **files (1)** – ## INTLW8GPP.docx **## INTLW8GPP.docx** **Lessons Learned and Opportunities Ahead** **Overview and Insights** The world of today is the product of yesterday and is the breeder for…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    – 2 years ago

    **files (1)**

    – ## INTLW8GPP.docx

    **## INTLW8GPP.docx**

    **Lessons Learned and Opportunities Ahead**

    **Overview and Insights**

    The world of today is the product of yesterday and is the breeder for the world tomorrow!

    Globalization was a certain consequence of the Industrial Revolution, and its growth was the consequence of technological advancements. Economic specialization and the expansion of international trade are the consequences of globalization. And the fast growth of exchange among humans in different continents was a consequence of the internet. And the internet and the long list of social interaction applications that it offers via smartphones has narrowed the cultural understanding gaps among various nations and has produced a generation of consumers (Gen Z) that are more similar in their attitude and outlooks than any other group of consumers. So, have we become a “global village” where everyone loves everyone, and everyone looks like everyone else, and everyone has the same resources and opportunities like everyone else in the world? Can we ignore cultural, social, political, and legal barriers? Can we ditch bad governments and stick with the better ones in other countries and choose their ways of life? Can we sell whatever we want whenever we want to sell it wherever we wish to sell it? Has the world and its population, politics, and globalization stopped evolving? What else is on the horizon?

    It was much easier to answer those questions before the beginning of the year 2020—in other words, before COVID-19 hit the world. Did globalization help to overcome the pandemic? Or did it make it worse? In what ways? And what to watch for? And what to be hopeful for? What to avoid? And what to take advantage of in the international market?

    The above are among many questions that international business adventurists need to find answers for before they venture into the global market. Opportunities have evolved, but so have risks!

    **Assignment Description**

    You need to list and discuss the main lessons that you have learned from this course, opportunities you see on the horizon and in the near future, and threats you predict in the global economy. Also, provide your recommendations to multinational corporations or individual producers who wish to expand internationally and state exactly what they need to do to learn about the market, how to obtain facts, and what to focus on in their approach to the diverse world we live in.

    **Slide Number Requirements**

    Three to six slides, not counting the separate Title slide and the separate References slide.

    **Content Structure and Requirements**

    · Title Page (slide)

    · Title of the presentation

    · Name of the author (your name)

    · Email address of the author

    · Class name

    · Professor's name

    · Date

    · Content Structure

    ·
    _Lessons Learned_: What are the key facts that you have learned in this course that you had not known before? What lesson(s) have you learned about the diversity of the global market, economies, cultures, and political structures? And why is inclusion in this diverse world important for local communities and foreign investors?

    ·
    _Global Market Opportunities_: In your own words and based on your overall understanding, briefly state the potentials that the international market has based on the state it is in now. Where do the opportunities exist (
    _region, country, industry, product, idea, etc._)?

    ·
    _Global Market Risks and Threats_: Based on your collective reading and work in this course, what are the major risk factors or sources in the global market today? How will these factors affect the flow of exchange between nations?

    ·
    _Recommendation for Growth_: Provide professional advice to those (corporations or individuals) who wish to expand internationally now. What should they do first before venturing internationally, and what type of knowledge and information do they need to obtain before their move?

    **## INTLW8GPP.docx**

    **Lessons Learned and Opportunities Ahead**

    **Overview and Insights**

    The world of today is the product of yesterday and is the breeder for the world tomorrow!

    Globalization was a certain consequence of the Industrial Revolution, and its growth was the consequence of technological advancements. Economic specialization and the expansion of international trade are the consequences of globalization. And the fast growth of exchange among humans in different continents was a consequence of the internet. And the internet and the long list of social interaction applications that it offers via smartphones has narrowed the cultural understanding gaps among various nations and has produced a generation of consumers (Gen Z) that are more similar in their attitude and outlooks than any other group of consumers. So, have we become a “global village” where everyone loves everyone, and everyone looks like everyone else, and everyone has the same resources and opportunities like everyone else in the world? Can we ignore cultural, social, political, and legal barriers? Can we ditch bad governments and stick with the better ones in other countries and choose their ways of life? Can we sell whatever we want whenever we want to sell it wherever we wish to sell it? Has the world and its population, politics, and globalization stopped evolving? What else is on the horizon?

    It was much easier to answer those questions before the beginning of the year 2020—in other words, before COVID-19 hit the world. Did globalization help to overcome the pandemic? Or did it make it worse? In what ways? And what to watch for? And what to be hopeful for? What to avoid? And what to take advantage of in the international market?

    The above are among many questions that international business adventurists need to find answers for before they venture into the global market. Opportunities have evolved, but so have risks!

    **Assignment Description**

    You need to list and discuss the main lessons that you have learned from this course, opportunities you see on the horizon and in the near future, and threats you predict in the global economy. Also, provide your recommendations to multinational corporations or individual producers who wish to expand internationally and state exactly what they need to do to learn about the market, how to obtain facts, and what to focus on in their approach to the diverse world we live in.

    **Slide Number Requirements**

    Three to six slides, not counting the separate Title slide and the separate References slide.

    **Content Structure and Requirements**

    · Title Page (slide)

    · Title of the presentation

    · Name of the author (your name)

    · Email address of the author

    · Class name

    · Professor's name

    · Date

    · Content Structure

    ·
    _Lessons Learned_: What are the key facts that you have learned in this course that you had not known before? What lesson(s) have you learned about the diversity of the global market, economies, cultures, and political structures? And why is inclusion in this diverse world important for local communities and foreign investors?

    ·
    _Global Market Opportunities_: In your own words and based on your overall understanding, briefly state the potentials that the international market has based on the state it is in now. Where do the opportunities exist (
    _region, country, industry, product, idea, etc._)?

    ·
    _Global Market Risks and Threats_: Based on your collective reading and work in this course, what are the major risk factors or sources in the global market today? How will these factors affect the flow of exchange between nations?

    ·
    _Recommendation for Growth_: Provide professional advice to those (corporations or individuals) who wish to expand internationally now. What should they do first before venturing internationally, and what type of knowledge and information do they need to obtain before their move?

  • [Solved] Information Systems IT/Computer Networking Level 200 University Course – Project Presentation

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need help completing the below project using the attachements and prior SWOT Analysis submitted. The Class Project is the most significant assignment in this course, Concepts and Applications of Information Technology. You have completed the first deliverable of this assignment with the SWOT Analysi…

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    Need help completing the below project using the attachements and prior SWOT Analysis submitted.

    The Class Project is the most significant assignment in this course, Concepts and Applications of Information Technology. You have completed the first deliverable of this assignment with the SWOT Analysis in Week 4 (worth 330 points).

    The second deliverable is the Project Presentation due in Week 8 (worth 250 points).  The "Complete Your SWOT Analysis" resource included in the assignment instructions is a PowerPoint file that can be used as you complete the Course Project. This PowerPoint file is available below.  Remember this is **NOT** a simple "cut & paste" assignment from your SWOT Analysis.  Use the note section below each slide to address the details of your findings.

    – [\
    \
    HansonA_SWOTAnalysis.docx](https://www.sweetstudy.com/files/hansona-swotanalysis-docx-10210817 "HansonA_SWOTAnalysis.docx")
    – [\
    \
    IFSM201SWOTAnalysisTableTemplates.pptx](https://www.sweetstudy.com/files/ifsm201swotanalysistabletemplates-pptx-10210819 "IFSM201SWOTAnalysisTableTemplates.pptx")
    – [\
    \
    IFSM201_SWOTProjectPresentation.pdf](https://www.sweetstudy.com/files/ifsm201-swotprojectpresentation-pdf-10210821 "IFSM201_SWOTProjectPresentation.pdf")

    – 2 years ago

  • [Solved] HIMS 9

    ✓ Verified Academic Solution Available

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    **Assignment Instructions:** The rapid emergence of social media as social networking sites, blogs/microblogs, forums, question answering services, and online communities provide a wealth of information about public opinion on various aspects of healthcare that could be exploited by analytics to rev…

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    **Assignment Instructions:**

    The rapid emergence of social media as social networking sites, blogs/microblogs, forums, question answering services, and online communities provide a wealth of information about public opinion on various aspects of healthcare that could be exploited by analytics to reveal trends. A huge amount of data posted on _social media_ can be used to divulge information that can be leveraged to make useful inferences about population health and public opinion.

    **Write a research paper** that evaluates the role of analytics in assessing the role of social media in monitoring the COVID-19 pandemic, opinions of the public about precautionary measures (masks, social distancing), and vaccination attitude against COVID-19. Include a discussion on analytics tools were used to process the data and how statistically significant the conclusions made are? Why? Were they used for any policy decisions during the pandemic?

    **Research Paper Length and APA Requirements:** No more than 5 pages (excluding title page and reference page). Formatted in APA 7th Edition. Provide credible evidence, through the use of in-text citations from your references, to support your conclusions/information.

    – 2 years ago

  • [Solved] HIMS 10

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Course Outcome for Assignment: – Evaluate research designs, data sources, data collection, and analytical methods. – Apply health informatics research using standard design, tools, and techniques. **Assignment Instructions:** – The most common **Excel functions** used for data analytics are VLOOKUP …

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    Assignment Prompt & Instructions

    Course Outcome for Assignment:

    – Evaluate research designs, data sources, data collection, and analytical methods.
    – Apply health informatics research using standard design, tools, and techniques.

    **Assignment Instructions:**

    – The most common **Excel functions** used for data analytics are VLOOKUP (), CONCATENATE, LEN, COUNTA, COUNTIFS, SUMIFS, FIND/SEARCH, AVERAGEIFS. IFERROR, LEFT/RIGHT, RANK, MINIFS, MAXIFS, SUMPRODUCT. _**Provide a Response to the Following:**_ _(Note: The answer can be presented in a table format.)_
    – What are these Excel functions that are listed above, and what purpose would you use them in data analytics for your facility?
    – **Submit an Excel Spreadsheet, showing your work on the following**:

    – Perform the statistical calculations (Average, Min, Max, Mean, Mode, Median, Standard Deviation) on the provided Patient Healthcare Data file for each of the parameter (weight, height, pulse, age)
    – Use this Excel File for the [Patient Healthcare Data (Excel Worksheet)](https://learn.umgc.edu/content/enforced/1340331-026921-01-2252-GO1-9041/Patient%20Healthcare%20Data1.xlsx)
    – Analyse what this data and your calculations mean for this specific patient healthcare dataset. How your analysis can be used for HC managerial decision making.
    – **Revised**
    1. Most common **Excel functions** used for data analytics are VLOOKUP (), CONCATENATE, LEN, COUNTA, COUNTIFS, SUMIFS, FIND/SEARCH, AVERAGEIFS. IFERROR, LEFT/RIGHT, RANK, MINIFS, MAXIFS, SUMPRODUCT.

    –  Explain these Excel functions and how would you use them in data analytics for your facility?
    2. Using data on _weight_, _height_, _pulse_, _age_ (columns B, C, D, E and rows 2-21) in the attached Excel file ( [Patient Healthcare Data (Excel Worksheet)](https://learn.umgc.edu/content/enforced/1340331-026921-01-2252-GO1-9041/Patient%20Healthcare%20Data1.xlsx): [/content/enforced/1061132-M_026921-01-2242/Patient Healthcare Data2.xlsx](https://learn.umgc.edu/content/enforced/1340331-026921-01-2252-GO1-9041/Patient%20Healthcare%20Data2.xlsx)
    3. Perform calculations for each parameter ( _weight_, _height_, _pulse_, age) with the built-in Excel functions and enter in columns A against each function: A _verage, Min, Max, Mean, Mode, Median, Standard Deviation_
    4. As a healthcare manager, how would you use these data in healthcare decision-making for facility you may be working for?

    – 2 years ago

  • [Solved] GSCMW8

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) – 2 years ago **files (1)** – ## GSCMW8.docx **## GSCMW8.docx** Prepare a final presentation video. · **Presentation video or narrated PowerPoint must be at least 5 to 8 minutes long.** ·…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    – 2 years ago

    **files (1)**

    – ## GSCMW8.docx

    **## GSCMW8.docx**

    Prepare a final presentation video.

    ·
    **Presentation video or narrated PowerPoint must be at least 5 to 8 minutes long.**

    · In this presentation, you will summarize your findings from the Product Buying Report.

    · This part of the assignment will provide the visual presentation of the report.

    **Should have the following**

    Executive Summary

    Intended Use and Requirements

    Available products

    Technical Product Data

    Analysis of the Product Sources & Availability

    Supplier Selection Criteria

    Pricing Factors

    Supplier Relationship Management

    Legal and Ethical Considerations

    Recommendations

    Please add visuals and notes for presentation to be narrated.

    Please ensure that the entire presentation including talking points for narration is 5 to 8 minutes. Talking points should be like a presentation.

    **## GSCMW8.docx**

    Prepare a final presentation video.

    ·
    **Presentation video or narrated PowerPoint must be at least 5 to 8 minutes long.**

    · In this presentation, you will summarize your findings from the Product Buying Report.

    · This part of the assignment will provide the visual presentation of the report.

    **Should have the following**

    Executive Summary

    Intended Use and Requirements

    Available products

    Technical Product Data

    Analysis of the Product Sources & Availability

    Supplier Selection Criteria

    Pricing Factors

    Supplier Relationship Management

    Legal and Ethical Considerations

    Recommendations

    Please add visuals and notes for presentation to be narrated.

    Please ensure that the entire presentation including talking points for narration is 5 to 8 minutes. Talking points should be like a presentation.

  • [Solved] Explainer piece

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (2)** – ## Finalprojectpitch.pdf – ## Explainerpiece.pdf **## Finalprojectpitch.pdf** Final project pitch 2025/3/2 25 Points Possible In Progress NEXT UP: Submit Assignment Unlimited A�empts Allowed 2025/1/28 to 2025/3/2 Choose a submission type A�empt 1 Add Comment Details In …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## Finalprojectpitch.pdf

    – ## Explainerpiece.pdf

    **## Finalprojectpitch.pdf**

    Final project pitch
    2025/3/2

    25 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited A�empts Allowed
    2025/1/28 to 2025/3/2

    Choose a submission type

    A�empt 1 Add Comment

    Details

    In 200-300 words pitch me an idea for your final wri�ng assignment. The final assignment at the end of the semester will be 800-
    1,000 words and will include at least three sources. One of the sources you will need to interview directly (in person, over the phone,
    Zoom etc…)

    You can change your idea later on but I want you to be thinking of ideas now. It can be an explainer piece, it can be a personality
    profile. It could be an analysis piece about the legislature or your favorite sports team's past season. Just send me ideas and I'll help
    you refine them and get them ready for the final project.

    Text Upload More

    (h�ps://utah.instructure.com/courses/1018004/modules/items/26771701)

    Submit
    Assignment
    (h�ps://utah.instructure.com/courses/1018004/modules/items/2

    2025/2/28 14:51 Final project pitch

    https://utah.instructure.com/courses/1018004/assignments/15379974 1/1

    [https://utah.instructure.com/courses/1018004/modules/items/26771701](https://utah.instructure.com/courses/1018004/modules/items/26771701)

    [https://utah.instructure.com/courses/1018004/modules/items/26771707](https://utah.instructure.com/courses/1018004/modules/items/26771707)

    **## Explainerpiece.pdf**

    Explainer piece
    2025/3/2

    100 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited A�empts Allowed
    2025/2/18 to 2025/3/2

    Choose a submission type

    A�empt 1 Add Comment

    Details

    Based on past class discussions and readings about explainers you will submit a 350- 500 word piece of explanatory repor�ng on the
    best way ci�zens can comment on UDOT's Environmental Impact Statement for the I-15 expansion. Watch the YouTube video and
    find a way to use that info to explain in clear and easy to understand language:

    1. What the EIS is?

    AND

    2. What's the best way to comment?

    The video talks about EIS process in general but you should connect it to the west-side expansion project to make it more
    meaningful and provide more details. You may want to brush up on the issue from ar�cles like this one from the Dnews
    (h�ps://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah) or this one from the Salt
    Lake City Weekly (h�ps://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086) .
    Make your wri�ng clear, conversa�onal and concise.

    You will be specifically graded on:

    Communica�ng accurate informa�on 20 points

    Communica�ng it in an easy to understand way (imagine you are explaining it to your mother or a grandparent if that helps). Give
    details and examples (even a hypothe�cal example) if you can, to make it real for the reader. 20 points

    Don't use jargon. Instead of using a big word, or a technical word translate it into as many smaller, common words as necessary. 20
    points

    Keeping the tone conversa�onal. 20 points

    Submi�ng a recording of yourself reading your dra� out loud before submi�ng it. 20 points

    Text Media Upload More

    (h�ps://utah.instructure.com/courses/1018004/modules/items/26771695)

    Submit
    Assignment
    (h�ps://utah.instructure.com/courses/1018004/modules/items/2

    2025/2/28 14:50 Explainer piece

    https://utah.instructure.com/courses/1018004/assignments/15379967 1/1

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://utah.instructure.com/courses/1018004/modules/items/26771695](https://utah.instructure.com/courses/1018004/modules/items/26771695)

    [https://utah.instructure.com/courses/1018004/modules/items/26771699](https://utah.instructure.com/courses/1018004/modules/items/26771699)

    **## Explainerpiece.pdf**

    Explainer piece
    2025/3/2

    100 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited A�empts Allowed
    2025/2/18 to 2025/3/2

    Choose a submission type

    A�empt 1 Add Comment

    Details

    Based on past class discussions and readings about explainers you will submit a 350- 500 word piece of explanatory repor�ng on the
    best way ci�zens can comment on UDOT's Environmental Impact Statement for the I-15 expansion. Watch the YouTube video and
    find a way to use that info to explain in clear and easy to understand language:

    1. What the EIS is?

    AND

    2. What's the best way to comment?

    The video talks about EIS process in general but you should connect it to the west-side expansion project to make it more
    meaningful and provide more details. You may want to brush up on the issue from ar�cles like this one from the Dnews
    (h�ps://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah) or this one from the Salt
    Lake City Weekly (h�ps://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086) .
    Make your wri�ng clear, conversa�onal and concise.

    You will be specifically graded on:

    Communica�ng accurate informa�on 20 points

    Communica�ng it in an easy to understand way (imagine you are explaining it to your mother or a grandparent if that helps). Give
    details and examples (even a hypothe�cal example) if you can, to make it real for the reader. 20 points

    Don't use jargon. Instead of using a big word, or a technical word translate it into as many smaller, common words as necessary. 20
    points

    Keeping the tone conversa�onal. 20 points

    Submi�ng a recording of yourself reading your dra� out loud before submi�ng it. 20 points

    Text Media Upload More

    (h�ps://utah.instructure.com/courses/1018004/modules/items/26771695)

    Submit
    Assignment
    (h�ps://utah.instructure.com/courses/1018004/modules/items/2

    2025/2/28 14:50 Explainer piece

    https://utah.instructure.com/courses/1018004/assignments/15379967 1/1

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://utah.instructure.com/courses/1018004/modules/items/26771695](https://utah.instructure.com/courses/1018004/modules/items/26771695)

    [https://utah.instructure.com/courses/1018004/modules/items/26771699](https://utah.instructure.com/courses/1018004/modules/items/26771699)

    **## Finalprojectpitch.pdf**

    Final project pitch
    2025/3/2

    25 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited A�empts Allowed
    2025/1/28 to 2025/3/2

    Choose a submission type

    A�empt 1 Add Comment

    Details

    In 200-300 words pitch me an idea for your final wri�ng assignment. The final assignment at the end of the semester will be 800-
    1,000 words and will include at least three sources. One of the sources you will need to interview directly (in person, over the phone,
    Zoom etc…)

    You can change your idea later on but I want you to be thinking of ideas now. It can be an explainer piece, it can be a personality
    profile. It could be an analysis piece about the legislature or your favorite sports team's past season. Just send me ideas and I'll help
    you refine them and get them ready for the final project.

    Text Upload More

    (h�ps://utah.instructure.com/courses/1018004/modules/items/26771701)

    Submit
    Assignment
    (h�ps://utah.instructure.com/courses/1018004/modules/items/2

    2025/2/28 14:51 Final project pitch

    https://utah.instructure.com/courses/1018004/assignments/15379974 1/1

    [https://utah.instructure.com/courses/1018004/modules/items/26771701](https://utah.instructure.com/courses/1018004/modules/items/26771701)

    [https://utah.instructure.com/courses/1018004/modules/items/26771707](https://utah.instructure.com/courses/1018004/modules/items/26771707)

    **## Explainerpiece.pdf**

    Explainer piece
    2025/3/2

    100 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited A�empts Allowed
    2025/2/18 to 2025/3/2

    Choose a submission type

    A�empt 1 Add Comment

    Details

    Based on past class discussions and readings about explainers you will submit a 350- 500 word piece of explanatory repor�ng on the
    best way ci�zens can comment on UDOT's Environmental Impact Statement for the I-15 expansion. Watch the YouTube video and
    find a way to use that info to explain in clear and easy to understand language:

    1. What the EIS is?

    AND

    2. What's the best way to comment?

    The video talks about EIS process in general but you should connect it to the west-side expansion project to make it more
    meaningful and provide more details. You may want to brush up on the issue from ar�cles like this one from the Dnews
    (h�ps://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah) or this one from the Salt
    Lake City Weekly (h�ps://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086) .
    Make your wri�ng clear, conversa�onal and concise.

    You will be specifically graded on:

    Communica�ng accurate informa�on 20 points

    Communica�ng it in an easy to understand way (imagine you are explaining it to your mother or a grandparent if that helps). Give
    details and examples (even a hypothe�cal example) if you can, to make it real for the reader. 20 points

    Don't use jargon. Instead of using a big word, or a technical word translate it into as many smaller, common words as necessary. 20
    points

    Keeping the tone conversa�onal. 20 points

    Submi�ng a recording of yourself reading your dra� out loud before submi�ng it. 20 points

    Text Media Upload More

    (h�ps://utah.instructure.com/courses/1018004/modules/items/26771695)

    Submit
    Assignment
    (h�ps://utah.instructure.com/courses/1018004/modules/items/2

    2025/2/28 14:50 Explainer piece

    https://utah.instructure.com/courses/1018004/assignments/15379967 1/1

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://utah.instructure.com/courses/1018004/modules/items/26771695](https://utah.instructure.com/courses/1018004/modules/items/26771695)

    [https://utah.instructure.com/courses/1018004/modules/items/26771699](https://utah.instructure.com/courses/1018004/modules/items/26771699)

    **## Finalprojectpitch.pdf**

    Final project pitch
    2025/3/2

    25 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited A�empts Allowed
    2025/1/28 to 2025/3/2

    Choose a submission type

    A�empt 1 Add Comment

    Details

    In 200-300 words pitch me an idea for your final wri�ng assignment. The final assignment at the end of the semester will be 800-
    1,000 words and will include at least three sources. One of the sources you will need to interview directly (in person, over the phone,
    Zoom etc…)

    You can change your idea later on but I want you to be thinking of ideas now. It can be an explainer piece, it can be a personality
    profile. It could be an analysis piece about the legislature or your favorite sports team's past season. Just send me ideas and I'll help
    you refine them and get them ready for the final project.

    Text Upload More

    (h�ps://utah.instructure.com/courses/1018004/modules/items/26771701)

    Submit
    Assignment
    (h�ps://utah.instructure.com/courses/1018004/modules/items/2

    2025/2/28 14:51 Final project pitch

    https://utah.instructure.com/courses/1018004/assignments/15379974 1/1

    [https://utah.instructure.com/courses/1018004/modules/items/26771701](https://utah.instructure.com/courses/1018004/modules/items/26771701)

    [https://utah.instructure.com/courses/1018004/modules/items/26771707](https://utah.instructure.com/courses/1018004/modules/items/26771707)

    **## Explainerpiece.pdf**

    Explainer piece
    2025/3/2

    100 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited A�empts Allowed
    2025/2/18 to 2025/3/2

    Choose a submission type

    A�empt 1 Add Comment

    Details

    Based on past class discussions and readings about explainers you will submit a 350- 500 word piece of explanatory repor�ng on the
    best way ci�zens can comment on UDOT's Environmental Impact Statement for the I-15 expansion. Watch the YouTube video and
    find a way to use that info to explain in clear and easy to understand language:

    1. What the EIS is?

    AND

    2. What's the best way to comment?

    The video talks about EIS process in general but you should connect it to the west-side expansion project to make it more
    meaningful and provide more details. You may want to brush up on the issue from ar�cles like this one from the Dnews
    (h�ps://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah) or this one from the Salt
    Lake City Weekly (h�ps://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086) .
    Make your wri�ng clear, conversa�onal and concise.

    You will be specifically graded on:

    Communica�ng accurate informa�on 20 points

    Communica�ng it in an easy to understand way (imagine you are explaining it to your mother or a grandparent if that helps). Give
    details and examples (even a hypothe�cal example) if you can, to make it real for the reader. 20 points

    Don't use jargon. Instead of using a big word, or a technical word translate it into as many smaller, common words as necessary. 20
    points

    Keeping the tone conversa�onal. 20 points

    Submi�ng a recording of yourself reading your dra� out loud before submi�ng it. 20 points

    Text Media Upload More

    (h�ps://utah.instructure.com/courses/1018004/modules/items/26771695)

    Submit
    Assignment
    (h�ps://utah.instructure.com/courses/1018004/modules/items/2

    2025/2/28 14:50 Explainer piece

    https://utah.instructure.com/courses/1018004/assignments/15379967 1/1

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah](https://www.deseret.com/utah/2023/7/5/23762468/growing-pains-what-the-i-15-expansion-will-mean-for-utah)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

    [https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086](https://www.cityweekly.net/utah/gov-cox-says-i-15-must-be-expanded-but-hed-love-not-to/Content?oid=19958086)

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    [https://utah.instructure.com/courses/1018004/modules/items/26771699](https://utah.instructure.com/courses/1018004/modules/items/26771699)

  • [Solved] ess 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please review the info below – 2 years ago **files (1)** – ## ess3.docx **## ess3.docx** Other – To target the student that is most in need of this scholarship, it is required to write a 250-page essay describing your life challenges, how attending TWU will help you overcome these challenges, and wh…

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    please review the info below

    – 2 years ago

    **files (1)**

    – ## ess3.docx

    **## ess3.docx**

    Other – To target the student that is most in need of this scholarship, it is required to write a 250-page essay describing your life challenges, how attending TWU will help you overcome these challenges, and what you aspire to do for your future and the community. Post-Acceptance responses will be required before the funds are transmitted to the student’s account. 250 wordsv

    **## ess3.docx**

    Other – To target the student that is most in need of this scholarship, it is required to write a 250-page essay describing your life challenges, how attending TWU will help you overcome these challenges, and what you aspire to do for your future and the community. Post-Acceptance responses will be required before the funds are transmitted to the student’s account. 250 wordsv