Write two paragraphs regarding the German system and how it’s clearly based on a different philosophy of human nature because the conditioning techniques they use are quite different in many ways from the style of behaviorism practiced here in the U.S. prison system. Your first paragraph should be 4-6 sentences long and explain what you think are the three most important differences in how the German system treats its prisoners compared to the system we have here in the United States. This paragraph should reference direct and specific examples from the video clip. In your second paragraph of 4-6 sentences offer your overall impression and opinion after watching the video. What do you like and dislike about their system? Do you think it could work well here in the U.S.?
Refer back to the Learning Activities titled “A Formula for Permutations” and “A Formula for Combinations.” Explain how the Fundamental Counting Principle is used each time the Permutation Formula (nPr) or the Combination Formula (nCr) is applied. Would these be considered independent or dependent events? Or, is it inappropriate to be concerned about whether it is independent/dependent? Explain your thinking on the question.
A Formula for Permutations
Introduction
Formulas can be a very efficient way of solving problems. For the permutation formula introduced in this section, identify all the relevant variables. How does the formula function? How does it align to other methods of solving permutation problems?
Max needs to figure out how many possible route options he has going from one city to another on his two-week vacation in Europe. He has 10 cities on his itinerary and would like to visit at least three of them. How many possible route options does Max have, if he goes to three of the 10 cities during his vacation?
Now suppose there are 10 locations and only three stops can be made over a given time period. In this case, how many ordered three-stop routes out of 10 possible stops can be considered? We could use the method:
, or we can use the permutation rule where k items are to be selected from n available items. When order matters, this idea is notated where
That is, out of 10 locations, there are 720 possible three-location routes.
Note: A permutation function is included on most modern scientific calculators. You may find it in the menu of functions under “probability.”
Moreover, you can see that this does conform to the fundamental counting principle. There are 10 locations to choose from for the first stop, then nine for the second, and eight for the third.
Try This!
A company employs 24 engineers, and an event requires four 15-minute presentations given by engineers. How many different lineups for presentations are possible?
(c) Thinkstock
Solution: Here we need to select four engineers out of 24, where order is relevant. Therefore, we will use the permutation rule,
The following video tutorial explains how to evaluate factorials, use permutations to solve problems, and determine the number of permutations with indistinguishable items.
(Mathispower4u, 2010)
Requirements: More than 15 characters, less than 4000 characters
Brecht & Weill’s The Seven Deadly Sins presents a satire of America written in 1933 which we watch in a 1993 video art production directed by Peter Sellars. This “sung ballet” tells of two Annas leaving the their family in the country because of their necessity to make their fortunes in the cities. The work features depictions of an unnamed city (for Faulheit/Sloth), Memphis, Los Angeles, Philadelphia, Boston, Baltimore and San Francisco.
Tennessee Williams’ Ten Blocks on the Camino Real is another work of the “imaginary city.” It purports to take place in one small city (The Camino Real) in a South American country, however it all may really be a dream space, or the land of fiction (complete with famous literary characters), a depiction of hell (as per the epigram), an allegory of prison life, or possibly a parody/satire of the USA itself.
Like Brecht & Weill’s The Seven Deadly Sins, Williams’ Ten Blocks on the Camino Real (which we watch in a 1966 TV production) is a difficult, challenging, modern artwork, sometime abstract or obscure or ambiguous, that deals starkly with both the poetical, and the profane. Both works are radical and unusual, and as such they require effort and a certain open-minded willingness to push past initial discomfort and confusion and engage in an intellectually rigorous fashion.
Write a five paragraph, single spaced essay, with an additional work cited page (MLA style) at the end.
Your essay should follow this outline:
PARAGRAPH ONE – INTRODUCTION – introduce Brecht & Weill’s The Seven Deadly Sins as directed by Peter Sellars and Tennessee Williams‘ Ten Blocks on the Camino Real as you frame a connective through line argument about both works with a clear “if ______________, then _________________, and so ___________________” thesis at the conclusion of the paragraph.
PARAGRAPH TWO – start with a strong topic sentence – unpack the representations of the cities in Brecht & Weill’s The Seven Deadly Sins — the unnamed city (for Faulheit/Sloth), Memphis, Los Angeles, Philadelphia, Boston, Baltimore and San Francisco in Brecht & Weill’s The Seven Deadly Sins. Despite being a work of grotesquery, what truth does this abrasive satire suggest in each city? Collectively what do all seven cities suggest about the USA? what does director Peter Sellars add to Brecht/Weill and what are his effects?
PARAGRAPH THREE – start with a strong topic sentence – unpack what the (location of) Camino Real might be, and enter the debate if it is allegorical, and why or why not. Continue by examining what Ten Blocks on the Camino Real (the one-act play) says about the city and cities.
PARAGRAPH FOUR – start with a strong topic sentence – connect (“add up”) your interpretations of Brecht & Weill’s The Seven Deadly Sins with your interpretations of William’s Ten Blocks on the Camino Real – how are they similar works and how are they different? explore them both as visual media works, and as literary texts – what do they each contribute to the idea of “the imaginary city”?
PARAGRAPH FIVE – CONCLUSION – reach an original conclusion about Brecht & Weill’s The Seven Deadly Sins and William’s Ten Blocks on the Camino Real – are they relevant works, why or why not? – what can both works tell us about urban life? how are real cities different than imaginary ones?
Please choose ONE question from each group which will require you to provide a total of FOUR responses. Each answer must demonstrate that you understand the material and must include accurate names, dates, places and events. Each response should contain 3-4 paragraphs or more with about 4-6 detailed sentences in each paragraph. There is no word limit but students must use as many sentences as necessary to provide a complete response to each question. The responses must be totally your own and will be checked, so please avoid plagiarism. Please type the number of the question you select before starting to type your response. Once an answer is submitted you will not be able to change it later. There is no time limit on this exam. Each question is worth twenty five points. Type your answers in the text box provided. Do not upload anything.
Unfortunately, I must provide another reminder that students must NOT copy anything from the internet or another source. Everything turned in as your writing must be 100% your writing. Any references used must be properly cited. In addition, submitting a paper that is mostly just citied material with little or no writing from the student will not be considered meeting the requirements of the assignment. Changing around a few words does not make a sentence your own and whether or not the plagiarism is unintentional or deliberate, the result will be the same. I regret that it is necessary to provide another reminder but the problem has continued despite all my efforts to prevent it.
Grading Rubric: Each question is worth 25 points.
23-25 points: An excellent response. The question was fully understood. Information provided was clear and accurate. Important names and dates were included. The length of the answer was appropriate to provide information and a thoughtful analysis. Information referenced was properly cited. Spelling and grammar was totally correct.
20-22 points: A very good answer. The question was mostly understood. Information provided was clear and accurate, but not as complete as it should have been. The length of the answer was adequate to provide information and a thoughtful analysis but a bit more detail would have helped. Information referenced was properly cited. Spelling and grammar were mostly correct.
18-19 points: A good answer. The question was generally understood but some parts of the question were not fully addressed. Information provided was mostly clear and accurate, but some information was incomplete or not fully developed. Some information was not cited correctly. The answer was a very basic with more detail required. A good starting point but with room for improvement. Spelling and grammar need improvement.
15-17 points: Needs improvement. The question was partially understood, but many elements of the question were not addressed. The response is very incomplete. Important names and dates are missing. Some of the information provided was correct but there are some inaccuracies. Spelling and grammar are in need of serious improvement. An attempt was made, but it is evident that only a basic understanding of the question was provided. The answer is much too brief. References are not properly cited.
14 and under: Not acceptable. The question was not understood and the information needed to answer it was not provided or is inaccurate or seriously incomplete. It is evident that the student did not properly prepare or study. Important names and dates are missing or listed incorrectly. Spelling and grammar are in need of serious improvement. References are not properly cited.
IF ANY PART OF ANY ANSWER IS COPIED FROM THE INTERNET OR ANOTHER SOURCE IT IS PLAGIARISM AND THE STUDENT WILL RECEIVE A ZERO FOR THE ENTIRE EXAM.
GROUP A
CHOOSE ONE QUESTION FROM THIS GROUP AND WRITE A BRIEF ESSAY AS A RESPONSE. THE ESSAY SHOULD INCLUDE RELEVANT NAMES, DATES, AND EVENTS. YOUR RESPONSE SHOULD CONTAIN 3-4 PARAGRAPHS OR MORE WITH ABOUT 4-6 DETAILED SENTENCES IN EACH PARAGRAPH. PLEASE TYPE THE NUMBER OF THE QUESTION YOU HAVE CHOSEN BEFORE TYPING YOUR RESPONSE.
CHOOSE ONE
1. Who became president after the assassination of Abraham Lincoln, why was his presidency ultimately unsuccessful, and what event destroyed his political power?
2. In order, explain in detail the 13th, 14th and 15th amendments to the Constitution.
4. Explain the events and problems which took place during the Grant administration and why his presidency is among the least successful during Reconstruction.
5. Explain in detail the Compromise of 1877 and its impact on Reconstruction.
GROUP B
CHOOSE ONE QUESTION FROM THIS GROUP AND WRITE A BRIEF ESSAY AS A RESPONSE. THE ESSAY SHOULD INCLUDE RELEVANT NAMES, DATES, AND EVENTS. YOUR RESPONSE SHOULD CONTAIN 3-4 PARAGRAPHS OR MORE WITH ABOUT 4-6 DETAILED SENTENCES IN EACH PARAGRAPH. PLEASE TYPE THE NUMBER OF THE QUESTION YOU HAVE CHOSEN BEFORE TYPING YOUR RESPONSE.
CHOOSE ONE
6. What happened at the Battle of Little Big Horn and the Battle of Wounded Knee? List each separately and include important names and dates.
7. Which specific groups came to America as immigrants at the end of the 19th century, what facility did immigrants arriving in New York enter, and which group was singled out with a law to restrict their entry to the country? List each separately.
8. Who were Andrew Carnegie, J.P. Morgan and John D. Rockefeller, what industries did they dominate, and what were monopolies called at the end of the 19th century? List each separately.
9. Who was W.E.B. Du Bois, Booker T. Washington and George Washington Carver, why are they important historical figures, and how did they contribute to the nation? Be precise with names, places, and dates.
10. What happened at Haymarket Square, the Homestead Strike, and the Pullman Strike? List each separately and include important names and dates.
GROUP C
CHOOSE ONE QUESTION FROM THIS GROUP AND WRITE A BRIEF ESSAY AS A RESPONSE. THE ESSAY SHOULD INCLUDE RELEVANT NAMES, DATES, AND EVENTS. YOUR RESPONSE SHOULD CONTAIN 3-4 PARAGRAPHS OR MORE WITH ABOUT 4-6 DETAILED SENTENCES IN EACH PARAGRAPH. PLEASE TYPE THE NUMBER OF THE QUESTION YOU HAVE CHOSEN BEFORE TYPING YOUR RESPONSE.
CHOOSE ONE
11. Explain the Supreme Court case Plessy v. Ferguson, the impact of the decision, and its historical importance. Be sure to include all important names and dates.
12. Define American Imperialism at the end of the 19th century, explain what caused the Spanish-American War, and explain the outcome. Be sure to include important names, places, and dates.
13. What were the policy objectives of the Populist Party and why is William Jennings Bryan an important political figure at the end of the 19th century? Be specific.
14. What were the goals of the Temperance Movement and the Suffrage Movement and who were the leaders of these movements in the early 20th century? List each separately and include important names and dates.
15. What were the major social issues which needed to be addressed during the Progressive Era, why was The Jungle an important book during this period, and what specific laws and reforms took place between 1890-1920?
GROUP D
CHOOSE ONE QUESTION FROM THIS GROUP AND WRITE A BRIEF ESSAY AS A RESPONSE. THE ESSAY SHOULD INCLUDE RELEVANT NAMES, DATES, AND EVENTS. YOUR RESPONSE SHOULD CONTAIN 3-4 PARAGRAPHS OR MORE WITH ABOUT 4-6 DETAILED SENTENCES IN EACH PARAGRAPH. PLEASE TYPE THE NUMBER OF THE QUESTION YOU HAVE CHOSEN BEFORE TYPING YOUR RESPONSE.
CHOOSE ONE
16. Who was Pancho Villa, what did he do and where, why did the United States pursue him, and what was the outcome? Be sure to include important names, places, and dates.
17. What was the Lusitania and the Zimmerman telegram and how did they bring the United States closer to entering World War I? List each separately and include details.
18. Explain the basic goals of Woodrow Wilson’s 14 Points and explain why the Treaty of Versailles ultimately failed and why the United States did not join the League of Nations.
19. Explain what happened during the Flu pandemic of 1918 and why it was so difficult to manage, describe the response, and explain the effects of the pandemic on the nation. Be specific.
20. What were the Red Scare and the Red Summer of 1919? List each separately, include details, and be specific.
BEFORE YOU SUBMIT YOUR ANSWERS CHECK TO MAKE SURE YOU TYPED THE NUMBER OF THE QUESTION FOR EACH QUESTION THAT YOU SELECTED NEXT TO EACH ANSWER. LOOK EVERYTHING OVER AND DO NOT SUBMIT UNTIL YOU ARE SURE EVERYTHING IS IN ORDER AND LOOKS CORRECT.
For this assignment, you will analyze a historical issue from the second half of American history (1877 – present). You will need to compare at least two opposing perspectives on the issue of civil rights for Black Americans during the American Progressive Era.
b.The document titled “Washington and DuBois Reading”, which includes two perspectives on the issue. One from Booker T. Washington and another from W.E.B. DuBois. (See the attachment above.)
2.Complete the following writing assignment.
a.Your answers should be in complete sentences and use proper grammar.
b.Your response should be at least 5 paragraphs in length, using the format described below.
c.Be sure you understand that this is an individual assignment.
d.Using proper format provide citations for your sources (see below).
e.Type your answers in Microsoft Word or another word processing program and then load it into the TurnItIn link below.
Paragraph I. Introduction
1.Describe in general the issue that is to be debated. In no more than 3-5 sentences, give an overview of the social and political situation that Black Americans faced in the late 19th and early 20th centuries. Study “Jim Crow and African American Life” from the free ONLINE textbook from Lumen Learning. Use the link HERE. End this paragraph with a thesis statement that succinctly describes both Dubois and Washington’s programs.
Paragraph II. One perspective
2.Read and describe Booker T. Washington’s program in the excerpt “Up from Slavery.” Write at least a paragraph on Washington’s perspective and his proposals. Reference the document and use direct quotes, but do not allow any quote to extend beyond the third line of text in your paper.
Paragraph III. A second perspective
3.Read and describe W.E.B. Dubois’s program in the excerpt “The Souls of Black Folk.” Write at least a paragraph on Dubois’s perspective and his proposals. How does Dubois differ from Washington? Reference the document and use direct quotes, but do not allow any quote to extend beyond the third line of text in your paper.
Paragraph IV. Applications and assessment
4.Apply your learning to the present day. In light of the current discussion on race and civil rights in the United States, how did the reading(s) change the way in which you understood the subject? Who has the better solution, if any – Dubois or Washington? Why?
How are the issues presented in the reading(s) still relevant to you today? Please explain how your personal background and life experiences might influence your perspective on this topic?
Paragraph V. Conclusion
5.Wrap it up. In no more than 3-5 sentences, restate your thesis, add any final thoughts, tie up any loose ends, and answer any final questions that your reader may have. You may even choose to ask a thought-provoking question to encourage your reader to do more research.
Addendum: Citations
6.Cite your sources properly. When quoting or referencing your sources (the text, Dubois, or Washington), you need to use the Chicago Manual of Style, the standard method of documentation for history. Chicago Style requires footnoting. To footnote in Microsoft Word, look under the “References” tab, find the “Insert Footnote” button, and click on it. A line will appear at the bottom of your page under which you type your footnote.
Examples of the Chicago Manual of Style:
When citing Washington, this footnote will appear at the bottom of your page:
[1] Booker T. Washington, “Up From Slavery: An Autobiography of Booker T. Washington,” in Louis R. Harlan, ed., The Booker T. Washington Papers, Vol. 3, (Urbana: University of Illinois Press, 1974), 583–587.
If you cite Washington again, your footnote should appear as such:
2 Washington, 583 – 587.
When you cite W.E.B. Dubois, your footnote should appear as such:
[1] W.E.B. Dubois, The Souls of Black Folk: Essays and Sketches, 4th ed. (Chicago: A.C. McClurg & Co., 1904), 300-305.
If you cite Dubois again, your footnote should appear as such:
