Compare Sojourner Truth’s 1851 Akron Ohio speech (see attached) to the First Lady’s speech (see below) in New Hampshire in October 2016. Both speeches address the subject of women and gender in American life.

Sojourner Truth (1797-1883): Ain’t I A Woman?
Speech delivered extemporaneously on May 29, 1851 at the Women’s Convention, Akron, Ohio

First version:

I want to say a few words about this matter. I am for woman’s rights. I have as much muscle as any man, and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now.

As for intellect, all I can say is, if a woman have a pint, and a man a quart – why can’t she have her little pint full? You need not be afraid to give us our rights for fear we will take too much, – for we can’t take more than our pint’ll hold. The poor men seems to be all in confusion, and don’t know what to do. Why children, if you have woman’s rights, give it to her and you will feel better. You will have your own rights, and they won’t be so much trouble.

I can’t read, but I can hear. I have heard the bible and have learned that Eve caused man to sin. Well, if woman upset the world, do give her a chance to set it right side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When Lazarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and Lazarus came forth. And how came Jesus into the world? Through God who created him and the woman who bore him. Man, where was your part?

But the women are coming up blessed be God and a few of the men are coming up with them. But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.

Second version:

Well, children, where there is so much racket there must be something out of kilter. I think that ‘twixt the negroes of the South and the women at the North, all talking about rights, the white men will be in a fix pretty soon. But what’s all this here talking about?

That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain’t I a woman? I could work as much and eat as much as a man – when I could get it – and bear the lash as well! And ain’t I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother’s grief, none but Jesus heard me! And ain’t I a woman?

Then they talk about this thing in the head; what’s this they call it? [member of audience whispers, “intellect”] That’s it, honey. What’s that got to do with women’s rights or negroes’ rights? If my cup won’t hold but a pint, and yours holds a quart, wouldn’t you be mean not to let me have my little half measure full?

Then that little man in black there, he says women can’t have as much rights as men, ’cause Christ wasn’t a woman! Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him.

If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back , and get it right side up again! And now they is asking to do it, the men better let them.

Obliged to you for hearing me, and now old Sojourner ain’t got nothing more to say.

First Lady’s speech:

Annotated Bibliography for the Article Review Final Paper

This week, you will research and create an annotated bibliography of five peer-reviewed articles that were published within the last 10 years and relate to the article you selected in Week Two for your Article Review. The peer-reviewed articles you select should be researched in the Ashford University Library and represent a variety of viewpoints on the subject matter. They may support or refute the information presented in your chosen article for review. Each of the peer-reviewed articles must include a complete reference that is correctly formatted in APA style as outlined by the Ashford Writing Center and an annotation of five to six well-developed sentences in your own words that summarize the source and describe its applicability to your selected topic. Please note that no sections from the abstracts of the articles should be included in your annotation.

In your annotation for each peer-reviewed article, analyze psychology as a science as it is presented in the article and explain how it relates to this particular topic. Assess the professional roles presented in the article and describe how they relate to the roles as presented in the article you have chosen for review. Explain any psychological theoretical perspectives presented in the article and how they either support or refute the information provided in the review article. Evaluate contemporary applications of psychology as they are described in the article and compare these to the descriptions within the article for review.

For more in-depth assistance with your annotated bibliography, please visit the Ashford Writing Center located under the Learning Resources tab in the left-hand navigation panel of your online course.

The Annotated Bibliography:

• Must be two to three double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least five peer-reviewed sources.
• Must provide a well-developed summary for each source used.
• Must document all sources in APA style as outlined in the Ashford Writing Center.

PSY600.W4A1.09.2014

Description:

Total Possible Score: 25.00

Annotated Bibliography

Total: 4.50

Distinguished – Uses a minimum of five peer reviewed articles published within the last 10 years with each source appropriately selected, correctly cited, and includes a paragraph containing at least five- to-six well developed sentences for each one.

Proficient – Uses a minimum of five peer reviewed articles published within the last 10 years. The sources are mostly appropriately selected, cited, and include a paragraph containing at least five- to-six developed sentences for each one. Minor details are missing or inaccurate.

Basic – Uses a minimum of five peer reviewed articles published within the last 10 years. The sources are somewhat appropriately selected, cited, and include a paragraph containing at least five- to-six somewhat developed sentences for each one. Relevant details are missing or inaccurate.

Below Expectations – Uses a minimum of four peer reviewed articles published within the last 10 years. Each one includes a summary paragraph containing at least four-to-five sentences. The sources may not be appropriately selected or cited. Significant details are missing or inaccurate.

Non-Performance – The annotated bibliography uses fewer than four sources, or lacks the components described in the assignment instructions, or is nonexistent.

Analyzes Psychology As a Science as it is Presented in the Article and Explains how it Relates to the Topic of the Review Article

Total: 4.50

Distinguished – Each annotation clearly and comprehensively analyzes psychology as a science as it is presented in the article and explains how it relates to the topic of the review article.

Proficient – Each annotation analyzes psychology as a science as it is presented in the article and explains how it relates to the topic of the review article. Minor details are missing or unclear.

Basic – Annotations partially analyze psychology as a science as it is presented in the article and explain in part how it relates to the topic of the review article. Relevant details are missing or unclear.

Below Expectations – Annotations attempt to analyze psychology as a science as it is presented in the article and explain how it relates to the topic of the review article. Significant details are missing and/or inaccurate.

Non-Performance – The analysis is either nonexistent or lacks the components described in the assignment instructions.

Assesses the Professional Roles Presented in the Article and Describes How it Relates to the Roles as Presented in the Article Chosen for Review

Total: 3.50

Distinguished – Provides a thorough assessment of the professional roles presented in each article and describes how it relates to the roles as presented in the article chosen for review.

Proficient – Assesses the professional roles presented in each article and describes how it relates to the roles as presented in the article chosen for review. Minor details are missing or unclear.

Basic – Provides a minimal assessment of the professional roles presented in each article and how it relates to the roles as presented in the article chosen for review. Relevant details are missing or inaccurate.

Below Expectations – Attempts to provide an assessment of the professional roles presented in each article and how it relates to the roles as presented in the article chosen for review. Significant details are missing and/or inaccurate.

Non-Performance – The assessment of professional roles presented in each article and how it relates to the roles as presented in the article chosen for review is either nonexistent or lacks the components described in the assignment instructions.

Explains Any Psychological Theoretical Perspectives Presented in the Article and How They Either Support or Refute the Information Provided in the Review Article

Total: 3.50

Distinguished – Thoroughly and accurately explains the psychological theoretical perspectives presented in each article and how they either support or refute the information provided in the review article.

Proficient – Explains the psychological theoretical perspectives presented in each article and how they either support or refute the information provided in the review article. Minor details are missing or inaccurate.

Basic – Minimally explains the psychological theoretical perspectives presented in the articles and how they either support or refute the information provided in the review article. Relevant details are missing or inaccurate.

Below Expectations – Attempts to explain the psychological theoretical perspectives presented in the articles and how they either support or refute the information provided in the review article. Significant details are missing and/or inaccurate.

Non-Performance – The explanation of psychological theoretical perspectives presented in the articles and how they either support or refute the information provided in the review article is either nonexistent or lacks the components described in the assignment instructions.

Evaluates Contemporary Applications of Psychology as They are Described in Each of the Articles and Compares These to the Descriptions Within the Article Chosen for Review

Total: 3.50

Distinguished – Each annotation clearly and comprehensively evaluates contemporary applications of psychology as they are described in each of the articles and thoroughly compares these to the descriptions within the article chosen for review.

Proficient – Each annotation evaluates contemporary applications of psychology as they are described in each of the articles and compares these to the descriptions within the article chosen for review. Minor details are missing or unclear.

Basic – Annotations minimally evaluate contemporary applications of psychology as they are described in each article and vaguely compares these to the descriptions within the article chosen for review. Relevant details are missing or unclear.

Below Expectations – Annotations attempt to evaluate contemporary applications of psychology as described in each of the articles and compare these to the descriptions within the article chosen for review; however, significant details are missing and/or unclear.

Non-Performance -The evaluation is either nonexistent or lacks the components described in the assignment instructions.

Critical Thinking: Explanation of Issues

Total: 2.00

Distinguished – Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient – Clearly explains the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic – Briefly explains the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations – Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Content Development

Total: 2.00

Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient – Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic – Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations – Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Total: 0.50

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: APA Formatting

Total: 0.50

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Page Requirement

Total: 0.25

Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.

Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.

Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Resource Requirement

Total: 0.25

Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations – Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

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Migrating to a new accounting information system is not an easy task. Many firms have struggled with this process, even though our textbook makes the process seem quite straightforward. Recently, IBM recapped some of the lessons learned in migrating to a new accounting information system within the federal government. These lessons can be applied to any accounting information system project. Others have developed their own recommendations for best practices and lessons learned involving implementing accounting information systems. However, in order to appreciate what IBM and others are proposing, we need to apply lessons learned to a real-life situation involving the failure to implement an accounting system properly.

For this assignment, research the Internet or Strayer databases for information related to a real-life accounting information system failure and best practices, as well as lessons learned from implementing the accounting system. In addition to information that you may find during your research, please use the following IBM article to complete the assignment: (http://www.businessofgovernment.org/article/what-we-know-now-lessons-learned-implementing-federal-financial-systems-projects).

Write a ten to twelve (10-12) page paper in which you:

1. Identify three to five (3-5) factors that contributed to the accounting information system failure within the business that you have identified. Indicate the impact to the business. Provide support for your rationale.
2. Assess senior management responsibility for the failure in question. Specify what the senior management could have done differently to avoid the failure. Provide support for your rationale.
3. Evaluate whether the most significant failure occurred within the system design, implementation, or operational phase of the process. Indicate what the company could have done to avoid the failed outcome. Provide support for your rationale.
4. Evaluate how implementing best practices would have reduced the chances for failure. Provide support for your rationale.
5. Based on your research, develop a list of between four (4) and six (6) best practices that organizations should use today to reduce the chances for failure. Provide support for your rationale.
6. Using the information provided by IBM and others, indicate which of the principles designed to provide insight into effective and efficient strategies on how to best deploy financial management systems, which were outlined within the related article, should serve as an example of what not to do when establishing the foundation for a firm to follow. Your proposed foundation should consist of at least two (2) principles, but no more than six (6). Provide support for your rationale.
7. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Analyze the business activities that comprise an accounting information system to determine the information needs to support decision-making function.
• Examine the phases of the systems development life cycle and key issues related to systems analysis.
• Analyze the systems design, implementation, and operational process.
• Use technology and information resources to research issues in accounting information systems.
• Write clearly and concisely about accounting information systems using proper writing mechanics.

use details and be descriptive as possible.

Environmental Hazards:

• Identify the basic environmental hazards the real estate professional should be aware of for the protection of client interests as well as the personal risk of liability for nondisclosure;
• Describe groundwater, water table, and the provisions of the Safe Drinking Water Act;
• Describe the issues involved with underground storage tanks, and the associated legal requirements facing the property owner;
• Explain the regulation involved in the creation and operation of waste disposal sites and in the control of brownfields;
• List the various federal laws which protect the public from uncontrolled hazardous waste, and the liability issues facing those who violate any of these laws; and
• Explain the responsibilities and duties of real estate professionals regarding environmental issues.

Land control and Property Development

• Explain the concept of police power and the provisions under which it protects the public’s health, safety, and welfare;
• Explain zoning ordinances, permits, and property use;
• Define building codes as they relate to the requirements and restrictions placed on construction standards;
• Explain the issues and regulations involved in subdivisions;
• Explain non-governmental (private) land-use restrictions: covenants, conditions, and restrictions (CC&Rs); and
• Describe the various laws and agencies which regulate land sales.

For this assignment, due in Module Four, you will submit both a horizontal and vertical analysis of Starbucks’ accounts receivable, fixed assets, and debt
financing. Use basic financial analysis to examine any horizontal and any vertical changes in Starbucks’ accounts receivable, fixed assets, and debt financing
balances over time. Be sure also to discuss how Starbucks’ methods for accounting for receivables and evaluating uncollectible receivables, purchase of fixed
assets, and methods of debt financing impact the recording process and presentation of financial statements (Critical Element II). In other words, what are this
company’s methods for accounting for receivables and evaluating uncollectible receivables? What types of fixed assets are acquired, and what methods are
preferred for debt financing? How do those affect how financial information is communicated?
Specifically, the following critical elements must be addressed:
II. Horizontal and Vertical Analysis: In this section, you will conduct horizontal and vertical analyses for the balance sheet and income statement accounts
and report any significant observations for a two-year period. You should include a table of your calculations as an appendix to your analysis. Include all
calculations in an Excel document. Specifically discuss the following categories:
A. Accounts Receivable:
1. Use basic financial analysis to examine any horizontal changes in Starbucks’ accounts receivable balances over time.
2. Use basic financial analysis to examine any vertical changes in Starbucks’ accounts receivable balances over time.
3. Analyze how Starbucks’ methods for accounting for receivables and evaluating uncollectible receivables impact the recording process and
presentation of financial statements. In other words, what are this company’s methods for accounting for receivables and evaluating
uncollectible receivables, and how do those affect how financial information is communicated?
B. Asset Acquisition, Depreciation, and Amortization:
1. Use basic financial analysis to examine any horizontal changes in Starbucks’ fixed assets, intangible assets, depreciation, and amortization
over time.
2. Use basic financial analysis to examine any vertical changes in Starbucks’ fixed assets, intangible assets, depreciation, and amortization
over time.
3. Analyze Starbucks’ methods for fixed asset and intangible asset acquisitions as well as depreciation and amortization, including asset
categorization. How do these methods affect the balance sheet, income statement, and statement of cash flows?
C. Debt Financing
1. Use basic financial analysis to examine any horizontal changes in Starbucks’ short- and long-term debt over time.
2. Use basic financial analysis to examine any vertical changes in Starbucks’ short- and long-term debt over time.
3. Analyze Starbucks’ method of debt financing. In your analysis, you should address both current and long-term liabilities, including the
issuance of bonds.