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Hi there , i have everything that can help you to do the research i just want you to do it. I got the annotated bibliography, Research proposal, Research outline and the rubric. you can know my English from the information i provided. Also i got a

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Aldughaishi 1 Said Aldughaishi Krista Royal EAP1851 10/30/18 Annotated bibliography - Al-Widyan, Mohamad, and Mu’Taz Al-Muhtaseb. “INSTITUTIONAL ASPECTS OF REGIONAL ENERGY SYSTEMS.” Renewable Energy in the Middle East, link-springer- com.ezproxy.lib.usf.edu/content/pdf/10.1007/978-1-4020-9892-5.pdf.E-book. “INSTITUTIONAL ASPECTS OF REGIONAL ENERGY SYSTEMS.” Is a chapter from Renewable Energy in the Middle East e-book edited by Mohamad Al-Widyan, and Mu’Taz AlMuhtaseb and published in 2009.This area examines a few of the foremost imperative renewable vitality sources in a few MENA nations to appear the importance of using renewable energy within the place. The talk covers the sources of sun-based, wind, biomass, and hydropower and presents summarized profiles of a few renewable energy sources. I think this chapter will help me in my research paper by providing a great renewable energy resources in middle east such as sun which is the most common resource in middle east also wind is an important resource too. Jacobson, Mark, and Mark Delucchi. “A Path to Sustainable Energy by 2030.” Web. Scientific American, Nov. 2011, www.nature.com/scientificamerican/journal/v301/n5/full/scientificamerican110958.html. “ A path to sustainable energy by 2030 “ is an academic article written by Jacobson Mark - and Mark Delucchi , the article was posted in scientific American website. The main idea of the article is evaluating ideas to get rid of using fossil fuels and use renewable energy instead. So the writers gave some solutions that can solve this problem which is one of the solutions was clean technology only, the writers here addressed that using wind, water, tidal and sun as a clean green source of power which will be probably exist forever. This source will be useful for my topic which is renewable energy in middle east because it provide a great examples and ideas that I Aldughaishi 2 can use them in my paper , for example clean technologies which I will use it to tell the audience how greenhouse gases and air pollutants can be cleaned by using clean technologies. I think that students and people who are interested in renewable energy in general will read this article. - “Helping to Remove Barriers: The Rationale for Support Measures.” Renewable Energies in the Middle East and North Africa Policies to Support Private Investment, pp. 43–51, dx.doi.org/10.1787/9789264183704-en. “Helping to Remove Barriers: The Rationale for Support Measures.” Is a chapter from Renewable Energies in the Middle East and North Africa Policies to Support Private Investment book which is written by OECD better policies for a better life in 2013. The study examines that’s “the production of electricity from renewable energy sources is more expensive than electricity produced from traditional energy sources” (OECD, 45) which means that renewable energy is more expensive than non-renewable energy, but renewable expected to become competitive for the next decades as the price of fossil-fuels keeps increasing. I think this chapter will help me in my research by showing great solutions how can we remove barriers, which is an important concept in my paper. - “Miraah Solar Plant Delivers First Steam to Amal West Oilfield.” PDO (Petroleum Development Oman),November 10 2018 , Web, 2 Nov. 2017, www.pdo.co.om/en/news/pressreleases/Pages/Miraah Solar Plant Delivers First Steam to Amal West Oilfield.aspx. “Miraah Solar Plant Delivers First Steam to Amal West Oilfield” An article posted on PDO (Petroleum Development Oman) webpage. The main point of this article is that PDO (Petroleum Development Oman) is creating a great solar plant to introduce the largest amount of power in the world which is 1,021-megawatts. This project is operated by PDO and Glasspoint. I think the audience is a renewable energy community in the world and the middle east. This article is related Aldughaishi 3 to my topic which is “Renewable energy in the middle east” I will use this project as an example of the solar energy that we have in the middle east especially Oman. The unique feature about this source is that this source is the official source from PDO which is the company that sponsors this project. - Mor, Amit, et al. “Renewable Energy Needs and Strategies of the region.” Renewable Energy in the Middle East, 20AD, pp. 32–39, link-springercom.ezproxy.lib.usf.edu/content/pdf/10.1007/978-1-4020-9892-5.pdf. “Renewable Energy Needs and Strategies of the region.” Is a chapter from Renewable Energy in the Middle East e-book edited by Amit Mor, Shimon Seroussi, and Malcolm Ainspan and published in 2009. This brief study examines renewable energy Development Opportunities, to illustrate the government of Israel focusing in supplying the electricity using renewable energy to the target for 2007 was 2% of electricity supplied by renewable energy, 5% by 2016 and 10% by 2020. Coming to this target requires the development of large solar and wind plants, as well as a blend of little hydro, biomass, and PV systems. As of now, in spite of the fact that there are person programs pointed at promoting RE, there's no overarching national procedure to realize the Government set RE target. I think this chapter will help me in my research paper by providing some great strategies of how we can operate renewable energy easily. - Nematollahi, Omid, et al. “Renewable and Sustainable Energy Reviews.” Energy Demands and Renewable Energy Resources in the Middle East, 11 Nov. 2015, pp. 1172–1181.Web, www-sciencedirectcom.ezproxy.lib.usf.edu/science/article/pii/S1364032115011375?via=ihub. “Energy Demands and Renewable Energy Resources in the Middle East” is an academic journal article written by Omid Nematollahi, Hadi Hoghooghi, Mehdi Rasti, and Ahmad Sedaghat, the article was available on online on 11 November 2015. The goal of this study was that energy in the middle east is consumed in different ways, the weather and energy prospectus Aldughaishi 4 play a great role in renewable energy. My focus in this article will be in how middle east consuming energy and in what they are consuming this energy, for example how middle east generates electrical energy and what happened recently in electrical energy, consumption of electrical energy increased by 20% from 2006 to 2011. I think this article will be useful for my paper by giving me the status of energy consumption for the last 20 years, moreover, the article will give me energy prospectus in the Middle East. Aldughaishi 1 Said Aldughaishi Krista Royal EAP 1851 11/19/18 Research Outline Renewable Energy in Middle East I. Introduction: - Hook: Have you ever last a couple of minutes without using any type of energy? - Background: Energy is one of the most important element that human-been need in the last few years because with the energy we can generate electricity and we can build cities and nations. So, the question is from where this energy come? So, the energy has two major sources either renewable energy or non-renewable energy. Non-renewable energy comes from sources that will run out or will not be replenished in our lifetimes—or even in many, many lifetimes (national geographic), on the other hand, Renewable energy is from an energy resource that is replaced rapidly by a natural process such as power generated from the sun or from the wind (science daily). If we take a moment and think about the future we will figure out that renewable energy is more beneficial than non-renewable energy, for the long-term renewable energy will be more powerful and stays forever. - Thesis statement: Narrowing the focus on the middle east area, renewable energy has so many factors first the resources of renewable energy, consumption of energy, and benefits of renewable energy. II. The resources that the middle east has, to generate renewable energy. Aldughaishi 2 • Sun: the most important and powerful resource that middle east own (Renewable Energy in the Middle East), especially in summer the sun faces middle east vertically so the percentage of energy that solar panels absorb increases rapidly. Example: Miraah project (PDO). • Wind: this resource is unreliable in the middle east because we rarely have winds in the middle east area. (Renewable Energy in the Middle East) • Hydropower: mostly hydropower depends on waterfalls, which we rarely have in the middle east. (Renewable Energy in the Middle East) • The Middle East has different kind of resources to generate renewable energy. First, the sun which is one of the most the most important and powerful resource that middle east own (Renewable Energy in the Middle East), especially in summer the sun faces middle east vertically so the percentage of energy that solar panels absorb increases rapidly. A great example of sun resources would be solar panels which drastically emerged in Oman recently. One of the successful projects that we have in the middle east is Miraah. Miraah is a great project that is processed by PDO (Petroleum Development Oman), the project basically is creating a great solar plant to introduce the largest amount of power in the world which is 1,021-megawatts which will approximately cover two great cities around 1,021,000 houses. III. • Consumption of energy in the middle east. Electricity consumption: from 2006 until 2011 the consumption of electricity increased by 20%. (Energy Demands and Renewable Energy Resources in the Middle East) Aldughaishi 3 • Power consumption is growing rapidly in general (Energy Demands and Renewable Energy Resources in the Middle East) • In the middle east, the energy consumption is increasing, while the amount of fossil fuel reserves is dwindling. (Energy Demands and Renewable Energy Resources in the Middle East) IV. Benefits of using renewable energy - Environmental and economic benefits of using renewable energy include: • Generating energy that produces no greenhouse gas emissions from fossil fuels and reduces some types of air pollution (Environmental Protection Agency). • Diversifying energy supply and reducing dependence on imported fuels (Environmental Protection Agency). • Creating economic development and jobs in manufacturing, installation, and more (Environmental Protection Agency). V. Conclusion: In conclusion, the middle east has powerful elements where we can find different kind of energy components and great position in the world. Sun is an amazing example of a great position that middle east has, also it is one of the most important resources of renewable energy that we have in the middle east. As we grow as nations we consume more energy which will lead us to use renewable energy or we will cause some horrible environmental problems by burring fossils and fuels, in top of that we will ran out of energy resources so to take a safe side it is better to work on developing renewable energy as much as we can. Aldughaishi 4 Aldughaishi1 Said Aldughaishi Krista Royal EAP1851 10/23/18 Research Proposal Renewable energy in the Middle East Have you ever last couple minutes without using any type of energy? Energy is the most important thing especially recently where we are depending on energy for energy does most of our work approximately 90% of our work. Energy is divided into two types the first type is non-renewable energy which is a resource is a resource of economic value that cannot be readily replaced by natural. The second type is Renewable energy, which is energy from a source that is not depleted when used, such as wind or solar power. If we take a moment and think for the future of this energy we will figure out that renewable energy will be more beneficial for the next generations because nonrenewable energy will last only for years then it will vanish from this world. So renewable energy has so many forms and every formwork for the specific region, for example, solar energy works in sunny places, wind energy system works in windy places, the hydroelectric system needs a huge energy generator and the most common is waterfalls. Narrowing the focus to the middle east area, the history, types, benefits, resources of renewable energy in the middle east. In my research paper, I will show the audience how middle east contributing renewable energy by giving them examples and successful projects in the middle east. Also, in this research paper we will go through every knock and cranny about renewable energy and how it is being used in the middle east, also we will see how government, companies, factories, and citizens deal with renewable energy with the ages and gender. Aldughaishi2 In the first part, I will give the introduction with a clear thesis statement, providing all ideas that are in the research. And the Thesis will be “Narrowing the focus to the middle east area, the history, types, benefits, resources of renewable energy in the middle east.” Then I will talk about the history of renewable energy in the middle east, by stating the most important characters and the most successful project in history. Moving on I will talk about the types of renewable energy in the middle east. Which is basically solar energy being the most common one and Hydroelectric energy and it’s hard to find it in the middle east and the last one is Hydrogen and fuel cells. Resources and benefits will be the last two concepts that I will talk about in my research. There are so many resources in the middle east that can be used for renewable energy for example sun, waterfalls and sometimes wind. To get my research done I have some questions to my research. First, how can renewable energy help bad condition people? Second, how can middle east be a great model in this concern? finally, why do governments still use nonrenewable energy? And I figured out that the answers will be for the first question is renewable energy is more efficient than other sources of power, so it will stay with them for a longer time and great performance without paying any type of bills for any company to get power. The answer for the second question will be middle east is a quite small area in Aldughaishi3 contrast to other nations, also middle east is very rich in non-renewable energy which will help them to build a perfect concrete to move on to the next level and use renewable energy. The answer for the third question will be because in the meantime governments are working on developing renewable energy in the middle east in order to do that they need time and so much work to get there. The timeline for my research paper will be: • 10/26/18 doing the rhetorical analysis for the first two sources • 11/02/18 doing the rhetorical analysis for two more sources • 11/08/18 rhetorical analysis for the last two sources • 11/09/18 submitting the rhetorical analysis. • 11/15/18 annotating. • 11/18/18 doing the outline. • 11/24/18 starting on the first draft. • 11/27/18 submitting the first draft. • 12/01/18 submitting the final draft. So, the purpose of this research is to convince the reader that the middle east has a renewable energy system and it is supporting this matter. Also to let the reader know how the middle east contributes to saving energy for the future and trying to find new resources for investment in renewable energy. The most important example that I will give in my research is Miraah Solar Project which is sponsored by PDO (Petroleum Development Oman). Petroleum Development Oman (PDO) is the leading exploration and production company in the Sultanate of Oman. They deliver the majority of the country's crude oil production and Aldughaishi4 natural gas supply, but above all, they focus on delivering excellence, growth and sustainable value creation within and well beyond their industry. PDO in conjunction with GlassPoint Solar is building the largest solar plants in the world in terms of peak energy production. Miraah (Arabic for mirror) will be a 1,021-megawatt solar thermal facility in South Oman, harnessing the sun’s rays to produce steam. Oman Miraah Solar Project Key Sources: Organisation for Economic Co-operation and Development. Renewable Energies in the Middle East and North Africa. Paris : OECD Publishing, 2013, read.oecdilibrary.org/finance-and-investment/renewable-energies-in-the-middle-east-and-northafrica_9789264183704-en#page17. Nematollahi, Omid, et al. “Energy Demands and Renewable Energy Resources in the Middle East.” Energy Demands and Renewable Energy Resources in the Middle East, 2015, www-sciencedirectcom.ezproxy.lib.usf.edu/science/article/pii/S1364032115011375. “Miraah Solar Project.” PDO, PDO, 2017, www.pdo.co.om/en/technicalexpertise/solar-project-miraah/Pages/default.aspx. Aldughaishi5 Bio: Said Aldughaishi is an Omani student that study in the USA in USF. His qualification is high school degree and working on bachelor’s degree for Civil engineering. His interest in the engineering department, because he loves engineering and his dad an engineer. He is now doing a research paper for EAP1851 cores in USF for professor Krista Royal. He wishes to succeed in his study career in America then go back to his country. Garcia 1 Double-spacing used throughout. John Garcia Professor Hacker English 101 7 April 1999 Title is centered. The Mountain Lion: Once Endangered, Now a Danger On April 23, 1994, as Barbara Schoener was jogging in the Sierra foothills of California, she was pounced on from behind by a mountain lion. After an apparent struggle with her attacker, Schoener was killed by Summary: citation with author’s name and page number in parentheses. bites to her neck and head (Rychnovsky 39). In 1996, because of Schoener’s death and other highly publicized attacks, California politicians presented voters with Proposition 197, which contained provisions repealing much of a 1990 law enacted to protect the lions. The 1990 law outlawed sport hunting of mountain lions and even prevented the Department of Fish and Game from thinning the lion population. Proposition 197 was rejected by a large margin, probably because the debate turned into a struggle between hunting and antihunting factions. When California politicians revisit the mountain lion question, they Thesis asserts writer’s main point. should frame the issue in a new way. A future proposition should retain the ban on sport hunting but allow the Department of Fish and Game to control the population. Wildlife management would reduce the number of lion attacks on humans and in the long run would also protect the lions. Headings help readers follow the organization. The once-endangered mountain lion To early Native Americans, mountain lions--also known as cougars, pumas, and panthers--were objects of reverence. The European colonists, however, did not share the Native American view. They conducted what Ted Garcia 2 Williams calls an “all-out war on the species” (29). The lions were eliminated from the eastern United States except for a small population that remains in the Florida Everglades. Quotation: author named in signal phrase; page number in parentheses. The lions lingered on in the West, but in smaller and smaller numbers. At least 66,665 lions were killed between 1907 and 1978 in Canada and the United States Statistics documented with citations. (Hansen 58). As late as 1969, the country’s leading authority on the big cat, Maurice Hornocker, estimated the United States population as fewer than 6,500 and Hornocker introduced as an expert. probably dropping (Williams 30). Resurgence of the mountain lion In western states today, the mountain lion is no longer in danger of extinction. In fact, over the past thirty years, the population has rebounded dramatically. In California, fish and game officials estimate that since 1972 lion numbers have increased from 2,400 to at least 6,000 (“Lion” A21). Similar increases are occurring outside of California. For instance, for nearly fifty years mountain lions had virtually disappeared from Yellowstone Na- Short title given in parentheses because the work has no author. tional Park, but today lion sightings are increasingly common. In 1992, Hornocker estimated that at least eighteen adults were living in the park (59). In the United States as a whole, some biologists estimate that there are as many as 50,000 mountain lions, a dramatic increase over the 1969 estimate of 6,500 (Williams 30). For the millions of Americans interested in the preservation of animal species, this is good news, but unfortunately the increase has led to a number of violent encounters between human and lion. A clear transition prepares readers for the next section. Garcia 3 Increasing attacks on humans There is no doubt that more and more humans are being attacked. A glance at figure 1, a graph of statistics compiled by mountain lion researcher Paul Beier, The writer explains what the graph shows. confirms just how dramatically the attacks have increased since the beginning of the century. Ray Rychnovsky reports that thirteen people have been killed and another fifty-seven have been mauled by lions since 1890. “What’s most startling,” writes Rych- Ellipsis dots in brackets indicate words omitted from the original source. novsky, “is that nearly three-quarters of the attacks [. . .] have taken place in the last twenty-five years” (41). Particularly frightening are the attacks on children. Kevin Hansen points out that children have been Quotation introduced with a signal phrase. “more vulnerable than adults, making up 64 percent of the victims” (69). This is not surprising, since chil- 22 The graph displays evidence of increased attacks. 20 U.S. and Canada (except California) 18 California only 16 U.S. and Canada deaths 14 California deaths 12 10 8 6 4 2 1900–09 1910–19 1920–29 1930–39 1940–49 1950–59 1960–69 1970–79 1980–89 1990–94 1990–99 Projected Fig. 1. Cougar attacks--a history, by Paul Beier, Northern Arizona University; rpt. in Rychnovsky (42). Garcia 4 dren, being small and active, resemble the lion’s natural prey. Lion authority John Seidensticker reports Summary introduced with a signal phrase. that when he worked for the National Zoo in Washington, DC, he regularly observed cats stalking children who passed by the lion cages (120). Since 1986, four children have been attacked in California (“Mountain” 7). One of these attacks was serious enough to prompt officials to place Caspers Wilderness Park off-limits to children (Tran B8). In July 1997 alone, two attacks on children, one fatal, occurred in different national parks in Colorado (McPhee A1). In California, the state where the lion is most fully protected, 1994 was a particularly bad year. Los Angeles Times writer Tony Perry reports that two women were killed by lions in 1994 and that the year brought a dramatic increase in mountain lion sightings, “many in suburban and urban areas where the animal had previously not been spotted” (B4). With two killings in one year and an increasing number of sightings, it is not surprising that California politicians responded with Proposition 197, aimed at repealing the ban on hunting the lions. The 1996 California referendum The debate over Proposition 197 was inflamed by campaigns of misinformation on both sides of the issue. The pro faction included the National Rifle Association (NRA), the Safari Club, and Gun Owners of California. On the other side were animal rights groups such as the Sierra Club, the Fund for Animals, and the Mountain Lion Foundation. The proposition itself, introduced by Republican Tim Leslie, is laced with legalese and deceptive phras Clear topic sentences, like this one, used throughout the paper. Garcia 5 Quotation set off from text is clearly introduced. ing. For example, in a provision aimed at amending section 4801 of the Fish and Game Code, the word hunters does not appear, though the legalistic term designee clearly includes hunters: Quotation longer than four lines is indented 10 (or ten spaces); quotation marks are omitted; no period is used after citation. The department may remove or take, or authorize its designee, including, but not limited to, an appropriate governmental agency with public safety responsibility, an appropriate governmental agency with wildlife management responsibility, or an owner of land, to remove or take, one or more mountain lions that are perceived to be an imminent threat to public health or safety or livestock anywhere in the state except within the state park Short title given in parentheses because the work has no author. system. (“Proposition” sec. 5) The proposition’s euphemistic language, such as remove or take, was echoed by the hunting factions, who spoke much about “controlling” the lion population, avoiding such words as hunt and shoot. Supporters of Proposition 197 were not above exaggerating the dangers posed by mountain lions, preferring lurid accounts of maulings and killings to solid statistics. For example, writing on the Internet in an attempt to sway voters, Terrence M. Eagan, Wayne Long, and Steven Arroyo appeal to human fears of being eaten: No parenthetical citation necessary for unpaginated Internet source when author is named in signal phrase. Transition helps readers move from one topic to another. “Two small children woke up one morning without a mother because a lion ate her.” To underscore the point, they describe a grisly discovery: “A lion preying upon neighborhood pets was found with parts of five different puppies in its stomach.” Whereas the pro-hunting groups used deceptive language and exaggerated the dangers posed by lions, the pro-lion groups invoked inflammatory language and ignored the dangers. A Web page written by a coalition of Garcia 6 wildlife preservationists is typical. Calling Proposition 197 “a special interest trophy hunting measure,” the coalition claims that the Gun Owners of California, the NRA, and the Safari Club “rammed” the proposition onto the ballot while “hiding behind a disingenuous concern for public safety.” Asserting that the mountain lion poses a minimal threat to humans, the coalition accuses the Department of Fish and Game of “creating a climate of fear” so that the public will choose to reinstate lion hunting (California Wildlife Protection Coalition). While it is true that human encounters with Internet source with no page number. mountain lions are rare, some pro-lion publications come close to ridiculing Californians who fear that lion attacks on humans and pets will continue to accelerate unless something is done. Population control: A reasonable solution Without population control, the number of attacks on Californians will almost certainly continue to rise, and the lions may become even bolder. As lion authority John Seidensticker remarks, “The boldness displayed by mountain lions just doesn’t square with the shy, retiring behavior familiar to those of us who have studied these animals” (177). He surmises that the lions have become emboldened because they no longer have to contend with wolves and grizzly bears, which dominated them in the past. The only conceivable predator to reinstill that fear is the human. Sadly, the only sure way to reduce lion attacks on humans is to thin the population. One basic approach to thinning is sport hunting, which is still legal, though restricted in various ways, in every western state except California. A second approach involves state- Credentials of author mentioned in signal phrase. Garcia 7 directed wildlife management, usually the hiring of professional hunters to shoot or trap the lions. Sport hunting is a poor option--and not just because it is unpopular with Californians. First, it is difficult to control sport hunting. For instance, a number of western states have restrictions on killing a female lion with kittens, but sport hunters are rarely knowledgeable enough to tell whether a lion has kittens. Second, because some sport hunters are poor shots, they wound but don’t kill the lions, causing needless suffering. Finally, certain hunting practices are anything but sport. There is a growing business in professionally led cougar hunts, as a number of ads on the World Wide Web attest. One practice is to tree a lion with radio-equipped dogs and then place a phone call to the client to come and shoot the lion. In some cases, the lion may be treed for two or more days before the client arrives to bag his trophy. Such practices are so offensive that even the California Park Rangers Association opposed Proposition 197. As a Citation of indirect source: words quoted in another source. spokesperson explained, “We support managing the lions. But they shouldn’t be stuck on the wall in a den” (qtd. in Perry B4). We should entrust the thinning of the lion population to wildlife specialists guided by science, not to hunters seeking adventure or to safari clubs looking for profits. Unlike hunters, scientific wildlife managers have the long-term interests of the mountain lion at heart. An uncontrolled population leads to an eco- No citation needed for “common knowledge” available in many sources. logical imbalance, with more and more lions competing for territory and a diminishing food supply. The highly territorial lions will fight to the death to defend their hunting grounds; and because the mother lion ultimately ejects her offspring from her own territory, Garcia 8 young lions face an uncertain future. Stephani Cruickshank, a spokesperson for California Lion Awareness (CLAW), explains, “The overrun of lions is biologically unsound and unfair to the lions, especially those forced to survive in marginal or clearly unnatural urban settings” (qtd. in Robinson 35). In conclusion, wildlife management would benefit both Californians and the California lions. Although some have argued that California needs fewer people, The writer concludes with his own stand on the controversy. not fewer lions, humans do have an obligation to protect themselves and their children, and the fears of people in lion country are real. As for the lions, they need to thrive in a natural habitat with an adequate food supply. “We simply cannot let nature take its course,” writes Terry Mansfield of the Department of Fish and Game (qtd. in Perry B4). In fact, not to take action in California is as illogical as reintroducing the lions to Central Park and Boston Common, places they once also roamed. The paper ends with the writer’s own words. Garcia 9 Heading centered 10 from top of page. Works Cited California Wildlife Protection Coalition. California Mountain Lion Page. 27 Mar. 1996. Sierra Club. 24 Mar. 1999 . List is alphabetized by authors’ last names. Eagan, Terrence M., Wayne Long, and Steven Arroyo. “Rebuttal to Argument against Proposition 197.” 1996 California Primary Election Server. 1996. California Secretary of State. 24 Mar. 1999 . Hansen, Kevin. Cougar: The American Lion. Flagstaff: Northland, 1992. Hornocker, Maurice G. “Learning to Live with Lions.” National Geographic July 1992: 37-65. First line of each entry is at left margin; subsequent lines are idented ¹⁄₂0 (or five spaces). “Lion Attacks Prompt State to Respond.” New York Times 18 Oct. 1995, late ed.: A21. McPhee, Mike. “Danger Grows as Lions Lose Fear.” Denver Post 19 July 1997. 2nd ed.: A1. “Mountain Lion Attacks on Humans.” Outdoor California. 21 Mar. 1996. State of California. Dept. of Fish and Game. 24 Mar. 1999 . Perry, Tony. “Big Cat Fight.” Los Angeles Times 8 Mar. 1996, home ed.: B1+. “Proposition 197: Text of Proposed Law.” 1996 California Primary Election Server. 1996. California Secretary of State. 24 Mar. 1999 . Double-spacing used throughout. Robinson, Jerome B. “Cat in the Ballot Box.” Field and Stream Mar. 1996: 30-35. Rychnovsky, Ray. “Clawing into Controversy.” Outdoor Life Jan. 1995: 38-42. Seidensticker, John. “Mountain Lions Don’t Stalk People: True or False?” Audubon Feb. 1992: 113-22. Garcia 10 Tran, Trini. “Near-Attack by Cougar Reported.” Los Angeles Times 2 Jan. 1998: B8. Williams, Ted. “The Lion’s Silent Return.” Audubon Nov. 1994: 28-35. AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 690 MLA 690 48 Two research papers in MLA style 1⁄3 page Closing the Digital Divide 1'' All lines centered, with double spacing within groups By Edward Begay 1'' Ms. Derryfield Instructor’s name English 105-03 Course number 2 May 2005 Date 1 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 691 MLA “Closing the Digital Divide” (MLA) 1 48 Title page format. A title page is not required by MLA style but may be required by your instructor. If so, or if you are required to submit an outline with your paper, prepare a title page as shown opposite. If your instructor does not require a title page for your paper, follow MLA style: place your name, the identifying information, and the date on the first page of the paper. See Vanessa Haley’s paper, page 725, for this format. Next two pages Outline format. If your instructor asks you to include your final outline, place it between the title page and the text and number the pages with small Roman numerals (i, ii). Follow the formatting annotations on the next two pages. 3 Outline content. Begay includes his final thesis statement as part of his outline so that his instructor can see how the parts relate to the whole. Notice that each main division (numbered with Roman numerals) relates to the thesis statement and that all the subdivisions relate to their main division. Begay casts his final outline in full sentences. Some instructors request topic outlines, in which ideas appear in phrases instead of in sentences and do not end with periods. (See pp. 35–36 for this format.) 2 691 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 692 MLA 692 48 Two research papers in MLA style 1'' Center Author’s name and page number 1⁄2'' Begay i Outline Thesis statement: Government and business must ensure that 2 3 libraries and schools have the hardware, connections, and training capabilities for computer technology to make Americans more rather than less equal. I. The digital divide is wide. A. Poor people have much less access to computer technology than middle-class and affluent people do. B. People who aren’t online are at risk for missing important information. II. Public libraries can provide Internet access to those who do not own computers, but they face several challenges. A. Those who have no access to computers at work or school take advantage of library computers for Internet access. B. Providing Internet access creates significant funding challenges for libraries. C. The FCC’s E-Rate program is the most reliable funding source for library technology, but it is modest. III. Schools offer many children their main exposure to computers, but computers raise educational as well as funding issues. A. Some experts question the value of technology in the classroom, but evidence suggests that Internet access can enhance learning. 1. Some critics say technology undermines education. 2. Some teachers say that technology fits in well with recent theories of education. 3. Students in many schools are using the Internet effectively. B. Low-income students have far less access to technology than high-income students do. Doublespace AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 693 MLA “Closing the Digital Divide” (MLA) Begay ii 1. Low-income students use the Internet half as often. 2. When low-income students have access to computers, they spend more of the time using instructional software. IV. Governments and businesses must play a more active role in financing Internet access for libraries and schools. A. The federal government must reverse the recent cuts in funding of technology-assistance programs. B. Businesses must recognize their long-term interest in bringing potential employees online. 48 693 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 694 MLA 694 48 Two research papers in MLA style 1'' Title, centered Author’s name and page number 1⁄2'' Begay 1 4 Closing the Digital Divide 5 From wireless connections in coffee shops to advertisements for all kinds of wireless devices, we see evidence nearly everywhere that our society is online. It’s easy to assume that everyone who wants to be online is indeed online and that those who aren’t simply don’t want to be. But this assumption Doublespace is misguided. The digital divide in the United States—the gap between those who have access to the Internet and those who don’t—reflects a similar gap between rich and poor. 6 In 1999 a groundbreaking US Department of Commerce study gloomily predicted “a widening gap between those with and without access to the Internet that threatens our democratic society” (Falling xii; emphasis added). The prediction is 1'' still appropriate today. According to a recent report by the 1'' Benton Foundation, a watchdog group that observes and reports on the digital divide, the gaps in Internet access among people of different educations, incomes, and racial and ethnic groups is not closing, even as the overall number of Americans online has increased. As more information is published only 7 online, the unconnected have a lot more catching up to do than they had just a few years ago when print information was still the norm. Most observers look to public libraries and schools as the primary sites for connecting to the Internet because they are open to all. However, governments and busi- 8 nesses must ensure that these institutions have the hardware, connections, and training capabilities for computer technology to make Americans more rather than less equal. Statistics vary1 but all research agrees that people have much greater access to computer technology if they are middle class or affluent than if they are not. (The divide also shows up between those below and above age 50 and between those without and with disabilities.) Very comprehensive data appear 1'' 9 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 695 MLA “Closing the Digital Divide” (MLA) 4 48 a Title. Begay’s title captures the image of a wide gap between two places. A more descriptive title, such as “Equality on the Internet,” would also have been appropriate. b Paper format. Because he provides a title page as requested by his instructor, Begay does not repeat his full name on the first page of text. For MLA style, which omits a title page, the following would appear in the upper left of this first page: Edward Begay Ms. Derryfield English 105-03 2 May 2005 5 6 7 8 9 (See Vanessa Haley’s paper, p. 725, for an example of a research paper without a title page.) Follow the formatting annotations on the facing page for margins and spacing. Introduction. Begay defines digital divide, a term he uses to discuss the problem of Internet access. He delays presenting his thesis in order to establish some background about the persistence of unequal access. a Citation of two works with corporate authors. The sources Begay cites here do not name individual authors, so he lists the sponsor organizations as authors. b Citation when the author is named in your text. Because Begay names the US Department of Commerce in his text, he does not repeat the name in the parenthetical citation. c Citation of a work by the author of two or more works. To distinguish this Department Commerce study from another one he also cites, Begay gives a shortened form of the title in the parenthetical citation. d Adding emphasis to a quotation. Begay underlines important words in the quotation. He acknowledges this change in the parenthetical citation with emphasis added, separated from the page number by a semicolon. Omission of a parenthetical citation. The Benton Foundation report comes from the Internet and lacks page or other identifying numbers. Since Begay names the author in his text, he doesn’t include a parenthetical citation. Thesis statement. Begay’s introduction has led up to this statement, which asserts the claim that he will support in the paper. a Relation to outline. This paragraph begins part I of Begay’s outline (see p. 692). b Using an endnote for supplementary information. Here Begay inserts a reference to a note at the end of the paper in which he explains the difficulty of interpreting statistics about Internet use. He signals the note with the raised numeral 1. 695 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 696 MLA 696 48 Two research papers in MLA style Begay 2 in the most recent Department of Commerce study, which paints the unsettling picture shown in Table 1. The bottom three groups total 41.2 percent of all US households, yet many fewer than half of them use the Internet. Table 1 10 Internet Use by Household Income, 2003 Annual Household Percentage of All Percentage Using Income US Households the Internet Less than $15,000 16.1 31.2 $15,000-$24,999 13.2 38.0 $25,000-$34,999 11.9 48.9 $35,000-$49,999 15.1 62.1 More than $75,000 26.3 82.9 Source: Data from United States, Dept. of Commerce, Natl. Telecommunications and Information Admin., A Nation Online: Entering the Broadband Age, Feb. 2005, 1 Mar. 2005 9, 47. People who aren’t online are at risk for missing important information and may not even know they are missing it. For example, in early 2005 the US Department of Agriculture unveiled a new, interactive version of the Food Pyramid, the familiar triangle that provides guidelines for healthy eating. Previous versions of the pyramid had been published in print and distributed through schools, local health departments, local libraries, and so on. The new version, however, is available primarily on the Web, and its interactive features can be accessed only online. According to the journalist Andy Carvin, 11 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 697 MLA “Closing the Digital Divide” (MLA) 48 a Use of a table. Begay uses a table to present statistics from the Department of Commerce study so that the data are easy to compare and the differences are emphatic. b Table format. Following MLA style, Begay double-spaces the entire table. c Citation of a source for a table. Also following MLA style, Begay provides a source note indicating where he obtained the data in the table. The note includes complete information on the source even though Begay also cites the work fully in his list of works cited. The numbers following the URL are the pages where Begay found the table’s data. 11 Selecting supporting evidence. Begay paraphrases and quotes two sources in this paragraph to support his point that lowincome people who aren’t online may miss important information. The uses of the authors’ names in the text clarify who said what. 10 697 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 698 MLA 698 48 Two research papers in MLA style Begay 3 the pyramid provides more specific information about nutrition, but being online it can’t reach many low-income people who, like everyone else, would benefit from its guidelines. The sociologists Susan Dykstra and William L. Brown observe that “as US government agencies expand e-government . . . , a pressing 12 question remains what will happen to underserved populations, particularly as traditionally offline government services are replaced entirely by online services.” The answer, for now, is that those populations will be more underserved than before. For people without home or work Internet access, an 13 important link is public libraries. Nearly all public libraries in the United States do have some level of Internet access to serve their patrons: 97 percent, according to recent numbers (Bertot, McClure, and Jaeger 4). The access specifically bene- 14 fits those who need it most. The American Library Association states the role of libraries and librarians this way: People from households making less than $15,000 15 annually are three times more likely to rely on library computers than those earning more than $75,000. . . . [P]ublic access to the Internet through public libraries is a major step toward closing the digital divide. But access is not enough: librarians and their interactions with patrons make the biggest difference. Librarians help patrons develop vital information-literacy skills by providing one-to-one tutoring in how to access relevant, well-organized sources. (par. 2) However, providing not only up-to-date computers and Internet connections but also intensive training creates significant funding challenges for libraries. Almost 75 percent of public libraries have three or fewer computer terminals through which they can offer Internet access, and fewer than 30 16 17 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 699 MLA “Closing the Digital Divide” (MLA) 12 13 14 15 16 17 48 Editing a quotation with an ellipsis mark. Begay uses an ellipsis mark (three spaced periods) to show that he has omitted some words from the quotation. Relation to outline. This paragraph begins part II of Begay’s outline. See page 692. a Citation when the author is not named in your text. Because Begay does not give the three authors’ names in his text, he provides the names in the parenthetical citation along with a page number. b Citation of a work with three authors. Begay gives all three authors’ last names, separating them with commas and and before final name. a Format of a long quotation. This quotation exceeds four typed lines, so Begay sets it off from his text without quotation marks, with double spacing throughout, and with an extra indention of ten spaces or one inch. b Editing a quotation with brackets. By using brackets around the capital P, Begay indicates that he has omitted the beginning of the original sentence and changed the capitalization. a Citation with displayed quotation. The parenthetical citation after the quotation falls outside the sentence period. b Citation of a source using a paragraph number. Begay uses par. (“paragraph”) to indicate that the source numbers paragraphs rather than pages. He cites paragraph 2. Revision of a draft. In his first draft Begay sometimes strung his source information together without interpreting it. In revising he added comments of his own (in blue) to introduce the information in the context of his ideas: However, providing not only up-to-date computers and Internet connections but also intensive training creates significant funding challenges for libraries. But aAlmost 75 percent of public libraries have three or fewer computer terminals through which they can offer Internet access, and fewer than 30 percent of librarians believe they have the staff needed to train users (Bertot and McClure 35). Clearly, with the length of time Internet searches can take, three terminals and an overstretched staff cannot serve many library patrons. Yet terminals and staff are costly. 699 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 700 MLA 700 48 Two research papers in MLA style Begay 4 percent of librarians believe they have the staff needed to train users (Bertot and McClure 35). Clearly, with the length of time Internet searches can take, three terminals and an overstretched staff cannot serve many library patrons. Yet terminals and staff are costly. Many librarians worry that these costs will cause libraries themselves to fall into the digital divide. Library funding is 18 often cut and rarely increased by state and local governments trying to trim their budgets. Among nongovernment groups, according to the American Library Association, only the Bill and Melinda Gates Foundation (established by the Microsoft founder and his wife) has provided significant help for libraries. Since 1997 the foundation has given grants of more than $250 million to provide libraries with public-access computers and software. The grants have especially benefited poor, rural library systems, many of which otherwise could not have afforded the equipment (par. 7). The most reliable source of government funding for library technology is the Universal Service Program, established by the US Federal Communications Commission. Telecommunications providers and individuals who subscribe to their services pay a fee commonly called the E-Rate. From 19 the Universal Service Program, the FCC allocates up to $2.25 billion annually to help both libraries and primary and secondary schools purchase telecommunications services. However, the fund is modest and does not cover training of staff or purchase of computers. Given the transformation of our economy and culture caused by the Internet, $2.25 billion barely amounts to a token gesture. More must be done to connect libraries and help them train Internet users. Whereas mostly adults benefit from library funding, many children receive their exposure to computers in the 20 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 701 MLA “Closing the Digital Divide” (MLA) 48 a Common knowledge. In his reading, Begay saw many references to government cuts in library funding, so he treats this information as common knowledge and does not cite a source for it. (See pp. 632–33 for more on common knowledge.) b Clarifying boundaries of source material. The rest of this paragraph summarizes information from a report by the American Library Association. Begay makes the extent of the summary clear by giving the ALA’s name at the beginning and a parenthetical citation at the end. 19 Omission of a parenthetical citation. Begay does not provide a parenthetical citation for the Federal Communications Commission report because he names the author in his text and the online source has no page or other reference numbers. 20 a Relation to outline. With this paragraph, Begay begins part III of his outline (see p. 692). b Transitional paragraph. Begay devotes a paragraph to the shift in focus from libraries to schools. 18 701 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 702 MLA 702 48 Two research papers in MLA style Begay 5 public schools. In fact, nearly all schools in the United States now provide some computers for student use (Conte 924). But the digital divide in schools has as much to do with how students use computers as it does with whether they have access to them. For some time, schools have been using computers extensively for drill-and-practice exercises, in which students repeat specific skills such as spelling words, using the multiplication facts, or, at a higher level, doing chemistry problems. But many education experts criticize such exercises for boring students and failing to engage their critical thinking and creativity. Jane M. Healy, a noted educational psycholo- 21 gist and teacher, takes issue with “interactive” software for children as well as drill-and-practice software, arguing that “some of the most popular ‘educational’ software . . . may be damaging to independent thinking, attention, and motivation” (20). Another education expert, Harold Wenglinsky of 22 the Educational Testing Service, found in a well-regarded 1998 study that fourth and eighth graders who used computers frequently, including for drill and practice, actually did worse on tests than their peers who used computers less often (Does It Compute? 21). In a later article, Wenglinsky concludes that 23 “the quantity of use matters far less than the quality of use.” In schools, he says, high-quality computer work, involving critical thinking, is still rare (“In Search” 17).2 Drill-and-practice exercises reinforce the “transmission” 24 model of education, in which teachers transmit knowledge to passive students (Conte 925). Some experts argue that this type of teaching does not prepare students to work in the information age (Conte 923-24). Instead, these experts favor a model closer to cognitive psychology and constructivism, emphasizing active learning and “dealing with complex, 25 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 703 MLA “Closing the Digital Divide” (MLA) 48 a Integrating source material. Here and elsewhere, Begay establishes his source’s credentials in a signal phrase and effectively integrates paraphrases and quotations into his own sentences. b Omission of ellipsis mark. Begay does not use an ellipsis mark at the beginning of the Healy quotation beginning “some” because the small s makes it clear that he omitted the opening of Healy’s sentence. 22 Punctuation with a parenthetical citation. The period that ends a sentence containing a quotation comes after the citation. 23 a Citation of two works by the same author. Begay gives brief versions of Wenglinsky’s two titles in the parenthetical citations here and below in order to distinguish the sources. b Clarifying boundaries of source material. By mentioning Wenglinsky’s name at the beginning of the paragraph’s last two sentences and giving the rest of the citation at the end, Begay indicates that everything in between comes from Wenglinsky. c Mixing quotation and paraphrase. Begay quotes and paraphrases from Wenglinsky’s article to give readers a good sense of the issue Wenglinsky raises. d Punctuation with a quotation. The period falls inside the closing quotation mark because the quotation is not immediately followed by a parenthetical citation. 24 a Introducing borrowed material. Begay here begins paraphrasing and quoting Conte as an expert, so he should have named Conte in the text and identified him with his credentials. b Paraphrasing. Begay paraphrases Conte’s words. His note for the second paraphrase transcribed a quotation from Conte: 21 Traditional vs. innovative models of education Conte 923-24 “[T]he traditional classroom, with its strong central authority and its emphasis on training students to take orders and perform narrow tasks, may have prepared students for work in 20th-century factories. But it can’t impart the skills they need in the workplace of the 21st century, where there’s a premium on workers who are flexible, creative, self-directed and able to solve problems collaboratively.” c Citation of paraphrases. Because he does not use Conte’s name in the text, Begay correctly gives it in the citations. 25 Defining terms. Begay uses two terms here, cognitive psychology and constructivism, that he picked up from Conte and other sources. He should have defined the terms to avoid confusing readers. 703 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 704 MLA 704 48 Two research papers in MLA style Begay 6 real-world problems”—a model well served by Internetconnected computers (Conte 935-36). Many teachers see the Internet as a powerful resource for just this kind of teaching. Mary E. McArthur, a veteran 26 teacher in Massachusetts, told me in an online interview that the Internet presents new possibilities for student learning: My students have a much better sense of the relevance of their education how now that they’re online. When we were studying ecology, for example, some students e-mailed a representative of the EPA [Environmental Protection Agency] in 27 Washington, asking questions and offering suggestions about a proposed local landfill, and received an immediate response. They took that response to the town’s planning board when the landfill was discussed. 28 The Internet, according to McArthur, has made her students not only better learners but better citizens as well. And contrary to Healy’s vision of uncreative, unmotivated students, McArthur told me that since her students began using technology, “conversation is constant. Students are talking online, to each other, and to me—questioning, criticizing, analyzing what they’re learning.” McArthur’s and her students’ experiences are not unique: 29 success stories about online education are common in popular and scholarly sources.3 But many teachers and students are not discovering what they might accomplish with the Internet because their schools cannot afford enough terminals and training to give everyone ample hands-on experience. In general, student access to online computers is im- 30 proving considerably. A 2004 study conducted by Market Data Retrieval and quoted in Students and Internet Access by the 31 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 705 MLA “Closing the Digital Divide” (MLA) 26 27 28 29 30 31 48 Primary source: personal interview. Begay tested his ideas by conducting an e-mail interview with a teacher in a public school. He uses both paraphrase and quotation from the interview, with the subject’s permission. Adding to a quotation with brackets. Begay spells out the full name of the EPA for readers who may not recognize the abbreviation, and he encloses the addition with brackets. Omission of parenthetical citation. Begay does not use a parenthetical citation at the end of the quotation because the source (an interview) has no page or other reference numbers and the necessary information (McArthur’s name) appears in the text before the quotation. a Summary of sources. Rather than belabor the Internet success stories, Begay wraps up with a summary. b Using an endnote for citation of several sources. Begay avoids a lengthy and obtrusive parenthetical citation by referring readers to endnote 3, which lists several sources (see p. 718). c Transitional paragraph. This paragraph within the section on schools shifts the emphasis from the educational value of technology to its cost. Synthesis of sources. In this and the next several paragraphs, Begay integrates information from sources with his own conclusions about the significance of the data. a Citation of a long source named in the text. A parenthetical citation here would have read (qtd. in United States, Dept. of Education, Students). Begay chose to avoid the awkwardly long citation by naming both the indirect and the direct source in his text. The Department of Education site had no page or other reference numbers for Begay to cite. b Indirect sources. Indirect sources are appropriate only when the quoted material is not available to consult. Begay’s use of the indirect source is appropriate here because he could not find the original Market Data Retrieval report. 705 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 706 MLA 48 Two research papers in MLA style Begay 7 US Department of Education shows that the ratio of students to computers decreased from 12 to 1 in 1998 to 4 to 1 in 2004. However, those are averages across all public schools. Another Department of Education source shows that in schools with students of low income, the ratio remains higher than the 1998 average, at 13 to 1, and only 34 percent of those students use the Internet at all in school, compared with 68 percent of their high-income peers. At the same time, the difference in overall computer use between low- and high-income students is not nearly as pronounced: 80 percent for those of low income, 88 percent for those of high income (Internet 29-30). (See fig. 1.) 100 88% Percentage of students 706 32 80% 80 68% 60 40 34% 20 0 Using the Using Internet computers Using the Using Internet computers Low-income students High-income students Fig. 1. Computer use in public schools, showing the disparity in Internet and overall computer use between low-income and high-income students. Data from United States, Dept. of Education, National Center for Educational Statistics, Internet Access in US Public Schools and Classrooms, 24 Feb. 2005, 12 Mar. 2005 . 33 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 707 MLA “Closing the Digital Divide” (MLA) 48 Use of a figure. Begay created a bar chart to show the differences between low-income and high-income students. He refers to the figure in his text. 33 a Figure caption. Begay captions the figure so that readers know how to interpret it. b Citation of a source for data. Following MLA style, Begay provides a source note indicating where he obtained the data in the chart. The note includes complete information for the source even though Begay also cites the work fully in his list of works cited. 32 707 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 708 MLA 708 48 Two research papers in MLA style Begay 8 The increase in both kinds of schools is due to the use of instructional software programs, primarily drill and practice. Clearly, poorer schools rely much more on such use than wealthier schools do. Real stories back up the data shown in fig. 1. An example is La Entrada High School in a poor section of Oakland, California (Richards). La Entrada’s ratio of students to computers is 15 to 1, 34 and the computers are used machines that are slow to load Web sites. With limited equipment, students at La Entrada cannot match their more affluent peers in using the Web or communicating online with experts. In fact, they are often so frustrated by waiting in line for computers and then by the machines’ slowness that they simply give up, using the computers only when scheduled for drill in reading and math. In the words of Delia Neuman of the University of Maryland, they “learn to do 35 what the computer tells them” (qtd. in Conte 931). 36 Students who do not learn to use the Internet may find themselves left out of a society in which computer skills will earn a high school graduate 39 percent more than another graduate without such skills (Twist 6). And the nation’s economy will suffer as well. The risk is described by Larry Irving, a former assistant secretary of the Department of Commerce and the author of its first report on the digital divide, Falling through the Net: Almost 60 percent of jobs created today . . . require an understanding of information technology. Yet too many of our students are graduating from schools that don’t give them the training required for the jobs they seek. Already, the nation’s businesses are having trouble filling the skilled jobs they’re creating, and in another five years the situation is likely to reach a crisis. 37 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 709 MLA “Closing the Digital Divide” (MLA) 48 Citation of an online article without page numbers. The Richards article, which Begay found online, does not have any page or other reference numbers, so the citation includes only the author’s name. 35 Editing quotations. Begay had a long quotation by Neuman, but he selected from it only the words that supported the point he was making. The entire quotation appears in his note: 34 Difference between rich & poor schools Conte 931 From Delia Neuman, prof., U Maryland Coll. of Library & Information Services: “Economically disadvantaged students, who often use the computer for remediation and basic skills, learn to do what the computer tells them, while more affluent students, who use it to learn programming and tool application, learn to tell the computer what to do.” a Citation of an indirect source. With the use of qtd. in, Begay indicates correctly that he found the quotation by Neuman (an indirect source) in the article by Conte (a direct source). b Indirect sources. Indirect sources are appropriate only when the quoted material is not available to consult. Begay’s source, Conte, gave full bibliographic information on Neuman’s article, and Begay should have gone directly to it. 37 Omission of a parenthetical citation. Begay took this quotation from an online source lacking page or other reference numbers. Since the author is named in the text, he does not provide a parenthetical citation. 36 709 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 710 MLA 710 48 Two research papers in MLA style Begay 9 The results, then, are unavailable jobs for the graduating students who need them and a shortage of just the kind of workers the country needs. The problem for schools like La Entrada is, of course, 38 money. Leaders in poor school districts are aware of the importance of technology, but they are also worried about leaking roofs, aging furniture, and overcrowded classrooms. The money to buy the equipment, make the connections, and train teachers and staff to use and maintain the networks is not easily found even in middle-class school districts, much less in poorer districts. If libraries and schools are to provide widespread access 39 to the Internet, they must find ways not only to integrate technology into their programs but also to pay the bills associated with going and staying online. Adapting the work of libraries and schools to the technological age is the responsibility of the experts within those systems. But finding the money to finance technological advances should involve more elements of society, specifically governments and businesses. These two groups must play a more active role in wiring libraries and schools, providing hardware, and training librarians, teachers, and students to work with the technology. Governments are already encouraging cooperation between businesses and schools. For instance, many states organize annual NetDay campaigns designed to bring educators, community volunteers, and corporations together to keep schools online and up to date (Jordahl and Orwig 25; NetDay). However, to close the digital divide, government support must be direct. The E-Rate program of the Federal Communications Commission is a start, but just a start, because it covers only connection fees, not hardware or training. Furthermore, divided as it is among nearly 17,000 public libraries and 114,000 40 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 711 MLA “Closing the Digital Divide” (MLA) 48 Drawing conclusions. Rather than leave it to his readers to figure out the significance of the preceding paragraphs, Begay here wraps up the discussion of schools with his own conclusions about the costs and thus the limits of technological change in education. 39 a Relation to outline. With this paragraph, Begay begins part IV of his outline (see p. 693). b Summary statement. Begay introduces this final section with a statement that pulls together libraries and schools and clearly distinguishes their role from the financial responsibilities for broadening Internet access. 40 Parenthetical citation of more than one work. Begay discovered information about NetDay campaigns in two sources, so he cites both in parentheses, separating them with a semicolon. The second source lacks page or other reference numbers, so its citation does not include a number. 38 711 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 712 MLA Two research papers in MLA style Begay 10 primary and secondary schools (World Almanac 251, 253), the 41 program’s $2.25 billion comes to less than $20,000 per institution per year. According to the Benton Foundation, the federal 42 government once made closing the divide a priority, funding programs to bring the disadvantaged online and train them in using Internet resources. But the foundation reports that since 2001 the federal government has actually slashed funding of three significant programs: Preparing Tomorrow’s Teachers to Use Technology, providing grants to help teachers gain more competence teaching with computers; Technology Opportunity Program, providing hardware grants to the public and nonprofit sectors; and Community Technology Centers, providing grants to expand access of the rural and urban poor to technology. Fig. 2 shows the funding of these programs from 2001 to 2005. 140 Preparing Tomorrow's Teachers Community Technology Centers Technology Opportunity Program 120 43 100 80 60 40 2005 2004 2003 0 2002 20 2001 48 Millions of dollars 712 Fig. 2. Funding levels 2001-05 for three federal government programs intended to help close the digital divide. Chart from Benton Foundation, National Strategy to Bridge the Digital Divide Abandoned, Jan. 2005, 3 Apr. 2005 . 44 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 713 MLA “Closing the Digital Divide” (MLA) 48 a Use of an almanac. Begay consulted an almanac for the number of public libraries and primary and secondary schools so that he could calculate the average amount of aid under the E-Rate program. b Placement of a parenthetical citation. Because Begay used the almanac only for the number of libraries and schools, not for the calculation, he places the parenthetical citation directly after the almanac data. 42 Omission of a parenthetical citation. Since Begay names the Benton Foundation in his text and the online source has no page or other reference number, he does not add a parenthetical citation. 43 Use of a figure. Begay uses a graph to show the dramatic funding decrease in the programs he mentions. He refers to the figure in his text. 44 a Figure caption. Begay captions the figure so that readers know how to interpret it. b Citation of a source for a figure. Following MLA style, Begay provides a source note indicating where he obtained the figure. The note includes complete information for the source even though Begay also cites the work fully in his list of works cited. 41 713 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 714 MLA 714 48 Two research papers in MLA style Begay 11 Cuts like these propel government efforts backward rather 45 than forward. If the digital divide is to close, as it must, the federal government needs to reverse direction, taking the lead to ensure that its citizens have equal access to information technology. Businesses must join in as well. Commercial enterprises have long recognized their responsibility to the larger community—for instance, supporting youth athletics and contributing to charities through the Chamber of Commerce. Some businesses also work with schools and libraries to increase Internet access. For many years, computer manufacturers such 46 as IBM and Apple have donated new and used computers to schools. Recently, the 3COM Corporation has provided grants and consultants to help train public school teachers and students in the use of technology (Jordahl and Orwig 25). For computer companies, cooperation with schools and libraries seems good business, paying off in free advertising, enhanced image, and potential sales. In some locations, other kinds of companies are also stepping in to improve Internet access for the disadvantaged. For example, three Seattle banks assign employee mentors to low-income public schools to help the students use the Internet effectively for schoolwork (Jordahl and Orwig 24). And insurance companies and law firms in Boston have joined technology companies to provide computer training and equipment in the public libraries and schools, making Boston one of the most Internet-connected cities in the nation (Pace 36). But these efforts and a few others like them are unusual in the literature on the digital divide. Most businesses, no doubt focusing on the short term and receiving little incentive from government to do otherwise, may train their own employees but contribute nothing to bring the larger community online. As Larry Irving notes in 47 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 715 MLA “Closing the Digital Divide” (MLA) 48 Drawing conclusions. Begay ends his discussion of government funding with his own conclusion about what has happened and what must be done. 46 Common knowledge. Begay already knew of manufacturers’ programs to place computers in schools; in fact, he had used a donated computer in high school. Thus he treats this information as common knowledge. 47 Drawing conclusions. Begay ends his discussion of business with his own conclusions about the causes and results of low funding. 45 715 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 716 MLA 716 48 Two research papers in MLA style Begay 12 the quotation cited earlier, businesses are already suffering from such shortsightedness. They must recognize their interest in fostering widespread access to technology. The Internet is now “the central nervous system of our democracy,” says Jeff Chester of the Center for Digital Democracy (6). Providing Internet access through libraries and schools seems the only way to ensure equal access for poor and rich alike. The schools and libraries cannot close the digital divide on their own, however. They need strong financial support from government and business to make Chester’s neural pathway truly open to all. 48 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:56 AM Page 717 MLA “Closing the Digital Divide” (MLA) 48 48 Conclusion. In his final paragraph Begay summarizes the main points of his paper to remind readers of both the need for universal Internet access and the ways it can be funded. 717 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:57 AM Page 718 MLA 718 48 1⁄2'' Two research papers in MLA style 1'' or 5 spaces 1 space 1⁄2'' Begay 13 Center Notes 1 The US Department of Commerce study cited here is 49 50 the most recent and most comprehensive available. Beyond this study, statistics on Internet use are difficult to compare and summarize because they often measure different variables. For example, one study may provide the number of Doublespace households with Internet access, while another may provide the number of persons or the number of adults. In addition, with a subject this current the data are constantly changing. Nonetheless, all studies agree on the inequities between the affluent and the poor. 2 For additional criticism of computers in education, see Goodson et al. 3 See, for example, Conte, Jordahl and Orwig, and Pace. 51 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:57 AM Page 719 MLA “Closing the Digital Divide” (MLA) 48 Format of notes. The heading Notes is centered one inch from the top of the page. (The heading would be singular—Note—if Begay had only one note.) Follow the annotations on the facing page for formatting. 50 Endnotes for additional relevant information. Begay uses endnotes for sources and information that are somewhat relevant to his thesis but not essential and that don’t fit easily into the text. Note 1 provides information on Begay’s difficulties interpreting statistics. Note 2 highlights a notable critique of computers in education. And note 3 cites several sources that would be obtrusive in a parenthetical citation. (See p. 656 for more on supplementary notes.) 51 Citation of a source with more than three authors. The Goodson citation indicates with et al. (“and others”) that Goodson was a coauthor with at least three others. See the works-cited entry for this source on the next page. 49 719 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:57 AM Page 720 MLA 720 48 Two research papers in MLA style 1⁄2'' 1'' Works Cited 1⁄2'' or 5 spaces Begay 14 Center American Library Assn. “Digital Divide Talking Points.” ALA. 52 53 Sept. 2003; 12 pars. 2 Apr. 2005 . Benton Foundation. National Strategy to Bridge the Digital Doublespace Divide Abandoned. Jan. 2005. 3 Apr. 2005. . Bertot, John Carlos, Charles R. McClure, and Paul T. Jaeger. 54 Public Libraries and the Internet: Survey Results and Findings. 2005. Information Use Management and Policy Institute. Dir. Charles R. McClure. Florida State U. 26 Mar. 2005 . Carvin, Andy. “My.Pyramid.gov: Achieving E-Health for All?” Digital Divide Network. 22 Feb. 2005. 23 Mar. 2005 . Chester, Jeff. “The Threat to the Net.” Nation 9 Oct. 2004: 6-7. 55 Expanded Academic ASAP. InfoTrac. Southeast State U, Polk Lib. 10 Mar. 2005 . Conte, Christopher. “Networking the Classroom.” CQ Researcher 56 5 (2004): 923-43. Dykstra, Susan, and William L. Brown. “E-Government and 57 Underserved Populations.” Digital Divide Network. May 2004. 23 Mar. 2005 . Goodson, Ivor F., et al. “Computer Literacy as Ideology.” 58 British Journal of Sociology of Education 17 (2001): 65-80. Healy, Jane M. Failure to Connect: How Computers Affect 59 Our Children’s Minds—for Better and Worse. New York: Simon, 2000. Irving, Larry. “The Still-Yawning Divide.” Newsweek 12 Mar. 2005: 64. 60 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:57 AM Page 721 MLA “Closing the Digital Divide” (MLA) 52 53 54 55 56 57 58 59 60 48 Format of a list of works cited. The heading Works Cited is centered at the top of the page. The entries are alphabetized by the last name of the first author or (for sources without authors) by the first main word of the title. Each entry has a hanging indention (see p. 657 on creating this indention). For additional formatting, see the annotations on the facing page. a An online source, including Begay’s access date and the URL in angle brackets. b A corporate author. Since the source does not list an individual as author, Begay names the organization as author. c Paragraphs instead of pages. This source does not number pages but does number paragraphs, so Begay lists the total paragraphs. a Source with three authors. The first name is reversed, and the other two are given in normal order, separated by and. b Scholarly project. The entry includes the title of the project, the name of the director, and the name of the sponsoring university. Article from an online service to which the library subscribes (see pp. 671–72). Because the service does not provide usable URLs for articles—that is, URLs that readers can use to reach the articles directly—Begay instead gives the names of the database and service, the names of his school and library, and the URL for the home page of the service. Article in a journal with continuous pagination throughout an annual volume (see p. 666). Source with two authors. The first name is reversed. After and the second name is given in normal order. Source with more than three authors. A source with more than three authors may be listed with all authors’ names or just with the first author’s name followed by et al. (“and others”). (See p. 659.) Begay had all the names in his working bibliography, but he opted not to use them. His parenthetical citation is consistent with this decision (p. 718). Book with one author. Article in a weekly magazine. 721 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:57 AM Page 722 MLA 722 48 Two research papers in MLA style Begay 15 Jordahl, Gregory, and Ann Orwig. “Getting Equipped and Stay- 61 ing Equipped, Part 6: Finding the Funds.” Technology and Learning Apr. 2004: 20-26. McArthur, Mary E. E-mail interview. 20 Mar. 2005. 62 NetDay. “About Us.” NetDay. Jan. 2003. 21 Mar. 2003 . Pace, Don. “Building the Digital Bridge in Boston.” Converge Dec. 2004: 35-37. Richards, Greg. “Digital Divide on Site.” San Jose Mercury 64 News 22 Nov. 2004, morning final ed. NewsBank. Southeast State U, Polk Lib. 17 Mar. 2005 . Twist, Kade. “Disparities along the Information Age Career Path.” Digital Divide Network. 2003. 3 Mar. 2005 . United States. Dept. of Commerce. National Telecommunica- 65 tions and Information Admin. Falling through the Net: Defining the Digital Divide. Nov 1999. 1 Mar. 2005 ---. ---. ---. A Nation Online: Entering the Broadband Age. 66 Feb. 2005. 1 Mar. 2005 . ---. Dept. of Education. Advisory Commission on Student Financial Assistance. Students and Internet Access. Apr. 2004. 16 Mar. 2005 . ---. ---. Natl. Center for Education Statistics. Internet Access in Public Schools and Classrooms. 24 Feb. 2005. 12 Mar. 2005 . 67 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:57 AM Page 723 MLA “Closing the Digital Divide” (MLA) 61 62 63 64 65 66 67 48 Article in a monthly magazine. Personal interview by e-mail. A page on an organization’s Web site. MLA does not specifically cover an online site for this type of organization, so Begay adapted the format for a short work from an online site (p. 673). He provided all the information a reader would need to find the source—including the page title, site title, date of publication, and URL of the page—along with the date of his access. Article from an online service to which the library subscribes. See annotation 55 on page 721. Online government publications. This and the next four entries all cite government publications that Begay found online. Since none of the sources had a named author, Begay lists as author the government body responsible for the source: the government (United States), the department, and (in the first two and fourth sources) the group within the department. Additional source by the same author. Since the author of the previous entry is also United States, Department of Commerce, National Telecommunications and Information Administration, in this entry Begay replaces each of those names with three hyphens followed by a period. Additional source by the same government. Since the previous entry also lists United States as the government, in this entry Begay replaces the name with three hyphens followed by a period. Note that he does not replace author information that is unique to this source, but in the next entry he does replace the repeated department name. Next page 68 Anonymous source. The World Almanac has no named author and so is listed and alphabetized by its title. It appears last in the list of works cited because World appears last alphabetically. 723 AARO.9514.ch44_48pp599-730.qxd 1/3/06 8:57 AM Page 724 MLA 724 48 Two research papers in MLA style Begay 16 ---. Federal Communications Commission. Universal Service Program. 28 Sept. 2002. 6 Mar. 2005 . Wenglinsky, Harold. Does It Compute? The Relationship Between Educational Technology and Student Achievement. Princeton: Educational Testing Service, 1998. ---. “In Search of the Workable.” Converge Oct. 2004: 16-17. The World Almanac and Book of Facts 2005. New York: World Almanac, 2005. 68 Your name, the instructor’s name, the course number, and the date of submission are 1.0” from the top of the first page and leftjustified. Dates are written in this order: day, month, and year. Catlin 1 Beth Catlin Professor Elaine Bassett English 106 General note: the paper heading, the title, and body text of the paper (including block quotes) are all double-spaced, 12 point Times New Roman font. Except where exceptions are noted, the paper has regular margins set at 1.0” all around. 3 August 2009 Andrew Carnegie: The Father of Middle-Class America For decades Americans couldn’t help but love the red-headed, fun-loving Little Orphan Annie. The image of the little girl moving so quickly from poverty to wealth provided hope for the poor in the 1930s, and her story continues to be a dream of what the future just might hold. The rags-to-riches phenomenon is the heart of the American Dream. And few other people have embodied this phenomenon as much as Andrew Carnegie did in the late 1800s and early 1900s. His example and industry caused him to become the father of middle-class America. Page numbers begin on and with page 1. They are rightjustified and 0.5” from the top of the page. Type your surname next to the page number on each page. Titles are centered. Titles are not bolded, underlined, or italicized. Other than standard doublespacing, there are no additional spaces between the heading, the title, and the body text of the paper. Andrew Carnegie can be looked to as an ideal example of a poor immigrant making his The thesis is a clear position that you will support and develop throughout your paper. This sentence guides and controls your paper. way up to become leader of the capitalist world. Carnegie was born into a poor working-class family in Scotland. According to the PBS documentary “The Richest Man in the World: Andrew Carnegie,” the Industrial Revolution was difficult on Carnegie’s father, causing him to lose his weaving business. The Carnegie family was much opposed to the idea of a privileged class, who gained their wealth simply by inheritance (“Richest”). This type of upbringing played a large factor in Andrew Carnegie’s destiny. In order to appease his mother’s desire for material benefits, and perhaps in an effort to heal his father’s wounds, Carnegie rejected poverty and cleaved to prosperity. Carnegie’s character was ideal for gaining wealth. His mother taught him to “look after the pennies, and the pounds will take care of themselves;” he later turned this proverb into “watch the costs, and the profits take care of themselves” (“Richest”). Such thrift was integral to his future success. He also believed that “all is well since all goes better” (“Richest”). His theory The introductory paragraph(s) should set the context for the rest of the paper. Catlin 2 of an “industrial utopia” proves his optimistic outlook of both capitalism and the laboring class. Optimism is what pulled him through his difficulties at Homestead and empowered him to withstand competition. Carnegie didn’t let the Industrial Revolution, which so damaged his father, destroy him. As a young boy in Pittsburgh, he began working in a factory. He hated this position, and even had terrible nightmares, but he still endured. In so doing, he was able to secure a different position in a telegraph office. From here, he developed a skill that is priceless to capitalist America—he made connections. Memorizing faces and facts, he was able to win the sympathy Provide parenthetical documentation for any information that you can attribute to another source. of elite customers. This, in turn, led to his acquaintance with Thomas Scott (“Richest”). Scott secured Carnegie a job with Pennsylvania Railroad. This position was pivotal in his career. His ability to take risks enabled him to move ahead in the business. When a Pennsylvania Railroad train crashed, Carnegie took a risk and boldly ordered the workers to burn the cars. Such a bold and risky statement later became standard procedure (“Richest”). Perhaps the most controversial of Andrew Carnegie’s qualities is his belief in Social Darwinism. The English philosopher Herbert Spencer convinced Carnegie that it wasn’t bad to be successful. It was “survival of the fittest” in the financial jungle, and Andrew Carnegie need not feel guilty for obtaining more wealth. Throughout Carnegie’s life, he displayed his firm belief in the certainty of competition. In fact, he feared competition and did all he could to hinder it (“Richest”). Andrew Carnegie’s belief in Social Darwinism also affected his treatment of his laborers. Perhaps the only negative quality that is placed upon him is that of oppressor of the working class. Carnegie inspired competition among his workers and fired the managers and work crews that fell behind. His workers believed that upward mobility wasn’t possible—they were stuck as laborers and would never rise higher (“Richest”). Still cite a source even if you only summarize the information in it. Catlin 3 Despite his workers’ pessimism, Carnegie still believed in their ability to improve their situations. Carnegie once said, “To be born to honest poverty and compelled to labor and strive for a livelihood in youth is the best of all schools for developing latent qualities, strengthening character, and making useful men” (qtd. in McCloskey 233). He firmly believed in the laborers’ In-text parenthetical documentation occurs after the quote but before the period. The name(s) of the author(s) precede the page number with no comma. right to organize themselves in unions and canonized the commandment “Thou shalt not take thy neighbor’s job” (“Richest”). Perhaps Carnegie recognized that unions and other societies of organized laborers develop a cohesiveness that moves them up in society; the emergence of reform organizations crystallizes middle-class consciousness (Blumin 345). The idea that former craftsmen, who now were the unskilled laborers in Carnegie’s mills, still demanded codes of conduct, led to their involvement in unions to improve working conditions in the mills. According to historian Stuart Blumin, “To the extent that they accepted doctrines of individual upward mobility, . . . many immigrant workers absorbed the acquisitive and individualistic ethos of the native middle class. Multiple cultural systems offered workers different strategies for survival and self improvement” (301). Carnegie allowed for this upward mobility as long as it didn’t impede production. Each paragraph should begins with a topic sentence. Every sentence in the paragraph should relate to and support the statements made in the topic sentence in some way. Carnegie was not a “typical” capitalist of the time. He was more absorbed in the moral problems of his times than his peers (McCloskey 250). Though Carnegie believed that workers should be allowed to organize themselves, he feared the threat of violence. This idea was brought to the forefront with the Homestead crisis in 1892. Carnegie’s associate, Henry Clay Frick, handled the crisis and was consequently criticized by Carnegie for allowing the violence and the loss of so many jobs. Carnegie tried to move past this and eventually built a library in Homestead (“Richest”). With Carnegie’s quest to develop cheaper and more efficient production, new machinery replaced many of the jobs that required human labor. In consequence, white-collar workers were If you delete words from the original quote, insert three periods with a space between and after each one. This is called an ellipsis. Catlin 4 needed for paperwork, and unskilled laborers became a thing of the past. This caused a middle class to form because of “the emergence of new tasks and the reorganization of old tasks” (Blumin 316). Carnegie hired clerks, chemists, and others at higher-than-average wages (“Richest”). In addition to offering higher wages, Carnegie’s control over the emerging steel market Transitions from one paragraph to another should connect concepts from the previous paragraph to the next one. Also, useful markers like “In addition” help signal that you are transitioning to a new subject. also helped form a middle class by providing cheap access to a valuable commodity. Carnegie predicted the steel revolution and harnessed it from the beginning. His lifelong quest to make production more efficient and cheaper was perpetuated by his entrance into the steel industry (“Richest”). The low-cost mass production of steel spurred the growth of the middle class. Carnegie reduced prices to beat the competition and eventually produced more steel than all of Great Britain (“Richest”). Carnegie sold steel to manufacturers of buggy springs and railroad-car axles, farmers’ plows, stovepipe, and roofing gutters (Kent 239). Steel was also used in the mass production of automobile bodies (Walton 138). The fact that Carnegie provided low-cost quality steel is perhaps the premiere reason that he is the father of the middle classes. In providing the means for automobiles among other durable goods, average citizens, not just the wealthy, had access to luxury items. Credit and the consumer society of the 1920s can be considered the grandchildren of Andrew Carnegie. It became clear throughout Andrew Carnegie’s life that capitalism could make an aristocracy out of the lower classes. Carnegie was truly the richest man in the world, yet he firmly believed that “the man who dies rich, dies disgraced” (Carnegie). America has often been ready to blame the men of big business for their more flagrant depredations, yet we must remember that American has been quick to forgive them as well (McCloskey 267). Through Carnegie’s philanthropy, he has been forgiven of any wrongdoing in his dealings with the working class. Catlin 5 Carnegie realized that the difference between a working classman and the white-collar working is knowledge. He believed that a library “outranks any other one thing that a community can do to benefit its people” (Kent 378). He built nearly 3,000 libraries throughout the world and gave millions more dollars to universities and colleges. What better way for a rags-to-riches success to develop the same success in others? Carnegie also put aside $4 million to support employees and the families of employees of the Carnegie Steel Company who had been injured or killed at work. He did this “as an acknowledgement of the deep debt I owe to the workmen who have contributed so greatly to my Block quotes begin on a new line and are indented 1.0” from the left margin. Do not use quotation marks. The citation information (author name and page number, if any) follows the block quote’s end punctuation. success” (Kent 409). A true man of the people and father to the poor, Carnegie gave away $180 million after which he established the Carnegie Corporation to promote the advancement . . . of knowledge among the people of the United States by aiding technical schools, institutions of higher learning, libraries, scientific research, hero funds, useful publications, and by such other agencies and means as shall form time to time be found appropriate therefore. (Kent 410) All in all, Carnegie donated 90 percent of his money—$324,657,399 (411). These gifts to society are at the heart of the hard-working middle-class American. Your conclusion could restate the following: your topic, your topic’s importance, your thesis, and your supporting points. Andrew Carnegie’s example of thrift and industry, optimism, realistic Social Darwinism, and risk taking, are the ingredients needed to be a successful capitalist. His example and life pursuits have been, and continue to be, an ideal for the poor American and the immigrant trying to make the American Dream a reality. Andrew Carnegie ordained the happy marriage between capitalism and humanitarianism. In so doing, he made himself the father of the American middle class. Parenthetical citation used for information from the previously cited source only requires the relevant page number. You do not need to repeat the name of the author. The Works Cited list begins on a new page. Center the title “Works Cited” without using quotation marks, underlining, bolding, or italicizing. If there is only one entry, title this page “Work Cited.” Catlin 6 The Works Cited page is a list of all the sources cited in your paper. Works Cited Blumin, Stuart M. “The Hypothesis of Middle-Class Formation in Nineteenth-Century America: A Critique and Some Proposals.” American Historical Review 90.2 (1985): 299-338. Print. Carnegie, Andrew. “Wealth.” North American Review CXLVIII (1889): 653-64. FURMAN: ANDREW CARNEGIE, WEALTH. Ed. Katie Morgan and T. Lloyd Benson. Furman U. n.d. Web. 3 Aug. 2009. MLA no longer requires giving the complete address of any Web sources you cite. After the title of the source, include the date the source was last modified (or “n.d.” for “no date”) and then the publication marker “Web” and then the date you accessed the source for your research. Kent, Zachary. Andrew Carnegie: Steel King and Friend to Libraries. New Jersey: Enslow, 1999. Print. McCloskey, Robert Green. American Conservatism in the Age of Enterprise, 1865-1910. New York: Harper, 1951. Print. “The Richest Man in the World: Andrew Carnegie.” Dir. Austin Hoyt. Narr. David Ogden Stiers. The American Experience. PBS. WGBH, Boston. 1997. Television. Walton, Gary M., and Hugh Rockoff. History of the American Economy. 9th ed. New York: Thomson, 2002. Print. For more help with writing techniques, visit these OWL pages: Introductions, Body Paragraphs, and Conclusions for Argument Papers: http://owl.english.purdue.edu/owl/resource/724/01/ Introductions, Body Paragraphs, and Conclusions for Exploratory Papers: http://owl.english.purdue.edu/owl/resource/728/01/ Essay Writing: http://owl.english.purdue.edu/owl/resource/685/01/ For more help with MLA, visit these OWL pages: MLA 2009 Formatting and Style Guide http://owl.english.purdue.edu/owl/resource/747/01/ MLA Update 2009 Overview http://owl.english.purdue.edu/owl/resource/557/15/ MLA now requires all sources to have a publication marker. For example, books and journal articles receive the marker “Print” after the citation. Websites receive the marker “Web,” and television broadcasts receive “Television,” etc. Your name, the professor’s name, the course number, and the date of the paper are doublespaced in 12-point, Times New Roman font. Dates in MLA are written in this order: day, month, and year. Angeli 1 Elizabeth L. Angeli Professor Patricia Sullivan English 624 14 December 2008 Green text boxes contain explanations of MLA style guidelines. Blue boxes contain directions for writing and citing in MLA style. Page numbers begin on and with page 1. Type your name next to the page number so that it appears on every page. Toward a Recovery of Nineteenth Century Farming Handbooks While researching texts written about nineteenth century farming, I found a few authors who published books about the literature of nineteenth century farming, particularly agricultural journals, newspapers, pamphlets, and brochures. These authors The introductory paragraph, or introduction, should set the context for the rest of the paper. Tell your readers why you are writing and why your topic is important. often placed the farming literature they were studying into an historical context by discussing the important events in agriculture of the year in which the literature was published (see Demaree, for example). However, while these authors discuss journals, newspapers, pamphlets, and brochures, I could not find much discussion about another important source of farming knowledge: farming handbooks. My goal in this paper is to bring this source into the agricultural literature discussion by connecting three agricultural handbooks from the nineteenth century with nineteenth century agricultural history. To achieve this goal, I have organized my paper into four main sections, two of If your paper is long, you may want to write about how your paper is organized. This will help your readers follow your ideas. which have sub-sections. In the first section, I provide an account of three important events in nineteenth century agric...
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Surname 1
Said Aldughaishi
Krista Royal
EAP 1851
11/30/18
Renewable Energy in Middle East
Introduction
There is a very urgent need to quit capitalizing the fossil fuel industry and embrace on
means of reducing the wasted energy and change of power supplies from natural gas, oil and coal
to solar, wind, geothermal, and other renewable sources of energy. This will help in increasing
the need for a renewable energy technology, energy efficiency, electric mobility, increasing
energy independence and developing digitalization movement as well as a universal carbon
structure for speeding an environment free from carbon emissions and rise of a middle class
globally. The aim of this research paper is to research renewable energy resources in the Middle
East, the rate at which energy is consumed and the advantages of employing the use of
renewable sources of energy. Renewable sources of energy are an excellent alternative source of
energy since it does not pollute the environment, its economical stable, it does not contribute
effect on greenhouse and global warming and is sustainable as it does not worn out (Al-Banna).
Currently, renewable energy is one of the popular energy systems in engineering and
scientist. There is quite a number of renewable energy across the globe which include the wind,
wave, hydro, solar and biomass. The clamor for renewable energy has risen significantly in the
Middle East which has been as a result of global warming and depletion of fossil fuel concerns.
Regional countries with extremely intensive environments in the basis of carbon emission and
energy usage. an example is that of United Arab Emirates and Saudi Arabia has implemented

Surname 2
methods through development strategies for production of clean energy in large-scale aimed at
lowering the rate of carbon footprint and to foster development The Renewable electricity
amounted to 14% of the total installed quantity and 12% more energy in comparison to electric
energy generated in the U.SA in the year 2012. There has been a rise in the installed renewable
energy to a capacity of 4.8% per year from the year 2000-2012 in the US. The cumulative
renewable energy instilled has increased up to 97% by the year 2012 which was measured in
gigawatts. The reduction in pollution rates and climate results to increased usage of renewable by
the year 2030 who could save a total of 4.2$ across the globe in every year. According to
Jacobson and Mark, on ‘A path to sustainable energy of the year 2030’they argued that country
should get rid of fossils fuel and employ the use of renewable energy such as water, wind, tidal,
and sun as a green and clean source of power that will exist for a long time (Jacobson and
Delucchi 58-65).
Energy resources in the Middle East
The resources used in the Middle East to generate sources of renewabl...


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