You have to follow the directions and your answer must be by your own words and please no plagiarism also the homeworrk should be printed and here is the directions
Homework 1 Questions: Chapter 15 (Foner, Give Me Liberty!)
Download this HW1 file: 311 O HW1.docx
Directions:

You should type your answers into this Word document (first download it to your desktop from Canvas), keeping both the original question and its number.
You’ll upload these completed homework questions/answers to our Canvas course by the Sunday 11:59PM deadline for credit.
Read the Homework Guide under our Week 3 module for more tips on how to improve your homework assignments.

NOTE: It is critical that the answers you provide are written in your own words. Only when you choose to quote directly from the textbook, may you borrow/copy the words of your author or his subjects, and then you must set out the copied/quoted material with quotation marks and page number reference noted in parenthesis at the end of the quote, e.g. (30). The point here is to develop the ability to discuss history in your own words, using occasional quotes with proper formatting. Anyone found to be copying words from the text and not properly quoting them will be penalized with a zero or reduced score for plagiarism.
Answer each of the following questions:

What visions of freedom did the former slaves and slaveholders pursue in the postwar South? (Hint: be sure to read the “Voices of Freedom” documents to help you with this).
How did black families, churches, schools, and other institutions contribute to the development of African-American culture and political activism in this period?
By what methods did southern whites seek to limit African-American civil rights and liberties?
Who provided the main political support for Reconstruction in Congress, and what was the specific intent of the fourteenth amendment?
Why did ownership of land and control of labor become major points of contention between former slaves and whites in the South?
How did the failure of land reform and continued poverty lead to new forms of servitude for both blacks and whites?
What caused the confrontation between President Johnson and Congress over Reconstruction policies?
In what sense did Reconstruction bring about a “Great Constitutional Revolution”?
The women’s movement split into two separate national organizations in part because the Fifteenth Amendment did not give women the vote. Explain why the two groups split.
What national issues and attitudes combined to bring an end to Reconstruction by 1877?

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Directions: Choose two of the following passages, one from each section. Write a well-developed paragraph for each passage you’ve selected. Your paragraphs should:

Explain what is happening in the passage.
Quote at least three important phrases from the passage and explain why you think they’re important, how they help readers to understand the passage, and how the phrases connect to the text as a whole.
When you are finished, you should have written two paragraphs, one corresponding to each passage you selected.

Section 1: The Book of Ruth

But Ruth replied, “Don’t urge me to leave you or to turn back from you. Where you go I will go, and where you stay I will stay. Your people will be my people and your God my God.

She asked him, “Why have I found such favor in your eyes that you notice me—a foreigner?”

Boaz replied, “I’ve been told all about what you have done for your mother-in-law since the death of your husband—how you left your father and mother and your homeland and came to live with a people you did not know before. May the Lord repay you for what you have done. May you be richly rewarded by the Lord, the God of Israel, under whose wings you have come to take refuge.”

Section 2: The Medea

Here she’s lived in exile with her husband / and children, and Medea’s presence pleased / the citizens. For her part, she complied / with Jason in all things. There is no greater / security than this in all the world: / when a wife does not oppose her husband. / But now there’s only hatred. What should be / most loved has been contaminated . . . / . . . / Poor Medea, mournful and dishonored, . . . / This disaster made her realize: / a fatherland is no small thing to lose.

Rulers are fierce / in their temperament; somehow, they will not be governed; / they like to have power, always, over others. / They’re harsh, and they’re stubborn. It’s better to live / as an equal with equals. I never would want / to be grand and majestic—just let me grow old / in simple security. Even the word / “moderation” sounds good when you say it. For mortals / the middle is safest, in word and in deed. / Too much is too much . . .

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implementation, maintenance, and training employees to use the systems are too expensive to be afforded by many doctors and health institutions. The issue of privacy and confidentiality of patient’s information is a major challenge. The number of professionals with access to patient’s information recorded, filed and stored in a health institution is limited within that proximity. With EHRs, information can be viewed any time by many health professionals, an aspect which discourages many patients. Moreover, information can be easily altered because EHRs are not centralized; thus medical professionals can access and modify data from other electronic systems.
There is a need for a centralized EHR because some systems are not compatible. Using technology is not a guarantee that information is safe. Sometimes, problems develop causing viruses or “crashes” in electronic systems. In such cases, information may be lost. Nurses, specialists, and doctors can make mistakes during data entry. The system may be confusing and time-consuming at the initial stages. Inability or unwillingness of employees to embrace the new technology may be a challenge. Failure of the systems, for instance because of power failure, discontinues operations for some period of time.

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