acmilical/nowbegin. do?CSRF_KEY=JDUR-52DN-726X-EH8E-5WD 4-NSDU-1D6L-ISP5 Eli Whitney saw replicas of his cotton gin at work on countless southern plantations. However, they were built without honoring the patent he held on the device that is, without his making any profit on this profitable idea. This prompted Whitney to remark that, "an invention can be so valuable as to be worthless to the inventor." Learning from this experience, Whitney turned his attention away from inventions and to his concept of mass production. In 1797, the government was worried about possible war with France. Forty thousand more muskets were needed than the 1,000- per-three-years produced by the national armory. Whitney reasoned that musket production was so slow because each musket was handmade, unique, and therefore impossible to construct or repair, except with parts specially made for each unit. The problem could be solved, he believed, if all the musket parts could be made uniform and manufactured by machine tools which could be operated by unskilled laborers. Then all the parts would be interchangeable, and anyone could assemble (as well as repair) a musket from a large supply of parts. With this idea in mind, he proposed delivering 10,000 muskets in two years. However, the time it would take to deliver the 10,000 muskets would stretch from his estimated two years to more than ten—this due to circumstances not connected to his proposed method. But in 1801, Whitney was able to prove his point in front of President-elect Thomas Jefferson and other officials, when those present randomly selected parts from dis-assembled muskets and, from them, assembled complete muskets. It was the beginning of the American system of mass production. Why did Whitney think his system of manufacturing muskets would be better than that used by the national armory? A Interchangeable parts would speed the assembly and repair of muskets. B Interchangeable parts would be easier to make. C More people would be employed in the factories. 717 Sunny - D Fewer people would be needed to assemble and repair the muskets, EPLA​

a) he encouraged islamic schools to introduce greek texts.

d) he invited greek scholars to teach their texts to the locals.

explanation:

what: when quoting a source, use the author’s words verbatim, or word-for-word. this means you shouldn’t change any grammar, punctuation, spelling, etc. put quotations around the words to tell your reader where the quote begins and where it ends.

you also need to acknowledge the author. for example, if using mla format for your research paper, you should have in-text citations with the author’s name and page number listed at the end of each quote.

when: use quotations to provide concrete examples to support your claims. using direct quotations is a great way to build your credibility on the subject. it’s also a good idea to quote your source when the author states things in a powerful way. if you think he or she said it best, then use the exact words to share the ideas.

example: in the short story “a jury of her peers”, mrs. hale compares mrs. wright to her caged bird, saying “she—come to think of it, she was kind of like a bird herself. real sweet and pretty, but kind of timid and—fluttery. how—she—did—change” (glaspell).

paraphrasing

what: paraphrasing differs from quoting because you restate the passage in your own words. since you don’t use the author’s words, you don’t need to use quotation marks. however, you still need to acknowledge the author for his or her ideas.

when paraphrasing a text, you should communicate the full meaning of the text; don’t change the meaning. it can be a condensed version of the text, or it could end up being longer than the source it’s paraphrasing.

when: you use paraphrasing when you take notes, or explain a chart or diagram to someone. paraphrasing highlight the important parts of a larger text. it also allows you to simplify the ideas for your readers.

example:

original: “it was no ordinary thing that called her away–it was probably further from ordinary than anything that had ever happened in dickson county. but what her eye took in was that her kitchen was in no shape for leaving: her bread all ready for mixing, half the flour sifted and half unsifted” (glaspell).

paraphrase: as mrs. hales walks around mrs. wright’s home, she notices that the kitchen is in disarray as if she was in the middle of baking bread (glaspell).

at hatfield elementary school, there are 504 students in 7 classes. each class has the same number of students. what is a good estimate of the number of students in each class?

jaklanebrhw wbosjdbrb wjoamenrhejapw dbxjosmabd. soa