Glendale Community College Citibank Balance Sheet Exam Practice Economics Assignment Help. Glendale Community College Citibank Balance Sheet Exam Practice Economics Assignment Help.
Is Citibank suffering from a liquidity or solvency problem given the current state of their balance sheet? (Provide a brief explanation in at least 2 sentences for full credit.)
Suppose that at a depositor at Citibank requests that $260,000 be transferred to another commercial bank. What problem is Citibank now facing and why are they facing this problem? Detail and describe at least one way Citibank can solve this problem. (Provide a brief explanation in at least 2 sentences for full credit.)
Suppose that Citibank goes to the Fed for a Discount Window Loan in the amount of $220,000. Which problem has been solved at Citibank? Why has it been solved? (Provide a brief explanation in at least 2 sentences for full credit.)
Which problem at Citibank still remains even after Citibank took out the Discount Window Loan? Why has it not been solved? (Provide a brief explanation in at least 2 sentences for full credit.)
What actions could the Fed take to solve Citibank’s problem. Describe these actions and how they would affect Citibank’s balance sheet. (Provide a brief paragraph for full credit.)
Glendale Community College Citibank Balance Sheet Exam Practice Economics Assignment Help[supanova_question]
IS 633 UMBC PLSQL Stored Procedure Project Computer Science Assignment Help
Q1.Write a PL/SQL procedure that given an order id, first check whether this order exists. If not, print an error message no such order. Then compute the total cost equals the sum of each item’s price * quantity in the order plus a 10% delivery fee. The procedure finally updates the g_order table to set the total column to the computed value (the initial total column has null value).
Q2.Write a PL/SQL procedure which takes a time interval x as input, and print out names of employees and IDs of deliveries whose actual delivery time is within plus or minus x of the planned delivery time. E.g., if planned delivery time is timestamp ‘2020-6-10 12:00:00.00’ and actual delivery time is timestamp ‘2020-6-10 12:10:00.00′, and x is interval ’15’ minute, then this delivery satisfies the condition.
create table G_emp
REPLACE INTO g_emp values(1, ‘Alice’);
REPLACE INTO g_emp values(2, ‘David’);
REPLACE INTO g_emp values(3, ‘Susan’);
REPLACE INTO g_emp values(4, ‘Nathan’);
create table g_customer
primary key (cid));
REPLACE INTO g_customer values(1, ‘Nancy’, ‘1234567890’,’123 west springs drive, Ellicott City’, ‘21043’);
REPLACE INTO g_customer values(2, ‘Ryan’, ‘2334561234’,’123 Hilltop Road’, ‘21022’);
REPLACE INTO g_customer values(3, ‘Ann’,’7653451010′,’11110 Baltimore National Pike’, ‘21042’);
create table g_item
REPLACE INTO g_item values(1,’egg’,’dozen’, 4.00);
REPLACE INTO g_item values(2,’milk’,’gallon’, 4.50);
REPLACE INTO g_item values(3, ‘ground beef’, ‘pound’, 3.50);
REPLACE INTO g_item values(4,’chicken drum sticks’,’2 pound pack’,3.00);
REPLACE INTO g_item values(5,’French bread’,’1 pack’,3.00);
create table g_order
foreign key (cid) references g_customer);
REPLACE INTO g_order values(1,1,timestamp ‘2020-6-2 11:00:00.00’, null);
REPLACE INTO g_order values(2,1,timestamp ‘2020-6-3 16:00:00.00’, null);
REPLACE INTO g_order values(3,2,timestamp ‘2020-6-4 20:00:00.00’, null);
REPLACE INTO g_order values(4,3,timestamp ‘2020-6-4 21:00:00.00’, null);
create table g_order_line
foreign key(oid) references g_order,
foreign key(iid) references g_item);
— order 1, egg, milk, bread
REPLACE INTO g_order_line values(1, 1, 2);
REPLACE INTO g_order_line values(1, 2, 1);
REPLACE INTO g_order_line values(1, 5, 2);
— order 2, beef and chicken
REPLACE INTO g_order_line values(2, 3, 2);
REPLACE INTO g_order_line values(2, 4, 2);
— order 3, milk, bread, chicken
REPLACE INTO g_order_line values(3, 2, 2);
REPLACE INTO g_order_line values(3, 4, 1);
REPLACE INTO g_order_line values(3, 5, 2);
— order 4, milk, bread,
REPLACE INTO g_order_line values(4, 2, 1);
REPLACE INTO g_order_line values(4, 5, 2);
create table g_delivery
foreign key(oid) references g_order,
foreign key(eid) references g_emp);
— two delivery for order 1
REPLACE INTO g_delivery values(1, 1, 1, timestamp ‘2020-6-3 11:00:00.00’, timestamp ‘2020-6-3 11:10:00.00’);
REPLACE INTO g_delivery values(2, 1, 2, timestamp ‘2020-6-4 16:00:00.00’, timestamp ‘2020-6-4 15:50:00.00’);
— one delivery for order 2
REPLACE INTO g_delivery values(3, 2, 1, timestamp ‘2020-6-4 15:00:00.00’, timestamp ‘2020-6-4 15:40:00.00’);
— two delivery for order 3
REPLACE INTO g_delivery values(4, 3, 3, timestamp ‘2020-6-5 16:00:00.00’, timestamp ‘2020-6-5 16:10:00.00’);
REPLACE INTO g_delivery values(5, 3, 2, timestamp ‘2020-6-6 14:00:00.00’, timestamp ‘2020-6-6 14:10:00.00’);
create table g_delivery_item
primary key(did, iid),
foreign key(did) references g_delivery,
foreign key(iid) references g_item);
REPLACE INTO g_delivery_item values(1,1);
REPLACE INTO g_delivery_item values(1,2);
REPLACE INTO g_delivery_item values(2,5);
REPLACE INTO g_delivery_item values(3,3);
REPLACE INTO g_delivery_item values(3,4);
REPLACE INTO g_delivery_item values(4,2);
REPLACE INTO g_delivery_item values(4,4);
REPLACE INTO g_delivery_item values(5,5);
SO 351 Grantham University Social Media, Internet and Our Youths Essay Business Finance Assignment Help
Our assignment this week will look more like a personal, journal reflection. It will incorporate your own connections, and applications to key terms, concepts, and ideas presented throughout the past 7 weeks (including material from our week 7 readings, lectures and videos). After choosing one topic listed below, please respond to the specific questions related to that topic in a 3-4 page, APA formatted essay. Keep in mind that there is no “right or wrong” response, but you should clearly share your connections while incorporating scholarly resources to enhance your personal viewpoints, experiences, and overall points.
Internet of Things (IoT)
Social Media and Networking
Internet/Social Media utilization and our youth
Address the following, connecting to the topic chosen:
1.Explain in detail why the topic chosen was important to you.
2.How does this topic encompass your current and future applications of technological developments in your personal life?
3.What challenges within this topic do you currently experience, or see as an obstacle in the future as continued changes take place?
4.What benefits encompassing this topic are you thankful for within your personal life, and/or foresee as helpful in the future.
5.Provide a brief plan sharing specific steps to overcome those obstacles, AND action steps you can implement in the future to ensure there is a balance between the utilization of technology and connection within humanity/society.
University of Oklahoma Federal Government in American Life Change Paper Humanities Assignment Help
How did the role of the federal government in American life change between World War I and World War II (c. 1919-1941)? Who were the key players in this transition, and what were the key events? How might we understand and describe the shifting role of the federal government across time? How were the activities of the federal government related to the expansion or limitation of American freedom?
In formulating your answer, choose three different individuals/groups that we have discussed in the middle section of the course (modules 6-9). Explain how each of them defined, explained, and imagined the proper place of the federal government in American economics, culture, and society. You should also compare these contrasting views of the role of government. What were the points of agreement and disagreement? Could multiple perspectives coexist, or were they mutually exclusive?
Be as specific as possible, and be sure to use the assigned readings to defend your answer.
- Be as specific as possible, and be sure to use the assigned readings to defend your answer.
- Answers that are too short or too long (more than 50 words in either direction) will lose points.
- Your answer must quote and cite at least three different documents from the required reading for Modules 6 through 9.
- Your answer will be checked for plagiarism using Turn-It-In.
- Your answer should be based on material covered in class lectures and in the assigned reading for this course. DO NOT CONSULT OTHER SOURCES. I do not want to know what Google tells you about this topic. All the information you need to answer this question can be found in the assigned reading and in your class notes.
Some tips on formatting and length:
- 750 words is not much! It’s about three double spaced pages (1” margins, 12 point font).
- Be brief, especially in your introductory paragraph. Get right to your argument, don’t waste words describing everything we’ve covered in the course. There’s no need to make sweeping statements like “Since the beginning of U.S. history….”
- The prompt asks several different (but closely related) questions. You do not need to answer each and every one of them, but you should try to address most of them (at least in passing) in your essay.
- Suggested format:
- 75 words: Introductory paragraph that ends with a clear thesis statement (that is, your argument and your answer to the question asked in the prompt).
- 200 words: body paragraph 1, which should contain your first example and a quotation from your first document.
- 200 words: body paragraph 2, which should contain your second example and a quotation from your second document. A transition paragraph between paragraphs should address the similarities/differences between your first and second example.
- 200 words: body paragraph 3, which should contain your third example and a quotation from your third document. A transition paragraph between paragraphs should address the similarities/differences between this example and your first two examples.
- 75 words: a concluding paragraph that compares your three examples and reiterates (not word-for-word!) your thesis from the introduction.
- You MUST introduce and contextualize your quotes. We’ve read dozens of documents this term. You must tell your reader what document you’re quoting.
- GOOD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right,” black residents of Nashville stated in a petition, “and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.” As these petitioners noted, the work of freedom remained incomplete, even after emancipation.
- BAD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right, and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.”
The second example is extraordinarily confusing for your reader. Who are you quoting? Are these your words? Introduce your quotes, and then explain them in your own words.
You should also try to avoid extended quotations. In almost all circumstances, you shouldn’t be quoting more than one or two sentences at a time. When you’re trying to quote a longer passage, intersperse your own words as necessary. When I see paragraph-length citations I start to worry that you’re just trying to fill up space…
Historians use Chicago Manual of Style, Humanities format. Use footnotes, not parenthetical/in-text citations.
Cite the documents from Eric Foner’s Voices of Freedom as follows:
Elizabeth Cady Stanton, “Home Life,” in Eric Foner, ed. Voices of Freedom, Vol. 2, 6th Edition (New York: W.W. Norton, 2020), 14-17.
- You do not need to cite my video lectures. Consider these to be common knowledge shared by the class.
- Submit your document as a Microsoft Word file – or a similar word processing file. Do not convert the file to a PDF.
- Late papers will lose 1/3 of a letter grade per 24 hours (i.e. A- becomes B+, C+ becomes C).
- Please include a word count on your paper.
Strayer University Target Market of You4Us Cheese Company Analysis Paper Business Finance Assignment Help
- Describe the target market for your chosen company, whether it’s based the snack food company scenario or a start-up company of your choosing. Be sure to include the following:
- Demographic Description: Age, income range, gender, family size, education, occupation, et cetera.
- Example: A likely user for X product is a male aged 25–34 who earns between $35,000 and $55,000 per year and has a four-year college degree.
- Geographic Description: Area you would like to serve, density (urban, rural), nature of location (mall, business center, et cetera), climate condition.
- Example: Atlanta.
- Lifestyle Description: Where do your customers shop, what do they do for leisure, what kind of clothes do they wear, what type of cars do they drive, et cetera?
- Psychographic Description: How would you describe your target market, for example, socially responsible, trendsetters, or fun-seeking?
- Purchasing Pattern Description: How will your target market use the product, how many times will they buy it, where do they buy the product, how do they pay for it, et cetera?
- Buying Sensitivities Description: What factors are important to the customer before they buy (price, quality, customer service. packaging, et cetera)?
- Demographic Description: Age, income range, gender, family size, education, occupation, et cetera.
Post at least one substantive comment to another student’s post.
- Textbook Chapter 7, “Target Market,” pages 105–122, provides additional detail about this topic.
- You will revise this week’s discussion post as part of your work on the Week 5 assignment, Marketing Plan and Budget.
With your response, include a brief description of your company: name, what business you are in, and the products or services you offer for
MGT 4471 Leadership Behavioral Analyst Paper Economics Assignment Help
You must submit a deliverable (minimum 1-2 pages) in the assigned team’s discussion forum (equivalent to a one to two page word document).You are encouraged to be original and creative in your delivery of information. Television personalities are a MUST! A sense of humor coupled with accurate research is encouraged. Each deliverable must be accompanied by a minimum of 2 documented sources (limited to the textbook and one additional academic source).
Leadership Behavioral analyst (Job C) Provides an analysis of 1 selected case application of choice to discuss among your peers. Selected minicases can be located at the end of each chapter. The selected case application should be selected from one of the two chapters assigned each week.
MGT 4471 Leadership Behavioral Analyst Paper Economics Assignment Help[supanova_question]
University of Phoenix Women in US History The Trial of Anne Hutchinson Case Study Humanities Assignment Help
Primary Source Assignment #1
Read the court transcript from the trial of Anne Hutchinson (1637). Answer each of the questions below. Answers should demonstrate that understood the question and that you have used the primary source in order to support your answers. Answers should contain material quoted from the document and/or the course textbook and provide analysis/explanation of how the quoted material supports your response. Answers should employ the standard rules of English spelling and grammar. When quoting, cite the court transcript and/or the Evans textbook in your response.
- How does the court try to portray Hutchinson as a woman who falls outside of the typical or accepted norms of Puritan society? Give at least two examples in your response. (Be sure to use the document and Evans textbook to defend your observations.)
- Why were the accusations of the court seen as both damaging and unusual as they pertained to Hutchinson? (Be sure to use both the document and Evans, Ch. 2 when responding.)
- What was Hutchinson’s demeanor as she responded to the court’s accusations regarding her religious activities falling outside of the norm? What tool does she use in her defense? Is her use of this tool effective in your opinion?
Transcript of the Trial of Anne Hutchinson (1637) follows. The document can also be accessed in PDF form by clicking on the link above.
Puritans founded the Massachusetts Bay Colony in hopes of creating a model of
Christian unity and order. However, in the 1630s, the Puritans confronted fundamental
disagreements over theology. Anne Hutchinson arrived in Boston in 1634 and was a
follower of John Cotton, who preached that salvation was achieved by faith alone, not by
good works. Such ideas threatened the authority of Massachusetts’ ministers and
magistrates. When Hutchinson began to hold meetings to discuss her theological views
with other women and with men, Puritan magistrates charged her with heresy. This
document is the transcript of her 1637 trial.
Gov. John Winthrop: Mrs. Hutchinson, you are called here as one of those that have
troubled the peace of the commonwealth and the churches here; you are known to be a
woman that hath had a great share in the promoting and divulging of those opinions that
are the cause of this trouble, and to be nearly joined not only in affinity and affection with
some of those the court had taken notice of and passed censure upon, but you have
spoken divers things, as we have been informed, very prejudicial to the honour of the
churches and ministers thereof, and you have maintained a meeting and an assembly in
your house that hath been condemned by the general assembly as a thing not tolerable nor
comely in the sight of God nor fitting for your sex, and notwithstanding that was cried
down you have continued the same. Therefore we have thought good to send for you to
understand how things are, that if you be in an erroneous way we may reduce you that so
you may become a profitable member here among us. Otherwise if you be obstinate in
your course that then the court may take such course that you may trouble us no further.
Therefore I would intreat you to express whether you do assent and hold in practice to
those opinions and factions that have been handled in court already, that is to say,
whether you do not justify Mr. Wheelwright’s sermon and the petition.
Mrs. Anne Hutchinson: I am called here to answer before you but I hear no things laid
to my charge.
Gov. John Winthrop: I have told you some already and more I can tell you.
Mrs. Anne Hutchinson: Name one, Sir.
Gov. John Winthrop: Have I not named some already?
Mrs. Anne Hutchinson: What have I said or done?
Gov. John Winthrop: Why for your doings, this you did harbor and countenance those
that are parties in this faction that you have heard of.
Mrs. Anne Hutchinson: That’s matter of conscience, Sir.
Gov. John Winthrop: Your conscience you must keep, or it must be kept for you.
Mrs. Anne Hutchinson: Must not I then entertain the saints because I must keep my
Gov. John Winthrop: Say that one brother should commit felony or treason and come to
his brother’s house, if he knows him guilty and conceals him he is guilty of the same. It is
his conscience to entertain him, but if his conscience comes into act in giving
countenance and entertainment to him that hath broken the law he is guilty too. So if you
do countenance those that are transgressors of the law you are in the same fact.
Mrs. Anne Hutchinson: What law do they transgress?
Gov. John Winthrop: The law of God and of the state.
Mrs. Anne Hutchinson: In what particular?
Gov. John Winthrop: Why in this among the rest, whereas the Lord doth say honor thy
father and thy mother.
Mrs. Anne Hutchinson: Ey Sir in the Lord.
Gov. John Winthrop: This honor you have broke in giving countenance to them.
Mrs. Anne Hutchinson: In entertaining those did I entertain them against any act (for
there is the thing) or what God has appointed?
Gov. John Winthrop: You knew that Mr. Wheelwright did preach this sermon and those
that countenance him in this do break a law.
Mrs. Anne Hutchinson: What law have I broken?
Gov. John Winthrop: Why the fifth commandment.
Mrs. Anne Hutchinson: I deny that for he [Mr. Wheelwright] saith in the Lord.
Gov. John Winthrop: You have joined with them in the faction.
Mrs. Anne Hutchinson: In what faction have I joined with them?
Gov. John Winthrop: In presenting the petition.
Mrs. Anne Hutchinson: Suppose I had set my hand to the petition. What then?
Gov. John Winthrop: You saw that case tried before.
Mrs. Anne Hutchinson: But I had not my hand to the petition.
Gov. John Winthrop: You have counseled them.
Mrs. Anne Hutchinson: Wherein?
Gov. John Winthrop: Why in entertaining them.
Mrs. Anne Hutchinson: What breach of law is that, Sir?
Gov. John Winthrop: Why dishonoring the commonwealth, Mrs. Hutchinson.
Mrs. Anne Hutchinson: But put the case, Sir, that I do fear the Lord and my parents.
May not I entertain them that fear the Lord because my parents will not give me leave?
Gov. John Winthrop: If they be the fathers of the commonwealth, and they of another
religion, if you entertain them then you dishonor your parents and are justly punishable.
Mrs. Anne Hutchinson: If I entertain them, as they have dishonored their parents I do.
Gov. John Winthrop: No but you by countenancing them above others put honor upon
Mrs. Anne Hutchinson: I may put honor upon them as the children of God and as they
do honor the Lord.
Gov. John Winthrop: We do not mean to discourse with those of your sex but only this:
you so adhere unto them and do endeavor to set forward this faction and so you do
Mrs. Anne Hutchinson: I do acknowledge no such thing. Neither do I think that I ever
put any dishonor upon you.
Gov. John Winthrop: Why do you keep such a meeting at your house as you do every
week upon a set day?
Mrs. Anne Hutchinson: It is lawful for me to do so, as it is all your practices, and can
you find a warrant for yourself and condemn me for the same thing? The ground of my
taking it up was, when I first came to this land because I did not go to such meetings as
those were, it was presently reported that I did not allow of such meetings but held them
unlawful and therefore in that regard they said I was proud and did despise all ordinances.
Upon that a friend came unto me and told me of it and I to prevent such aspersions took it
up, but it was in practice before I came. Therefore I was not the first.
Gov. John Winthrop: …By what warrant do you continue such a course?
Mrs. Anne Hutchinson: I conceive there lies a clear rule in Titus that the elder women
should instruct the younger and then I must have a time wherein I must do it.
Gov. John Winthrop: All this I grant you, I grant you a time for it, but what is this to the
purpose that you Mrs. Hutchinson must call a company together from their callings to
come to be taught of you?
Mrs. Anne Hutchinson: If you look upon the rule in Titus it is a rule to me. If you
convince me that it is no rule I shall yield.
Gov. John Winthrop: You know that there is no rule that crosses another, but this rule
crosses that in the Corinthians. But you must take it in this sense that elder women must
instruct the younger about their business and to love their husbands and not to make them
to clash Mrs. Hutchinson…
Mrs. Anne Hutchinson: Will it please you to answer me this and to give me a rule for
then I will willingly submit to any truth, Mrs. Hutchinson If any come to my house to be
instructed in the ways of God what rule have I to put them away?…. Do you think it not
lawful for me to teach women and why do you call me to teach the court?
Gov. John Winthrop: We do not call you to teach the court but to lay open yourself….
Gov. John Winthrop: Your course is not to be suffered for. Besides that we find such a
course as this to be greatly prejudicial to the state. Besides the occasion that it is to
seduce many honest persons that are called to those meetings and your opinions and your
opinions being known to be different from the word of God may seduce many simple
souls that resort unto you. Besides that the occasion which hath come of late hath come
from none but such as have frequented your meetings, so that now they are flown off
from magistrates and ministers and since they have come to you. And besides that it will
not well stand with the commonwealth that families should be neglected for so many
neighbors and dames and so much time spent. We see no rule of God for this. We see not
that any should have authority to set up any other exercises besides what authority hath
already set up and so what hurt comes of this you will be guilty of and we for suffering
Mrs. Anne Hutchinson: Sir, I do not believe that to be so.
Gov. John Winthrop: Well, we see how it is. We must therefore put it away from you or
restrain you from maintaining this course.
Mrs. Anne Hutchinson: If you have a rule for it from God’s word you may.
Gov. John Winthrop: We are your judges, and not you ours and we must compel you to
Mrs. Anne Hutchinson: If it please you by authority to put it down I will freely let you
for I am subject to your authority….
Deputy Gov. Thomas Dudley: I would go a little higher with Mrs. Hutchinson. About
three years ago we were all in peace. Mrs. Hutchinson, from that time she came hath
made a disturbance, and some that came over with her in the ship did inform me what she
was as soon as she was landed. I being then in place dealt with the pastor and teacher of
Boston and desired them to enquire of her, and then I was satisfied that she held nothing
different from us. But within half a year after, she had vented divers of her strange
opinions and had made parties in the country, and at length it comes that Mr. Cotton and
Mr. Vane were of her judgment, but Mr. Cotton had cleared himself that he was not of
But now it appears by this woman’s meeting that Mrs. Hutchinson hath so
forestalled the minds of many by their resort to her meeting that now she hath a potent
party in the country. Now if all these things have endangered us as from that foundation
and if she in particular hath disparaged all our ministers in the land that they have
preached a covenant of works, and only Mr. Cotton a covenant of grace, why this is not
to be suffered, and therefore being driven to the foundation and it being found that Mrs.
Hutchinson is she that hath depraved all the ministers and hath been the cause of what is
fallen out, why we must take away the foundation and the building will fall.
Mrs. Anne Hutchinson: I pray, Sir, prove it that I said they preached nothing but a
covenant of works.
Dep. Gov. Thomas Dudley: Nothing but a covenant of works. Why a Jesuit may preach
Mrs. Anne Hutchinson: Did I ever say they preached a covenant of works then?
Dep. Gov. Thomas Dudley: If they do not preach a covenant of grace clearly, then they
preach a covenant of works.
Mrs. Anne Hutchinson: No, Sir. One may preach a covenant of grace more clearly than
another, so I said….
Dep. Gov. Thomas Dudley: When they do preach a covenant of works do they preach
Mrs. Anne Hutchinson: Yes, Sir. But when they preach a covenant of works for
salvation, that is not truth.
Dep. Gov. Thomas Dudley: I do but ask you this: when the ministers do preach a
covenant of works do they preach a way of salvation?
Mrs. Anne Hutchinson: I did not come hither to answer questions of that sort.
Dep. Gov. Thomas Dudley: Because you will deny the thing.
Mrs. Anne Hutchinson: Ey, but that is to be proved first.
Dep. Gov. Thomas Dudley: I will make it plain that you did say that the ministers did
preach a covenant of works.
Mrs. Anne Hutchinson: I deny that.
Dep. Gov. Thomas Dudley: And that you said they were not able ministers of the New
Testament, but Mr. Cotton only.
Mrs. Anne Hutchinson: If ever I spake that I proved it by God’s word.
Court: Very well, very well.
Mrs. Anne Hutchinson: If one shall come unto me in private, and desire me seriously to
tell them what I thought of such an one, I must either speak false or true in my answer.
Dep. Gov. Thomas Dudley: Likewise I will prove this that you said the gospel in the
letter and words holds forth nothing but a covenant of works and that all that do not hold
as you do are in a covenant of works.
Mrs. Anne Hutchinson: I deny this for if I should so say I should speak against my own
Mr. Hugh Peters: That which concerns us to speak unto, as yet we are sparing in, unless
the court command us to speak, then we shall answer to Mrs. Hutchinson notwithstanding
our brethren are very unwilling to answer.
[The Governor says to do so. Six ministers then testify to the particular charges and that
she was “not only difficult in her opinions, but also of an intemperate spirit.”]
Mr. Hugh Peters:…. [I asked her] What difference do you conceive to be between your
teacher and us?… Briefly, she told me there was a wide and broad difference…. He
preaches the covenant of grace and you the covenant of works, and that you are not able
ministers of the New Testament and know no more than the apostles did before the
resurrection of Christ. I did then put it to her, What do you conceive of such a brother?
She answered he had not the seal of the spirit.
Mrs. Anne Hutchinson: If our pastor would shew his writings you should see what I
said, and that many things are not so as is reported.
Mr. Wilson: …what is written I will avouch Hutchinson.
[Mr. Weld agrees that Peters related Hutchinson’s words accurately]
Mr. Phillips: [after agreeing that Peters related Hutchinson’s words accurately]
Then I asked her of myself (being she spake rashly of them all) because she never heard
me at all. She likewise said that we were not able ministers of the New Testament and her
reason was because we were not sealed.
Mr. Simmes: Agrees that Peters related Hutchinson’s words accurately
Mr. Shephard: Also to Same.
[Mr. Eliot agrees that Peters related Hutchinson’s words accurately]
Dep. Gov. Thomas Dudley: I called these witnesses and you deny them. You see they
have proved this and you deny this, but it is clear. You say they preached a covenant of
works and that they were not able ministers of the New Testament; now there are two
other things that you did affirm which were that the scriptures in the letter of them held
forth nothing but a covenant of works and likewise that those that were under a covenant
of works cannot be saved.
Mrs. Anne Hutchinson: Prove that I said so.
Gov. John Winthrop: Did you say so?
Mrs. Anne Hutchinson: No, Sir, it is your conclusion.
Dep. Gov. Thomas Dudley: What do I do charging of you if you deny what is so fully
Gov. John Winthrop: Here are six undeniable ministers who say it is true and yet you
deny that you did say that they preach a covenant of works and that they were not able
ministers of the gospel, and it appears plainly that you have spoken it, and whereas you
say that it was drawn from you in a way of friendship, you did profess then that it was out
of conscience that you spake….
Mrs. Anne Hutchinson: …They thought that I did conceive there was a difference
between them and Mr. Cotton…. I might say they might preach a covenant of works as
did the apostles, but to preach a covenant of works and to be under a covenant of works is
Dep. Gov. Thomas Dudley: There have been six witnesses to prove this and yet you
[He then mentions a seventh witness, Mr. Nathaniel Ward.]
Mrs. Anne Hutchinson: I acknowledge using the words of the apostle to the Corinthians
unto him, (Mr. Ward) that they that were ministers of the letter and not the spirit did
preach a covenant of works.
Gov. John Winthrop: Mrs. Hutchinson, the court you see hath laboured to bring you to
acknowledge the error of your way that so you might be reduced, the time grows late, we
shall therefore give you a little more time to consider of it and therefore desire that you
attend the court again in the morning.
[The next morning]
Gov. John Winthrop: We proceeded… as far as we could… There were divers things
laid to her charge: her ordinary meetings about religious exercises, her speeches in
derogation of the ministers among us, and the weakening of the hands and hearts of the
people towards them. Here was sufficient proof made of that which she was accused of,
in that point concerning the ministers and their ministry, as that they did preach a
covenant of works when others did preach a covenant of grace, and that they were not
able ministers of the New Testament, and that they had not the seal of the spirit, and this
was spoken not as was pretended out of private conference, but out of conscience and
warrant from scripture alleged the fear of man is a snare and seeing God had given her a
calling to it she would freely speak. Some other speeches she used, as that the letter of the
scripture held forth a covenant of works, and this is offered to be proved by probable
[Discussion of whether the witnesses should be recalled and made swear an oath, as Mrs.
Hutchinson desired, is resolved against doing so]
Gov. John Winthrop: I see no necessity of an oath in this thing seeing it is true and the
substance of the matter confirmed by divers, yet that all may be satisfied, if the elders
will take an oath they shall have it given them….
Mrs. Anne Hutchinson: After that they have taken an oath I will make good what I say.
Gov. John Winthrop: Let us state the case, and then we may know what to do. That
which is laid to Mrs. Hutchinson charge is that, that she hath traduced the magistrates and
ministers of this jurisdiction, that she hath said the ministers preached a covenant of
works and Mr. Cotton a covenant of grace, and that they were not able ministers of the
gospel, and she excuses it that she made it a private conference and with a promise of
secrecy, &c. Now this is charged upon her, and they therefore sent for her seeing she
made it her table talk, and then she said the fear of man was a snare and therefore she
would not be affeared of them….
Dep. Gov. Thomas Dudley: Let her witnesses be called.
Gov. John Winthrop: Who be they?
Mrs. Anne Hutchinson: Mr. Leverett and our teacher and Mr. Coggeshall.
Gov. John Winthrop: Mr. Coggeshall was not present.
Mr. Coggeshall: Yes, but I was. Only I desired to be silent till I should be called.
Gov. John Winthrop: Will you, Mr. Coggeshall, say that she did not say so?
Mr. Coggeshall: Yes, I dare say that she did not say all that which they lay against her.
Mr. Peters: How dare you look into the court to say such a word?
Mr. Coggeshall: Mr. Peters takes upon him to forbid me. I shall be silent.
Mr. Stoughton (assistant of the Court): Ey, but she intended this that they say.
Gov. John Winthrop: Well, Mr. Leverett, what were the words? I pray, speak.
Mr. Leverett: To my best remembrance when the elders did send for her, Mr. Peters did
with much vehemency and intreaty urge her to tell what difference there was between
Mr. Cotton and them, and upon his urging of her she said “The fear of man is a snare, but
they that trust upon the Lord shall be safe.” And being asked wherein the difference was,
she answered that they did not preach a covenant of grace so clearly as Mr. Cotton did,
and she gave this reason of it: because that as the apostles were for a time without the
spirit so until they had received the witness of the spirit they could not preach a covenant
of grace so clearly.
Gov. John Winthrop: Don’t you remember that she said they were not able ministers of
the New Testament?
Mrs. Anne Hutchinson: Mr. Weld and I had an hour’s discourse at the window and then
I spake that, if I spake it…
Gov. John Winthrop: Mr. Cotton, the court desires that you declare what you do
remember of the conference which was at the time and is now in question.
Mr. Cotton: I did not think I should be called to bear witness in this cause and therefore
did not labor to call to remembrance what was done; but the greatest passage that took
impression upon me was to this purpose. The elders spake that they had heard that she
had spoken some condemning words of their ministry, and among other things they did
first pray her to answer wherein she thought their ministry did differ from mine. How the
comparison sprang I am ignorant, but sorry I was that any comparison should be between
me and my brethren and uncomfortable it was. She told them to this purpose that they did
not hold forth a covenant of grace as I did. But wherein did we differ? Why she said that
they did not hold forth the seal of the spirit as he doth. Where is the difference there? Say
they, why saith she, speaking to one or other of them, I know not to whom.
You preach of the seal of the spirit upon a work and he upon free grace without a work or
without respect to a work; he preaches the seal of the spirit upon free grace and you upon
a work. I told her I was very sorry that she put comparisons between my ministry and
theirs, for she had said more than I could myself, and rather I had that she had put us in
fellowship with them and not have made that discrepancy. She said, she found the
This was the sum of the difference, nor did it seem to be so ill taken as it is and
our brethren did say also that they would not so easily believe reports as they had done
and withal mentioned that they would speak no more of it, some of them did; and
afterwards some of them did say they were less satisfied than before. And I must say that
I did not find her saying that they were under a covenant of works, nor that she said they
did preach a covenant of works.
[Discussion between Rev. John Cotton, trying to defend Mrs. Hutchinson, and Mr.
Peters, about exactly what Mrs. Hutchinson said]
Mrs. Anne Hutchinson: If you please to give me leave I shall give you the ground of
what I know to be true. Being much troubled to see the falseness of the constitution of the
Church of England, I had like to have turned Separatist. Whereupon I kept a day of
solemn humiliation and pondering of the thing; this scripture was brought unto me—he
that denies Jesus Christ to be come in the flesh is antichrist. This I considered of and in
considering found that the papists did not deny him to be come in the flesh, nor we did
not deny him—who then was antichrist? Was the Turk antichrist only? The Lord knows
that I could not open scripture; he must by his prophetical office open it unto me. So after
that being unsatisfied in the thing, the Lord was pleased to bring this scripture out of the
Hebrews. He that denies the testament denies the testator, and in this did open unto me
and give me to see that those which did not teach the new covenant had the spirit of
antichrist, and upon this he did discover the ministry unto me; and ever since, I bless the
Lord, he hath let me see which was the clear ministry and which the wrong.
Since that time I confess I have been more choice and he hath left me to
distinguish between the voice of my beloved and the voice of Moses, the voice of John
the Baptist and the voice of antichrist, for all those voices are spoken of in scripture. Now
if you do condemn me for speaking what in my conscience I know to be truth I must
commit myself unto the Lord.
Mr. Nowel (assistant to the Court): How do you know that was the spirit?
Mrs. Anne Hutchinson: How did Abraham know that it was God that bid him offer his
son, being a breach of the sixth commandment?
Dep. Gov. Thomas Dudley: By an immediate voice.
Mrs. Anne Hutchinson: So to me by an immediate revelation.
Dep. Gov. Thomas Dudley: How! an immediate revelation.
Mrs. Anne Hutchinson: By the voice of his own spirit to my soul. I will give you
another scripture, Jeremiah 46: 27-28—out of which the Lord showed me what he would
do for me and the rest of his servants. But after he was pleased to reveal himself to me I
did presently, like Abraham, run to Hagar. And after that he did let me see the atheism of
my own heart, for which I begged of the Lord that it might not remain in my heart, and
being thus, he did show me this (a twelvemonth after) which I told you of before….
Therefore, I desire you to look to it, for you see this scripture fulfilled this day and
therefore I desire you as you tender the Lord and the church and commonwealth to
consider and look what you do.
You have power over my body but the Lord Jesus hath power over my body and
soul; and assure yourselves thus much, you do as much as in you lies to put the Lord
Jesus Christ from you, and if you go on in this course you begin, you will bring a curse
upon you and your posterity, and the mouth of the Lord hath spoken it.
Dep. Gov. Thomas Dudley: What is the scripture she brings?
Mr. Stoughton (assistant to the Court): Behold I turn away from you.
Mrs. Anne Hutchinson: But now having seen him which is invisible I fear not what man
can do unto me.
Gov. John Winthrop: Daniel was delivered by miracle; do you think to be deliver’d so
Mrs. Anne Hutchinson: I do here speak it before the court. I look that the Lord should
deliver me by his providence…. (because God had said to her) though I should meet with
affliction, yet I am the same God that delivered Daniel out of the lion’s den, I will also
Mr. Harlakenden (assistant to the Court): I may read scripture and the most glorious
hypocrite may read them and yet go down to hell.
Mrs. Anne Hutchinson: It may be so….
Gov. John Winthrop: I am persuaded that the revelation she brings forth is delusion.
[Trial transcript reads:] All the court but some two or three ministers cry out, we all
believe it—we all believe it.
Gov. John Winthrop: The court hath already declared themselves satisfied concerning
the things you hear, and concerning the troublesomeness of her spirit and the danger of
her course amongst us, which is not to be suffered. Therefore if it be the mind of the court
that Mrs. Hutchinson for these things that appear before us is unfit for our society, and if
it be the mind of the court that she shall be banished out of our liberties and imprisoned
till she be sent away, let them hold up their hands.
(All but three did so.)
Gov. John Winthrop: Mrs. Hutchinson, the sentence of the court you hear is that you
are banished from out of our jurisdiction as being a woman not fit for our society, and are
to be imprisoned till the court shall send you away.
Mrs. Anne Hutchinson: I desire to know wherefore I am banished?
Gov. John Winthrop: Say no more. The court knows wherefore and is satisfied.
NUFS 139 SJCC Hunger and Environmental Science Nutrition Writing Discussion Science Assignment Help
Each speaker in the following two videos offers a different solution to the problem of hunger and poverty on a global level.
I would like you to briefly summarize the main points provided by each speaker, and then discuss the pros and cons of each idea in detail, following this format:
Josette Sheeran: Summary, discuss pros and cons
Esther Duflo: Summary, discuss pros and cons
Tell me which of the two speakers you think has a “better” solution and why.
Please submit your typed, double-spaced paper into Canvas. >500 words, please note word count.
https://www.ted.com/talks/josette_sheeran_ending_hunger_now#t-67283 (Links to an external site.)
https://www.ted.com/talks/esther_duflo_social_experiments_to_fight_poverty (Links to an external site.)
NOTE: I will have to submit this writing on turnitin, so please be careful with plagiarism.
A System of Intensive Food Production Questions Humanities Assignment Help
write a genuine response that lets me know in general how you felt about the content.Your response should be at least one full page, MLA format at a minimum.
Questions to answer if you need some guidance:
What is a summary of the film?
How did it make you feel?
What is/are the Film’s goal(s)?
Who is the intended audience?
What did you learn (if anything)?
Did you find any interest in the film), or did it bore you?
How can you take something you learned or an idea that sparked while watching, and enhance your own upcoming Imagined Spaces project?
ACC Environmental Science Marine Mammals in Puget Island Discussion Science Assignment Help
The purpose of the Module 3 Lab is to explore and evaluate management decisions for the orca population and how they would affect the Puget Sound biological community.
You will have the opportunity to develop skills/knowledge in:
- defining key concepts in community ecology
- relating the resident orca whale community to the health of the Puget Sound ecosystem, such as in nutrient cycling, population control and energy flow
- identifying the reasons for the decline of resident orca whales
- evaluate environmental actions to recover the orca population and preserve their role in the biological community in Puget Sound
In order to complete this module, you will complete the following tasks:
- Compose a 1-page (1.5 line spacing, 12 pt font) letter to a news source of your choice. Spend roughly half of your letter explaining the role of orca whales in the community of organisms that inhabit Puget Sound. (I’m looking to see what you’ve learned about community ecology in this part of the letter). Spend the last half of your letter identifying which one solution you think we, the governor and/or the region needs to focus on regarding the recovery of the orca population. You can choose from one of the Orca Task Force’s recommendations (listed on our What to do Module 3 page) or a different aspect of orca conservation. Many scientists don’t believe the conservations efforts go far enough. I highly recommend strengthening and supporting your argument by utilizing one or more of the following resources:
- Crosscut: The Orca Task Force finally has a plan. Will it work? (Criticizing the Orca Task Force for not going far enough)
- Center for Whale Research: Restoring salmon runs, not politics, will save southern resident killer whales (More criticism!)
- Southern Resident Task Force Report and Recommendations
- NOAA Report: 10 Years of Research and Conservation
- Make sure to utilize quotes, facts and concepts rather than opinion alone. Include your sources at the end of your letter.
- Submit your letter on using this word document assignment
Use the following criteria/tips for success:
- Reference the grading rubric for this assignment
- Don’t forget that you have a lab group discussion page!
Use the following criteria/tips for success:
- Reference the grading rubric for this assignment
- Don’t forget that you have a lab group discussion page!