open response open recovery essay brainly

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Opinion: Open response, open recovery

As governments move to the recovery phase of the pandemic, open practices could help build trust and ensure that massive stimulus packages are used for their intended purposes, according to this op-ed.

The government of New Zealand recently announced victory against COVID-19  — a rare declaration when infections continue to rise globally. South Korea and Taiwan have also achieved notable successes.

Rare indeed — but revealing.

Watch: Increasing transparency around COVID-19 funding

A lack of transparency and accountability around COVID-19 funding announcements means it is difficult to follow the funds. Devex convened an online event on how to increase transparency.

While this battle is far from over, these early successes largely stem from swift, decisive, and open government approaches that earned citizen trust and engagement. Efforts like social distancing, stay-at-home orders, and contact tracing are only as effective as the trust people place in their government. And that trust will be vital as governments unleash massive stimulus packages to reopen economies. In the critical weeks and months ahead, it is imperative that governments see citizens not as passive beneficiaries of governmental action, but rather as vital agents and partners.

Open government can serve as a bridge of mutual trust. Making government transparent, participatory, and responsive can empower citizens, businesses, and others through reliable information and engagement opportunities to shape and oversee an “open response, open recovery” approach that saves lives and livelihoods.

Ongoing coronavirus responses show two concrete ways in which open government saves lives.

First, it is key to curbing contagion. In New Zealand, South Korea, and Taiwan , proactive and reliable disclosure and directives from the government built trust and empowered citizens to take mitigating actions, saving lives. In contrast, in China, Iran, and the U.S. , initial political denial delayed disclosure of threats to citizens — costing lives. Across countries, the core imperative remains for governments to be trustworthy and honest, so citizens can take measured and responsible actions.

Second, open government is essential to effectively procuring lifesaving medical supplies with speed , while mitigating the risks of price gouging, corruption, and counterfeits. As New York desperately struggled to acquire ventilators, it paid — through an opaque contract — a whopping $69 million for nearly 1,500 ventilators , amounting to triple the retail price. Tragically, none were even delivered.

Open procedures can mitigate risks and build trust. For instance, in Paraguay  and Colombia , the government publishes emergency contracts as open data that civil society monitors, including by tracking price differences for COVID-19 supplies.

As governments move to the recovery phase, four concrete open practices can continue to build trust and ensure that massive stimulus packages are used for their intended purposes.

As scientists scramble to find an antidote to COVID-19 to protect individuals, openness can be an antidote to bolster society in the wake of the pandemic.

First, open budgets allow for independent and public oversight, ensuring citizens are able to follow the money. This approach was used in disclosing the budget in a searchable, open-source format for the $800 billion American Recovery and Reinvestment Act of 2009 .

Second, open contracts save money, fight corruption, and spur economic activity. Ukraine discloses all contracts as open data on an online platform  where citizens can report violations. In two years, citizens reported 14,000 violations, the government saved $1 billion, 82% of entrepreneurs reported reduced corruption, and there was a 50% increase in contract bids, including from small and medium-sized enterprises.

Third, transparency and public oversight in lobbying and company ownership  can ensure that public funds and bailouts are not captured by the politically connected. Public registries of meetings and gifts between lobbyists and public officials, such as what Ireland instituted to curb influence peddling after its 2008 financial crisis, can empower citizens to thwart opaque backroom deals and democratize their access to policymakers.

Public registries can also be used to record the real owners of companies, including those registered in tax havens. This information can support the decisions of countries like Denmark and Canada  to ensure COVID-19 bailout funds are not available to companies registered offshore.

Fourth, transparency in safety nets, as well as engagement and oversight by groups representing the least resilient, can ensure that these funds actually reach the intended beneficiaries. For instance, the Philippines government has released a $4 billion “social amelioration package” for COVID-19 . But ensuring these precious resources are not siphoned by corruption and actually reach the targeted 18 million vulnerable — senior citizens, people with disabilities, pregnant women, indigent indigenous people, and the unemployed — will require transparency and oversight on who is eligible and a citizens’ grievance redressal mechanism, mediated by the vigilant Filipino civil society and overseen by formal accountability institutions.

Underpinning an open response and open recovery must be the protection of civil liberties and human rights. Where measures are taken to restrict freedoms to curb contagion, they must be proportionate, relevant, available for all to scrutinize, and time-bound. Citizens need civic space to freely shape and oversee the recovery as integral partners of government.

Lessons can be learned from South Korea, where — after candlelight protests by millions of citizens in Gwanghwamun Square brought down the corrupt administration — the new government invited them back to the square as partners to propose policies that respond to their needs. That spirit of proactively opening civic spaces — as well as protecting the whistleblowers, scientists, and independent media vital for speaking truth to power — is essential to coronavirus recovery.

As scientists scramble to find an antidote to COVID-19 to protect individuals, openness can be an antidote to bolster society in the wake of the pandemic. It can bind government and citizenry in a new social compact based on mutual trust that can drive effective and lasting change. “Open response, open recovery” will not only help tackle the current crisis, but it will also usher in a longer-term shift that puts citizens at the heart of governance in a post-pandemic era.

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Open response + Open recovery: the new Open Government Partnership (OGP) campaign

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Home » Open response + Open recovery: the new Open Government Partnership (OGP) campaign

The  Government Partnership (OGP) has launch  their new campaign:   Open Response + Open Recovery.  The main goal of this initiative is to promote accountability, transparency and inclusivity through an open virtual  platform  that collects and share  useful resources that the OGP, and their partners, are creating, curating and putting into practise, as a response to recovery from the COVID-19 crisis. 

The pandemic, is globally straining  government leaders, the health and sanitary system, the civil society, the economic system, workers, as well as, those who are staying at home, so   Open Response + Open Recovery,   intends that this virtual forum, ensure that civil society has a voice in the decision making process made by the governments and political leaders.

You can join the campaign on social media with #openresponse and #openrecovery and by visiting opengovpartnership.org/open- response . 

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Given :   1/16 ÷ 1/81 + - 1/8

To find:  multiplicative inverse

a multiplicative inverse  is basically a reciprocal

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1/16 ÷ 1/81 + -1/8

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

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Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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What's an open response assessment (ora).

• When will I get my grade?
• Can I preview or practice an open response assessment?
• When is my open response assessment due?
• Steps in an Open Response Assessment (ORA) assignment
• Submit a file with your ORA response
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• Assess peer responses
• Assess your own response
• View your submitted response

• April 25, 2024 11:14

We invite you to  answer a survey on improvements  we may make to open response assessment grading in future.

An open response assessment (ORA for short) is an assessment type that allows you to submit:

• written essays
• file attachments such as a PDF or image (read more: Submit a file with an ORA response )
• links to work outside of edX.org (such as a lab notebook)

When you submit a response to an ORA, your submission may be reviewed and graded by:

• yourself! This is called the self grading step .
• your peers in the course. This is called the peer grading step .  You will be required to review your peers' submissions, and you might have to wait a while for a grade from your peers.
• your instructors. This is called the staff grade step . You might have to wait a while for a grade from course staff.

The required review steps may be any combination of self assessment, peer assessment, or staff grades. There may also be a training step to guide you through how to submit.

• Why can't I submit my peer reviews?
• Why can't I upload a file to my open response assessment?

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The act was signed in the year 2009 by the President Obama in the energy sector of the nation.

Read more on President Obama here: https://brainly.com/question/11316070

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The outcome of the Berlin blockade was that of the creation of East Germany that soon followed. Also before the end of the blockade, the Western Allies had created the North Atlantic Treaty Organization (NATO).

If a school wanted to seek funding for ecofriendly technologies for their school, which of the following reports would be most useful for them to provide on the application? a record of the school's operational data documentation of the number of students in attendance tax forms showing teacher and staff salaries architectural plans for a new science lab for the school

Let's look at the two that you can eliminate without much worry. B and C are not going to say much about ecofriendly technologies.

It's between the New Science Lab and A record of Operational Data. The Operational Data might given you a hint about the need to reduce costs, but it won't say much about how to do it.

I would pick D. The science lab has the best chance of employing alternate ways of looking for cost control using ecofriendly technologies. It is a lab after all, and that is the first place one should seek the most modern ideas.

What was the purpose of the Gentlemen's Agreement between Japan and the United States?

Write a poem inspired by MLK and Malcolm X’s philosophies. I’m not good at writing poems, so I have no idea how to do it. I’d really appreciate the help. It’s supposed to be one poem inspired by both of their philosophies. I’m in Grade 11. There needs to be enough stanzas to showcase both of their philosophies. I was told that a standard poem is 5 stanza’s. My teacher thinks that it might take 10 then, but she said that it just needs to be enough to showcase both of their philosophies.

What happened to Germany after hitler and WWII? two pages

he is deid because that is delicate

how did the childs crusade end ?

Explain the role of three leaders in the mayan society.

The Japanese planned to continue advancing and taking islands in the Pacific. Which of the following losses changed that plan? Japan’s loss of aircraft carriers in the Battle of Midway. Japan’s loss of its naval base on the island of Midway. Japan’s loss of its airfield on Guadalcanal. Japan’s loss of ships and planes in the Coral Sea.

The Japanese planned to continue advancing and taking islands in the Pacific. Japan’s loss of aircraft carriers in the Battle of Midway changed that plan. Thus, option 'A' is the correct option.

The invasion's landing craft was to be sunk by the Japanese before they reached the beaches. Roughly 5,000 conventional aircraft and a variety of dead vehicles, including about 5,500 kamikaze planes, 1,300 lost submarines, and several hundred piloted bombs, were set aside by Japan for this purpose. There were also explosive-clad frogmen who would blow up landing boats as well as themselves.

The Imperial Army divisions would be ready to battle to the end when the invaders reached the coast . Armed with bamboo spears that had been sharpened, civilians were recruited to fight alongside the military. The inhabitants of Saipan who had leapt over cliffs rather than surrendered were held up by the authorities as an example to residents of the larger islands.

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What did Thomas Jefferson do wrong as president

He abused his executive power notably with one of the largest purchases made in the U.S history. This purchase was of Louisiana (which belonged to France at the time) for 15 mil which today would be $545,893,670.89. That's a whole lotta money!!  Anyways, this was a major no-no and the purchase of the state was double what the whole of the U.S was worth so you probably get it.

According to the passage, what is the meaning of "Tax Freedom Day”

Hello always here to help!!

_____________________________

For taxpayers and policymakers, Tax Freedom Day is noteworthy because it marks the amount of time that all Americans must work in order to pay the nation's tax burden. Tax Freedom Day is on April 16 this year, which is 105 days into the year.

______________________________

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Can someone please answer this, ill give you brainliest Would be very appreciated.

d) equal protection

It was declared by the Supreme Court that VMI had to accept women who could fulfill all of the physical and other qualifications.

Answer: d) equal protection

Read the passage below and answer the question.

Which of these principles of law most likely influenced the Supreme Court's decision?

equal protection

PLS HELP! WILL GIVE BRAINLIEST! Drag each label to the correct location. Match each position on an issue with the section of the United States that favored that position before the Civil War. - low land prices high land prices favored slavery favored non-slave labor high tariffs on imported goods low tariffs on imported goods favored construction of transportation systems resisted construction of transportation systems North Only South Only North and West South and West

The North - low land prices. The distribution of land in the North enables almost everyone to own a piece of land.

The South - High land prices. Contrary to the North, land is not evenly distributed among people. The rich have more access to land

The South - favored slavery. The South where the land owning is limited, there is more labor slavery of the few rich Farmer.

The North - favored non-slave labor. Almost everyone owns land in the North, so it is non - slave labor.

The North - High tariffs on imported goods. The quest for industrialization and development led to increase in tarrifs on imported goods.

The South - Low tariffs on imported goods. The South lowered their import tarrifs in order to import more machines for agricultural purpose.

The North - Favored construction of transportation systems. This is done to improve the transportation of agricultural products.

The South - Resisted the construction of transportation systems. They do not have good transportation system which hinders their movement from one place to another.

Low land prices are in the north. The North's land distribution makes it possible for practically everyone to possess some land. High land costs in the South . Land is not distributed equally among the population as it is in the North. The wealthy have more access to land.

The South was pro-slavery. More labor enslavement of the few wealthy Farmers exists in the South where land ownership is scarce.

The election of Abraham Lincoln as president of the United States in 1860, who opposed the spread of slavery into the western territories , brought decades of political conflict regarding slavery to a peak.

After Lincoln's win , the first seven slave states in the South seceded from the Union and established the Confederacy in February 1861.

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Which occurred in the United States in the decades after World War II? A.) high unemployment B.) the civil rights movement C.) the rise of fascism D.) economic depression

B.) the civil rights movement

A.) is incorrect because high unemployment occurred during the Great Depression (1929-1939). During and after the war, the United States saw very low levels of unemployment due to the jobs the war created and the booming economy.

B.) is correct because this movement occurred during the 1950's and 60's. World War II took place from 1939 to 1945.

C.) is incorrect because the rise of fascism occurred after World War I and is considered to have ended with the close of World War II.

D.) is incorrect because a large economic depression, known as the Great Depression, took place before World War II. In fact, the United States' economy flourished in the decades following the war.

I would say B The civil rights movement

Good day! :D

New Arts and Sciences Faculty: Fall 2024

An outstanding group of new faculty will join the School of Arts and Sciences for the Fall 2024 semester.

Amarildo “Lilu” Barbosa, Diversity, Equity, Inclusion, and Justice Leadership

Amarildo “Lilu” Barbosa is a Senior Lecturer and Program Director in the Diversity, Equity, Inclusion, and Justice Leadership program. He comes to Tufts from the Harvard T.H. Chan School of Public Health where he was the Chief Diversity, Inclusion, and Belonging Officer. Prior to that, Barbosa was the Chief Diversity Officer at Lesley University and the Directory of the Office of Multicultural Affairs and Student Inclusion. His academic interests have focused on strategic diversity leadership, professional development, and organizational learning and capacity building. He received his PhD from Lesley University.    

Jonah Bloch-Johnson, Earth and Climate Sciences

Jonah Bloch-Johnson is the Chang Family Assistant Professor in the Department of Earth and Climate Sciences. He comes to Tufts from a Postdoctoral Researcher position at the United Kingdom’s National Centre for Atmospheric Science at the University of Reading. Bloch-Johnson studies nonlinear climate dynamics, which explores the ways in which the climate’s response to disturbances such as humanity’s CO 2 emissions can become stronger or weaker over time. His work has received funding from the National Science Foundation and has been published in  Journal of Advances in Modeling Earth Systems  and  Climate Dynamics,  among others .  He received his PhD from the University of Chicago. 

Alexandra Collins, Community Health

Alexandra Collins is an Assistant Professor in the Department of Community Health. She comes to Tufts from Brown University School of Public Health where she was an Assistant Professor in the Department of Epidemiology. Her community-based research examines social, structural, and environmental drives of health outcomes among people who use drugs, and evaluates substance use-related interventions. She previously worked at the British Columbia Centre on Substance Use and the British Columbia Centre for Excellence in HIV/AIDS. Her work has been published in journals such as  International Journal of Drug Policy, Journal of Urban Health , and  Social Science & Medicine and has informed drug policy related to decriminalization and the establishment of overdose prevention centers. She received her PhD from Simon Fraser University in Canada. 

Simone Dufresne, Child Study and Human Development

Simone Dufresne is a Lecturer in the Eliot-Pearson Department of Child Study and Human Development. She recently completed her PhD at Tufts with a dissertation titled “Navigating Tufts for Neurodivergent Students: Developing, Implementing, and Evaluating a Workshop Series at a U.S. University.” Her research focuses on how autistic individuals understand themselves and their place in society, and how interventions can support this development. She has been working in the autism field supporting youth and families for over 10 years. 

Jeremy Eichler, Music

Jeremy Eichler is the Cummings Assistant Professor in the Department of Music. He is a writer, scholar and critic .  Before joining Tufts, Eichler was the Chief Classical Music Critic for  The Boston Globe , a position he held for 18 years. He has multiple Pulitzer Prize nominations in Criticism for his work at the  Globe.  Eichler is the author of  Time’s Echo: The Second World War, the Holocaust, and the Music of Remembrance  (Alfred A. Knopf and Faber, 2023), which was the winner of three National Jewish Book Awards and named a notable book of 2023 by  The   New Yorker, The New York Times,  and NPR. In 2018 he was named a National Endowment for the Humanities Public Scholar and is a recipient of an ASCAP Deems Taylor Award for music criticism. He also received a fellowship from Harvard’s Radcliffe Institute for Advanced Study. Eichler’s criticisms and essays have appeared in  The New Yorker, The News Republic, The Times of London, The Nation, Vanity Fair, The Washington Post, The Los Angeles Times, Newsday, The Forward,  and  Slate.  He holds a PhD from Columbia University.  

Anne Fast, Psychology

Anne Fast is a Lecturer in the Department of Psychology. She joins Tufts after faculty positions at Western Washington University and Clark University. She has extensive teaching and advising experience, and has also served as a departmental coordinator for graduate teaching assistants. At Tufts, she will be teaching courses in statistics for the behavioral sciences, developmental psychology, and gender development, among others, as well as advising students in all 5 of our undergraduate majors .  Her research interests include prosocial behavior, morality, social cognitive development, and gender development. She received her PhD from the University of Washington.

Isabela Fraga, Romance Studies

Isabela Fraga is an Assistant Professor in the Department of Romance Studies. She comes to Tufts from Stanford University where she was a Postdoctoral Mellon Fellow at Stanford Humanities Center and a Lecturer of Iberian and Latin American Cultures. Her research explores issues of personhood, subjectivity, and language in the context of chattel slavery in Latin America and the Spanish CaribbeanSpecifically, her book project traces a century-long genealogy of writings concerned with the affective lives of enslaved and free people of African descent in Brazil and Cuba, the two most lucrative coffee- and sugar-producing regions of the nineteenth-century Atlantic world.   Fraga received her PhD in Hispanic and Luso-Brazilian Studies from the University of Chicago.

Fatima Aysha Hussain, Biology

Fatima Aysha Hussain is an Assistant Professor in the Department of Biology. Before coming to Tufts, she was a Postdoctoral Research Scientist at the Ragon Institute of MGH, MIT, and Harvard. In 2021 she was awarded the Schmidt Science Fellowship. Her lab at Tufts will study the ecology and evolution of microbes living in the human vagina with the aim of using this research to design ecologically-informed microbial therapies for women’s health. She received her PhD from MIT, where she studied virus-bacteria interactions in the ocean. At Tufts she will be designing a new Virology course and co-teaching the Microbiology Lab. Her research has been published in journals such as  Nature, Science,  and  Nature Microbiology.

Jordan Jurinsky, Child Study and Human Development

Jordan Jurinsky is an Assistant Professor in the Eliot-Pearson Department of Child Study and Human Development. He recently received his PhD from Vanderbilt University with a dissertation titled “Dynamic ecology of adolescent recovery: A mixed methods exploration of the individual, family, and school contexts of adolescent alcohol use recovery.” His interdisciplinary research examines how social contexts, such as peers, families, schools, and communities, impact the addiction recovery process of adolescents and young adults, with an emphasis on health equity and action research. He is also the Director of the Systematic Evaluation of the Association of Recovery Schools, which is developing and iterating a nation-wide data infrastructure for recovery high schools. He has published his work in peer reviewed journals such as  Alcohol: Clinical & Experimental Research ,  Addiction Research & Theory , and  The Journal of American College Health.

Jing Li, Economics

Jing Li is an Assistant Professor in the Department of Economics. She comes to Tufts from the MIT Sloan School of Management where she held the William Barton Rogers Career Development Chair of Energy Economics. From 2017-2018, Li was a Postdoctoral Associate of the MIT Energy Initiative. Her research interests lie in energy economics and industrial organization, focusing on development and adoption of new technologies. In recent work, Li has studied standardization and location choices in the U.S. electric vehicle charging industry, automaker diesel vehicle emissions control technology, and cost pass-through in E85 retail markets. Li received her PhD from Harvard

Brandon McDonald, Classical Studies

Brandon McDonald is the Rumsey Family Assistant Professor in the Department of Classical Studies. He joins Tufts from the University of Basel in Switzerland where he was a Postdoctoral Fellow and Lecturer in the Department of Ancient History. McDonald’s research interests include ancient environmental history; Roman and late ancient history/archaeology; ancient disease and health; palaeoclimatology; Graeco-Roman Egypt; and Roman and late antique western Asia. He has published his work in journals such as  The Journal of Egyptian Archaeology  and is working on converting his dissertation into a monograph titled  Roman Ecology: The Interplay of An Empire, Its Natural Environment and Pathogens.  He received his DPhil from the University of Oxford. 

Emily Meehan, Mathematics

Emily Meehan is a Lecturer in the Department of Mathematics. She comes to Tufts from Wheaton College where she was a Visiting Assistant Professor of Mathematics. Previously, she was an Assistant Professor at Gallaudet University. Meehan has published research in  Advances in Applied Mathematics.  She completed her PhD at North Carolina State University.

Takeshia Pierre, Education

Takeshia Pierre is an Assistant Professor in the Department of Education. She recently completed her PhD at the University of Florida, Gainesville’s School of Teaching and Learning with a dissertation titled “Re-Authoring the Stories of Success of STEM/Health Professional Men Holding Black Diasporic Identities: A Disaggregated Approach.” Pierre’s research focuses on exploring equity in STEM and STEM-related fields. She has been published in the refereed journals  Professional Development in Education  and  Cultural Studies of Science Education.  In 2023 she was awarded a fellowship with the Community for Advancing Discovery Research in Education (CADRE). 

Mat Rappaport, Film and Media Studies

Mat Rappaport is a Professor of the Practice in Film and Media Studies. He joins Tufts from Columbia College where he was an Associate Professor in the Cinema and Television Arts Department. Rappaport is an artist, curator, and educator whose work has been exhibited in museums, galleries, film, festivals, and public spaces both in the United States and internationally. From 2002-2007 he was an Assistant Professor of Digital Media at the University of Wisconsin-Milwaukee. Prior to that, he was an Assistant Professor of Visual Communication Design at the University of Dayton. Rappaport’s current work utilizes mobile video, performance and photography to explore habitation, perception and power as related to built environments. He is the co-founder of  V1B3 , an installation project which seeks to shape the experience of urban environments through media based interventions. He has been awarded fellowships by the Howard Foundation, the Mary L. Nohl Fund, and the Montgomery County Ohio Cultural District, among others. He received his MFA from the University of Notre Dame.  

Daniele Santucci, Romance Studies

Daniele Santucci is a Lecturer and the Italian Language Coordinator in the Department of Romance Studies. He earned his PhD in Italian from the University of Wisconsin-Madison and holds both an MA and a BA from the Università per Stranieri di Siena, specializing in Linguistics and Second Language Acquisition. He has experience designing and teaching Italian language and culture courses in various international settings, including Italy, Australia, Belgium, and Indonesia.  His research interests include  contemporary Italian Literature, gender and sexuality studies, queer studies, border studies, environmental humanities, and second language acquisition.

Sonal Sharma, Sociology

Sonal Sharma is an Assistant Professor in the Department of Sociology. He recently completed his PhD at Johns Hopkins University with a dissertation titled “Class-compromise and informal sector workers in the Global South: the case of domestic workers’ legal rights in India and South Africa, 1990 to Present.” His research interests include sociology of race/caste, gender and labor, labor movements, civil society, capitalism, comparative-historical sociology, and ethnography. Sharma has published his work in peer-reviewed journals such as  Critical Sociology, South Asian History and Culture , and  South Asia Multidisciplinary Academic Journal.

Emily Strasser, English

Emily Strasser is a Professor of the Practice of Creative Nonfiction and Journalism in the Department of English. Her first book,  Half-Life of a Secret  (University of Kentucky Press, 2023), was awarded the 2024 Reed Prize in Environmental Writing from the Southern Environmental Law Center and the 2024 Minnesota Book Award. Her writing situates the personal within the global and explores themes and questions of home, secrecy, mental illness, environment, grief, guilt, and interconnectedness. Her work has appeared in publications such as  Catapult, Ploughshares, Guernica, Colorado Review, The Bitter Southerner, Bulletin of the Atomic Scientists,  and  Gulf Coast,  among others. Strasser has received awards and fellowships including the Ploughshares Emerging Writer’s Contest, an AWP Intro Award, the W.K. Rose Fellowship, the Olive B. O’Connor Fellowship in Creative Writing, and grants from the Minnesota Arts Board, the Jerome Foundation, and the Metropolitan Regional Arts Council. She was a 2019 McKnight Writing Fellow. Strasser has previously taught at Hamline University, Colgate University, Century College, and the University of Minnesota. She received her MFA from the University of Minnesota.

Dorothy Wang, Studies in Race, Colonialism, and Diaspora

Dorothy Wang is an Associate Professor in the Department of Studies in Race, Colonialism, and Diaspora starting January 1, 2025. She comes to Tufts from Williams College where she was a Professor in the American Studies Program. Previously, she was a faculty member at Northwestern University and Wesleyan University. Wang is the author of  Thinking Its Presence: Form, Race, and Subjectivity in Contemporary Asian American Poetry  (Stanford University Press, 2013), which won the Association for Asian American Studies’ 2016 award for best book of literary criticism. In 2017-2018 she was the ACLS Frederick Burkhardt Residential Fellow in the English Department at the CUNY Graduate Center. She has also been a Visiting Professor at Chinese University of Hong Kong, Doshisha University (Kyoto, Japan), Lingnan University (Hong Kong), and Columbia University. She received her PhD from the University of California, Berkeley.

• Social Studies
• High School

Which statement about frqs is most accurate? O they are identical to essays with no significant differences O they are similar to essays but often have fill-in-the-blank sections O they are similar to essays but sometimes include multiple-choice questions O they are essentially the same as essay-type answers, only shorter O They are similar to essays but have no introductions and conclusions

Brianv7147 is waiting for your help..

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Final answer:

The most accurate statement about FRQs is that they are similar to essay-type answers but are generally shorter and more focused, without the need for formal introductions or conclusions, emphasizing critical thinking and application of knowledge.

Explanation:

The most accurate statement about FRQs, or Free-Response Questions , is that they are essentially the same as essay-type answers, only shorter. While FRQs are similar to essays in that they require you to construct your own response rather than selecting from given options, they are typically more concise and focused on a specific prompt or question. Unlike traditional essays, FRQs do not typically require a formal introduction or conclusion; they are directed more toward analyzing and responding to a particular question or set of questions. This format allows students to demonstrate their knowledge, understanding, and ability to apply what they have learned in a direct manner. Review questions often employ a similar open-response format but are primarily focused on recalling information directly from the text, whereas FRQs encourage critical thinking and application of knowledge.

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