Chap 20 & 21 empire and wars mcqs (100% solution)

Uncategorized

QUESTION 1

1. American “jingoism” was a response to the

[removed]		perceived inferiority of nonwhite peoples.
[removed]		demand for Christian missionaries in China.
[removed]		late nineteenth-century masculinity crisis.
[removed]		lengthy campaign for women’s suffrage.

4 points

QUESTION 2

1. Despite their differences, Theodore Roosevelt and Woodrow Wilson both believed that

[removed]		participation in a war was key to the development of true masculinity.
[removed]		nations should work collectively to preserve international peace and stability.
[removed]		the United States had the right to intervene in the affairs of other nations.
[removed]		it was imperative for the United States to gain access to the China market.

4 points

QUESTION 3

1. During World War I, the song “Over There” and the films produced by the Committee on Public Information both conveyed the message that

[removed]		there would be no tolerance of sedition during wartime.
[removed]		German Americans were dangerous and had to be watched.
[removed]		the U.S. military was essential to the Allies’ victory.
[removed]		the Central Powers would be defeated easily.

4 points

QUESTION 4

1. During his last eighteen months in office, Woodrow Wilson

[removed]		worked tirelessly to rally public support for the Versailles treaty.
[removed]		convinced Congress to support his vision of the League of Nations.
[removed]		was convinced that Congress should retain the right to declare war.
[removed]		largely withdrew from active participation in political debates.

4 points

QUESTION 5

1. How many American men were drafted to fight in the Great War before its end?

[removed]		500,000
[removed]		1 million
[removed]		2 million
[removed]		3 million

4 points

QUESTION 6

1. In order to conserve fuel for the war effort, the Wilson administration established

[removed]		the eight-hour workday.
[removed]		meatless Tuesdays.
[removed]		school gardens.
[removed]		daylight savings time.

4 points

QUESTION 7

1. In which of the following ways did home-front mobilization transform women’s lives during World War I?

[removed]		Women entered the paid workforce in unprecedented numbers.
[removed]		Working women began to earn salaries equal to those of men.
[removed]		Women were freed of the responsibility for housework and childcare.
[removed]		Women were encouraged to join the armed forces alongside men.

4 points

QUESTION 8

1. President McKinley’s imperialist agenda was signaled by his declaration of war on Spain and

[removed]		support for the Teller Amendment.
[removed]		support of Philippine independence.
[removed]		rejection of Mahan’s theories.
[removed]		annexation of the Hawaiian islands.

4 points

QUESTION 9

1. President Wilson’s inability to remain neutral in the conflict between the Allies and the Central Powers was the result of

[removed]		America’s fear of Britain’s superior military strength.
[removed]		anti-German sentiment among ordinary Americans.
[removed]		America’s economic dependence on the Allies.
[removed]		pressure from the American banking sector.

4 points

QUESTION 10

1. President William McKinley came to favor U.S. intervention in the Spanish-Cuban war when he

[removed]		was convinced Spain would lose to Cuba.
[removed]		was called “weak” by the Spanish ambassador.
[removed]		read that the Spanish had blown up the Maine.
[removed]		learned of Spanish brutality toward Cubans.

4 points

QUESTION 11

1. The American conviction that native Cubans and Filipinos were not ready for self-governance after their liberation from Spain reflected the belief that

[removed]		their lands would otherwise be vulnerable to conquest by other European nations.
[removed]		the involvement of the United States would guarantee the establishment of democracy.
[removed]		nonwhite peoples were inferior and needed to be educated and protected by whites.
[removed]		an independent Cuba and Philippines were a threat to American security.

4 points

QUESTION 12

1. The Naval Act of 1890 can be interpreted as a fulfillment of the vision of

[removed]		Josiah Strong.
[removed]		John Fiske.
[removed]		Rudyard Kipling.
[removed]		Alfred Thayer Mahan.

4 points

QUESTION 13

1. The Roosevelt Corollary guided President Taft’s policies in

[removed]		China.
[removed]		Russia.
[removed]		Nicaragua.
[removed]		Japan.

4 points

QUESTION 14

1. The United States was motivated to begin pursuing an imperialist agenda at the end of the nineteenth century because the country

[removed]		needed more land for its growing population.
[removed]		needed a new source of raw materials to supply its industries.
[removed]		was producing more manufactured goods than its population could use.
[removed]		wanted to undermine revolutionary movements in countries like Cuba.

4 points

QUESTION 15

1. The belief embraced by American men at the turn of the twentieth century that “civilizing” nonwhite peoples was an expression of manly honor was inspired by

[removed]		Josiah Strong.
[removed]		John D. Rockefeller.
[removed]		John Sharp Williams.
[removed]		Rudyard Kipling.

4 points

QUESTION 16

1. The decline in the amount of raw garbage in Chicago during World War I was evidence of the

[removed]		lack of consumer goods available for purchase on the home front.
[removed]		reallocation of food stuffs from domestic markets to the military.
[removed]		decline in population due to the number of men who had been drafted.
[removed]		success of Herbert Hoover’s campaign for voluntary conservation.

4 points

QUESTION 17

1. The government’s concern that the American public was not solidly in support of the war is evidenced by the

[removed]		establishment of the American Protective League.
[removed]		passage of the Espionage and Sedition acts.
[removed]		introduction of the terms liberty cabbage and liberty sandwiches.
[removed]		passage of the Eighteenth Amendment to the Constitution.

4 points

QUESTION 18

1. The ideal of “Cuba Libre” encompassed independence from Spain and

[removed]		the emancipation of black slaves.
[removed]		greater racial and economic equality.
[removed]		free trade with the United States.
[removed]		the end of colonialism in the Caribbean.

4 points

QUESTION 19

1. U.S. intervention in Nicaragua was motivated by a desire to

[removed]		protect U.S. business interests there.
[removed]		support its democratically elected government.
[removed]		establish a military base in Central America.
[removed]		replace Dollar Diplomacy with military action.

4 points

QUESTION 20

1. Which country controlled Panama during U.S. negotiations to construct the Panama Canal?

[removed]		France
[removed]		England
[removed]		Nicaragua
[removed]		Colombia

4 points

QUESTION 21

1. Which of the following inspired criticism of U.S. military involvement in the Philippines?

[removed]		News of battlefield atrocities perpetrated by American soldiers
[removed]		The fact that Filipino rebels had turned against American forces
[removed]		Concern that the American military would be defeated by the Filipinos
[removed]		Support for rebel leader Emilio Aguinaldo’s call for “Independence or death!”

4 points

QUESTION 22

1. Who led the opposition to U.S. involvement in the League of Nations?

[removed]		Henry Cabot Lodge
[removed]		William Jennings Bryan
[removed]		W.E.B. Du Bois
[removed]		Charles Evans Hughes

4 points

QUESTION 23

1. Who prevented the annexation of Hawaii by the United States in 1893?

[removed]		Queen Liliuokalani
[removed]		Grover Cleveland
[removed]		The U.S. marines
[removed]		American Christian missionaries

4 points

QUESTION 24

1. Why was the United States able to defeat Spain so quickly?

[removed]		U.S. troops were better trained and equipped.
[removed]		U.S. soldiers were less vulnerable to disease.
[removed]		The Spanish had been worn down by war with the Cubans.
[removed]		Fewer Americans died in combat.

4 points

QUESTION 25

1. Wilson’s reelection in 1916 can be attributed to

[removed]		the American public’s ambivalence about entering the war.
[removed]		the American public’s outrage over the Lusitania affair.
[removed]		his unsuccessful efforts to negotiate an armistice.
[removed]		his signing of the National Defense Act.

Take Test: Chap 21 An Anxious Influence

QUESTION 1

1. African American culture in the 1920s, from poetry to the blues, was notable for

[removed]		its expression of middle-class black values.
[removed]		pandering to white audiences.
[removed]		authentically reflecting the black experience.
[removed]		reinforcing racist stereotypes.

4 points

QUESTION 2

1. Black newspapers like the Chicago Defender described conditions in the North for African Americans as

[removed]		no better but no worse than life in the South.
[removed]		filled with violence and danger.
[removed]		offering opportunities not available in the South.
[removed]		culturally foreign due to large number of foreign immigrants.

4 points

QUESTION 3

1. Despite their differences, Langston Hughes and Marcus Garvey agreed that

[removed]		to be truly free, black Americans needed to return to Africa.
[removed]		African American success did not depend on white approval.
[removed]		economic self-sufficiency was essential to developing racial pride.
[removed]		artistic expression was crucial to the development of a positive African American identity.

4 points

QUESTION 4

1. During the 1920s, women who wore short skirts and makeup and enjoyed smoking, drinking, and dancing were called

[removed]		New Negroes.
[removed]		matinee idols.
[removed]		suffragettes.
[removed]		flappers.

4 points

QUESTION 5

1. How did the marketing of Listerine during the 1920s reflect the role of advertising in a consumer-oriented economy?

[removed]		It compared product’s quality to other similar items.
[removed]		It convinced consumers they had a need they weren’t previously aware of.
[removed]		It identified the wealthy as the product’s target audience.
[removed]		It suggested that use of the product would improve the consumer’s economic prospects.

4 points

QUESTION 6

1. In the 1920s, Madison Avenue was home to the fledgling

[removed]		automobile industry.
[removed]		advertising industry.
[removed]		movie industry.
[removed]		stock market.

4 points

QUESTION 7

1. Movie stars such as Douglas Fairbanks Jr. and Mary Pickford influenced Americans’ taste in

[removed]		food.
[removed]		fashion.
[removed]		books.
[removed]		decor.

4 points

QUESTION 8

1. Republican victory in the 1924 presidential election can be attributed to the split within the Democratic party over

[removed]		social welfare policy.
[removed]		Darwin’s theory of evolution.
[removed]		farm relief.
[removed]		prohibition.

4 points

QUESTION 9

1. The “American Plan,” proposed by Secretary of Commerce Herbert Hoover, sought to undermine labor unions by encouraging business leaders to

[removed]		fire union members.
[removed]		provide workers with health insurance.
[removed]		ban the distribution of leaflets.
[removed]		export jobs to other countries.

4 points

QUESTION 10

1. The Harlem Renaissance would not have occurred were it not for the

[removed]		Great Migration.
[removed]		National Association for the Advancement of Colored People.
[removed]		Universal Negro Improvement Association.
[removed]		Chicago Defender.

4 points

QUESTION 11

1. The Sacco and Vanzetti case, like the cases of Charles Schenck and Jacob Abrams, demonstrated a predisposition among native-born Americans to see immigrants as

[removed]		a threat to the safety and security of the American people.
[removed]		proponents of free speech and civil liberties.
[removed]		responsible for spreading the influenza epidemic.
[removed]		to blame for America’s moral decline.

4 points

QUESTION 12

1. The corruption scandal that rocked President Warren G. Harding’s administration was known as

[removed]		the Red Scare.
[removed]		Black Tuesday.
[removed]		Teapot Dome.
[removed]		American Mercury.

4 points

QUESTION 13

1. The fact that a wide array of labor-saving devices became available to American consumers during the 1920s was a response to

[removed]		increased access to electricity in urban areas.
[removed]		the availability of large amounts of disposable income.
[removed]		advertising’s ability to create demand for unnecessary items.
[removed]		the effectiveness of the assembly line.

4 points

QUESTION 14

1. The growth of the Ku Klux Klan outside the South during the 1920s can be attributed to the

[removed]		spread of white supremacist ideology.
[removed]		passage of the National Origins Act.
[removed]		organization’s adoption of nativist and traditionalist views.
[removed]		popularity of Garveyism among African Americans.

4 points

QUESTION 15

1. The incident that sparked the Chicago race riots of 1919 demonstrated that

[removed]		racial segregation was practiced in the North as well as the South.
[removed]		World War I veterans were not being reintegrated into American society.
[removed]		the Great Migration had little impact on life in northern cities.
[removed]		many African Americans were radicals and anti-capitalists.

4 points

QUESTION 16

1. The passage of the National Origins Act in 1924 inspired nativist reformers to

[removed]		declare victory and withdraw from politics.
[removed]		organize English language and citizenship classes for immigrants.
[removed]		encourage Mexican Americans to return to their native land.
[removed]		oppose the execution of the Italian anarchists Sacco and Vanzetti.

4 points

QUESTION 17

1. The research findings of Franz Boas and Ruth Benedict on race and culture supported the beliefs of

Henry Ford.

W. J. Simmons.

W. E. B. Du Bois.

E. P. Cubberly.

4 points

QUESTION 18

1. The writers and artists who saw the spread of mass culture and growth of consumerism as assaults on individualism, creativity, and intellectual exploration were known as the

[removed]		Lost Generation.
[removed]		Talented Tenth.
[removed]		star system.
[removed]		New Negroes.

4 points

QUESTION 19

1. U.S. Senator and future Supreme Court Justice Hugo Black was a member of the

[removed]		American Civil Liberties Union.
[removed]		National Association for the Advancement of Colored People.
[removed]		Industrial Workers of the World.
[removed]		Ku Klux Klan.

4 points

QUESTION 20

1. What made it possible for income inequality to grow during the 1920s, a period of apparent prosperity?

[removed]		Government corruption scandals like Teapot Dome benefited the wealthy and hurt the poor.
[removed]		Increased mechanization of factory work led to massive unemployment among unskilled laborers.
[removed]		Corporate and governmental efforts to destroy labor unions resulted in lower wages among the working class.
[removed]		Corporate profits grew much faster than wages did, so more wealth was accumulated by the already rich.

4 points

QUESTION 21

1. What was the movement of thousands of African Americans from the South to the North and West in search of better jobs and better treatment during World War I called?

[removed]		The Mass Exodus
[removed]		The Great Migration
[removed]		Black Tuesday
[removed]		The Harlem Renaissance

4 points

QUESTION 22

1. Which of the following challenged the homogeneity of mass consumer culture?

[removed]		Motion pictures
[removed]		Advertising
[removed]		Radio
[removed]		Fashion

4 points

QUESTION 23

1. Which of the following consumer goods had a transformative impact on day-to-day life in the United States during the 1920s?

[removed]		Refrigerator
[removed]		Radio
[removed]		Automobile
[removed]		Toaster

4 points

QUESTION 24

1. Who launched the government crusade to rid the country of political radicals like Emma Goldman, an anarchist and feminist, during the Red Scare of 1919?

Oliver Wendell Holmes

A. Mitchell Palmer

Calvin Coolidge

Woodrow Wilson

4 points

QUESTION 25

1. Who promoted the ?Back to Africa? movement, which sought to move black Americans to their ancestral homelands?

[removed]		D. C. Stephenson and the Ku Klux Klan
[removed]		A. Philip Randolph and the African American labor movement
[removed]		Marcus Garvey and the Universal Negro Improvement Association
[removed]		W.E.B. Du Bois and the National Association for the Advancement of Colored People

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July 1, 2023

Write a scholarly research report on a topic related to Advanced Database Systems (see Appropriate Topics). Please see Important Notes and Document Details for detailed specifications.

Appropriate Topics:

The Research Report, select one of the following research areas:

1. A Complete Comparative between MongoDB and Oracle 12c

2. A Complete Comparative between IBM DB2 and CA IDMS

3. A Complete Comparative between IBM DB2 and IBM DB2

4. A Complete Comparative between Oracle 12c and CA IDMS

5. A Complete Comparative between Oracle 12c and IBM DB2

6. A Comparative Analysis of Triggers used in Oracle 12c versus Triggers used IBM DB2

7. A Comparative Analysis of Stored Procedures used in Oracle 12c versus Stored Procedures used in IBM DB2

8. A Comparative Analysis of Transaction Processing used in Oracle 12c versus Transaction Processing used IBM DB2

9. A study of DB Transaction Processing / Coordination used in a Cloud environment

10. Common and dissimilar vulnerabilities found in both Oracle 12c and IDMS

11. Managing Transaction Processing using MongoDB

12. The Internet of Things (sensor & actuator data) used in a distributed DB cloud environment

Important Student Notes:

· Each student submission should be checked for plagiarism. Students should be warned that Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation. Additional Campbellsville University penalties may be applicable. Please see class syllabus for additional details.

· Only one submission attempt is permitted – AS THE STUDENT TO BE SURE BEFORE DEPRESSING ENTER.

· Acceptable file formats for submissions include Microsoft Word (doc, docx) or Adobe Acrobat (PDF). No other formats are acceptable.

· The research paper must be at least 3,500 words supported by evidence (citations from peer-reviewed sources).

· A minimum of four (4) peer-reviewed journal citations are required.

· Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).

· Extra white space use to enhance page count will negatively affect student grade.

· Chapter 1 illustrates the document details of the research report and constitutes Background/Introduction, Problem Statement(s), Goal(s), Research Question(s), Relevance and Significance, Barriers and Issues related to topic chosen. Chapter 2 should consist of student paraphrasing the cited research material (i.e. what happened in case study x). Chapter 3 should be the reasoning for doing a basic compare/contrast or advantages/disadvantage of what was stated in Chapter 2 (do not state because the professor said so). Chapter 4 is a complete analysis, synthesis, and evaluation of what was stated in chapter 2. In effect, chapter 3 is a statement of what will be done and chapter 4 is what was done and what the findings were. Again, thus far the writing is objective and must not contain student opinion. Chapter 5 states results, conclusion, and future work recommendations. Here is where student opinion (or any researcher) can state their respective opinion as the student has now “done the work” and are justified in stating results.

· Graduate student are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade. The Professor, will not provide remedial help for writing problems. If the student is unable to write clearly and correctly, the student should be urged to contact the program office for sources of remedial help.

· IMPORTANT - please refer to the following url for additional help on writing skills necessary at the graduate level (https://owl.purdue.edu/site_map.html).

· Final Submission - the final report is due no later than the due date assigned. A total of at least 15 full pages is required (no extra whitespace, does not include appendices). (800 points). Only Microsoft Word or Adobe PDF submission is acceptable.

· The research paper must only include materials derived solely from peer reviewed journals or peer reviewed conference proceedings. Newspapers, websites (URLs), magazines, technical journals, hearsay, personal opinions, and white papers are NOT acceptable citations. Please access the CU Library at http://campbellsville.libguides.com/?b=g&d=a for appropriate materials.

· APA formatted citations are required for the final submission. IMPORTANT - please refer to the following url for help with APA: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html. Please reach out to our librarians for additional citation management and APA help.

· All images, tables, figures are to be included in the appendices and IS NOT included in the 15 page requirement. This means appendices are not included in the 15 page requirement.

· Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted short sentence (less than 14 words) is permitted per page.

· Footnotes are NOT permitted.

Document Details

This area provides additional details about the content of each of the needed Research Report Chapters (5). For those instructing in Hybrid format, the instructor may want to consider having the instantiated teams work on: 1) an outline of the final research report and 2) a preliminary research report that includes Chapters 1 and 2. For those instructing in Online or F2F formats the instructor may want to consider using the Hybrid format (teams) or single student submission format. The final submission should include DETAILS of each of following:

1) Chapter 1 – Introduction

2) Chapter 2 – Literature Review

3) Chapter 3 – Methodology Specifics (comparative analysis)

4) Chapter 4 – Findings and Results

5) Chapter 5 – Conclusion and Future Recommendations

6) References - APA

7) Appendices

Chapter 1 Introduction

1 Background/Introduction

In this section, present enough information about the proposed work such that the reader understands the general context or setting. It is also helpful to include a summary of how the rest of this document is organized.

1.1 Problem Statement

In this section, present a concise statement of a research-worthy problem addressed (i.e., why the work should be undertaken – don’t say required for the class). Follow the statement of the problem with a well-supported discussion of its scope and nature. The discussion of the problem should include: what the problem is, why it is a problem, how the problem evolved or developed, and the issues and events leading to the problem.

1.2 Goal

Next, include a concise definition of the goal of the work (i.e., what the work will accomplish). Aim to define a goal that is measurable.

1.3 Research Questions

Research questions are developed to help guide the authors through the literature for a given problem area. What were the open-ended questions asked and why did the student find (or not find) them adequate.

1.4 Relevance and Significance

The student should consider the following questions as they read through an article stating how the author(s) supported, or left unsupported the evidence, relevance, and significance of their research literature:

Why is there a problem? What groups or individuals are affected?

How far-ranging is the problem and how great is its impact? What’s the benefit of solving the problem?

What has been tried without success to correct the situation? Why weren’t those attempts successful? What are the consequences of not solving the problem?

How does the goal of the study address the research problem and how will the proposed study offer promise as a resolution to the problem?

How will the research add to the knowledge base?

What is the potential for generalization of the results?

What is the potential for original work?

1.5 Barriers and Issues

In these paragraphs, identify how the problem is inherently difficult to solve. How did the solution the author(s) propose address the difficulties?

2 Chapter 2 Literature Review

In this section, it is important to clearly identify the major areas on which the student will need to focus the student research in order to build a solid foundation for the study in the existing body of knowledge. The literature review is the presentation of quality literature in a particular field that serves as the foundation and justification for the research problem, research questions or hypothesis, and methodology. The student will develop a more comprehensive review of the literature as part of the research.

3 Chapter 3 Approach/Methodology

This chapter includes a summary of how the student is going to proceed with the evaluation of the problem statement and associated research question(s). Given the short time of this course, a compare / contrast or advantage / disadvantage analysis is recommended

4 Chapter 4: Findings, Analysis, Synthesis

Include an objective description and analysis of the findings, results or outcomes of the research. Limit the use of charts, tables, figures to those that are needed to support the narrative. Most of these illustrations should be included as part of the Appendix.

The following topics are intended to serve as a guide:

4.1 Data analysis

4.2 Findings & Discussion

4.3 Analysis

4.4 Synthesis

4.5Discussion

Chapter 5: Conclusions

5.1 Conclusions - Clearly state the conclusions of the study based on the analysis performed and results achieved. Indicate by the evidence or logical development the extent to which the specified objectives have been accomplished. If the research has been guided by hypotheses, make a statement as to whether the data supported or rejected these hypotheses. Discuss alternative explanations for the findings, if appropriate. Delineate strengths, weaknesses, and limitations of the study.

5.2 Implications - Discuss the impact of the work on the field of study and its contributions to knowledge and professional practice. Discuss implications for future research.

5.3 Recommendations - Present recommendations for future research or for changes in research methods or theoretical concepts. As appropriate, present recommendations for changes in academic practice, professional practice, or organizational procedures, practices, and behavior.

References

Follow the most current version of APA to format the references. However, each reference should be single-spaced with a double space in between each entry.

Formatting Details

Margins

The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).

Line Spacing

Double-spacing is required for most of the text in documents submitted during the Research Report process.

Paragraph Spacing

The text of the document is double-spaced. There should be no extra spaces between paragraphs in sections; however, indent the first line of each paragraphs five spaces.

Page Numbering

All pages should have page numbers in Arabic numerals in the upper right-hand corner.

Type Style

The body text, the student should use 12-point Times New Roman. Text for the cover page may be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point size. Be consistent in the use of typefaces throughout the document. Do not use a compressed typeface or any settings on the word processor that would decrease the spacing between letters or words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of text such as chapter headings and captions but should be avoided in long passages of text as they impede readability.

Title Page

Every document that is submitted must have a title page. The title page includes the exact title of the research report, date of submission, the team name, and the name of each team member.

Chapter Title Heading, Subheadings, and Sub-Subheadings

It is required that submitted Research Report use no more than three levels of headings in the body text. All headings should have only the first letter of each word capitalized except that non-major words shorter than four letters have no capital letters.

Instructions for heading levels follow:

Level 1: Chapter Title Heading

This heading starts two inches from the top of the page, is centered on the page, and is set in 14point type. The first line contains the chapter number (e.g., Chapter 4). The second line is blank. The third line displays the chapter title, is centered on the page, and is set in 14-point type.

Level 2: Subheading

Start the subheading at the left margin of the page, four spaces (i.e., two returns when the document is set for double-spacing) down from the title, set in bold 12-point type. Double-space (one return) to the subheading body text. Indent the first line of the body text five spaces.

Level 3: Sub-Subheading

Start the sub–subheading at the left margin of the page, double-spaced (i.e., one return when the document is set up for double-spacing) from the subheading, set in 12-point italics. Double-space (one return) to the sub-subheading body text. Indent the first line of the body text five spaces.