Media Literacy PaperYou will write a 4–5-page paper, double spAbramMartino96
Media Literacy Paper
You will write a 4–5-page paper, double spaced, on a historical American event/topic which has had an impact in the Media as well as worldwide. Explain exactly what happened (the when, where and what for, etc.), why it is considered historical and what its significance is in terms of media literacy. Did it change the way the media treats such events, from the time it happened to this very day? What was its impact socially...culturally...politically, etc., both here and abroad? Did it raise any new issues/problems for future (and similar) media experiences? What evidence supports this? This should be a thought-provoking paper on why this event captured the public’s imagination and why it still resonates today.
Topic:
Modern Advertising and How It’s Changed to Include More Minorities/Interest Groups
**Please include a list of sources that you used.
HIST – 150 – History of the Modern World
Fall 2021 – Final Exam Part II
Choose TWO of the following essays prompts. Type your responses in Word and upload to Blackboard by Tuesday, 11/23 at 11:59pm.
1. Analyze the factors that encouraged the rise of authoritarian political systems during the 1920s and 1930s. Compare the governments that emerged in Italy, Germany, Japan, and the USSR.
2. What motivated the United States and the Soviet Union during the Cold War? Analyze the political, social, and economic impacts the Cold War had on the populations of the First and Second Worlds.
3. Since the 1970s, the world has experienced an unprecedented interconnectedness both economically and culturally. Explain what allowed for this interconnectedness and the ways in which globalization has affected the world and individual nation-states. Articulate the ways in which globalization before the 1970s had actually been a slow process unfolding for centuries (be sure to give specific examples). Is globalization a good or bad thing?
Each essay is worth 50 points and will be evaluated in the following manner:
Essay Component
Points Possible
Formatting/Grammar/Proper citation of primary sources (source title, page number)
/10
Clearly stated argument
/10
Includes specific information taken from lectures, class discussion, and reading of text. (Information taken from internet sources is not permissible)
/15
Provides evidence from primary sources to illustrate and bolster argument
/15
Prompt Primary Sources
Prompt #1: Chapter 19
Prompt #2: Chapter 20 & Chapter 21
Prompt #3: Chapter 21
...
HUM 2590 – 20th21st Century Humanities .docxadampcarr67227
HUM 2590 – 20
th
/21
st
Century Humanities
Instruction Sheet for Major Essay Assignment
DUE NO LATER THAN WEDNESDAY, MARCH 19
TH
LATE PASSES DO NOT PERTAIN!!!
Instructions: Choose one of the two choices provided below to write your paper assignment.
Your paper should:
Have a title (no cover page necessary)
Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and
conclusion)
Have a minimum of 8 sentences in each body paragraph
Be word-processed, double-spaced, size 12 font (hand written papers will not be
accepted), to be handed in as a hard copy
Include a word count of 1,250 - 1,500 words at the top corner of the first page of your
paper, along with your name, date and course title
Grading Rubric (located on page 3) must be attached to final copy of your paper
assignment
THIS IS NOT A RESEARCH PAPER!!!!!
1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry,
architecture, philosophy/religion, and either or performing arts) discussed in our course from
the 20
th
century that detail the change in the medium influenced by one of historical contexts
discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution,
Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct
similarities and either or contrasts between these two works and reflect on how they each
represent the time period from which they emerged. As you write your essay in which you
address each of these comparisons, refer specifically to key points in our readings,
films, and discussions to help you formulate and justify your arguments. You may use
any of the course material uploaded on Blackboard to help develop a more in depth
discussion on the two works of art you have chosen. Use the three comparisons and
either or contrasts to help organize the content of your essay (Argument1 =
Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 =
Comparison/ Contrast3). In your conclusion address how these two specific works of art
are important to the culture of the 20
th
/21
st
century. THIS IS NOT A RESEARCH PAPER!!!
2. Social Realism: Choose one titled piece of social realism modern art that is in your
textbook. Really try to find something that evokes thought and either or feeling,
whether positive or negative. Thoroughly discuss your piece: Be specific and use
descriptive language through applying all of the steps of the art critiquing process;
Describe, Analyze, Interpret, and Judge. You must address the following questions in
depth while you are critiquing your chosen piece of .
You are preparing a brochure for American visitors to France. Your p.docxjacvzpline
You are preparing a brochure for American visitors to France. Your purpose is to increase knowledge of history in order to strengthen the bridges between the two long-term friends. Answer each of the following questions, citing historical events and details, referring as needed to this module's readings.
Why did it take so long for a stable democratic regime to take hold in France?
How did de Gaulle's changes to the country's institution and social, political, and economic processes contribute to the creation of an effective industrial state?
What is the impact of the French influential elite whose roots lie in the bureaucracy?
Discuss what France's recent foreign policy says about its character as a nation.
At Least 2 pages
Module 02 - World Power Policies
France
Vichy France -
or the
Vichy regime -
represented the French government during the Nazi occupation of the country in World War II (1940-44).
Charles de Gaulle
was the French leader who led the resistance against Nazi occupation during World War II and then headed the Liberation government from 1944-1946. De Gaulle retired but became President again for 11 years after 1958 when he created the Fifth Republic, France's first stable democracy.
French Politics
France uses proportional representation, which means that individuals are not elected as they are in the USA. Instead, parties receive a number of seats in parliament that is proportionate to their share of the vote. As a result, it is possible for small parties to win seats, which has led to fragmentation and division, causing instability in the republic. A grasp of such political reality is important to understanding France's volatile political history.
Constitutional Engineering
Another reality of French politics is constitutional engineering. Is it possible to change the behavior of citizens, politicians, interest groups, and parties by restructuring the political system? Superficially, the answer would seem to be obvious. The structure of the regime and its processes will determine the ways in which the participants act. The question remains whether the changes in behavior will be substantive or just superficial. The question for France after 1958 was whether a political system had been engineered to reduce partisanship and create stability. The new system was to encourage compromise by sidelining ideological disputes and enhancing executive powers.
Socialist Party
You might want to make note, not only of the importance of the leadership of the socialist and communist parties in France, but of the roles they played in the World War II Resistance. Not only did the active leadership of the Left create legitimacy for them after the war, but their cooperation with Catholic resisters helped bridge the clerical/anti-clerical divide in the center of French politics. Mitterand's steering of the French Socialist Party (PS) in the direction of becoming a "catch-all" party must also be mentioned.
The Elite, the Bureaucracy, and the.
1. The formula for a regression equation based on a sample size of.docxpaynetawnya
1. The formula for a regression equation based on a sample size of 25 observations is Y' = 2X + 2. (a) What would be the predicted score for a person scoring 6 on X? (b) If someone's predicted score was 14, what was this person's score on X?
3. For the X,Y data below, compute:
(a) r and determine if it is significantly different from zero.
(b) the slope of the regression line and test if it differs significantly from zero.
(c) the 95% confidence interval for the slope.
X
Y
2
5
4
6
4
7
5
11
6
12
4. At a school pep rally, a group of sophomore students organized a free raffle for prizes. They claim that they put the names of all of the students in the school in the basket and that they randomly drew 36 names out of this basket. Of the prize winners, 6 were freshmen, 14 were sophomores, 9 were juniors, and 7 were seniors. The results do not seem that random to you. You think it is a little fishy that sophomores organized the raffle and also won the most prizes. Your school is composed of 30% freshmen, 25% sophomores, 25% juniors, and 20% seniors.
(a) What are the expected frequencies of winners from each class?
(b) Conduct a significance test to determine whether the winners of the prizes were distributed throughout the classes as would be expected based on the percentage of students in each group. Report your Chi Square and p values.
(c) What do you conclude?
5. A geologist collects hand-specimen sized pieces of limestone from a particular area. A qualitative assessment of both texture and color is made with the following results. Is there evidence of association between color and texture for these limestones? Explain your answer.
6. Do men and women select different breakfasts? The breakfasts ordered by randomly selected men and women at a popular breakfast place is shown in Table 11.55. Conduct a test for homogeneity at a 5% level of significance.
French Toast
Pancakes
Waffles
Omelettes
Men
47
35
28
53
Women
65
59
55
60
Use the following scenario to answer 113 and 117
Suppose an airline claims that its flights are consistently on time with an average delay of at most 15 minutes. It claims that the average delay is so consistent that the variance is no more than 150 minutes. Doubting the consistency part of the claim, a disgruntled traveler calculates the delays for his next 25 flights. The average delay for those 25 flights is 22 minutes with a standard deviation of 15 minutes.
7. df = ________
8. Let α = 0.05
Decision: ________
Conclusion (write out in a complete sentence.): ________
Refer to the Regression Equation
9. Can a coefficient of determination be negative? Why or why not?
Use the following information to answer exercise 10. The cost of a leading liquid laundry detergent in different sizes is given in Table 12.31
Size (ounces)
Cost ($)
Cost per ounce
16
3.99
32
4.99
64
5.99
200
10.99
10.
a. Using “size” as the independent variable and “cost” as the dependent variable, draw a scatter plot.
b. Does it appear from insp ...
Discussion Instructions· Due 1110· Please make sure ALL ques.docxmadlynplamondon
Discussion Instructions:
· Due 11/10
· Please make sure ALL questions are answered
· Minimum of 2 sources cited for EACH discussion
· APA format for in-text citations and list of references
Discussion 3: Failure of Democracy and the Rise of Totalitarianism
Initial Post Instructions
During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia.
For the initial post, select and address one of the following:
· Germany/Hitler
· USSR/Stalin
· Japan/Tojo
Address the following questions for your selection:
· What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism?
· What role did the Great Depression in the United States play in their plight?
Discussion 4: World War II
Initial Post Instructions
For the initial post, select and respond to one of the following options:
· Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle.
· Option 2: Examine the Nazi ideology in wiping out an entire ethnic group.
· How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians?
· How were the Germans able to construct the facilities they built for their "Final
Solution
to the Jewish Question" so as to commit genocide on an industrial scale?
Discussion 5: The Cold War
Instructions
Select one of the following smaller nations:
· Korea
· Vietnam
· Cambodia
· Cuba
· Another smaller nation of your choice with instructor approval
For the initial post, address the following in relation to your selection:
· Examine how Cold War policy by the main players affected the smaller nation.
· Examine why democracy was not successful in that nation.
· Describe the loss of personal liberties that were a result of democracy failing.
· Has the nation's political system changed since the Cold War? Explain.
Discussion 6: Epic changes in Africa, Asia, and the Middle East
InstructionsFor the initial post, address one of the following:
Option 1: Middle EastExamine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State DevelopmentExamine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state developme ...
The cult of personality as an important feature of totalitarian propagandaPrzegląd Politologiczny
The totalitarian system, in contrast to the system of representative democracy (based on
impersonal procedures), is strongly related to the position of the leader. Therefore, the cult of the individual not only serves to consolidate the power of a totalitarian leader, but also contributes to the
legitimacy of the entire political system. The article presents the propagation and creation of the cult of
the individual around three leaders of totalitarian states: Stalin, Mussolini and Hitler.
The document offers a author's views, oppinions, comments and explanation. The document is also available for download at : http://www.steven-stanley-bayes.com/The%20Red%20Symphony.doc
Answer the following four questions. 1. You are an educated in.docxYASHU40
Answer the following four questions.
1. You are an educated individual in the 19th century. You see the anti-Chinese propaganda and sentiment in society. Draft a public declaration on your position regarding it. 10 sentences minimum. Be sure to bring up particular events discussed in the film(s) to add detail to your thoughts.
2. You are an educated individual in the early 20th century. Pick one of the following issues, and describe write a public declaration on your passionate thoughts regarding one of the following: WWI, double consciousness, race riots, exploitation of the poor, or women's suffrage. 10 sentences minimum. 10 sentences minimum.
3. What were the causes of World War 1?
Specifically reference information from both the following:
Crash Course
,
A People's History.
10 sentences minimum.
4. Choose one of the World War 1 primary sources found in
Voices.
What did this person have to say about U.S. involvement in World War 1? Why did they feel the way that they did? Provide
specific detail from the reading to support your answer.
10 sentences minimum.
.
HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docxhoward4little59962
HIST 2070 Essay 2
Prompts
Choose one of the
below essay prompts to
answer
. Answer in a 5-6 page essay based on the assigned textbook and primary source readings.
Suggested primary sources to consult are listed below each question. Choose at
least two (2) primary sources
to include in your essay.
Essay 2 is due on
Sunday, April 23
rd
by 11:59
pm
to
WRITE Essay (
essay 2
)
dropbox on e-learn
.
1.
The Industrial Revolution led to a global economic and political shift. Identify and analyze two (2) trends of the Industrial Revolution that led to economic and political changes in industrializing nations. How do these trends also influence and shape either social or cultural ideas or systems.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
2.
Identify and analyze three (3) characteristics of the 2
nd
wave of imperialism. Identify and explain at least two (2) ways that the 2
nd
wave of imperialism differed from imperialist ideas and colonizing practices of the 16
th
through 18
th
centuries.
Possible primary sources to consult
: Manifest Destiny, Two Faces of Empire,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt
3
.
Identify and a
nalyze
at least two (2)
ways
that
new conceptions of class, race
,
and nation created tensions amongst and between peoples
in one (1)
of the following centuries: nineteenth, twentieth, or twenty-first centuries
.
Identify and discuss how these tensions were exacerbated by two or three historical events in the century of your focus.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Tes
timonies of Bentley and Harter
,
Manif
est Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
4
. World War I (WWI) and World War II (WWII)
were both global wars. Identify and analyze at least two (2) ways
each
was a global war as well as address
. H
ow
did the outcome
of
each
war
challenge
the ideological justifications for imperialism?
Possible p
rimary sources to consult
: Manifest Destiny, Two Faces of Empire
5.
History is not just shaped by events that unfold, but also by people. People can shape histo
ry through their actions
through the
recording of an event or by leading a revolution. Choose one or two individuals discussed thus far to analyze their impact on world history.
In doing so, be sure to identify the individual, their contribution to and impact on world history.
Use primary sources to support your argument.
Possible p
rimary sources to consult
:
Marx and Engel’s Communist Manifesto, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
Mao Zedong’s “On New Democracy”, Senghor’s “African Socialism”
,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt, Nicolo M.
HY 1120, American History II 1 Course Learning Outcom.docxaryan532920
HY 1120, American History II 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
4. Summarize the impact of the civil rights movement on social, political, and economic infrastructure of
society from the mid-20th century to today.
4.1. Identify key figures from the civil rights movement.
4.2. Identify social, political, and economic impacts civil rights.
5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign
policy, and trade.
Reading Assignment
To gain further knowledge of the material, please view the PowerPoint presentations below. These will help
you identify key people discussed in this unit, important details not covered within the lesson, and political
cartoons from the time period to have a view into the mindset of people towards key topics.
To access the Unit V PowerPoint a please click here. For a PDF version click here.
To access the Unit V PowerPoint b please click here. For a PDF version click here.
Freeman, E., Schamel, W., & West, J. (1991, November 1). "A date which will live in infamy": The first typed
draft of Franklink D. Roosevelt's war address. National Archives and Records Administration.
Retrieved from http://www.archives.gov/education/lessons/day-of-infamy/
World War II Maps, Summaries and Photos. (2010, January 1). Retrieved from
http://gcveteransmemorial.org/photo-panels/
In order to locate the articles below, you must first log into the myCSU Student Portal and access the
America: History and Life with Full Text database within the CSU Online Library.
Bernstein, B. J. (1995). The atomic bombings reconsidered. Foreign Affairs, 74(1), 135-152.
Morton, L. (1957). The decision to use the atomic bomb. Foreign Affairs, 35(2), 334-353.
Unit Lesson
In this unit, it will once again be important to consider the perspective of the time, with an emphasis on the
lingering effects of worry, anxiety, and opportunity. We will review questionable actions from all fronts,
including questionable actions of both successful and unsuccessful regimes, and compare attitudes and
actions of civilians in these times. It is nearly impossible not to hold a preconceived perspective on this
conflict, as it is one of the most durable and lucrative subjects in print and in nationalist memory.
Challenge yourself to avoid anachronism and put yourself into the time period. What would possess people of
this age to react in ways that we today have trouble even considering? This unit will look at the social war, the
times directly after, the civilian response, and the beginnings of a tension-filled Cold War. You will be
challenged to look past modern understandings to engage in debates from the time.
UNIT V STUDY GUIDE
America and World War II
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/HY/HY1120/15J/UnitV_PPT_A.ppsx
https://online.columbiasouthern.edu/CSU_Con ...
Media Literacy PaperYou will write a 4–5-page paper, double spAbramMartino96
Media Literacy Paper
You will write a 4–5-page paper, double spaced, on a historical American event/topic which has had an impact in the Media as well as worldwide. Explain exactly what happened (the when, where and what for, etc.), why it is considered historical and what its significance is in terms of media literacy. Did it change the way the media treats such events, from the time it happened to this very day? What was its impact socially...culturally...politically, etc., both here and abroad? Did it raise any new issues/problems for future (and similar) media experiences? What evidence supports this? This should be a thought-provoking paper on why this event captured the public’s imagination and why it still resonates today.
Topic:
Modern Advertising and How It’s Changed to Include More Minorities/Interest Groups
**Please include a list of sources that you used.
HIST – 150 – History of the Modern World
Fall 2021 – Final Exam Part II
Choose TWO of the following essays prompts. Type your responses in Word and upload to Blackboard by Tuesday, 11/23 at 11:59pm.
1. Analyze the factors that encouraged the rise of authoritarian political systems during the 1920s and 1930s. Compare the governments that emerged in Italy, Germany, Japan, and the USSR.
2. What motivated the United States and the Soviet Union during the Cold War? Analyze the political, social, and economic impacts the Cold War had on the populations of the First and Second Worlds.
3. Since the 1970s, the world has experienced an unprecedented interconnectedness both economically and culturally. Explain what allowed for this interconnectedness and the ways in which globalization has affected the world and individual nation-states. Articulate the ways in which globalization before the 1970s had actually been a slow process unfolding for centuries (be sure to give specific examples). Is globalization a good or bad thing?
Each essay is worth 50 points and will be evaluated in the following manner:
Essay Component
Points Possible
Formatting/Grammar/Proper citation of primary sources (source title, page number)
/10
Clearly stated argument
/10
Includes specific information taken from lectures, class discussion, and reading of text. (Information taken from internet sources is not permissible)
/15
Provides evidence from primary sources to illustrate and bolster argument
/15
Prompt Primary Sources
Prompt #1: Chapter 19
Prompt #2: Chapter 20 & Chapter 21
Prompt #3: Chapter 21
...
HUM 2590 – 20th21st Century Humanities .docxadampcarr67227
HUM 2590 – 20
th
/21
st
Century Humanities
Instruction Sheet for Major Essay Assignment
DUE NO LATER THAN WEDNESDAY, MARCH 19
TH
LATE PASSES DO NOT PERTAIN!!!
Instructions: Choose one of the two choices provided below to write your paper assignment.
Your paper should:
Have a title (no cover page necessary)
Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and
conclusion)
Have a minimum of 8 sentences in each body paragraph
Be word-processed, double-spaced, size 12 font (hand written papers will not be
accepted), to be handed in as a hard copy
Include a word count of 1,250 - 1,500 words at the top corner of the first page of your
paper, along with your name, date and course title
Grading Rubric (located on page 3) must be attached to final copy of your paper
assignment
THIS IS NOT A RESEARCH PAPER!!!!!
1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry,
architecture, philosophy/religion, and either or performing arts) discussed in our course from
the 20
th
century that detail the change in the medium influenced by one of historical contexts
discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution,
Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct
similarities and either or contrasts between these two works and reflect on how they each
represent the time period from which they emerged. As you write your essay in which you
address each of these comparisons, refer specifically to key points in our readings,
films, and discussions to help you formulate and justify your arguments. You may use
any of the course material uploaded on Blackboard to help develop a more in depth
discussion on the two works of art you have chosen. Use the three comparisons and
either or contrasts to help organize the content of your essay (Argument1 =
Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 =
Comparison/ Contrast3). In your conclusion address how these two specific works of art
are important to the culture of the 20
th
/21
st
century. THIS IS NOT A RESEARCH PAPER!!!
2. Social Realism: Choose one titled piece of social realism modern art that is in your
textbook. Really try to find something that evokes thought and either or feeling,
whether positive or negative. Thoroughly discuss your piece: Be specific and use
descriptive language through applying all of the steps of the art critiquing process;
Describe, Analyze, Interpret, and Judge. You must address the following questions in
depth while you are critiquing your chosen piece of .
You are preparing a brochure for American visitors to France. Your p.docxjacvzpline
You are preparing a brochure for American visitors to France. Your purpose is to increase knowledge of history in order to strengthen the bridges between the two long-term friends. Answer each of the following questions, citing historical events and details, referring as needed to this module's readings.
Why did it take so long for a stable democratic regime to take hold in France?
How did de Gaulle's changes to the country's institution and social, political, and economic processes contribute to the creation of an effective industrial state?
What is the impact of the French influential elite whose roots lie in the bureaucracy?
Discuss what France's recent foreign policy says about its character as a nation.
At Least 2 pages
Module 02 - World Power Policies
France
Vichy France -
or the
Vichy regime -
represented the French government during the Nazi occupation of the country in World War II (1940-44).
Charles de Gaulle
was the French leader who led the resistance against Nazi occupation during World War II and then headed the Liberation government from 1944-1946. De Gaulle retired but became President again for 11 years after 1958 when he created the Fifth Republic, France's first stable democracy.
French Politics
France uses proportional representation, which means that individuals are not elected as they are in the USA. Instead, parties receive a number of seats in parliament that is proportionate to their share of the vote. As a result, it is possible for small parties to win seats, which has led to fragmentation and division, causing instability in the republic. A grasp of such political reality is important to understanding France's volatile political history.
Constitutional Engineering
Another reality of French politics is constitutional engineering. Is it possible to change the behavior of citizens, politicians, interest groups, and parties by restructuring the political system? Superficially, the answer would seem to be obvious. The structure of the regime and its processes will determine the ways in which the participants act. The question remains whether the changes in behavior will be substantive or just superficial. The question for France after 1958 was whether a political system had been engineered to reduce partisanship and create stability. The new system was to encourage compromise by sidelining ideological disputes and enhancing executive powers.
Socialist Party
You might want to make note, not only of the importance of the leadership of the socialist and communist parties in France, but of the roles they played in the World War II Resistance. Not only did the active leadership of the Left create legitimacy for them after the war, but their cooperation with Catholic resisters helped bridge the clerical/anti-clerical divide in the center of French politics. Mitterand's steering of the French Socialist Party (PS) in the direction of becoming a "catch-all" party must also be mentioned.
The Elite, the Bureaucracy, and the.
1. The formula for a regression equation based on a sample size of.docxpaynetawnya
1. The formula for a regression equation based on a sample size of 25 observations is Y' = 2X + 2. (a) What would be the predicted score for a person scoring 6 on X? (b) If someone's predicted score was 14, what was this person's score on X?
3. For the X,Y data below, compute:
(a) r and determine if it is significantly different from zero.
(b) the slope of the regression line and test if it differs significantly from zero.
(c) the 95% confidence interval for the slope.
X
Y
2
5
4
6
4
7
5
11
6
12
4. At a school pep rally, a group of sophomore students organized a free raffle for prizes. They claim that they put the names of all of the students in the school in the basket and that they randomly drew 36 names out of this basket. Of the prize winners, 6 were freshmen, 14 were sophomores, 9 were juniors, and 7 were seniors. The results do not seem that random to you. You think it is a little fishy that sophomores organized the raffle and also won the most prizes. Your school is composed of 30% freshmen, 25% sophomores, 25% juniors, and 20% seniors.
(a) What are the expected frequencies of winners from each class?
(b) Conduct a significance test to determine whether the winners of the prizes were distributed throughout the classes as would be expected based on the percentage of students in each group. Report your Chi Square and p values.
(c) What do you conclude?
5. A geologist collects hand-specimen sized pieces of limestone from a particular area. A qualitative assessment of both texture and color is made with the following results. Is there evidence of association between color and texture for these limestones? Explain your answer.
6. Do men and women select different breakfasts? The breakfasts ordered by randomly selected men and women at a popular breakfast place is shown in Table 11.55. Conduct a test for homogeneity at a 5% level of significance.
French Toast
Pancakes
Waffles
Omelettes
Men
47
35
28
53
Women
65
59
55
60
Use the following scenario to answer 113 and 117
Suppose an airline claims that its flights are consistently on time with an average delay of at most 15 minutes. It claims that the average delay is so consistent that the variance is no more than 150 minutes. Doubting the consistency part of the claim, a disgruntled traveler calculates the delays for his next 25 flights. The average delay for those 25 flights is 22 minutes with a standard deviation of 15 minutes.
7. df = ________
8. Let α = 0.05
Decision: ________
Conclusion (write out in a complete sentence.): ________
Refer to the Regression Equation
9. Can a coefficient of determination be negative? Why or why not?
Use the following information to answer exercise 10. The cost of a leading liquid laundry detergent in different sizes is given in Table 12.31
Size (ounces)
Cost ($)
Cost per ounce
16
3.99
32
4.99
64
5.99
200
10.99
10.
a. Using “size” as the independent variable and “cost” as the dependent variable, draw a scatter plot.
b. Does it appear from insp ...
Discussion Instructions· Due 1110· Please make sure ALL ques.docxmadlynplamondon
Discussion Instructions:
· Due 11/10
· Please make sure ALL questions are answered
· Minimum of 2 sources cited for EACH discussion
· APA format for in-text citations and list of references
Discussion 3: Failure of Democracy and the Rise of Totalitarianism
Initial Post Instructions
During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia.
For the initial post, select and address one of the following:
· Germany/Hitler
· USSR/Stalin
· Japan/Tojo
Address the following questions for your selection:
· What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism?
· What role did the Great Depression in the United States play in their plight?
Discussion 4: World War II
Initial Post Instructions
For the initial post, select and respond to one of the following options:
· Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle.
· Option 2: Examine the Nazi ideology in wiping out an entire ethnic group.
· How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians?
· How were the Germans able to construct the facilities they built for their "Final
Solution
to the Jewish Question" so as to commit genocide on an industrial scale?
Discussion 5: The Cold War
Instructions
Select one of the following smaller nations:
· Korea
· Vietnam
· Cambodia
· Cuba
· Another smaller nation of your choice with instructor approval
For the initial post, address the following in relation to your selection:
· Examine how Cold War policy by the main players affected the smaller nation.
· Examine why democracy was not successful in that nation.
· Describe the loss of personal liberties that were a result of democracy failing.
· Has the nation's political system changed since the Cold War? Explain.
Discussion 6: Epic changes in Africa, Asia, and the Middle East
InstructionsFor the initial post, address one of the following:
Option 1: Middle EastExamine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State DevelopmentExamine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state developme ...
The cult of personality as an important feature of totalitarian propagandaPrzegląd Politologiczny
The totalitarian system, in contrast to the system of representative democracy (based on
impersonal procedures), is strongly related to the position of the leader. Therefore, the cult of the individual not only serves to consolidate the power of a totalitarian leader, but also contributes to the
legitimacy of the entire political system. The article presents the propagation and creation of the cult of
the individual around three leaders of totalitarian states: Stalin, Mussolini and Hitler.
The document offers a author's views, oppinions, comments and explanation. The document is also available for download at : http://www.steven-stanley-bayes.com/The%20Red%20Symphony.doc
Answer the following four questions. 1. You are an educated in.docxYASHU40
Answer the following four questions.
1. You are an educated individual in the 19th century. You see the anti-Chinese propaganda and sentiment in society. Draft a public declaration on your position regarding it. 10 sentences minimum. Be sure to bring up particular events discussed in the film(s) to add detail to your thoughts.
2. You are an educated individual in the early 20th century. Pick one of the following issues, and describe write a public declaration on your passionate thoughts regarding one of the following: WWI, double consciousness, race riots, exploitation of the poor, or women's suffrage. 10 sentences minimum. 10 sentences minimum.
3. What were the causes of World War 1?
Specifically reference information from both the following:
Crash Course
,
A People's History.
10 sentences minimum.
4. Choose one of the World War 1 primary sources found in
Voices.
What did this person have to say about U.S. involvement in World War 1? Why did they feel the way that they did? Provide
specific detail from the reading to support your answer.
10 sentences minimum.
.
HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docxhoward4little59962
HIST 2070 Essay 2
Prompts
Choose one of the
below essay prompts to
answer
. Answer in a 5-6 page essay based on the assigned textbook and primary source readings.
Suggested primary sources to consult are listed below each question. Choose at
least two (2) primary sources
to include in your essay.
Essay 2 is due on
Sunday, April 23
rd
by 11:59
pm
to
WRITE Essay (
essay 2
)
dropbox on e-learn
.
1.
The Industrial Revolution led to a global economic and political shift. Identify and analyze two (2) trends of the Industrial Revolution that led to economic and political changes in industrializing nations. How do these trends also influence and shape either social or cultural ideas or systems.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
2.
Identify and analyze three (3) characteristics of the 2
nd
wave of imperialism. Identify and explain at least two (2) ways that the 2
nd
wave of imperialism differed from imperialist ideas and colonizing practices of the 16
th
through 18
th
centuries.
Possible primary sources to consult
: Manifest Destiny, Two Faces of Empire,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt
3
.
Identify and a
nalyze
at least two (2)
ways
that
new conceptions of class, race
,
and nation created tensions amongst and between peoples
in one (1)
of the following centuries: nineteenth, twentieth, or twenty-first centuries
.
Identify and discuss how these tensions were exacerbated by two or three historical events in the century of your focus.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Tes
timonies of Bentley and Harter
,
Manif
est Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
4
. World War I (WWI) and World War II (WWII)
were both global wars. Identify and analyze at least two (2) ways
each
was a global war as well as address
. H
ow
did the outcome
of
each
war
challenge
the ideological justifications for imperialism?
Possible p
rimary sources to consult
: Manifest Destiny, Two Faces of Empire
5.
History is not just shaped by events that unfold, but also by people. People can shape histo
ry through their actions
through the
recording of an event or by leading a revolution. Choose one or two individuals discussed thus far to analyze their impact on world history.
In doing so, be sure to identify the individual, their contribution to and impact on world history.
Use primary sources to support your argument.
Possible p
rimary sources to consult
:
Marx and Engel’s Communist Manifesto, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
Mao Zedong’s “On New Democracy”, Senghor’s “African Socialism”
,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt, Nicolo M.
HY 1120, American History II 1 Course Learning Outcom.docxaryan532920
HY 1120, American History II 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
4. Summarize the impact of the civil rights movement on social, political, and economic infrastructure of
society from the mid-20th century to today.
4.1. Identify key figures from the civil rights movement.
4.2. Identify social, political, and economic impacts civil rights.
5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign
policy, and trade.
Reading Assignment
To gain further knowledge of the material, please view the PowerPoint presentations below. These will help
you identify key people discussed in this unit, important details not covered within the lesson, and political
cartoons from the time period to have a view into the mindset of people towards key topics.
To access the Unit V PowerPoint a please click here. For a PDF version click here.
To access the Unit V PowerPoint b please click here. For a PDF version click here.
Freeman, E., Schamel, W., & West, J. (1991, November 1). "A date which will live in infamy": The first typed
draft of Franklink D. Roosevelt's war address. National Archives and Records Administration.
Retrieved from http://www.archives.gov/education/lessons/day-of-infamy/
World War II Maps, Summaries and Photos. (2010, January 1). Retrieved from
http://gcveteransmemorial.org/photo-panels/
In order to locate the articles below, you must first log into the myCSU Student Portal and access the
America: History and Life with Full Text database within the CSU Online Library.
Bernstein, B. J. (1995). The atomic bombings reconsidered. Foreign Affairs, 74(1), 135-152.
Morton, L. (1957). The decision to use the atomic bomb. Foreign Affairs, 35(2), 334-353.
Unit Lesson
In this unit, it will once again be important to consider the perspective of the time, with an emphasis on the
lingering effects of worry, anxiety, and opportunity. We will review questionable actions from all fronts,
including questionable actions of both successful and unsuccessful regimes, and compare attitudes and
actions of civilians in these times. It is nearly impossible not to hold a preconceived perspective on this
conflict, as it is one of the most durable and lucrative subjects in print and in nationalist memory.
Challenge yourself to avoid anachronism and put yourself into the time period. What would possess people of
this age to react in ways that we today have trouble even considering? This unit will look at the social war, the
times directly after, the civilian response, and the beginnings of a tension-filled Cold War. You will be
challenged to look past modern understandings to engage in debates from the time.
UNIT V STUDY GUIDE
America and World War II
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/HY/HY1120/15J/UnitV_PPT_A.ppsx
https://online.columbiasouthern.edu/CSU_Con ...
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
21. PropagandaGRADING: This unit is divided into three (3) sections. Each section has a different overall point value. Section 1 – this is all the base knowledge you’ll need for the unit. This includes readings, PowerPoints, and other class activities. You can select several activities and to earn a maximum of 30 points. You will be graded by showing me the activity and explaining to me what you’ve learned and answering any questions I may ask. Section 2 – in this section you take all that base knowledge and show that you can use it! You will select one activity to do and can earn a maximum of 30 points. You will be graded by showing me your activity and explaining to me what you’ve learned and answering any questions I may ask. Section 3 – in this section you show that you can really think deeply and analyze the knowledge you’ve learned in a real life situation and/or issue. You can earn a maximum of 50 points in this section. In this case you will be graded as you would be on a regular writing assignment. SECTION 1 – BASE KNOWLEDGE You may earn a maximum of 30 points in this section. Assignment ChoicesPoints EarnedPossible PointsCreate flashcards of the vocabulary words.10Create a crossword puzzle of the vocabulary words.10Complete a friend’s crossword puzzle of the vocabulary words.10Create a timeline (with ten events) that occurred before, during, and after the Bolshevik Revolution.10Make a pamphlet on one of the following: totalitarianism, fascism, communism, depression.10Write out what a day in your life is like. Now write what a day in your life would be like if you lived through the depression in Germany. Compare the two.10Draw a political cartoon about one of the major events/people you learned about in this unit.10Create a poem or song about one of the major events/people you learned about in this unit.10 SECTION 2 – APPLICATION OF KNOWLEDGE You may earn a maximum of 30 points in this section. Assignment ChoicesPoints EarnedPossible PointsCreate a depression survival kit. Put whatever you would need (or images of what you would need) in the kit, and explain in either oral or written format why you selected the items you did.30Write an instruction guide to becoming a dictator. Be specific about everything you would need to do, include illustrations and diagrams.30Create a facebook page for one of the following: Josef Stalin, Adolf Hitler, or Benito Mussolini. See me for the template.30Have a different idea? Submit a written proposal of what you’d like to do and how it will help you apply your knowledge of the inner war years.30 SECTION 3 – CRITICAL THINKING/ANALYSIS You may earn a maximum of 40 points in this section. Assignment ChoicesPoints EarnedPossible PointsResearch and write on the following: Why do people support totalitarian and/or fascist regimes?40Research and write on the following: Do depressions make countries stronger or weaker?40Research and write on the following: Who is to blame for the aggression that led to World War II?40Research and write on a topic of your choosing. Submit a proposal to me explaining why you’ve selected that topic and how that topic will enhance your understanding of the inner war years.40 Regardless of your choice you must conduct research using various resources. Use the attached sheet to help you summarize the information you find and write up your findings. _____/30 – Section 1 _____/30 – Section 2 _____/40 – Section 3 _____/100 – Overall Grade __________________________________________________________ NAME: __________________________________ DATE: ______________________ PERIOD: ___ Summarize the three sources you used in your research. On the back of this paper (or a separate piece of paper) compose three good paragraphs (5 – 7 sentences each) that reflect your opinion and your research. Title of Article/Webpage/Book:Publisher:Author:Date of publication:Website:Other:Summary: Title of Article/Webpage/Book:Publisher:Author:Date of publication:Website:Other:Summary: Title of Article/Webpage/Book:Publisher:Author:Date of publication:Website:Other:Summary:
![NAME: __________________________________ DATE: ______________________ PERIOD: ___ INNER WAR YEARS UNIT OUTLINE – CP THIS UNIT WILL COVER: ,[object Object]](https://image.slidesharecdn.com/davestaffhslherzlworldhistoryinnerwaryearsinnerwaryearsoutlinecp-100111104950-phpapp01/85/Inner-War-Years-CP-1-320.jpg)
