Overview This purpose of the week 13 discussion board is to e.docx

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Overview: This purpose of the week 13 discussion board is to examine population and urbanization. Answer prompt 1. Then select and answer one prompt from prompts 2-5. Refer to Chapter 15 to answer the prompts. Instructions: Respond to prompts in paragraph form (200-400 words) Prompt 1: Describe 3 topics from Chapter 15 that you found interesting. Three topics I found interesting in Chapter 15 were invasion, succession, and gentrification. Prompt 2: Define demography and explain the three processes that produce changes in populations. Prompt 3: Discuss Malthusian, Marxist, and neo Malthusian perspectives on population as well as demographic transition theory. Prompt 4: Explain how cities develop through preindustrial, industrial, and postindustrial stages. Prompt 5: Identify the best-case and worst-case scenarios regarding population and urban growth in the twenty-first century, and discuss how some of the worst-case scenarios might be averted. Search entries or author .

Education

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 .

Answer each question in using the reference in attachment.docx

stirlingvwriters

This document contains two questions about socialist economic systems and markets. The first question asks about Ludwig von Mises' view that rational economic calculation is not possible in a socialist system due to the lack of private ownership and market prices. It also asks how Chinese reformers adapted ideas from the "socialist calculation debate" to incorporate some market mechanisms. The second question discusses Duncan Foley's view of socialism according to Marx, including Marx's two-stage model to communism, contributions from the Vienna Circle that influenced top-down socialist models, and the idea of socialism as a bottom-up, self-organized system with three main properties.

The Transformation of America Please respond to the following US

ronnag9bkla

"The Transformation of America" Please respond to the following: USE ONLY THE WEBTEXT AND OTHER COURSE MATERIALS-- NO OUTSIDE SOURCES Review the materials shown in Section 1 of this week’s Webtext titled, “The Growth of the Market Economy” then, in a minimum guideline of 200 words: Briefly describe the Market Revolution and then explain three (3) effects that the following three events had on society: 1) the Market Revolution, 2) Reform Politics and 3) Democracy. Note: You will provide three (3) effects for each event. Next, imagine that you are a farmer or that you are living in an urban area, and provide two (2) reasons as to whether you would be for or against the Market Revolution, reform, and democracy. Provide specific evidence in your response from the text and other course materials . Note: Think about the societal problems, innovations, politics, and factory life during this time period. only 2 paragraphs needed!!!! ...

1- Identify at least two means of communication used by the ancient .docx

monicafrancis71118

1- Identify at least two means of communication used by the ancient American civilizations. Then, compare and contrast (differences and/or similarities) their functions in their respective societies? Discuss whether there are any features they have in common? Explain. Next, describe how the ancient American means of communication have evolved in the modern society. Please elaborate by writing at least two well-developed paragraphs of at least five sentences each. 2- Answer the following questions in one paragraph of at least five sentences a- How have the lives of the European people improved during the 18th century and what influenced this progress? b- Who were the big European powers and how did they gain their global influence? c- What is the Great War for Empire and where did it occur? d- What is the American Revolution and what events motivated it? c- Which European power first colonized Florida? 3- Explain how the intellectual ideas of the Enlightenment influenced the political and social changes of the 18th century. How did those changes impact our current society? Provide specific examples. Please elaborate by writing at least two well-developed paragraphs of at least five sentences each. .

HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docx

howard4little59962

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.

Economics 463 Economic Development Before 1900 Fall 2015Prof. .docx

jack60216

Economics 463 Economic Development Before 1900 Fall 2015 Prof. Christopher Clague Nasatir 318 Phone 594-5503 Home Phone (858) 412-3251 (not after 9PM, please!) Office Hours: MWF 10-10:45 and by appointment Email: [email protected] Required texts (all are paperback; used books may be available at lower prices) 1. David Landes, The Wealth and Poverty of Nations, 1998, W. W. Norton ($17) 2. Robert C. Allen, The British Industrial Revolution in Global Perspective, 2009, Cambridge University Press ($28) 3. Robert B. Marks, The Origins of the Modern World: Fate and Fortune in the Rise of the West ($27) Roman and Littlefield, 3rd edition, paperback 4. Reader contains exercises, sources for paper topics, and the following articles: a. Timor Kuran, “Why the Middle East is Economically Underdeveloped,” JEP, 2004 b. Kenneth Sokoloff and Stanley Engerman, “History Lessons: Institutions, Factor Endowments, and Paths of Development in the New World,” (JEP, 2000) The following articles are posted on Blackboard c. Elinor Ostrom, “Collective Action and the Evolution of Social Norms,” (JEP, 2000) d. Eric Chaney, “Separation of powers and the medieval roots of the institutional divergence between the Middle East and Europe.” (2011) Grading Test 1 25% Test 2 25% Homework and Quizzes 25% Optional Paper (+) up to 5% Final exam 25% Students may add up to 5 percentage points to their overall grade by writing a paper on a topic approved by the instructor. The Course Reader contains a list of reading suggestions for paper topics. You are not limited to these topics. The paper must address a well-defined question and must make use of reasoning related to course material. To write a paper, you must hand in a sheet of paper describing the topic and listing at least a couple of sources. The topic sheet is due by November 20 and the paper itself is due by December 4. Earlier submissions are welcome, and they will increase the opportunity for my comments on your paper. The paper should be about 8 double-spaced pages and must be no longer than 15 pages. The paper should contain a list of sources at the end. The body of the paper should contain specific references to these sources. Students who have written a paper, have completed all the assignments in the course, and have B+ or better going into the final do not need to take the final exam. Date Topics Reading Aug 24-28 The Rise of the West; the World in 1400 Game Theory: Assurance Game Marks, Intro, Chaps 1, 2 Aug 31-Sept 4 Europe and China in pre-modern period Marks, Chap 3 Landes, Chap 1,2 Ex1 Assurance Ex2 Speciali- zation Sept 9-11 European Exceptionalism; Technological Change in Middle Ages; Europe, China, and Islamic World Game Theory: PD Game Malthus, Population Landes, Chap 3-4 *Chaney, Middle East and Europe on BB Ex3 Empires, States, Trade Ex4 PD game Sept 14-18 Age of Discovery 1500-1750 Landes, Chap 6 Ex5,5a Malthus Sept 21-23 Dutch Golden Age European ...

1. In a short paragraph identify and explain the historical signific.docx

keturahhazelhurst

1. In a short paragraph identify and explain the historical significance of four of the following. Muhammed Ali Abolitionism Canton System Kwame Nkrumah “Salt March” “self strengthening” Criollos Mandates The 14 Points Sun Yat-Sen Criollos Meji Constitution Criollos 2. Answer one of the following. (40 marks) 1) Discuss the nature of Simon Bolivar’s vision for Latin American independence (what did he hope to achieve and why) and account for the failure of these revolutionary movements to provide the lasting political, social and economic stability for Latin America which he envisioned. 2) By the mid to late nineteenth century the growth of Western power and influence increasingly forced groups and individuals within non-Western communities to respond through the creation of alternative visions of social construction. Citing specific examples from at least two of the non-Western communities which we have examined discuss the nature of such visions for the reconstruction of community and assess the strengths and weaknesses of these responses. 3) By the beginning of the 19th century both Imperial China and the Ottoman Empire found themselves in a position of increasing vulnerability to European impositions. Select one of these societies and examine the roots of this crisis as well as the manner in which they sought to respond to these new realities. To what extent were such responses unsuccessful and why? 4) The first half of the 19th century witnessed the spread of informal European influences in Africa from limited coastal enclaves to significant portions of the continent’s interior. Identify those factors which were most important in this process and assess its impact on African societies. To what extent was this a truly revolutionary experience for African communities? 3. Answer one of the following. (40 marks) 1) By the late 19th century China was in the midst of a prolonged period of political instability which resulted in the collapse of the Chinese imperial system and ultimately the post-World War II triumph of the Chinese Communist Party. To what extent were these events driven by issues internal to China itself or the actions of imperialist (Japanese or Western) forces external to China? 2) Compare and contrast British and French policies of colonial administration and assess the strengths and weaknesses of both approaches? To what extent is it an accurate assessment that both approaches simply represented different paths to the same objective? 3) It has been suggested that colonialism “contained the seeds of its own destruction". Discuss the growth of anti-colonial nationalism in one of the following areas: the Arab Middle East, Africa, China, India and, citing specific examples, determine the extent to which the above .

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx

rhetttrevannion

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question from the list below, which covers chapters 9 and 10 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 2 Essay Questions: 1 - Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West. 2 - Discuss the impact of the market revolution on women and African-Americans (both free and slave). 3 - Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who benefited? What were some ways workers responded? 4 - Thoroughly describe the arguments made that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles? 5 - Explain how transcendentalism and the Second Great Awakening affected the definitions of freedom. How were both movements a response to the market revolution? 6 - One German newcomer wrote that “there aren’t any masters [in America], here everyone is a free agent.” How accurate a statement was that? Why would a German immigrant view America as free? Do you think an Irish immigrant would feel the same way about America? Why or why not? 7 - The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again? 8 - Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty. 9 - Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America. 10 - Thinking back to previous chapters, analyze America’s policies toward Indians from the Washington administration through the removal of Indians from the southeastern states in the 1830s and early 1840s. What ideas and policies about Indians remained the same? Which changed? Why? .

There are four sections in this exam, with four questions each .You are required to answer only one question in each section. Be sure to include as much information as possible to support your answer. Each answer should be 3-5 paragraphs in length. Be sure to cite your sources. Section 1 1. Compare and contrast racial conflict in the South and the West. 2. How successful were business people in overcoming the problems that confronted them in the last third of the nineteenth century? 3. How did some urban housing reforms of the late nineteenth century eventually add to urban blight? 4. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century? Section 2 1. Evaluate the strengths and weaknesses of progressivism. 2. In what ways were mobilization and the war effort a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism? 3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression? 4. Compare and contrast the Depression experiences of Mexican- and African-Americans. In your opinion, which group fared better? Section 3 1. Describe the major war aims of the Allied Powers. 2. How did the war change the attitudes of women and minorities toward their status in American society? 3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree. 4. Compare the quality of life in the suburbs with the quality of life either on farms or in cities. Section 4 1. Compare the achievements and shortcomings of President Lyndon Johnson’s Great Society with Franklin Roosevelt’s New Deal. 2. Defend or attack the use of civil disobedience as a strategy in the civil rights movement, using Martin Luther King’s early career as an example of the technique. 3. Both Indians and Hispanics were hardly “monolithic” ethnic groups in American life. Explain how that led to a variety of responses to the activist currents of the 1960s and 1970s, among both Hispanics and Indians. 4. Describe the Supreme Court’s decision in Roe v. Wade; then defend or criticize it. ...

For part 1 choose ONLY 1 essay question from the list below.docx

lmelaine

For part 1 choose ONLY 1 essay question from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 1 Essay Questions: 1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms? 2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer. 3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece. 4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement? 5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans. 6 - Explain how Americans used the language of freedom when discussing foreign policy. Look specifically at the foreign policies of Roosevelt, Taft, and Wilson in your answer. Did the meaning of freedom change with each administration or stay constant? 7 - It is April 1917, you are a member of Congress, and President Wilson wants a declaration of war. Justify your vote for or against war with Germany. 8 - Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’s piece in “Voices of Freedom,” the Committee on Public Information, and “coercive patriotism.” 9 - Compare the political ideas of W. E. B. Du Bois and Marcus Garvey. What were the similarities (if any)? What were the differences? 10 - Examine and analyze Woodrow Wilson’s ideas about foreign policy. To what extent did Wilson put into practice his stated ideas? For part 2 choose ONLY 1 essay question from the list below, which covers chapters 20 and 21 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 2 Essay Questions: 1 - After World War I and more than twenty years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perce ...

Bj0021 media and political system

smumbahelp

Pessimism of the Intellect, Pessimism of the Will A Respons.docx

karlhennesey

Pessimism of the Intellect, Pessimism of the Will? A Response to Gunder Frank* Henry Bernstein and Howard Nicholas The contribution of the work of Andre Cunder Frank to debates about the nature of Third World ‘underdevelopment’ over the past twenty years is well known, and its significance widely acknow- ledged. The arguments that he has consistently put forward have been assimilated into the broad mainstream of contemporary anti- imperialist ideology. Also well known are a number of criticisms of the approach of Frank and other writers of the ‘dependency’ school. The extension of Frank’s influential version of dependency theory to the current recession in the world economy and its effects for the Third World, provides an opportunity to reconsider his position, with particular reference to its political and ideological implications. This is the principal focus of our response, which we begin with a brief resume of Frank’s main theses and of criticisms of their theoretical and methodological bases. FRANK’S THESIS A N D ITS CRITIQUE The following points summarize the main themes and conclusions of Frank’s argument. 1 . Frank’s theory is concerned, above all, with the distribution of the surplus product (or ‘economic surplus’, Frank 1975) between *A. Gunder Frank: ‘Global Crisis and Transformation’, Developmen1 ond Change. Vol. 14. 3 , 3 2 3 - 4 6 . Developmenr and Change (SAGE. London. Beverly Hills and New Delhi). Vol. 14 I 1 983). 609-624 610 Henry Bernsrein and Howard Nicholas countries or groups of countries. National economies compete to maximize surplus appropriation, and the extent to which they are able t o d o so rests on their possession (or lack of possession) of certain types of monopoly power in international economic relations. Successful surplus appropriation is the key condition of accumulation and hence development, although other factors also have a role, for example, adequate levels of effective demand and technical change. 2. While all countries were originally ‘undeveloped’. the advanced capitalist countries (DCs) were able t o achieve a path of (‘normal’) capitalist development denied to the countries of the Third World (UDCs). The two categories can be grouped in terms of ‘metropole’ and ‘satellite’ or ‘centre’ and ‘periphery’. 3. The UDCs were actively underdeveloped as a consequence of their forced integration with the capitalist world economy, through which they became exporters of primary products (and also sources of effective demand for exports from the DCs). The economies of UDCs are locked into a structural relation of dependence on those of the DCs, whose reproduction needs they are compelled to satisfy. This occurs through a variety of mechanisms - international trade (unequal exchange), invest- ment, aid, technology transfer, transfer pricing etc. - the result of which is a ‘drain’ of surplus from UDCs t o DCs, thereby restricting the accum ...

History 061 Journal EntriesInstructions After researching t.docx

pooleavelina

History 061 Journal Entries Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives. Unit 1 & 2: Greek & Romans 10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. Complete the following chart by using the sources provided below. Greeks & Romans (use your textbook as your main source) Judaism (“Principles of Judaism” reading) Christianity (“The Rise of Christianity” reading) Law Reason & Faith Duties 10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics. After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny. Complete the following chart by using the sources provided below. Plato’s Republic Aristotle’s Politics From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle? (Making bullet points is great.) · · 10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world. Greeks & Romans Judaism Christianity What influence did the following civilizations and religion have on the U.S. Constitution? Unit 3: Revolutions 10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison). Complete the following chart to compare and contrast the revolution with the impact of the following individuals: Glorious Revolution of England American Revolution French Revolution John Locke Charles-Louis Montesquieu Jean-Jacques Rousseau Simon Bolivar Thomas Jefferson James Madison 10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...

who is willing to assist me at $15check instructions6 hours, .docx

twilacrt6k5

who is willing to assist me at $15? check instructions 6 hours, Instructions: Political science: 250 words for every question. MLA and 1 work cited document Every question should be answered in its separate sheet of paper (s) 1. What distinguished 19th century Europe’s “reactionaries,” “liberals,” and “radicals” from Each other? In particular discuss the critical views of Karl Marx in the mid-19th century. What aspects of the newly emerging global order did his views challenge? 2. The nineteenth century witnessed a demographic revolution in terms of migration and urbanization patterns. Based on your study of population flows , which nineteenth-century migration patterns reflected older trends, and which were new? What factors contributed to these new trends? How migration flows and urbanization were connected? 3. It has been argued that one unintended consequence of the British Raj in India was the emergence of an Indian national identity that had never existed before. Do you agree or disagree with this? Please discuss. 4. Describe the general trend known as “cultural modernism” in the industrial world during the late 19th and early 20th centuries, with reference to at least two major characteristics of that trend (in different contexts such as literature, philosophy, scientific perceptions, sociology or the arts). .

Arc 211 american diversity and design_ jiazhen zhang

jiazhen zhang

This document contains discussion questions and responses from an online course about diversity and design. It discusses several topics: - An innovation in ancient China that standardized weapon parts, giving an army an advantage. Students are asked to describe an American innovation that impacted social groups. - The 1960s disability rights movement that advocated for accessibility and led to the 1990 Americans with Disabilities Act mandating accessibility. - Two hats worn at the Women's March on Washington that served as symbols of the event with different meanings and roles in communication. - Changes to manufacturing from Henry Ford's assembly line and predictions about future changes from increased automation. - Strategies for redeveloping the failed Pruitt-Igo

Minimum word count of150per question – each question should includ.docx

ARIV4

Minimum word count of150per question – each question should include in-text citations andat least oneinternet reference as well as a reference from the attached History textbookChapters 24 - 25, pages 429 - see picture of the textbook cover on page 2 for the correct textbook. Direct quotes are not permitted. 1. Explain the Civil Rights Act of 1964. Why was it created? 2. Explain the causes of the Cold War between the United States and the Soviet Union, and discuss some of the more serious incidents between the two superpowers. 3. Describe American life as it developed during the 1950s, including social, economic, and political issues, and evaluate the significance of the Cold War in these changes. 4. Explain the rise and effects of McCarthyism in American life. 5. Describe the events that made the build up to the civil rights movement possible. 6. Describe the white South's reaction to the initial stages of the civil rights movements. Was it all uniform? 7. Explain the differences between Martin Luther King, Jr.'s vision of America and that of Malcolm X. 8. What were some of the major accomplishments of the civil rights movement? What were some of its failures? 9. Discuss Lyndon Johnson's desire to build a "Great Society" and evaluate the relative success of his programs. 10. Describe the breakthroughs forged by African Americans in the 1950s and the retaliatory movement that came to be called "massive resistance." 11. Discuss the growth of the "counterculture" in American society during the 1960s, and describe the various movements that began to gather strength as Americans with an agenda sought to have their voices heard. See page 2 for textbook cover. ...

Discussion Instructions· Due 1110· Please make sure ALL ques.docx

madlynplamondon

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 ...

100509 Wh Socialism 50m

Monta Vista High School

1) The document provides an agenda for a class discussing socialism in the Industrial Revolution. It includes a timeline of key historical dates and philosophical viewpoints like classical liberalism, utilitarianism, and different forms of socialism. 2) Students are prompted to debate different economic systems like classical liberalism versus utilitarianism or socialism. They must choose a side and explain their reasoning. 3) The document aims to educate students on the pros and cons of different economic ideologies in relation to the major social and economic changes brought on by the Industrial Revolution.

M5HAhist.docxDirections Your task is to search the internet f.docx

infantsuk

M5HAhist.docx Directions: Your task is to search the internet for two political cartoons that represent the years of the Great Depression and the New Deal. Once you have selected your two cartoons, copy and paste them into your Word document for this assignment. Please remember that you must cite your source for where you found each cartoon. Guidelines: 1. Cartoon 1: This political cartoon must be from the 1930s. It should address one or more of the following topics: Difficulty of farmers, Stock market crash, Bank failures, Consumer over-borrowing, Businesses closing. 2. Cartoon 2: This political cartoon must be from the 1940s. It should address one or more of the following topics: Franklin Roosevelt, the New Deal, “Relief, Recovery, Reform,” any of the New Deal programs such as the CCC, TVA, PWA, etc., Court-packing scheme. Questions to answer: For each cartoon, you will construct a 300-400 word essay in which you analyze the meaning of the political cartoon. You should address these questions within the context of your essay: 1. Who are the objects and people in the cartoon? 2. Which of the objects are symbols and what do these symbols mean? 3. What is the meaning behind the words and phrases used in the cartoon? 4. What action is taking place in the cartoon? 5. How would you explain the message in the cartoon in your own words? M5L2ARadio.docx 1920’s Radio Radio was a major source of news and entertainment during the 1920’s. By 1925, over 2.5 million Americans owned and listed to radios.  Your task for this assignment is to construct a radio news program that details some of the important events of the 1920’s. Your show will be called “Lifestyle of the Roaring ‘20’s.”  You will serve as the host and you will interview a guest of your choice (someone from the time period) and they will answer a series of questions on the following topics (a minimum of 4): · The impact of the Automobile · Prohibition · Organized crime · Fundamentalism and the Scopes “Monkey” trial · Flappers · Education · Sports · Entertainment · And the Harlem Renaissance This assignment can be submitted in transcript form or can actually be performed and recorded. If you would like to record this as an “actual” radio show, please follow the directions below 1. Go to http://vocaroo.com/ 2. Make your recording 3. Save the link 4. Submit into the text box M5L4MAHist.docx Lesson 4 Mastery Assignment Throughout this lesson you learned about the way FDR and the New Deal tried to help the nation through the Great Depression. In this assignment you are going to use the notes and information you learned to help you complete this assignment. There are two parts to this assignment. Make sure you do both. Part I: Complete the chart below using your knowledge and the notes provided for you. Program Identify what type of program: (relief, recovery, or reform) What was the purpose and details of th ...

Class 10 Cbse Social Science Sample Paper Model 1

Sunaina Rawat

Arc 211 american diversity and design min hua huang

MinHua Huang

Contribute to Discussion Forum 13.pdf

stirlingvwriters

(1) The document discusses two sociological theorists - C. Wright Mills and Jürgen Habermas. Mills believed that personal troubles are often a result of larger social and historical forces. He wanted people to recognize how their individual experiences are shaped by factors outside their control. Habermas was concerned with how mass media shapes interpersonal communication and the opinions we express. (2) The discussion questions ask readers to apply Mills' concept of personal troubles representing public issues to their own lives and to identify examples of distorted communication as described by Habermas. Readers are instructed to post their responses by the given deadlines.

Machiavelli Essays. Ewrt 2 class 11 machiavelli

Julie Roest

The Comedy and Tragedy of Machiavelli: Essays on the Literary Works by .... PDF The Leadership Ethics of Machiavellis Prince. Machiavelli the prince essay. Niccolo Machiavelli - PPTX Powerpoint. Niccolo Machiavelli Essay. At 500, Machiavellis Prince Still Inspires Love And Fear : Parallels .... Niccolo machiavelli essay - Get Help From Custom College Essay Writing .... PPT - Niccolo Machiavelli PowerPoint Presentation, free download - ID .... POL107 - Machiavelli Essay POL107 - Thinking Politically Thinkswap. Example of Niccolo Machiavelli Essay on The Prince. Machiavelli the prince essay. Machiavelli The Prince essays. 2019-02-24. Machiavelli. Essay on Machiavellis, The Prince: How it is better to be a leader .... PPT - Machiavelli PowerPoint Presentation, free download - ID:494752. Essay On The Prince By Niccolo Machiavelli olympiapublishers.com. Analysing The Leadership Theories Of Machiavelli Politics Essay.pdf .... Machiavelli The prince Essay Example Topics and Well Written Essays .... Niccolo Machiavelli. Help cant do my essay machiavelli: the realistic philosopher .... Realisme Politik Niccolo Machiavelli IDEApers. Jimmie Blacksmith amp; Machiavelli Speech/Essay English Advanced .... The Prince - Essay - 84,000 Free Term Papers and Essays. Machiavelli ends justify the means essay. The Philosophical Idea of Socrates and Machiavelli Essay Example .... PPT - Niccolò Machiavelli 1469-1527 PowerPoint Presentation, free .... Machiavelli reading. PPT - Machiavelli -- 1 PowerPoint Presentation, free download - ID .... Niccolo Machiavellis Influence on Government Views Free Essay Sample .... Niccolò Machiavelli: A Modern Political Philosopher Free Essay Sample .... Machiavelli in practice Essay Example Topics and Well Written Essays .... Niccolò Machiavelli Princeton University Press. Machiavelli, Comedian The Public Domain Review. Ewrt 2 class 11 machiavelli Machiavelli Essays Machiavelli Essays. Ewrt 2 class 11 machiavelli

21st Century Socialism and Ecological Marxism _1_

Dr. Kanchan Kr. Bhowmik

This document discusses 21st century socialism and ecological Marxism in the context of global capitalism. It makes the following key points: 1) While capitalism still dominates globally, its supremacy is no longer seen with euphoria due to increasing uncertainties. Marxism is gaining new relevance in analyzing today's world. 2) The present era shares similarities with Marx's time, when Marxism collaborated with other ideologies in movements against capitalism. Today's anti-globalization protests present a similar diversity of views. 3) We must return to Marx's in-depth analysis of capitalism to understand today's global capitalist system and guide action for change. Marxism provides insights on issues like globalization that other perspectives

Social movements

wtidwell

This document discusses theories of social change and social movements. It covers evolutionary and revolutionary views of social change, as well as early social evolutionary theories from the 19th century and more modern resource mobilization and new social movement theories. Key figures discussed include Marx, Weber, Bell, and Castells. The document also defines key terms like social change, cultural lag, and globalization and provides discussion questions about different aspects of social change and social movement theories.

Write a 1,500-1,900-word double-spaced essay on one of the following.docx

sleeperfindley

Write a 1,500-1,900-word double-spaced essay on one of the following options and make sure to answer all parts of the question : Beginning with thinkers such as Thomas Hobbes, modern political and social thought has been preoccupied with the problems of material existence, from the struggle for mere survival to the pursuit of earthly comforts. This is perhaps most evident in the primacy accorded to property in explaining and justifying political relations. Compare and contrast the ways that John Locke, Jean-Jacques Rousseau, and Karl Marx understand the role of property in explaining politics. In particular, discuss how each thinker uses the concept of property to explain 1) various forms of inequality, 2) the sources of conflict in society, and 3) the main purposes or aims of government (legitimate or not). The problem of violence is a pervasive theme in modern political thought. Even though most political thinkers seek to minimize if not eliminate violence in politics, some political thinkers do advocate the use of violence under certain conditions. How do John Locke and Karl Marx view the role of violence in politics? In answering this question, 1) discuss how Locke and Marx describe the various sources of violence in politics (whether legitimate or not), 2) explain how they think that violence contributes to political change , and 3) explain under what conditions, if any, they think the use of violence is justified . One of the most vexing issues in political thought concerns the problem of political obligation . Specifically, political thinkers have puzzled over how easily the “many” are governed by the “few.” What explanations have modern thinkers given for why it is so easy for the few to rule the many? Answer this question with reference to at least two of the following thinkers: John Locke, Jean-Jacques Rousseau, and Karl Marx. .

3 Parts Label the Question #’s that was answeredRead the instruc.docx

tamicawaysmith

3 Parts Label the Question #’s that was answered Read the instructions and questions carefully before you answer. Part I. Short Essay (60% for Part I, 20% per question). Answer three of the following five questions (suggested length: 2 paragraphs each; est. time for this section: 35-40 mins). 1. According to Weber and Marx, why do people participate in capitalism? What are the main differences in their views? 2. Marx argued that capitalism has two main types of circulation: C-M-C and M-C-M’. How do these two types of circulation explain the widening inequality between workers (the proletariat) and capitalists (the bourgeoisie)? 3. Marx argued that the economic base of a society is the most important cause of the superstructure (the realm of ideas, culture, and the government). Does Du Bois agree, disagree, or both? How? 4. Smith and Marx both saw the division of labor as a key element of capitalism. Define the division of labor. Describe one way in which Smith and Marx agree about the consequences of the division of labor and one way in which Smith and Marx disagree about the consequences of the division of labor. 5. Marx argues that as capitalism develops, people should gain a clearer understanding of their class interests. Does Weber agree, disagree, or both? How? PART II. Text Commentary (30%). choose only one of these two texts. (suggested length: 3-4 paragraphs; est. time: 20-25 mins) Analyze one of the two texts below. Your analysis should have three parts: (1) Explain the meaning of each text in your own words. (2) Analyze its significance to the author’s general theory. (3) Tell us whether or not you believe this text is relevant for understanding social life today and why. IIA- FROM W. E. B. DU BOIS, BLACK RECONSTRUCTION IN AMERICA “The theory of laboring class unity rests upon the assumption that laborers, despite internal jealousies, will unite because of their opposition to exploitation by the capitalists. According to this, even after a part of the poor white laboring class became identified with the planters, and eventually displaced them, their interests would be diametrically opposed to those of the mass of white labor, and of course to those of the black laborers. This would throw white and black labor into one class, and precipitate a united fight for higher wage and better working conditions. Most persons do not realize how far this failed to work in the South, and it failed to work because the theory of race was supplemented by a carefully planned and slowly evolved method, which drove such a wedge between the white and black workers that there probably are not today in the world two groups of workers with practically identical interests who hate and fear each other so deeply and persistently and who are kept so far apart that neither sees anything of common interest. It must be remembered that the white group of laborers, while they received a low wage, were compensated in part by a sort of public and psychol ...

Lesson 17 - Exam review

Patrickwolak

The document provides a review and preparation guide for a final exam. It outlines the exam format which includes multiple choice, true/false, vocabulary, and essay questions. Tips are provided for each section, such as common vocabulary words that may appear and sample essay questions. Key topics that could appear on the exam from the course textbooks on British and American history are also summarized. These include events like the American Revolution, Industrial Revolution, American Civil War, and civil rights movements.

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