PART 1 (7.5 points)After listening to the lectures (in the m.docx
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PART 1 (7.5 points) After listening to the lectures (in the modules) and reading the two documents please write a single post answering the following two questions and composing one question of your own. Your answers should be a nice robust paragraph--around 6-10 sentences. You will not be able to see anyone else's posts until you make your own post by clicking "reply" to this discussion. Please do this by noon on Thursday--after you would have done the reading and sat through both classes were we still on campus. DUE BY THURSDAY AT NOON. 1. How has the world changed according to Clinton since the postwar era (ca. 1945-1965) and what does that mean for the US economy in the 1990s? Do you think Clinton's definition of freedom is tied to Reagan's from last week? If so how and why or why not? What is America's role in the world? (2.5 points) 2. How was Bush's worldview different from the preceding Clintonian vision? What ideals did he appeal to and why do you think some referred to his foreign policy as "Neo-Wilsonian" evoking President Wilson from WWI? What is America's role in the world? (What a great exam question this would be!) (2.5 points) 3. Write ONE analytical question following up on EITHER of the documents. That is don't ask a factual or opinion question but rather a question about what the document means or why the author was arguing what he was arguing. (2.5 points) .
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After listening to the lectures (in the modules) and reading.docx
After listening to the lectures (in the modules) and reading the two documents please write a
single post
answering the following two questions and composing one question of your own. Your answers should be a nice robust paragraph--around 6-10 sentences. You will not be able to see anyone else's posts until you make your own post by clicking "reply" to this discussion. Please do this by noon on Thursday--after you would have done the reading and sat through both classes were we still on campus. DUE BY THURSDAY AT NOON.
1. The 1960s are often characterized as a "radical" decade that pushed American society more to the left. However, the ideas the origins of modern American conservativism also emerged in the 1960s and have been arguably much more successful in the long term. How did Barry Goldwater challenge FDR's New Deal "liberalism" and the consensus it had established over much of American society by the mid-1960s? ?(2.5 points)
2. In what ways are the Sharon Statement from 1960 and the Port Huron Statement from 1962 in dialogue with each other? how do these issues manifest themselves in the Election of 1964--what do the campaign ads from the Election of 1964 tell you about the ideological positions of the liberal (Democratic) and conservative (Republican) parties at this time? (2.5 points)
3. Write ONE analytical question following up on EITHER of the three documents. That is don't ask a factual or opinion question but rather a question about what the document means or why the author was arguing what he was arguing. (2.5 points)
.
respond at least twice for every Discussion topic respond to ONE of.docx
respond at least twice for every Discussion topic: respond to ONE of the two topics posted by the instructor by Wednesday; and to at least one other student's response by Sunday.
Answers must be meaningful and relevant; please do not respond by simply saying "I agree" or "I disagree" without explanation.
Covering Chapter 12
and "House Divided" reading online
:
1) Analyze the major developments [hint: four] between 1848 and 1861 that contributed to the Civil War. Can one argue that one was the most significant? Explain.
2) Summarize the main points of Lincoln’s House Divided Speech. Why would someone from the South who followed the ideological discussions around the question of slavery have reason to be concerned about Lincoln’s opinions as stated in this address? Would this speech satisfy an ardent abolitionist? Why or why not? How do the ideas of this speech reflect the times in which it was given? What other main events in the march towards Civil War have influenced Lincoln’s thinking on slavery and the part it plays in the union at this point in the disintegration of the Union? From what he says in this speech what are Lincoln’s thought on the founders of the United States or rather those who wrote the Constitution at the Constitutional Convention in Philadelphia? Address at least two of these issues in your initial posting.
...
His 204 week 4 quiz
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
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 2 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 ...
国際政治基礎Ａ SPRING 2015 CLASS 10 LECTURE 8
The document provides an overview of a university lecture on international politics and power. It discusses:
1. The Cuban Missile Crisis of 1962, explaining that the USSR placed missiles in Cuba to protect its ally and control Berlin, and the US responded with a blockade to avoid appearing weak.
2. Power is analyzed through three dimensions - coercive based on resources, agenda-setting through institutions, and social power influencing wants. States have power through controlling borders, militaries, taxation, and having no higher authority.
3. The lecture defines power as a resource to influence others' actions, not an end in itself. It discusses the concepts of power resources, potential based on resources, and conversion using resources to
Im taking politics300 (contemporary international problems).Nee.docx
I'm taking politics300 (contemporary international problems).
Need help with the following discussion question:
"Idealism vs. Realism in International Politics" Please respond to the following:
Roskin and Berry allude to the tendency toward idealism in international politics before WWII ended in 1945, but the tendency toward realism after that year.
Explain what the authors mean by “idealism” and “realism” in international politics.
Characterize the differences between the world before 1945 and the world after that year with respect to international relations.
Explain the causes of the transition (from idealism to realism).
Again - this is a discusssion question. No need for a 2 page response. A couple of paragraphs will do. As long as you answer the three bullet points, we will be good to go. No format preference either. I'm willing to pay $5 for satisfactory completion of a response to the aforementioned question.
.
The Cold War
This document provides an introduction to a lesson on the Cold War. It outlines that students will learn about how the Cold War affected both the world and the United States specifically by exploring various sources and completing individual and group assignments. It establishes the main players in the Cold War as the United States and Soviet Union and that each feared the other. Students are divided into teams representing either the US or USSR and will take on roles within a simulation.
Recommended
After listening to the lectures (in the modules) and reading.docx
After listening to the lectures (in the modules) and reading the two documents please write a
single post
answering the following two questions and composing one question of your own. Your answers should be a nice robust paragraph--around 6-10 sentences. You will not be able to see anyone else's posts until you make your own post by clicking "reply" to this discussion. Please do this by noon on Thursday--after you would have done the reading and sat through both classes were we still on campus. DUE BY THURSDAY AT NOON.
1. The 1960s are often characterized as a "radical" decade that pushed American society more to the left. However, the ideas the origins of modern American conservativism also emerged in the 1960s and have been arguably much more successful in the long term. How did Barry Goldwater challenge FDR's New Deal "liberalism" and the consensus it had established over much of American society by the mid-1960s? ?(2.5 points)
2. In what ways are the Sharon Statement from 1960 and the Port Huron Statement from 1962 in dialogue with each other? how do these issues manifest themselves in the Election of 1964--what do the campaign ads from the Election of 1964 tell you about the ideological positions of the liberal (Democratic) and conservative (Republican) parties at this time? (2.5 points)
3. Write ONE analytical question following up on EITHER of the three documents. That is don't ask a factual or opinion question but rather a question about what the document means or why the author was arguing what he was arguing. (2.5 points)
.
respond at least twice for every Discussion topic respond to ONE of.docx
respond at least twice for every Discussion topic: respond to ONE of the two topics posted by the instructor by Wednesday; and to at least one other student's response by Sunday.
Answers must be meaningful and relevant; please do not respond by simply saying "I agree" or "I disagree" without explanation.
Covering Chapter 12
and "House Divided" reading online
:
1) Analyze the major developments [hint: four] between 1848 and 1861 that contributed to the Civil War. Can one argue that one was the most significant? Explain.
2) Summarize the main points of Lincoln’s House Divided Speech. Why would someone from the South who followed the ideological discussions around the question of slavery have reason to be concerned about Lincoln’s opinions as stated in this address? Would this speech satisfy an ardent abolitionist? Why or why not? How do the ideas of this speech reflect the times in which it was given? What other main events in the march towards Civil War have influenced Lincoln’s thinking on slavery and the part it plays in the union at this point in the disintegration of the Union? From what he says in this speech what are Lincoln’s thought on the founders of the United States or rather those who wrote the Constitution at the Constitutional Convention in Philadelphia? Address at least two of these issues in your initial posting.
...
His 204 week 4 quiz
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
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 2 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 ...
国際政治基礎Ａ SPRING 2015 CLASS 10 LECTURE 8
The document provides an overview of a university lecture on international politics and power. It discusses:
1. The Cuban Missile Crisis of 1962, explaining that the USSR placed missiles in Cuba to protect its ally and control Berlin, and the US responded with a blockade to avoid appearing weak.
2. Power is analyzed through three dimensions - coercive based on resources, agenda-setting through institutions, and social power influencing wants. States have power through controlling borders, militaries, taxation, and having no higher authority.
3. The lecture defines power as a resource to influence others' actions, not an end in itself. It discusses the concepts of power resources, potential based on resources, and conversion using resources to
Im taking politics300 (contemporary international problems).Nee.docx
I'm taking politics300 (contemporary international problems).
Need help with the following discussion question:
"Idealism vs. Realism in International Politics" Please respond to the following:
Roskin and Berry allude to the tendency toward idealism in international politics before WWII ended in 1945, but the tendency toward realism after that year.
Explain what the authors mean by “idealism” and “realism” in international politics.
Characterize the differences between the world before 1945 and the world after that year with respect to international relations.
Explain the causes of the transition (from idealism to realism).
Again - this is a discusssion question. No need for a 2 page response. A couple of paragraphs will do. As long as you answer the three bullet points, we will be good to go. No format preference either. I'm willing to pay $5 for satisfactory completion of a response to the aforementioned question.
.
The Cold War
This document provides an introduction to a lesson on the Cold War. It outlines that students will learn about how the Cold War affected both the world and the United States specifically by exploring various sources and completing individual and group assignments. It establishes the main players in the Cold War as the United States and Soviet Union and that each feared the other. Students are divided into teams representing either the US or USSR and will take on roles within a simulation.
Zunal
This document provides an overview of a webquest designed to help middle school students understand the causes and effects of World War II by taking on the role of a teenager during that time period. Students would conduct research on life during the war on the home front and in Europe. They would analyze propaganda posters and create one of their own. Additionally, students would learn about key battles, leaders, countries involved, and consequences of the war by creating a timeline of events and answering questions. The goal is for students to gain insight into what it would have been like for young people during this turbulent era of world history.
Liberty govt 330 discussion answers
For answers go to,
https://www.homeworksimple.com/downloads/category/govt-330/
Liberty GOVT 330 Discussion Boards Answers
FINAL EXAM AMH 1020Pick THREE questions and answer them usin.docx
FINAL EXAM AMH 1020
Pick THREE questions and answer them using well thought out essays. Your essays should be from one and a half to two pages in length. Your exam is due no later than 11:59 PM.
DECEMBER 7
and should be submitted to CANVAS. I’m sorry I cannot grant any extensions for this exam. I am literally giving you to the last minute to write and submit the exam—there is absolutely no leeway, so please, get your essay in by the due date and GOOD LUCK!
Discuss McCarthyism during the 1950s. What were its root causes? What were its effects? In what ways did it reflect the culture of the late 1940s-early 1950s?
Discuss the US posture of isolationism prior to the Second World War. What were some of the reasons for the US taking this political position and why were they significant? How did Roosevelt steer the US towards war?
Compare and contrast the Cold War foreign policies of Truman, Eisenhower, and Kennedy. What points did they have in common and how did they differ. Hint: Examining how these men handled their flashpoints: the Korean Conflict, the Suez and Hungarian crises, and the Cuban Missile Crisis, and how Kennedy handled Vietnam will help you in answering this question.
Evaluate the struggle for civil rights during the late 1950s and 1960s. In your answer, you should discuss the role played by groups and organizations such as the Ku Klux Klan and the NAACP, and the impact of Supreme Court rulings, legislative acts, and executive actions as well as the impact of individuals such as Martin Luther King.
The 1950s have been described as an era of conformity. Do you agree or disagree with this statement. Support your position
While Roosevelt’s New Deal is generally credited with ending the Great Depression, a substantial body of historians view it in a more negative light, arguing that some of his programs actually hampered recovery. Which position do you think is the better interpretation? Why or why not?
.
His 304 week 3 quiz
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
THIS IS NOW READY FOR YOU TO TAKE.Linked here is the speech you .docx
THIS IS NOW READY FOR YOU TO TAKE.
Linked here is the speech you will watch:
Robert F. Kennedy speaking on the night Martin Luther King was
https://www.youtube.com/watch?v=eb5x9TsBegE
The short speech you will view was delivered on the evening of April 4th, 1968, by Robert F. Kennedy. Robert Kennedy was a United States senator and former U.S. Attorney General in the administration of his late brother, John Kennedy, the U.S. president assassinated in Dallas in 1963. RFK's speech on the night of Dr. King's death is considered one of the best speeches of its kind ever in American life.
Your task is to compose a short essay that answers a series of questions (listed below).
DO NOT
simply list a numbered question followed by some short answer.
AGAIN,
DO NOT
DO THAT
.
You need to construct an essay built around my questions
.
You may view the speech as many times as you like, and even reference it as you answer the following questions. You may also reference the transcript I have included in a separate Moodle post right below this.
Please submit your work as a Word document you upload when you are done.
Be sure to save your Word document to your computer in the event that any technical problems arise.
Also,
do not
attempt to upload your work at the very last moment this is open. Be prepared well before the submission deadline. I
will not
accept any of this late for any reason.
Questions that reference "our book" are directed at our class textbook,
Invitation to Public Speaking
by Cindy L. Griffin. Cite this when you need to (and you will need to) and include it in a "Reference" page.
FOR THIS ASSIGNMENT YOU DO NOT NEED TO INCLUDE ANY CITATION FOR THE SPEECH BEYOND AN INITIAL INTRODUCTION AND APPROPRIATE REFERENCE TO KENNEDY, such as, "In this passage, Kennedy speaks of..." etc.
Your questions
:
A)
In announcing to his audience the assassination earlier that day of Dr. Martin Luther King, Jr., Sen. Kennedy had some ethical issues to consider. Please refer to pages 3 and 4 of our book, and chapter 1 more broadly, and any notes or class Power Points, to answer the following:
Question A1
: In what way do you see and hear Sen. Kennedy acting ethically as a public speaker? In other words, how was his speech the kind of public dialogue our book defines as an "ethical and civil exchange of ideas and opinions among communities about topics that affect the public?"
Question A2:
Among the members of the audience assembled to hear Sen. Kennedy speak were whites and blacks. In a sense, the "community" of his audience was also two communities. How does Sen. Kennedy address the concerns and feelings of blacks during his speech? How was he, as an ethical speaker, audience centered? He does something very specific to connect with the black members of his audience grieving the death of Dr. King. What is it?
Question A3:
Sen. Kennedy's speech was praised and cited as the reason there was no rioting in Indianapolis that evening. How might a less et ...
Pol 300 Massive Success / snaptutorial.com
This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
2. Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that
Pol 300 Success Begins / snaptutorial.com
This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
2. Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that occurred.
The Buck Stops Here Syllabus
This course syllabus provides an overview of a class on the American presidency. The class will use lectures, videos, seminars and a final presentation to give students a deeper understanding of US presidents and the context of the presidency. It will cover the history of the White House and presidents, first ladies, and vice presidents. Students will take quizzes, submit a reflective paper and do a group presentation. The class meets once a week for 1.5 hours and can only be taken on a pass/no pass basis. Grading will be based on participation, quizzes, a paper, and the presentation. The syllabus outlines the topics to be covered in each of the 14 weekly classes.
Week 6 Globalization and the Flattening of the WorldGlobalizati
Week 6: Globalization and the Flattening of the World
Globalization.
Do you look at this concept as a positive (glass half-full) or negative (glass half-empty)?
The fall of Communism and the rise of global threats and globalization leveled the playing field for nations throughout the world. Nations began to expand their economic strategies, political theories, and collaborate to create new foreign policies. This new era of globalization hastened the progress of developing countries, but also provided resources for terrorist activities. Former tensions between rivals with varying religious and ethnic practices reared its ugly head leading to an increase in terrorism. This, in turn, lead nations and global governing bodies such as NATO, to react.
Last week you had the opportunity to reflect upon the information you have acquired during this course when you completed your Final Project. This week, you will be able to expand upon that reflection and review your fellow classmates' Final Projects. You will also examine the events from 1945–2000 and assess the effects and consequences of globalization. You will have the opportunity to analyze their opinions and consider how they compare and contrast to your own beliefs. Will their thoughts affect your viewpoints in the future?
Learning Objectives
By the end of this week, you should be able to:
Justify the choice of the most important element from your Top 3 list
Draw inferences from assessments, both positive and negative, of globalization and the effects on local and global levels
Evaluate the roles and responsibilities of today's world citizen
Identify political leaders, policies, and elements during the time of 1945–2000 that led to globalization and the flattening of the world
Learning Resources
Required Readings
Horowitz, I. L. (2006). Feuding with the past, fearing the future: Globalization as a cultural metaphor for the struggle between nation-state and world-economy.
Social Philosophy & Policy,
23
(1), 266.
Reilly, K. (2012).
The human journey: A concise introduction to world history
. Lanham, MD: Rowman & Littlefield.
The Human Journey: A Concise Introduction to World History, 1450 to the Present, 2nd Edition by Reilly, K. Copyright 2012 by Rowman & Littlefield Publishers, Inc.. Reprinted by permission of Rowman & Littlefield Publishers, Inc. via the Copyright Clearance Center.
Read sections on “The United States as a Global Power,” “Achieving Independence” and “New Nations on the Global Stage.”
Axford, B., & Huggins, R. (Eds.). (2011).
Cultures and/of globalization.
Read Chapter 4 located in Part 1.
Kupchan, C. (2012).
No one's world: The west, the rising rest, and the coming global turn.
Read Chapter 5.
Discussion 1: Twentieth Century Top Element
It is through the differences of opinions that societies have forged ahead, fought wars, and formed outside alliances throughout all of history. These differences have questioned theories, policies, and actions ...
Hst 175 hst175 hst 175 participations uopstudy.com
This document provides discussion prompts and instructions for 5 weekly discussions in an American history course covering topics from the 1950s to the present. Week 1 explores life during the Cold War era and comparisons to fears of terrorism today. Week 2 focuses on social movements of the 1960s-70s like civil rights and their lasting impacts. Week 3 examines declining trust in government following events like Watergate and Vietnam. Week 4 analyzes the effects of Reagan's economic policies. Week 5 considers changes in America over the past two decades and perspectives on the nation's future progress. Students are asked to post initial responses and replies to peers' posts on the discussion board.
Hst 175 hst175 hst 175 discussions uopstudy.com
This document contains discussion prompts and instructions for 5 weekly discussions in an online history course about United States history from the 1950s to the present. The prompts explore various topics like life during the Cold War era, social movements of the 1960s and 1970s, trust in government after the Vietnam War and Watergate, Ronald Reagan's economic policies, and changes in America over the last two decades. Students are asked to respond to prompts in 175 words or more and reply to classmates' posts over the week.
Assignment 3 America as a Superpower For History 105 Dr.
Assignment 3: America as a Superpower
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 9 and worth 120 points. The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 9 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.
Assignment 3: America as a Superpower
Due Week 9 and worth 120 points
The previous assignments focused on domestic matters in U.S. history. This last assignment explores America’s international role in recent decades.
BACKGROUND--By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from 1950 to the present. The American international “policing” role developed because of the Cold War, but now terrorists or any power having or trying to get weapons of mass destruction (WMD) are the potential targets of such a role. Examine the statements below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Your paper will use specific examples—two from the Cold War years and two from the past two decades.
NOTE: The word “policing” here has nothing to do with traditional law enforcement agencies. It is more about trying to manage parts of the globe—usually by use of military force or the threat of it. The aim of this management may be to maintain stability, remove threats of “rogue” forces or terrorists or weapons, prevent the expansion of autocratic rule, protect a fledgling democracy, etc.
Choose one of these position statements (make it the last sentence of your introductory paragraph):
THESIS STATEMENT 1. By examples from different decades since 1950, it is clear that the international policing role and strategy of the United States was once essential, but should now be discarded as ineffective and counterproductive.
THESIS STATEMENT 2. By examples from different decades since 1950, it is clear that the international policing role and strategy of the United States during the Cold War has become even more necessary in this period of terrorism and instability.
· Plan to make that thesis statement the last sentence in your introductory paragraph. The general subject is America’s international “policing” role as a superpower for the last 70-plus years. You may moderate the wording slightly to fit more precisely the position you wish to take. This is NOT a simple statement of a topic; it is a statement of a position you are taking about that topic. p.s.—Valid arguments and “A” papers can be made with either thesis. So, you choose t ...
POL 300 Education Specialist / snaptutorial.com
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This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook
Wwi Essay.pdf
Was World War 1 Inevitable? Free Essay Example. Origins of wwi essay. Essay WW1 Consequences - World War One Impacts As Chris Hedges stated .... World War 1 Essay | World War I | Canada. WWI Document Based Essay Lesson Plan for 9th - 12th Grade | Lesson Planet.
2009 Summer Assignment
The document provides instructions for a summer assignment for an AP US Government and Politics class. It includes four parts: 1) reading about politics and completing associated tasks; 2) studying the US Constitution and answering questions; 3) following current events and writing essays; and 4) defining political terminology. The assignments are meant to help students prepare for the class and are due on the first day. The assignments make up 20% of the student's first quarter grade.
Topics for DiscussionTopic 1What were the contributing factors.docx
Topics for Discussion
Topic 1
What were the contributing factors that led to the Dust Bowl of the 1930s? What did various factions blame the disaster on? Take both sides of the debate and make an argument for each.
Topic 2
What type of work was Bam White looking for when he and his family traveled to the Texas Panhandle? Why were his hopes for a good job dashed, and what did he attribute it to? How did his son feel about the region many years after the family first arrived?
Topic 3
What was the XIT Ranch and what role did a Chicago syndicate have in its creation? What was the fate of the ranch, and what part did the syndicate have in the decline of the region?
Topic 4
Why did Hazel take no pay for her teaching job in Boise City? What did her baby die of, and why was she conflicted about leaving Boise City after she had another child?
Topic 5
What was John McCarty’s stance on the debate over the blame for the decline of the High Plains? What did he do to push his view onto the people of the area? What was the name of the club he established and what impact did it require of its members?
Topic 6
What was Hugh Bennett’s area of expertise and what opinion did he have on the cause of the conditions leading to the Dust Bowl? What position did he hold with the government and what was his plan for renewal of the land?
Topic 7
Contrast the difference between the approaches that Hoover and Roosevelt each had toward the crisis in the High Plains. What was Roosevelt’s fundamental belief about man and the challenges of nature? What specific idea did Roosevelt have for helping to fix the High Plains, and how was it implemented?
Topic 8
What was the most devastating dust storm to hit the plains, and when did it hit? Describe its origin and its trajectory, the damage and misery left in its wake, and how it was different than other dust storms.
Topic 9
What was the importance of Don Hartwell’s diary? What larger meaning did they have than just the words of one man? Reading between the lines, go through his entries and describe the deeper meaning they held.
Topic 10
What was the importance of the documentary made by Pare Lorentz, and how was it received by the people of the Dust Bowl? What impact did it have the rest of the country? Why McCarty was angry over the documentary and the paintings about the region and what steps did he take to diminish their impact?
You will choose and read 3 or more books (fiction or non-fiction) related to U. S. history post-civil war
(totaling 750+ pages). For EACH book you will turn in an analysis of the historical content and come up with a potential research topic ( Steps 1 & 2 below). For one book you will also investigate a related question or topic; you will turn in a description and evaluation of the sources you consulted and a reflection on the what you found along the course of your research including how your questions may have changed (Steps 3 & 4). A book and the historical analysis must be completed in eac ...
250 wordsDiscussion #1 The Declaration of IndependenceThe t.docx
250 words
Discussion #1: The Declaration of Independence
The tensions that arose between Great Britain and her North American colonies as a result of taxation and other measures following the Seven Years' War culminated in war, a movement for independence and the establishment of a new nation. The ideals that fueled the Revolution were grounded in Enlightenment Era thought. These same ideals still shape our vision as we continue to define American Democracy.
To prepare for this post, please review the links below to support your discussion:
Enlightenment Thought
The Declaration of Independence
After you have completed the readings answer ONE of the following questions:
1.
How did Enlightenment Era thought influence the Declaration of Independence? In your answer, be sure to address how political thought evolved during the Enlightenment Era and how those shifts are represented within the Declaration of Independence.
2
. Are Enlightenment ideals still relevant as a guiding force in current American society? How so? In your answer, please be sure to address current events and issues.
.
POL 300 Something Great/newtonhelp.com
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Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
POL 300 Invent Yourself /newtonhelp.com
For more course tutorials visit
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Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
In 250 words, please respond tobothof the following question.docx
In 250 words, please respond to
both
of the following questions.
1) Did the texts by Powers and Farish Noor in Week 1 challenge any ideas that you had about world history?
Please name specific points from each text. They may relate to anything, such as colonialism, non-European cultures, gender, family, science, etc.
2) In Farish Noor's TedTalk "The viewpoint that won't go away" from Week 2, what does he mean when he says that, "We need to think out of the box and we can't fall back" (10:15)? How does he suggest that historians and people interested in history achieve this? (Please use YouTube's transcript if you prefer reading.
In an additional 250 words, please respond to the following.
3) Provide a critical assessment of how Robbins' text addressed the impact of capitalist expansion on people and ecologies around the world. What difficult matters did he address head on, and what does he leave out? Provide examples.
.
PART B Please response to these two original posts below. Wh.docx
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docx
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
More Related Content
Similar to PART 1 (7.5 points)After listening to the lectures (in the m.docx
Zunal
This document provides an overview of a webquest designed to help middle school students understand the causes and effects of World War II by taking on the role of a teenager during that time period. Students would conduct research on life during the war on the home front and in Europe. They would analyze propaganda posters and create one of their own. Additionally, students would learn about key battles, leaders, countries involved, and consequences of the war by creating a timeline of events and answering questions. The goal is for students to gain insight into what it would have been like for young people during this turbulent era of world history.
Liberty govt 330 discussion answers
For answers go to,
https://www.homeworksimple.com/downloads/category/govt-330/
Liberty GOVT 330 Discussion Boards Answers
FINAL EXAM AMH 1020Pick THREE questions and answer them usin.docx
FINAL EXAM AMH 1020
Pick THREE questions and answer them using well thought out essays. Your essays should be from one and a half to two pages in length. Your exam is due no later than 11:59 PM.
DECEMBER 7
and should be submitted to CANVAS. I’m sorry I cannot grant any extensions for this exam. I am literally giving you to the last minute to write and submit the exam—there is absolutely no leeway, so please, get your essay in by the due date and GOOD LUCK!
Discuss McCarthyism during the 1950s. What were its root causes? What were its effects? In what ways did it reflect the culture of the late 1940s-early 1950s?
Discuss the US posture of isolationism prior to the Second World War. What were some of the reasons for the US taking this political position and why were they significant? How did Roosevelt steer the US towards war?
Compare and contrast the Cold War foreign policies of Truman, Eisenhower, and Kennedy. What points did they have in common and how did they differ. Hint: Examining how these men handled their flashpoints: the Korean Conflict, the Suez and Hungarian crises, and the Cuban Missile Crisis, and how Kennedy handled Vietnam will help you in answering this question.
Evaluate the struggle for civil rights during the late 1950s and 1960s. In your answer, you should discuss the role played by groups and organizations such as the Ku Klux Klan and the NAACP, and the impact of Supreme Court rulings, legislative acts, and executive actions as well as the impact of individuals such as Martin Luther King.
The 1950s have been described as an era of conformity. Do you agree or disagree with this statement. Support your position
While Roosevelt’s New Deal is generally credited with ending the Great Depression, a substantial body of historians view it in a more negative light, arguing that some of his programs actually hampered recovery. Which position do you think is the better interpretation? Why or why not?
.
His 304 week 3 quiz
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
THIS IS NOW READY FOR YOU TO TAKE.Linked here is the speech you .docx
THIS IS NOW READY FOR YOU TO TAKE.
Linked here is the speech you will watch:
Robert F. Kennedy speaking on the night Martin Luther King was
https://www.youtube.com/watch?v=eb5x9TsBegE
The short speech you will view was delivered on the evening of April 4th, 1968, by Robert F. Kennedy. Robert Kennedy was a United States senator and former U.S. Attorney General in the administration of his late brother, John Kennedy, the U.S. president assassinated in Dallas in 1963. RFK's speech on the night of Dr. King's death is considered one of the best speeches of its kind ever in American life.
Your task is to compose a short essay that answers a series of questions (listed below).
DO NOT
simply list a numbered question followed by some short answer.
AGAIN,
DO NOT
DO THAT
.
You need to construct an essay built around my questions
.
You may view the speech as many times as you like, and even reference it as you answer the following questions. You may also reference the transcript I have included in a separate Moodle post right below this.
Please submit your work as a Word document you upload when you are done.
Be sure to save your Word document to your computer in the event that any technical problems arise.
Also,
do not
attempt to upload your work at the very last moment this is open. Be prepared well before the submission deadline. I
will not
accept any of this late for any reason.
Questions that reference "our book" are directed at our class textbook,
Invitation to Public Speaking
by Cindy L. Griffin. Cite this when you need to (and you will need to) and include it in a "Reference" page.
FOR THIS ASSIGNMENT YOU DO NOT NEED TO INCLUDE ANY CITATION FOR THE SPEECH BEYOND AN INITIAL INTRODUCTION AND APPROPRIATE REFERENCE TO KENNEDY, such as, "In this passage, Kennedy speaks of..." etc.
Your questions
:
A)
In announcing to his audience the assassination earlier that day of Dr. Martin Luther King, Jr., Sen. Kennedy had some ethical issues to consider. Please refer to pages 3 and 4 of our book, and chapter 1 more broadly, and any notes or class Power Points, to answer the following:
Question A1
: In what way do you see and hear Sen. Kennedy acting ethically as a public speaker? In other words, how was his speech the kind of public dialogue our book defines as an "ethical and civil exchange of ideas and opinions among communities about topics that affect the public?"
Question A2:
Among the members of the audience assembled to hear Sen. Kennedy speak were whites and blacks. In a sense, the "community" of his audience was also two communities. How does Sen. Kennedy address the concerns and feelings of blacks during his speech? How was he, as an ethical speaker, audience centered? He does something very specific to connect with the black members of his audience grieving the death of Dr. King. What is it?
Question A3:
Sen. Kennedy's speech was praised and cited as the reason there was no rioting in Indianapolis that evening. How might a less et ...
Pol 300 Massive Success / snaptutorial.com
This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
2. Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that
Pol 300 Success Begins / snaptutorial.com
This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
2. Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that occurred.
The Buck Stops Here Syllabus
This course syllabus provides an overview of a class on the American presidency. The class will use lectures, videos, seminars and a final presentation to give students a deeper understanding of US presidents and the context of the presidency. It will cover the history of the White House and presidents, first ladies, and vice presidents. Students will take quizzes, submit a reflective paper and do a group presentation. The class meets once a week for 1.5 hours and can only be taken on a pass/no pass basis. Grading will be based on participation, quizzes, a paper, and the presentation. The syllabus outlines the topics to be covered in each of the 14 weekly classes.
Week 6 Globalization and the Flattening of the WorldGlobalizati
Week 6: Globalization and the Flattening of the World
Globalization.
Do you look at this concept as a positive (glass half-full) or negative (glass half-empty)?
The fall of Communism and the rise of global threats and globalization leveled the playing field for nations throughout the world. Nations began to expand their economic strategies, political theories, and collaborate to create new foreign policies. This new era of globalization hastened the progress of developing countries, but also provided resources for terrorist activities. Former tensions between rivals with varying religious and ethnic practices reared its ugly head leading to an increase in terrorism. This, in turn, lead nations and global governing bodies such as NATO, to react.
Last week you had the opportunity to reflect upon the information you have acquired during this course when you completed your Final Project. This week, you will be able to expand upon that reflection and review your fellow classmates' Final Projects. You will also examine the events from 1945–2000 and assess the effects and consequences of globalization. You will have the opportunity to analyze their opinions and consider how they compare and contrast to your own beliefs. Will their thoughts affect your viewpoints in the future?
Learning Objectives
By the end of this week, you should be able to:
Justify the choice of the most important element from your Top 3 list
Draw inferences from assessments, both positive and negative, of globalization and the effects on local and global levels
Evaluate the roles and responsibilities of today's world citizen
Identify political leaders, policies, and elements during the time of 1945–2000 that led to globalization and the flattening of the world
Learning Resources
Required Readings
Horowitz, I. L. (2006). Feuding with the past, fearing the future: Globalization as a cultural metaphor for the struggle between nation-state and world-economy.
Social Philosophy & Policy,
23
(1), 266.
Reilly, K. (2012).
The human journey: A concise introduction to world history
. Lanham, MD: Rowman & Littlefield.
The Human Journey: A Concise Introduction to World History, 1450 to the Present, 2nd Edition by Reilly, K. Copyright 2012 by Rowman & Littlefield Publishers, Inc.. Reprinted by permission of Rowman & Littlefield Publishers, Inc. via the Copyright Clearance Center.
Read sections on “The United States as a Global Power,” “Achieving Independence” and “New Nations on the Global Stage.”
Axford, B., & Huggins, R. (Eds.). (2011).
Cultures and/of globalization.
Read Chapter 4 located in Part 1.
Kupchan, C. (2012).
No one's world: The west, the rising rest, and the coming global turn.
Read Chapter 5.
Discussion 1: Twentieth Century Top Element
It is through the differences of opinions that societies have forged ahead, fought wars, and formed outside alliances throughout all of history. These differences have questioned theories, policies, and actions ...
Hst 175 hst175 hst 175 participations uopstudy.com
This document provides discussion prompts and instructions for 5 weekly discussions in an American history course covering topics from the 1950s to the present. Week 1 explores life during the Cold War era and comparisons to fears of terrorism today. Week 2 focuses on social movements of the 1960s-70s like civil rights and their lasting impacts. Week 3 examines declining trust in government following events like Watergate and Vietnam. Week 4 analyzes the effects of Reagan's economic policies. Week 5 considers changes in America over the past two decades and perspectives on the nation's future progress. Students are asked to post initial responses and replies to peers' posts on the discussion board.
Hst 175 hst175 hst 175 discussions uopstudy.com
This document contains discussion prompts and instructions for 5 weekly discussions in an online history course about United States history from the 1950s to the present. The prompts explore various topics like life during the Cold War era, social movements of the 1960s and 1970s, trust in government after the Vietnam War and Watergate, Ronald Reagan's economic policies, and changes in America over the last two decades. Students are asked to respond to prompts in 175 words or more and reply to classmates' posts over the week.
Assignment 3 America as a Superpower For History 105 Dr.
Assignment 3: America as a Superpower
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 9 and worth 120 points. The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 9 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.
Assignment 3: America as a Superpower
Due Week 9 and worth 120 points
The previous assignments focused on domestic matters in U.S. history. This last assignment explores America’s international role in recent decades.
BACKGROUND--By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from 1950 to the present. The American international “policing” role developed because of the Cold War, but now terrorists or any power having or trying to get weapons of mass destruction (WMD) are the potential targets of such a role. Examine the statements below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Your paper will use specific examples—two from the Cold War years and two from the past two decades.
NOTE: The word “policing” here has nothing to do with traditional law enforcement agencies. It is more about trying to manage parts of the globe—usually by use of military force or the threat of it. The aim of this management may be to maintain stability, remove threats of “rogue” forces or terrorists or weapons, prevent the expansion of autocratic rule, protect a fledgling democracy, etc.
Choose one of these position statements (make it the last sentence of your introductory paragraph):
THESIS STATEMENT 1. By examples from different decades since 1950, it is clear that the international policing role and strategy of the United States was once essential, but should now be discarded as ineffective and counterproductive.
THESIS STATEMENT 2. By examples from different decades since 1950, it is clear that the international policing role and strategy of the United States during the Cold War has become even more necessary in this period of terrorism and instability.
· Plan to make that thesis statement the last sentence in your introductory paragraph. The general subject is America’s international “policing” role as a superpower for the last 70-plus years. You may moderate the wording slightly to fit more precisely the position you wish to take. This is NOT a simple statement of a topic; it is a statement of a position you are taking about that topic. p.s.—Valid arguments and “A” papers can be made with either thesis. So, you choose t ...
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This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook
Wwi Essay.pdf
Was World War 1 Inevitable? Free Essay Example. Origins of wwi essay. Essay WW1 Consequences - World War One Impacts As Chris Hedges stated .... World War 1 Essay | World War I | Canada. WWI Document Based Essay Lesson Plan for 9th - 12th Grade | Lesson Planet.
2009 Summer Assignment
The document provides instructions for a summer assignment for an AP US Government and Politics class. It includes four parts: 1) reading about politics and completing associated tasks; 2) studying the US Constitution and answering questions; 3) following current events and writing essays; and 4) defining political terminology. The assignments are meant to help students prepare for the class and are due on the first day. The assignments make up 20% of the student's first quarter grade.
Topics for DiscussionTopic 1What were the contributing factors.docx
Topics for Discussion
Topic 1
What were the contributing factors that led to the Dust Bowl of the 1930s? What did various factions blame the disaster on? Take both sides of the debate and make an argument for each.
Topic 2
What type of work was Bam White looking for when he and his family traveled to the Texas Panhandle? Why were his hopes for a good job dashed, and what did he attribute it to? How did his son feel about the region many years after the family first arrived?
Topic 3
What was the XIT Ranch and what role did a Chicago syndicate have in its creation? What was the fate of the ranch, and what part did the syndicate have in the decline of the region?
Topic 4
Why did Hazel take no pay for her teaching job in Boise City? What did her baby die of, and why was she conflicted about leaving Boise City after she had another child?
Topic 5
What was John McCarty’s stance on the debate over the blame for the decline of the High Plains? What did he do to push his view onto the people of the area? What was the name of the club he established and what impact did it require of its members?
Topic 6
What was Hugh Bennett’s area of expertise and what opinion did he have on the cause of the conditions leading to the Dust Bowl? What position did he hold with the government and what was his plan for renewal of the land?
Topic 7
Contrast the difference between the approaches that Hoover and Roosevelt each had toward the crisis in the High Plains. What was Roosevelt’s fundamental belief about man and the challenges of nature? What specific idea did Roosevelt have for helping to fix the High Plains, and how was it implemented?
Topic 8
What was the most devastating dust storm to hit the plains, and when did it hit? Describe its origin and its trajectory, the damage and misery left in its wake, and how it was different than other dust storms.
Topic 9
What was the importance of Don Hartwell’s diary? What larger meaning did they have than just the words of one man? Reading between the lines, go through his entries and describe the deeper meaning they held.
Topic 10
What was the importance of the documentary made by Pare Lorentz, and how was it received by the people of the Dust Bowl? What impact did it have the rest of the country? Why McCarty was angry over the documentary and the paintings about the region and what steps did he take to diminish their impact?
You will choose and read 3 or more books (fiction or non-fiction) related to U. S. history post-civil war
(totaling 750+ pages). For EACH book you will turn in an analysis of the historical content and come up with a potential research topic ( Steps 1 & 2 below). For one book you will also investigate a related question or topic; you will turn in a description and evaluation of the sources you consulted and a reflection on the what you found along the course of your research including how your questions may have changed (Steps 3 & 4). A book and the historical analysis must be completed in eac ...
250 wordsDiscussion #1 The Declaration of IndependenceThe t.docx
250 words
Discussion #1: The Declaration of Independence
The tensions that arose between Great Britain and her North American colonies as a result of taxation and other measures following the Seven Years' War culminated in war, a movement for independence and the establishment of a new nation. The ideals that fueled the Revolution were grounded in Enlightenment Era thought. These same ideals still shape our vision as we continue to define American Democracy.
To prepare for this post, please review the links below to support your discussion:
Enlightenment Thought
The Declaration of Independence
After you have completed the readings answer ONE of the following questions:
1.
How did Enlightenment Era thought influence the Declaration of Independence? In your answer, be sure to address how political thought evolved during the Enlightenment Era and how those shifts are represented within the Declaration of Independence.
2
. Are Enlightenment ideals still relevant as a guiding force in current American society? How so? In your answer, please be sure to address current events and issues.
.
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Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
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Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
In 250 words, please respond tobothof the following question.docx
In 250 words, please respond to
both
of the following questions.
1) Did the texts by Powers and Farish Noor in Week 1 challenge any ideas that you had about world history?
Please name specific points from each text. They may relate to anything, such as colonialism, non-European cultures, gender, family, science, etc.
2) In Farish Noor's TedTalk "The viewpoint that won't go away" from Week 2, what does he mean when he says that, "We need to think out of the box and we can't fall back" (10:15)? How does he suggest that historians and people interested in history achieve this? (Please use YouTube's transcript if you prefer reading.
In an additional 250 words, please respond to the following.
3) Provide a critical assessment of how Robbins' text addressed the impact of capitalist expansion on people and ecologies around the world. What difficult matters did he address head on, and what does he leave out? Provide examples.
.
Similar to PART 1 (7.5 points)After listening to the lectures (in the m.docx (20)
FINAL EXAM AMH 1020Pick THREE questions and answer them usin.docx
FINAL EXAM AMH 1020Pick THREE questions and answer them usin.docx
THIS IS NOW READY FOR YOU TO TAKE.Linked here is the speech you .docx
THIS IS NOW READY FOR YOU TO TAKE.Linked here is the speech you .docx
Week 6 Globalization and the Flattening of the WorldGlobalizati
Week 6 Globalization and the Flattening of the WorldGlobalizati
Hst 175 hst175 hst 175 participations uopstudy.com
Hst 175 hst175 hst 175 participations uopstudy.com
Assignment 3 America as a Superpower For History 105 Dr.
Assignment 3 America as a Superpower For History 105 Dr.
Topics for DiscussionTopic 1What were the contributing factors.docx
Topics for DiscussionTopic 1What were the contributing factors.docx
250 wordsDiscussion #1 The Declaration of IndependenceThe t.docx
250 wordsDiscussion #1 The Declaration of IndependenceThe t.docx
In 250 words, please respond tobothof the following question.docx
In 250 words, please respond tobothof the following question.docx
More from smile790243
PART B Please response to these two original posts below. Wh.docx
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docx
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docx
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docx
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docx
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docx
Potential negative reactions from others to an adolescent questioning their sexual identity or gender role could negatively impact their social environment, behavior, and self-esteem. As social workers, we can play a role in creating a supportive environment for these adolescents by educating families and communities, advocating for inclusive policies, and providing counseling and resources to help adolescents accept themselves and develop coping strategies.
PART BPlease response to these two original posts below..docx
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docx
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A1. K2. D3. N4. C5. A6. O7. F8. Q9. H10..docx
This document discusses urinary tract infections (UTIs). It begins with a matching exercise identifying structures of the urinary system. The second part addresses UTIs in more detail. It defines a UTI, discusses the microorganisms that cause UTIs and where they enter the body. It also explains common signs and symptoms of UTIs, as well as diagnostic tests and treatments. The document concludes by noting that UTIs are more common in women and describes some ways women can reduce their risk.
Part A Develop an original age-appropriate activity for your .docx
The document describes developing two original age-appropriate activities for preschoolers. The first activity uses either Froebel's cube gift, parquetry gift, or Lincoln Logs and identifies two skills it develops. The second activity promotes the same skills but is based on the Montessori method. The summary describes each activity and notes two key differences between them.
Part 3 Social Situations2. Identify multicultural challenges th.docx
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docx
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docx
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docx
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
Part 3 Social Situations 2. Identify multicultural challenges that .docx
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2The client is a 32-year-old Hispanic American male who c.docx
Part 2
The client is a 32-year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to the PMHNPs office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues except for some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse. the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression). reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.
· Decision #1: start Zoloft 25mg orally daily
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2: Client returns to clinic in four weeks, reports a 25% decrease in symptoms but concerned over the new onset of erectile dysfunction
*add Augmentin Wellbutrin IR 150mg in the morning
· Why did you select this decision? Support y our response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3: Client returns to clinic in four weeks, Client stated that depressive symptoms have decreased even more and his erectile dysfunction has abated
· Client reports that he has been feeling “jittery” and sometimes “nervous”
*change to Wellbutrin XL 150mg daily
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Explain how ethical considerations might impact your treatment plan and communication with clients.
Conclusion.
Part 2For this section of the template, focus on gathering deta.docx
Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.
Learning Disability Definition Characteristics Common Assessments for Diagnosis Potential Effect on Learning and Other Areas of Life Basic Strategies for Addressing the Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Dysphasia/Aphasia
Dyspraxia
Language Processing Disorder (LPD)
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
.
Part 2 Observation Summary and Analysis • Summary paper of observat.docx
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
.
Part 2 Observation Summary and Analysis 1. Review and implement any.docx
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4-6 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2Data collectionfrom your change study initiative,.docx
Part 2:
Data collection
from your change study initiative, sample, method, display of the results of the data itself, process, and method of analysis (graphs, charts, frequency counts, descriptive statistics of the data, narrative)
Part 3: Interpretation of the results of the Data
Collection and
Analysis, address likely resistance, and provide recommendations for continuing
the study
or evaluating your change study/initiative.
.
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