WHAT THEY FOUGHT FOR ESSAY SAMPLEWhat they fought for is an an.docxmecklenburgstrelitzh
WHAT THEY FOUGHT FOR ESSAY SAMPLE
What they fought for is an analysis of a aggregation of about a 1000 personal letters and diaries entries written by the soldiers who fought America’s celebrated Civil War. This book seeks to specify the political orientation of what the soldiers understood they were contending for. and their comprehension of the result of their service. Although counter statements agree that most soldiers could not give a solid account of why they fought for. nor the existent Constitutional issues that were at interest; the ideas the soldiers recorded show that they fought for more than merely masculine individuality ; they extremely valued being at place safe with their loved 1s. at any cost. This book gives an inside perceptual experience of the Civil War. and a wide apprehension of the sentiments of the people of that epoch. Mc. Pherson successfully defines the single motive of each of the work forces who volunteered and risked their lives for what they believed was right. and the glorious cause to contend for. The book begins with a chapter titled “The Holy Cause of Liberty and Independence”; the writer identifies the popular political orientations evidenced in the letters sent by the soldiers at the beginning of the Civil War. and emphasizes their apprehension of what they fought for.
On one side were the Confederates. a group fueled by thoughts of Liberty and self-determination. linked to seek retaliation of northern oppressors and promote independency of the cotton land of the South. Confederate soldiers were motivated by strong emotional devotedness to their land. as shown by a missive from a Louisiana corporal in the Army of Northern Virginia. “for I am willing that my castanets shall decolor the sacred dirt of Virginia in driving the envading host of autocrats from our soil” ( Mc. Pherson 11 ) . The South besides found emotional support in comparing their war with the Revolutionary War. tie ining Northerners as oppressors like the British had been to the settlements. Confederates must turn out they were worthy of the autonomies and constitutional rights their initiation male parents had earned; this was something to contend for. Furthermore, the soldiers were fed of hatred by the interest of protection of their adult females and households back place. If the North was to win. they would everlastingly be oppressed by their triumph. and slaves of their accomplishments. The Confederates fought to advance the well-being of their household and the protection of their land “from Yankee indignation and atrocity” ( Mc. Pherson 20 ) .
On the other side was the Union. besides known as the Yankees; a group determined to set out the Rebels of the South. and continue the state that was created in 1776. Like the Confederates. the Union besides found support in the memory of the Revolutionary War. Union soldiers fought the “Traitors who sought to rupture down and interrupt into fragments the glorious temple that our sires rear.
Discussion 13 – Topic; the Civil WarThe Civil War was the bloodi.docxduketjoy27252
Discussion 13 – Topic; the Civil War
The Civil War was the bloodiest conflict in American history. To this day, historians write and debate what caused it and why the North won.
Make an historical argument in response to this statement:
“From the beginning, it was clear that the North’s advantages would allow it to win over the South.” Agree? Disagree?
Begin your answer like this: “I agree (disagree) that from the beginning it was clear that the North’s advantages would allow it to win over the South for the following reasons:”
First, (50 words or more)
Source: (can be hyperlink or Author)
Second, (50 words or more)
Source: (can be hyperlink or Author)
Third, (50 words or more)
Source: (can be hyperlink or Author)
Fourth, (50 words or more)
Source: (can be hyperlink or Author)
Background:
America’s Civil War (or War Between the States) erupted in 1861 and lasted for four long years and, without question, was the mostly costly in terms of human lives at the time. The odds of a soldier dying or being seriously wounded were higher than any other war, and there were untold numbers of inhuman acts committed both on and off the battlefield. Military leaders of both sides stubbornly adhered to the “frontal assault” tactic which proved to be a slaughterhouse for the attacking side. I visited the Petersburg battlefield and gazed with astonishment at the infamous “crater” in which attacking Union troops were picked off as fish in a fishbowl. Many fought bravely and with honor and perished. Some, on both sides, became disillusioned and lost enthusiasm.
Was it worth it? Traditional historians have always maintained that it was because it saved the Union and forged a new stronger nation, as well as ending slavery and the sectional gap. They have seen it as an unfortunate but morally justifiable struggle against the Southern evil. Revisionists aren't so sure. Some liberal historians like Howard Zinn argue that it was really a titanic struggle between the elites of each section to protect and expand their wealth and control of the country but fought by the common man who was used as cannon fodder. Some conservative revisionists like DiLorenzo claim it was a diabolic plot by Lincoln and his friends to expand the power of the national government and the wealth of the Eastern rich.
.
WHAT THEY FOUGHT FOR ESSAY SAMPLEWhat they fought for is an an.docxmecklenburgstrelitzh
WHAT THEY FOUGHT FOR ESSAY SAMPLE
What they fought for is an analysis of a aggregation of about a 1000 personal letters and diaries entries written by the soldiers who fought America’s celebrated Civil War. This book seeks to specify the political orientation of what the soldiers understood they were contending for. and their comprehension of the result of their service. Although counter statements agree that most soldiers could not give a solid account of why they fought for. nor the existent Constitutional issues that were at interest; the ideas the soldiers recorded show that they fought for more than merely masculine individuality ; they extremely valued being at place safe with their loved 1s. at any cost. This book gives an inside perceptual experience of the Civil War. and a wide apprehension of the sentiments of the people of that epoch. Mc. Pherson successfully defines the single motive of each of the work forces who volunteered and risked their lives for what they believed was right. and the glorious cause to contend for. The book begins with a chapter titled “The Holy Cause of Liberty and Independence”; the writer identifies the popular political orientations evidenced in the letters sent by the soldiers at the beginning of the Civil War. and emphasizes their apprehension of what they fought for.
On one side were the Confederates. a group fueled by thoughts of Liberty and self-determination. linked to seek retaliation of northern oppressors and promote independency of the cotton land of the South. Confederate soldiers were motivated by strong emotional devotedness to their land. as shown by a missive from a Louisiana corporal in the Army of Northern Virginia. “for I am willing that my castanets shall decolor the sacred dirt of Virginia in driving the envading host of autocrats from our soil” ( Mc. Pherson 11 ) . The South besides found emotional support in comparing their war with the Revolutionary War. tie ining Northerners as oppressors like the British had been to the settlements. Confederates must turn out they were worthy of the autonomies and constitutional rights their initiation male parents had earned; this was something to contend for. Furthermore, the soldiers were fed of hatred by the interest of protection of their adult females and households back place. If the North was to win. they would everlastingly be oppressed by their triumph. and slaves of their accomplishments. The Confederates fought to advance the well-being of their household and the protection of their land “from Yankee indignation and atrocity” ( Mc. Pherson 20 ) .
On the other side was the Union. besides known as the Yankees; a group determined to set out the Rebels of the South. and continue the state that was created in 1776. Like the Confederates. the Union besides found support in the memory of the Revolutionary War. Union soldiers fought the “Traitors who sought to rupture down and interrupt into fragments the glorious temple that our sires rear.
Discussion 13 – Topic; the Civil WarThe Civil War was the bloodi.docxduketjoy27252
Discussion 13 – Topic; the Civil War
The Civil War was the bloodiest conflict in American history. To this day, historians write and debate what caused it and why the North won.
Make an historical argument in response to this statement:
“From the beginning, it was clear that the North’s advantages would allow it to win over the South.” Agree? Disagree?
Begin your answer like this: “I agree (disagree) that from the beginning it was clear that the North’s advantages would allow it to win over the South for the following reasons:”
First, (50 words or more)
Source: (can be hyperlink or Author)
Second, (50 words or more)
Source: (can be hyperlink or Author)
Third, (50 words or more)
Source: (can be hyperlink or Author)
Fourth, (50 words or more)
Source: (can be hyperlink or Author)
Background:
America’s Civil War (or War Between the States) erupted in 1861 and lasted for four long years and, without question, was the mostly costly in terms of human lives at the time. The odds of a soldier dying or being seriously wounded were higher than any other war, and there were untold numbers of inhuman acts committed both on and off the battlefield. Military leaders of both sides stubbornly adhered to the “frontal assault” tactic which proved to be a slaughterhouse for the attacking side. I visited the Petersburg battlefield and gazed with astonishment at the infamous “crater” in which attacking Union troops were picked off as fish in a fishbowl. Many fought bravely and with honor and perished. Some, on both sides, became disillusioned and lost enthusiasm.
Was it worth it? Traditional historians have always maintained that it was because it saved the Union and forged a new stronger nation, as well as ending slavery and the sectional gap. They have seen it as an unfortunate but morally justifiable struggle against the Southern evil. Revisionists aren't so sure. Some liberal historians like Howard Zinn argue that it was really a titanic struggle between the elites of each section to protect and expand their wealth and control of the country but fought by the common man who was used as cannon fodder. Some conservative revisionists like DiLorenzo claim it was a diabolic plot by Lincoln and his friends to expand the power of the national government and the wealth of the Eastern rich.
.
Discussion - Week 3Elements of the Craft of WritingThe narra.docxmecklenburgstrelitzh
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
Discussion - Microbial ClassificationGive names of bacteria in.docxmecklenburgstrelitzh
Discussion - Microbial Classification
Give names of bacteria in the genus enterobacteriaceae. How would differentiate enterobacteriaceae from other gram (-) bacteria?
Read the selected scriptures and in your response to the prompt discuss how at least one of the scriptures relates to the discussion topic.
Matthew 8:2-3
"A man with leprosy came and knelt before him and said, 'Lord, if you are willing, you can make me clean.' Jesus reached out his hand and touched the man. 'I am willing,' he said. 'Be clean!' Immediately he was cleansed of his leprosy."
Mark 16:17-18
"'And these signs will accompany those who believe: In my name they will drive out demons; they will speak in new tongues; they will pick up snakes with their hands; and when they drink deadly poison, it will not hurt them at all; they will place their hands on sick people, and they will get well.'”
Respiratory System Disease
Pneumonia is diagnosed by the presence of fluid (dark shadows in an X ray) in the alveoli. Since pneumonia usually is caused by a microorganism, what causes the fluid accumulation? Name a bacterium, a virus, a fungus, a protozoan, and a helminth that can cause pneumonia.
Students will individually examine why pneumonia –an infection of the respiratory tract is among the most damaging. Students are also required to use the information they have learnt from the text, lectures, discussions and/or assignments to describe why the respiratory tract is an important portal of entry to inhaled microorganisms such as viruses, fungal spores and bacteria.
Learners will synthesize their findings in a summary presentation of
at least 10 slides
that will be shared with their peers by the specified due date, when they will then
compare and contrast
the feedback from their research in this discussion forum. Learners will be evaluated against the criteria outlined in the assignment and discussion forum rubric.
.
Discussion (Chapter 7) What are the common challenges with which se.docxmecklenburgstrelitzh
Discussion (Chapter 7): What are the common challenges with which sentiment analysis deals? What are the most popular application areas for sentiment analysis? Why?
Note: Response should be 250-300 words. Make sure to have at least one APA formatted reference (and APA in-text citation)
.
Discussion - Big Data Visualization toolsSeveral Big Data Visu.docxmecklenburgstrelitzh
Discussion - Big Data Visualization tools
Several Big Data Visualization tools have been evaluated in this week's paper. While the focus was primarily on R and Python with GUI tools, new tools are being introduced every day. Compare and contrast the use of R vs Python and identify the pros and cons of each.
.
Discussion - 1 Pick 2 different department team members and descri.docxmecklenburgstrelitzh
Discussion - 1 : Pick 2 different department team members and describe why they were chosen and what skill they should bring.
Discussion -2 : What are the most vital functions at your place of work that the BIA will address?
Course Name - Business continuity and disaster recovery planning
No Plagiarism, proper references with APA format
.
Discussion (Chapter 7) What are the common challenges with which .docxmecklenburgstrelitzh
Discussion
(Chapter 7): What are the common challenges with which sentiment analysis deals? What are the most popular application areas for sentiment analysis? Why?
Questions for Discussions:
1. Explain the relationship among data mining, text mining, and sentiment analysis.
2. In your own words, define text mining, and discuss its most popular applications.
3. What does it mean to induce structure into text-based data? Discuss the alternative ways of inducing structure into them.
4. What is the role of NLP in text mining? Discuss the capabilities and limitations of NLP in the context of text mining.
Exercise:
Go to teradatauniversitynetwork.com and find the case study named “eBay Analytics.” Read the case carefully and extend your understanding of it by searching the Internet for additional information, and answer the case questions.
Internet exercise:
Go to kdnuggets.com. Explore the sections on applications as well as software. Find the names of at least three additional packages for data mining and text mining.
.
Discussion (Chapter 7) What are the common challenges with whic.docxmecklenburgstrelitzh
Discussion (Chapter 7): What are the common challenges with which sentiment analysis deals? What are the most popular application areas for sentiment analysis? Why?
Note: The first post should be made by Wednesday 11:59 p.m., EST. I am looking for active engagement in the discussion. Please engage early and often.
Your response should be 100-300 words.
.
Discussion (Chapter 6) List and briefly describe the nine-step .docxmecklenburgstrelitzh
Discussion (Chapter 6): List and briefly describe the nine-step process in con-ducting a neural network project.
Note: The first post should be made by Wednesday 11:59 p.m., EST. I am looking for active engagement in the discussion. Please engage early and often.
.
Discussion (Chapter 5) What is the relationship between Naïve Bayes.docxmecklenburgstrelitzh
Discussion (Chapter 5): What is the relationship between Naïve Bayes and Bayesian networks? What is the process of developing a Bayesian networks model?
Note:
Response should be 250-300 words. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post.
.
Discussion (Chapter 4) What are the privacy issues with data mini.docxmecklenburgstrelitzh
Discussion (Chapter 4): What are the privacy issues with data mining? Do you think they are substantiated?
Note:
Your response should be 250-300 words. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations.
.
Discussion (Chapter 3) Why are the originalraw data not readily us.docxmecklenburgstrelitzh
Discussion (Chapter 3): Why are the original/raw data not readily usable by analytics tasks? What are the main data preprocessing steps? List and explain their importance in analytics.
Note: Response should be 250-300 words. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations
.
Discussion (Chapter 5) What is the relationship between Naïve B.docxmecklenburgstrelitzh
Discussion (Chapter 5): What is the relationship between Naïve Bayes and Bayesian networks? What is the process of developing a Bayesian networks model?
Note: The first post should be made by Wednesday 11:59 p.m., EST. I am looking for active engagement in the discussion. Please engage early and often.
Your response should be 100-300 words. Respond to two postings provided by your classmates.
.
Discussion (Chapter 10 in the textbook or see the ppt) For ea.docxmecklenburgstrelitzh
Discussion (Chapter 10 in the textbook / or see the ppt):
For each of the steps in the "Seven Step Forecasting Game Plan" for forecasting, discuss the following:
Who do you suspect is being included in creating each step of the various company forecasts?
Why? Why not? Be specific about the various players and the reasons they might be involved.
Assignment (Chapter 10) (1-2 pages double space):
Objective and Realistic Forecasts. The chapter encourages analysts to develop forecasts that are realistic, objective, and unbiased. Some firms’ managers tend to be optimistic. Some accounting principles tend to be conservative. Describe the different risks and incentives that managers, accountants, and analysts face. Explain how these different risks and incentives lead managers, accountants, and analysts to different biases when predicting uncertain outcomes.
.
Discussion (Chapter 1) Compare and contrast predictive analytics wi.docxmecklenburgstrelitzh
Discussion (Chapter 1): Compare and contrast predictive analytics with prescriptive and descriptive analytics. Use examples.
Response should be 250-300 words and with references
There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations.
.
Discussion (400 words discussion + 150 words student response)Co.docxmecklenburgstrelitzh
Discussion (400 words discussion + 150 words student response)
Consider the potential conflict between corporate social responsibility and ethics while maximizing share holder wealth. How does exercising Christian principles play a part in running a successful business while operating within state and federal regulations?
.
Discussion (150-200 words) Why do you think so much emphasis is pla.docxmecklenburgstrelitzh
Discussion (150-200 words): Why do you think so much emphasis is placed on cash-flow-based stock evaluations, especially the "free cash flow model"?
Assignment (1-2 pages double space): What is the six step process involved in valuation? List the six steps in sequence, explaining and discussing the importance and relevance of each step.
.
discussion (11)explain the concept of information stores as th.docxmecklenburgstrelitzh
discussion (11)
explain the concept of information stores as they relate to email. Use the Internet to research how and where email data is stored on different computer
platforms and systems and then report your findings. How is this information pertinent to a forensic investigation. around 250-300 words
with references
discussion 12
Explain how cookies can show that a user has visited a site if that user's history has been deleted. Be specific,
do not merely explain how cookies work. Report on how cookies can be used in a forensic investigation. around 250-300 words, with references
.
Discussion #5 How progressive was the Progressive EraThe Progres.docxmecklenburgstrelitzh
Discussion #5: How progressive was the Progressive Era?
The Progressive era stands out as a time when reformers sought to address social ills brought about by a rapidly changing society. Debates surrounded issues such as political corruption, the regulation of business practices, racial equality, women's suffrage and the living conditions of impoverished immigrants overcrowded into urban slums.
In order to prepare for this discussion forum:
Review and identify the relevant sections of Chapter 22 that support your discussion.
Read Booker T. Washington's speech The Atlanta Compromise
Read W.E.B. Du Bois The Niagara Movement
The Niagara Movement's "Declaration of Principles" by W.E.B.Du Bois
The Women's Suffrage Movement
Excerpt from How the Other Half Lives by Jacob Riis and the photography of Jacob Riis.
After you have completed your readings post a response to only ONE of the following questions.
Compare and contrast the ideas of Booker T. Washington and W.E.B. Du Bois. In your opinion, which of these two men had a better plan? Explain why.
When it came to the issue of suffrage, did all women agree? Explain.
Which social problem was Jacob Riis addressing through his work? How did he communicate the severity of this problem?
.
Discussion #4, Continued Work on VygotskyA. Why is it important .docxmecklenburgstrelitzh
Discussion #4, Continued Work on Vygotsky
A. Why is it important as a teacher to understand what children are:
interested in?
thinking about?
attempting to create or problem-solve?
how does this knowledge support further development?
B. Note teaching strategies that enable you to learn about the child or children's thinking:
decriptive language, narration
waiting for the child's or children's language, response
open-ended relevant questions based on the child's perspective
assistance with relevant additional materials
C. Vygotsky's theories of learning are based on adult: child relationships and peer:peer interactions, what is the value in learning and advancing development through:
specific and meaningful grasp of what the child is focused on
opportunity for further experience supported by
Amplification
scaffolding as assistance
through the child's perspective
intentional in the strategies and support to assist children in entering the
Zone of Proximal Development
.
Discussion #4 What are the most common metrics that make for an.docxmecklenburgstrelitzh
Discussion #4: What are the most common metrics that make for analytics-ready data?
Exercise #12: Go to data.gov—a U.S. government–sponsored data portal that has a very large number of data sets on a wide variety of topics ranging from healthcare to education, climate to public safety. Pick a topic that you are most passionate about.
Go through the topic-specific information and explanation provided on the site. Explore the possibilities of downloading the data and use your favorite data visualization tool to create your own meaningful information and visualizations.
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Discussion - Week 3Elements of the Craft of WritingThe narra.docxmecklenburgstrelitzh
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
Discussion - Microbial ClassificationGive names of bacteria in.docxmecklenburgstrelitzh
Discussion - Microbial Classification
Give names of bacteria in the genus enterobacteriaceae. How would differentiate enterobacteriaceae from other gram (-) bacteria?
Read the selected scriptures and in your response to the prompt discuss how at least one of the scriptures relates to the discussion topic.
Matthew 8:2-3
"A man with leprosy came and knelt before him and said, 'Lord, if you are willing, you can make me clean.' Jesus reached out his hand and touched the man. 'I am willing,' he said. 'Be clean!' Immediately he was cleansed of his leprosy."
Mark 16:17-18
"'And these signs will accompany those who believe: In my name they will drive out demons; they will speak in new tongues; they will pick up snakes with their hands; and when they drink deadly poison, it will not hurt them at all; they will place their hands on sick people, and they will get well.'”
Respiratory System Disease
Pneumonia is diagnosed by the presence of fluid (dark shadows in an X ray) in the alveoli. Since pneumonia usually is caused by a microorganism, what causes the fluid accumulation? Name a bacterium, a virus, a fungus, a protozoan, and a helminth that can cause pneumonia.
Students will individually examine why pneumonia –an infection of the respiratory tract is among the most damaging. Students are also required to use the information they have learnt from the text, lectures, discussions and/or assignments to describe why the respiratory tract is an important portal of entry to inhaled microorganisms such as viruses, fungal spores and bacteria.
Learners will synthesize their findings in a summary presentation of
at least 10 slides
that will be shared with their peers by the specified due date, when they will then
compare and contrast
the feedback from their research in this discussion forum. Learners will be evaluated against the criteria outlined in the assignment and discussion forum rubric.
.
Discussion (Chapter 7) What are the common challenges with which se.docxmecklenburgstrelitzh
Discussion (Chapter 7): What are the common challenges with which sentiment analysis deals? What are the most popular application areas for sentiment analysis? Why?
Note: Response should be 250-300 words. Make sure to have at least one APA formatted reference (and APA in-text citation)
.
Discussion - Big Data Visualization toolsSeveral Big Data Visu.docxmecklenburgstrelitzh
Discussion - Big Data Visualization tools
Several Big Data Visualization tools have been evaluated in this week's paper. While the focus was primarily on R and Python with GUI tools, new tools are being introduced every day. Compare and contrast the use of R vs Python and identify the pros and cons of each.
.
Discussion - 1 Pick 2 different department team members and descri.docxmecklenburgstrelitzh
Discussion - 1 : Pick 2 different department team members and describe why they were chosen and what skill they should bring.
Discussion -2 : What are the most vital functions at your place of work that the BIA will address?
Course Name - Business continuity and disaster recovery planning
No Plagiarism, proper references with APA format
.
Discussion (Chapter 7) What are the common challenges with which .docxmecklenburgstrelitzh
Discussion
(Chapter 7): What are the common challenges with which sentiment analysis deals? What are the most popular application areas for sentiment analysis? Why?
Questions for Discussions:
1. Explain the relationship among data mining, text mining, and sentiment analysis.
2. In your own words, define text mining, and discuss its most popular applications.
3. What does it mean to induce structure into text-based data? Discuss the alternative ways of inducing structure into them.
4. What is the role of NLP in text mining? Discuss the capabilities and limitations of NLP in the context of text mining.
Exercise:
Go to teradatauniversitynetwork.com and find the case study named “eBay Analytics.” Read the case carefully and extend your understanding of it by searching the Internet for additional information, and answer the case questions.
Internet exercise:
Go to kdnuggets.com. Explore the sections on applications as well as software. Find the names of at least three additional packages for data mining and text mining.
.
Discussion (Chapter 7) What are the common challenges with whic.docxmecklenburgstrelitzh
Discussion (Chapter 7): What are the common challenges with which sentiment analysis deals? What are the most popular application areas for sentiment analysis? Why?
Note: The first post should be made by Wednesday 11:59 p.m., EST. I am looking for active engagement in the discussion. Please engage early and often.
Your response should be 100-300 words.
.
Discussion (Chapter 6) List and briefly describe the nine-step .docxmecklenburgstrelitzh
Discussion (Chapter 6): List and briefly describe the nine-step process in con-ducting a neural network project.
Note: The first post should be made by Wednesday 11:59 p.m., EST. I am looking for active engagement in the discussion. Please engage early and often.
.
Discussion (Chapter 5) What is the relationship between Naïve Bayes.docxmecklenburgstrelitzh
Discussion (Chapter 5): What is the relationship between Naïve Bayes and Bayesian networks? What is the process of developing a Bayesian networks model?
Note:
Response should be 250-300 words. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post.
.
Discussion (Chapter 4) What are the privacy issues with data mini.docxmecklenburgstrelitzh
Discussion (Chapter 4): What are the privacy issues with data mining? Do you think they are substantiated?
Note:
Your response should be 250-300 words. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations.
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Discussion (Chapter 3) Why are the originalraw data not readily us.docxmecklenburgstrelitzh
Discussion (Chapter 3): Why are the original/raw data not readily usable by analytics tasks? What are the main data preprocessing steps? List and explain their importance in analytics.
Note: Response should be 250-300 words. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations
.
Discussion (Chapter 5) What is the relationship between Naïve B.docxmecklenburgstrelitzh
Discussion (Chapter 5): What is the relationship between Naïve Bayes and Bayesian networks? What is the process of developing a Bayesian networks model?
Note: The first post should be made by Wednesday 11:59 p.m., EST. I am looking for active engagement in the discussion. Please engage early and often.
Your response should be 100-300 words. Respond to two postings provided by your classmates.
.
Discussion (Chapter 10 in the textbook or see the ppt) For ea.docxmecklenburgstrelitzh
Discussion (Chapter 10 in the textbook / or see the ppt):
For each of the steps in the "Seven Step Forecasting Game Plan" for forecasting, discuss the following:
Who do you suspect is being included in creating each step of the various company forecasts?
Why? Why not? Be specific about the various players and the reasons they might be involved.
Assignment (Chapter 10) (1-2 pages double space):
Objective and Realistic Forecasts. The chapter encourages analysts to develop forecasts that are realistic, objective, and unbiased. Some firms’ managers tend to be optimistic. Some accounting principles tend to be conservative. Describe the different risks and incentives that managers, accountants, and analysts face. Explain how these different risks and incentives lead managers, accountants, and analysts to different biases when predicting uncertain outcomes.
.
Discussion (Chapter 1) Compare and contrast predictive analytics wi.docxmecklenburgstrelitzh
Discussion (Chapter 1): Compare and contrast predictive analytics with prescriptive and descriptive analytics. Use examples.
Response should be 250-300 words and with references
There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations.
.
Discussion (400 words discussion + 150 words student response)Co.docxmecklenburgstrelitzh
Discussion (400 words discussion + 150 words student response)
Consider the potential conflict between corporate social responsibility and ethics while maximizing share holder wealth. How does exercising Christian principles play a part in running a successful business while operating within state and federal regulations?
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Discussion (150-200 words) Why do you think so much emphasis is pla.docxmecklenburgstrelitzh
Discussion (150-200 words): Why do you think so much emphasis is placed on cash-flow-based stock evaluations, especially the "free cash flow model"?
Assignment (1-2 pages double space): What is the six step process involved in valuation? List the six steps in sequence, explaining and discussing the importance and relevance of each step.
.
discussion (11)explain the concept of information stores as th.docxmecklenburgstrelitzh
discussion (11)
explain the concept of information stores as they relate to email. Use the Internet to research how and where email data is stored on different computer
platforms and systems and then report your findings. How is this information pertinent to a forensic investigation. around 250-300 words
with references
discussion 12
Explain how cookies can show that a user has visited a site if that user's history has been deleted. Be specific,
do not merely explain how cookies work. Report on how cookies can be used in a forensic investigation. around 250-300 words, with references
.
Discussion #5 How progressive was the Progressive EraThe Progres.docxmecklenburgstrelitzh
Discussion #5: How progressive was the Progressive Era?
The Progressive era stands out as a time when reformers sought to address social ills brought about by a rapidly changing society. Debates surrounded issues such as political corruption, the regulation of business practices, racial equality, women's suffrage and the living conditions of impoverished immigrants overcrowded into urban slums.
In order to prepare for this discussion forum:
Review and identify the relevant sections of Chapter 22 that support your discussion.
Read Booker T. Washington's speech The Atlanta Compromise
Read W.E.B. Du Bois The Niagara Movement
The Niagara Movement's "Declaration of Principles" by W.E.B.Du Bois
The Women's Suffrage Movement
Excerpt from How the Other Half Lives by Jacob Riis and the photography of Jacob Riis.
After you have completed your readings post a response to only ONE of the following questions.
Compare and contrast the ideas of Booker T. Washington and W.E.B. Du Bois. In your opinion, which of these two men had a better plan? Explain why.
When it came to the issue of suffrage, did all women agree? Explain.
Which social problem was Jacob Riis addressing through his work? How did he communicate the severity of this problem?
.
Discussion #4, Continued Work on VygotskyA. Why is it important .docxmecklenburgstrelitzh
Discussion #4, Continued Work on Vygotsky
A. Why is it important as a teacher to understand what children are:
interested in?
thinking about?
attempting to create or problem-solve?
how does this knowledge support further development?
B. Note teaching strategies that enable you to learn about the child or children's thinking:
decriptive language, narration
waiting for the child's or children's language, response
open-ended relevant questions based on the child's perspective
assistance with relevant additional materials
C. Vygotsky's theories of learning are based on adult: child relationships and peer:peer interactions, what is the value in learning and advancing development through:
specific and meaningful grasp of what the child is focused on
opportunity for further experience supported by
Amplification
scaffolding as assistance
through the child's perspective
intentional in the strategies and support to assist children in entering the
Zone of Proximal Development
.
Discussion #4 What are the most common metrics that make for an.docxmecklenburgstrelitzh
Discussion #4: What are the most common metrics that make for analytics-ready data?
Exercise #12: Go to data.gov—a U.S. government–sponsored data portal that has a very large number of data sets on a wide variety of topics ranging from healthcare to education, climate to public safety. Pick a topic that you are most passionate about.
Go through the topic-specific information and explanation provided on the site. Explore the possibilities of downloading the data and use your favorite data visualization tool to create your own meaningful information and visualizations.
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
What They Fought for, 1861-1865 This assignment is for student t.docx
1. What They Fought for, 1861-1865
This assignment is for student to understand how Civil War
soldiers viewed the Civil War. Students are required to read this
book and write an essay comparing both views of these Civil
War soldiers.
How do I organize this essay?
This assignment is designed for students to understand how
Civil War soldiers viewed the Civil War. Students are required
to read this book and write an essay comparing both views of
the Civil War soldiers.
How do I organize this essay?
• One introductory paragraph, with a thesis statement.
• One body paragraph describing the views of the soldiers who
favored the Civil War.
• One body paragraph describing the views of soldiers who were
against the Civil War.
• One body paragraph describing the views of soldiers who
had mixed views on the Civil War.
• One concluding paragraph with the student’s opinion siding
with one of the soldier’s opinions.
• All paragraphs must have no less than 4 footnotes, with 5 or
more sentences.
How will I be graded on this essay?
· Graded per Essay (MS Word Document) Format on this
syllabus, so follow those directions.
· No quoting or Incorrect essay formatting, or a book review (75
points deduction),
· No footnotes (50 points deduction), incorrect footnote
formatting.
· Points deducted for the use of outside sources. No outside
sources can be used.
2. Topic 8 Discharge Summary Template
Directions: Complete the Discharge Summary form by
addressing the fields below.
Presenting Problem Upon Admission:
[State the client's presenting problem upon admission here.]
Client Name: [Enter the client's name here]
Date of Birth: [MM/DD/YYYY]
Date of Admission: [MM/DD/YYYY]
Date of Discharge: [MM/DD/YYYY]
Current Medication:
[List the client's current medications here.]
Reason for Discharge:
[State the client's reason for discharge here.]
Resources and Referrals:
[List the client's resources and referrals here.]
Projected Prognosis:
[State the client's projected prognosis here.]
4. On one side were the Confederates. a group fueled by thoughts
of Liberty and self-determination. linked to seek retaliation of
northern oppressors and promote independency of the cotton
land of the South. Confederate soldiers were motivated by
strong emotional devotedness to their land. as shown by a
missive from a Louisiana corporal in the Army of Northern
Virginia. “for I am willing that my castanets shall decolor the
sacred dirt of Virginia in driving the envading host of autocrats
from our soil” ( Mc. Pherson 11 ) . The South besides found
emotional support in comparing their war with the
Revolutionary War. tie ining Northerners as oppressors like the
British had been to the settlements. Confederates must turn out
they were worthy of the autonomies and constitutional rights
their initiation male parents had earned; this was something to
contend for. Furthermore, the soldiers were fed of hatred by the
interest of protection of their adult females and households back
place. If the North was to win. they would everlastingly be
oppressed by their triumph. and slaves of their
accomplishments. The Confederates fought to advance the well-
being of their household and the protection of their land “from
Yankee indignation and atrocity” ( Mc. Pherson 20 ) .
On the other side was the Union. besides known as the Yankees;
a group determined to set out the Rebels of the South. and
continue the state that was created in 1776. Like the
Confederates. the Union besides found support in the memory of
the Revolutionary War. Union soldiers fought the “Traitors who
sought to rupture down and interrupt into fragments the glorious
temple that our sires reared with blood and tears” ( Mc. Pherson
28 ) . If the South was to splinter it would hold destroyed and
undermined the power and authorization of the Constitution.
and hence interrupt the brotherhood that made up the United
States of America. The Union soldiers referred to the
Confederates as the “Rebels”. who did not merit to be portion of
the united states for their selfish and inhumane wonts. yet their
5. land belonged to the state as a whole. A soldier in the Sherman
ground forces wrote to his married woman “We want to kill
them all away and cleanse the country… their penalty is light
when compared with what justness is demanded” ( Mc. Pherson
40-41 ) .
Union reserves could not bear the idea of secession. for they
“will be held responsible before God if we don’t make our
portion in assisting to convey this blessing of civil and spiritual
autonomy down to wining generations” ( Mc. Pherson 28 ) . For
the North. defense of the fatherland. and of the autonomies and
the authorities created by our establishing male parents was the
“glorious cause” for which they fought. But war could non last
everlastingly. and casualties and homesickness wore work
forces out; a manner out of war had to be found so peace could
be established one time once more. The most of import measure
was the great recognition that bondage was the really cause of
the war. The existent president Abraham Lincoln had already
announced the Emancipation Proclamation in hopes of stopping
this fatal conflict. Confederate leaders clarified that the United
States “had been founded on the false thought that all work
forces are created equal” while through secession. the new
authorities of the South was based “upon the great truth that
Black is non equal to white adult male; that bondage.
subordination to the superior race. is his natural and normal
condition” and so. the new cotton slave democracy will have
founded on “the great physical. philosophical. and moral truth”
( Mc. Pherson 48 ) .
Confederates felt support from their initiation male parents with
the cause of contending for autonomy and feared to be enslaved
by the North. Yet. how could the south output for the so called
autonomy? when they held slaves? This mere inquiry was the
force of the North. The Union favored Emancipation as agencies
to win the war; non because they were straight favored by
liberating inkinesss. but because uncluttering out bondage
6. would weaken southern rebellion and hence end war and remain
as a united states. A deficit of Confederate work force led to
thought of build uping slaves and to allow them freedom as a
recompense for their service; Confederates believed it was
better to proclaim emancipation and freed the Negro by build
upping slaves than to be defeated and oppressed by the North.
Yet some Whites rejected the thought of contending alongside
with Negroes. and assured that they volunteered their services
to contend for a “free white man’s country… non to liberate
negroes” ( Mc. Pherson 55 ) . Soon after the Emancipation
Proclamation was in the caputs of every soldier. the war became
a “contest between bondage & A ; freedom. & A ; every honest
adult male knows what he is contending for” ( Mc. Pherson 62 )
This was an unintended intent of the war ; weather many
supported or opposed the cause. everybody seems to hold that
“the war will ne’er stop until we end slavery” ( Mc. Pherson 57
) . And after Lincoln’s proposal to amend the abolishment of
bondage “he received about 80 % of the soldier vote” ( Mc.
Pherson 67 ) . successfully being reelected and everlastingly
altering the strong base of what is now the United States of
America. the celebrated “Land of the Free” . What they fought
for is a gift to any history-lover reader ; to acquire a clasp of
the letters written by the very soldiers of the Civil War is
capable to great grasp by anyone. James Mc. Pherson has quoted
some of the most controversial phrases written by the soldiers
during the war ; some quotation marks were used to back up his
prejudice. while others were exposed to antagonize his ain
statements. giving an overall wide position of the ideas of the
reserves over their assorted war experiences. The reader is good
informed of the uneven representation of the soldier ideas by
per centums of those whom letters survived over clip.
These representation per centums are given for both. the
Confederates and the Union reserves. and are organized by
subjects and given with a brief description of the writer of the
7. quotation mark. However. the cited phrases are intercalated
among the readings of the writer. and no existent grounds of the
letters is given other than the simple quotation marks written by
the writer. For those of us who like to see the existent thing. we
had to believe in the author’s words this clip. Furthermore. the
book explores a great trade of accent on subjects such
nationalism. autonomy. and award by both parties. The author
does a great occupation comparing both sides of the war.
demoing different sorts of ideas. and go forthing a concluding
perceptual experience unfastened for the reader’s ain reading.
What They Fought For is a singular book which analyses the
ideas of the mere people who everlastingly changed the class of
our lives.
What They Fought For" Summary
Chapter 1: "The Holy Cause of Liberty and Independence"
This first entry into the book showcases the side of the southern
Confederate armies, who were comparing the Civil War to the
Revolutionary War. They saw their enemies, the Northern
Yankees, as nothing more than tyrants trying to oppress the
south. Just as the British had done to the colonists a century and
a half ago. This gave them a "holy cause of southern freedom",
a reason to step into the shoes of their famed forefathers and
once again fight for their liberties and constitutional rights.
Chapter one also gives acounts of Confederates lives through
letters and journals they wrote in during the Civil War. These
letters told about many things: how the Southern fighters felt
about the war, the tyrannical Yanks, southern ideology, slaves,
and a yearning for the war to be over. What's so surprising in
this chapter is that only about one-third of Confederate soldiers
came from slaveholding families.Chapter 2: "The Best Gov. On
God's Footstool".
The second entry focuses on the Confederates despised enemies,
8. theNorthern Yankees. It also asks an important question,"Why
did the North fight?" Like the South, they too believed they
were fighting for the same things their ancestors had fought for,
freedom and liberty. "We fight for the blessings bought by the
blood and treasure of our Fathers." This was written by a Yank
from Missouri. In letters and journals/diaries, many Yanks felt
that the Confederates were traitors, spitting on the rights their
forefathers fought and died for in the War with the British. By
keeping slaves, and departing from the Union.Chapter 3: "The
War Will Never End Until We End Slavery"
The last part in this book deals with one of the pillars and
causes of the Civil War, slavery. One side wanted to keep it and
the other wanted to destroy it. Chapter three delves on both
sides, and their opinions on the already touchy subject. The
Confederates felt it was their god-given right to have slaves, the
superior controlling the weak. The North wanted to abolish
slavery because it went against the Constitution. But letters
show that some of the Yanks felt it was the only way to defeat
the south, so they could really care less. Abraham Lincoln knew
though, that the only way to end the war and bring the United
States of America back together again, was to end slavery and
free the blacks.
3
What They Fought For: 1861-1865
James McPherson focused on figuring out what motivated the
North and the South in the war through reading the soldiers’
9. personal writings in letters and diaries. He offered a
captivating, brief account of the crucial war between America
and concentrates on what drove each fighter to combat in a
damaging and devastating battle. McPherson describes the
situations of both the north and the south at the time, what they
were going through and why they were jeopardizing their lives
in the Civil War, which is completely agreeable. Both
assemblies had entirely distinct motivations and intentions, but
each side was proportionately driven to put their own life in
danger fighting for what they believe in. McPherson’s writing
emphasizes on the beliefs and the reasons of the north and the
south in the war. Starting in April of 1861, the Civil War lasted
four years, ending in April of 1865. Throughout the United
States, 365,000 Union soldiers and 260,000 Confederate
soldiers died. This made the Civil War the bloodiest war in the
history of America. One of the main reasons of the war started
with the issue of slavery. The anti-slavery movement in the
north threatened the society in the south. And the north viewed
the South’s demand of slavery as corrupt, brutal, and unethical
in the standards and morals of the American society in their
newly independent nation.
The Confederate soldiers combatted for their autonomy, rights,
sovereignty, but they were also fighting for vengeance.
Southerners, slaveholders and the southern society as a whole,
were affected by the Union’s outlook and therefore had to
defend their land for the outbreak on their society, which caused
their frugality and civilization. The Confederate soldiers had to
fight to defend their land, which was a higher motivation to win
the war than the Union held. Confederate John Jones wrote, “
Our men must prevail in combat, or lose their property, country,
freedom, everything… On the other hand the enemy, in yielding
the contest, may retire into their own country, and possess
everything they enjoyed before the war began” (McPherson,
27). After the Union’s successful win of the election of 1860
and newly elected President Abraham Lincoln, the south was rid
of political power in the federal government. They felt that
10. losing political power foreshadowed an ensuing cost of
regulating slavery and slaveholders. After the threat of losing
the institution of slavery, the south separated from the United
States to create an sovereign nation of Confederate states, each
of them being slaveholding states. The south was stressing the
need for their independence of what they would name the
Confederate States of America, which would consist of eleven
slave states. They heeded back to the ideal of the American
Revolution. The Confederates were demanding for the
emancipation and independence of the south. As the Union
raided the slave states, the south were progressively driven by
the impulse of retaliation, of protecting their home from the
Union as they were overrunning and abolishing the
Confederate’s supplies and slave captivity. “Confederates
fought for independence, for their property and way of life, for
their very survival as a nation” (McPherson, 27).
The soldiers from the Union were fighting to save the
independent nation from annihilation and ruin. The Union
soldiers did not have to protect their land in the war against the
Confederates, so the purpose of the southern soldiers fighting
did not hold the same meaning for the northern soldiers. The
Confederate soldiers’ perseverance was not to attack or inhabit
the Union states, or to overthrow the land. It was simply to
protect and secure their own ground alongside the Union’s
incursion and overthrow. A union soldier wrote to his wife, the
confederates were “fighting to keep an enemy out of [their] own
neighborhood and protect [their] property” (McPherson, 19).
The Union was purely fighting to save and defend the nation
that was created in 1776. They were fighting to preserve the
nation from demolition and mutilation. The soldiers from the
north were concerned with loosing the united nation they have
once fought for. They were forced into a battle to aid their
nation in survival. Therefore, the two sides were divided around
the topic of slavery and the separation of the Confederates from
the United States of America.
McPherson’s determination in creating What They Fought
11. For was to provide a precise and defined explanation of the
Civil War. He is attempting to display the inspiration that
pushed Americans to battle in a war against one another. In this
book, he is bidding to seize the motives and incentives that
pressed men to sacrifice their own life to fight for their values
and ideologies. McPherson went through numerous letters and
diaries of soldiers fighting in the war to show standpoints of
what each side was fighting for and to clarify and describe why
they were encouraged to lose their own life for what they
assumed was true. He thought the greatest way to figure out
what they were fighting for is to go to personal inscriptions to
family and friends who were keen to receive understanding
about their involvement in the war.
“Most Confederate soldiers believed that they were fighting for
liberty and slavery” (McPherson, 51), while the soldiers in the
Union felt that “they were upholding the legacy of the American
Revolution” (McPherson, 27). The primary notions of
responsibility, integrity and courage, difficulties in
determination and restraint, and the significance of aid
encouraged the soldiers to fight what they believed were right.
The letters and diary inscriptions show the perceptions of how
profoundly they were affected and exposed a more cautious held
conscience on the ethical concerns and disputes in the war. The
author takes individual thoughts, beliefs, and concerns from
men in the war and puts them into context of what the actual
war was about. The outcome is a comprehensible and
understandable explanation of the feelings and opinions of the
Union and Confederate soldiers throughout the Civil War upset.