People of Puerto Rican Heritage

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People of Puerto Rican Heritage

 

People of Irish Heritage.

People of Italian Heritage.

People of Puerto Rican Heritage.

1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.

2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.

References must be no older than 5 years. A minimum of 700 words is required. Please follow the instructions,,,APA Style

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. People of Puerto Rican Heritage

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

People of Puerto Rican Heritage

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History of concrete

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History of concrete

The fact remains that concrete and circumstances surrounding it has made great strides since its discovery and development. However, the time in which concrete was originally designed relies on the beliefs that different individuals hold about the material. Traditional ingredients were unpolished cement, prepared by crushing and sweltering gypsum or limestone. However, as time went by and technology kept on improving, the elements used to make concrete were enhanced. For instance, they were mixed with other substances and eventually transformed into the current concrete.

The first traces of concrete dates back to the United Arab Emirates at around 6500 BC. Individuals of Nabataea and especially traders used these structures to develop and empire. Due to their efforts, they also learned the implication of hydraulic lime, which is a type of paste that strengthens while submerged. They, therefore, applied the learned knowledge in the production of rubble-wall households, concrete bases, and subversive water-resistant reservoirs (Annerel & Luc 1240). They had perfected the art and consequently found the importance of keeping the combination as dry as possible, as excess liquid introduces spaces and faults into the concrete.

Around 3000 BC, individuals of Egyptian origin used sludge mixed with grass to form lumps. Besides, they also used gypsum and lime mortars in the building of the pyramids (Buzant 137). China also used sludge mixed with grass to bind dried blocks. The mixture was used to strengthen the Great Wall of China, which was undergoing construction during this time.

In 600 BC, the Romans constructed improved structures using concrete, but it was not like the concrete used in the modern world. The Romans constructed majority of their structures by amassing pebbles of different magnitudes and hand-filling the spaces between the stones using a mortar. Besides, due to their love for construction, the Romans developed a more durable cement from a logically light volcanic powder called arena fascia (Harmathy 11). However, for buildings that came into contact with water, such as bridges, the people used a special volcanic powder called pozzuolana (Harmathy 11). To a greater extent, the two materials represent the well-recognized use of a genuinely cementations binding agent. The Romans also used these materials in the construction of larger structures in their homeland, which acts as evidence of a high standard of technical sophistication.

The great dawn in making of cementing came to be in 1793 when John Smeaton learned a more contemporary technique for creating hydraulic lime for cement. John used limestone, which encompassed clay that was passed though high temperatures until it turned into a residue (Forty 37). The clinker was then grounded into a precipitate. This mixture was used in the construction of the famous Eddystone Lighthouse in Cornwall, England. However, in 1824, an Englishman named Joseph Aspdin developed Portland cement through the combustion of superbly crushed chalk and clay in a kiln until the carbon dioxide was eradicated.

Contemporary Portland cement is factory-made to high standards. Some of the components found in the material are very significant to the hydration procedure and the biological features of cement. Cement is made by passing the combination of limestone and earthen under very high temperatures in a kiln. The temperatures should be between 1,300° F and 1,500° F. Approximately a 1/3 of the combination becomes melted, but the residue stays in a solid-state, undergoing biological reactions that can be slow (Annerel & Luc 1240).  The end product is derived through grounding of clinker into a powder then mixing it with gypsum, which plays an essential role in hydrating the end product and preserving it to increase its longevity.

During the 19th period, concrete was mainly used in the construction of industrial projects. Many individuals considered it unacceptable for artistic reasons. However, after the development of an apartment in Paris, France, people came to appreciate the use of concrete in construction (Forty 37). The condo was very appealing, and it played a significant role in designing strong-concrete structures in the period that followed. Besides, the first concrete was built in Ohio

Air entrants who were developed in 1930 significantly increased concrete’s resistance to freezing and improved its workability. The entrants were very substantial, enhancing the durability of modern concrete.

Improved concrete, whether used for private or public dwellings, the material can be moulded into different shapes allowing structures to exist in a myriad of ways and produce excellent results. There are some other ordinally buildings around the world constructed using concrete thanks to the individuals who developed the material. For instance, the Grand Coulee Dam is found in Washington and is the most massive artificial structure that was constructed using concrete(Forty 37). Concrete has highly been used in construction due to its economic nature. The production cost of concrete is low, which makes it possible for individuals to buy and use it in development. Besides, the availability of concrete is full, thus making it easy for individuals to acquire. Due to its excellent ability to resist water, concrete became a favourite material in the construction of dams and bridges because it does not go bad. Moreover, concrete requires little or no maintenance hence making it economical.

In conclusion, concrete has come a long way. Individuals in the Arab United Emirates first used the material. However, the content spread all over the world and is now one of the most sought construction materials in the world due to its availability and durability.

Works cited

Annerel, Emmanuel, and Luc Taerwe. “Revealing the temperature history in concrete after fire exposure by microscopic analysis.” Cement and Concrete Research 39.12 (2009): 1239-1249.

Bažant, Zdeněk P. “Numerical determination of long-range stress history from strain history in concrete.” Matériaux et Construction 5.3 (1972): 135-141.

Harmathy, T. Z. “Determining the temperature history of concrete constructions following fire exposure.” Journal Proceedings. Vol. 65. No. 11. 1968.

Forty, Adrian. Concrete and culture: a material history. Reaktion Books, 2013.

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History of concrete

Topic:
Write a report about the timeline (history) of concrete
Subject:
Engineering
Sources:
4 sources required
Style:
MLA
Description

Write a 3 pages report about the timeline or history of concrete. You can use any sources from the internet or books but please don’t cut and paste directly from the source. Follow the instruction on the attached files and don’t forget to provide the sources. Thank you

The Bill of Rights

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The Bill of Rights

 

The Bill of Rights

Imagine your area is in a state of emergency and you are concerned about the balance of liberty and security as people try to return to their normal lives, recover what was lost, and rebuild what was destroyed. Compose an email you could send to elected officials to voice your concerns. Your email should include positions on two of the potential issues related to civil liberties found below.

Template

Instructions: Replace the information (in parentheses) with your own thoughts and information from the lesson.

Hello ________ (name of one of your elected officials at the local, state, or national level) ____,

(Write paragraph one here. Paragraph one should address why rights are not absolute. Explain how the Constitution safeguards and limits individual rights.)

(Paragraph two should address one of the ten situations from the list. Be sure to include the following information in the paragraph:

  • the Constitutional amendment that relates to the situation
  • arguments that could be made for or against the action that took place
  • your position on the situation and the reasons you think officials should agree with you)

(Paragraph three should address a different situation from the list. Address the bulleted items again for this second situation.)

(Short summary conclusion with points made in your email and appreciation expressed for the officials’ time.)
Sincerely,
(Your Name)

PLACE YOUR ORDER NOW

 

  1. Imagine that the following situations have occurred in your community following the disaster. Select two of the following situations to address and evaluate in your email:
    • © 2012 BananaStock/Thinkstock

      The government suspended the right of habeas corpus (the right to see a judge after arrest to determine if imprisonment is lawful).

    • The government forced people to evacuate from their homes.
    • The press accessed the disaster area and published a story in a national newspaper about the event.
    • The government allowed federal and state troops to be quartered in private residences to assist residents and protect order.
    • Citizens were denied the right to bring legally owned firearms to storm shelters.
    • The government made certain dangerous areas off-limits, which prevented residents from accessing their homes and personal property.
    • Prisoners were kept in prisons that lacked power, supplies, and plumbing during the emergency.
    • The federal and state courts postponed scheduled criminal and civil trials due to the emergency.
    • The government prevented the press from publishing graphic photos of victims of the natural disaster to protect the privacy of the victim’s family.
    • The federal government stated that local and state governments are solely responsible for the disaster recovery efforts and that it will not be providing assistance.
  2. Once you have chosen the concerns you wish to address, compose a well-written response to each situation with the following information:
    • the Constitutional amendment that relates to the situation
    • arguments that could be made for or against the action that took place
    • your position on the situation and the reasons you think officials should agree with you
  3. Save your email and check it for spelling and grammar.

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Women’s Suffrage Movement

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Women’s Suffrage Movement

Members of movements advocating for the rights of women experienced a lot of challenges. For example, wealthy white men intimidated frontrunners of this movement and wanted women to continue clinging on their gender-related roles without voting. Personalities such as Elizabeth Cady Stanton and Susan B Anthony played a substantial part in fighting for the rights of women. Besides, high profile individuals played a substantial role through activities such as media publications.

The association for the rights of women can be attributed to the Seneca Falls Convention. The convention’s main role was to fight for the voting rights of women. Susan B. Anthony and other like-minded individuals petitioned against the administration while the majority of the campaigners supported the civil rights movement (Congressional Research Service 2). Susan also fought for the rights of women to own property and elimination of abuse of women based on religious beliefs. Seneca Falls Convention, however, played a significant role in Susan’s active role in fighting for the rights of women generally. 

Many American women realized that womanhood was not all about being a submissive wife and mother whose main role was making a home and a good family. The belief that both men and women are equal, everybody deserves political identity and that all human beings are born with certain inalienable rights such as the right to liberty triggered the belief that women should vote which led to the formation of the Women’s Suffrage Movement (Cohen 715).

However, several factors led to the intensification of the fight for the right of women to take part in voting. For instance, women believed that for them to obey the set rules they needed to take part in making them and they believed that the laws that were discriminative to females would be modified rapidly if they took part in voting (Cohen 717). Besides, the participation of women in voting would lead to the just treatment of females in the community service and regulation for the protection of children would be possible if females took part in voting.

A big number of women took part in elections in 1920 in the U.S. Their right to vote can be attributed to the tremendous efforts that were made by personalities such as Elizabeth Cady Stanton, Marie Howland, and Susan B. Anthony. Susan B. Anthony’s efforts to fight for the freedom of females were drawn from her parents who brought her up to be liberated and honest. They believed that both men and women should pursue education, work as equals and commit themselves to eliminate any kind of repression in the world. As a high school teacher, she believed that male drunkenness was evil and ended up hurting women and innocent children as a result of abject scarcity caused (Partridge 18). She was also a member of the American Anti-Slavery Society where she fought for the abolishment of slavery. As the president of the National American Woman Suffrage, she continued fighting for the rights of women vote until her demise in 1906.

Elizabeth Cady Stanton’s fight for the rights of women was triggered by the World Anti-Slavery Convention in London where she was denied entry. This kind of injustice affirmed to her that women needed to pursue equality. In collaboration with other like-minded citizens, she organized a women’s rights convention where the participants agreed that females possessed the same rights as men and therefore needed the right to vote (Stillion 162). Seneca Falls Convention paved the way for women suffrage. She believed in abolishment of slavery and firmly fought for women’s rights not only on voting but also on issues such as marriage and divorce, education for women and campaigned against women’s oppression based on religious beliefs.

Marie Howland also played a pivotal role in the fight for the rights of women and tried to eliminate the notion that women were meant to carry out domestic chores. She advocated for respect, payment, and organization of domestic work (Washington State University 36). Besides, she worked towards removing obstructions to financial freedom for women through the elimination of establishments that theorized home as the center of women’s existence. She wanted women to carry out their daily activities at free will.

Many opportunities arose as a result of women suffrage. The movement created a higher expectation for women as they were able to pursue education (Washington State University 39). As a result, they were able to penetrate what was considered as male-dominated professions such as politics and medicine. As a result of the movement also, the role of women in economics in society increased. Due to the education, they had acquired, women had engaged in professional careers where their salaries increased substantially (Ridarsky and Huth 117). Besides, the movement necessitated the need for women in important decision making events such as World War 1. As a result, Congress passed the bill on women’s right to vote in 1920. Women, therefore, achieved the justice they had been fighting for, for decades.

Women’s suffrage movement faced a myriad of challenges. For instance, the leaders of this movement regularly disagreed about the strategies and whether to prioritize federal or state reforms (Ridarsky and Huth 112). Besides, wealthy white individuals and especially men attempted to halt the open-minded reasoning of majority frontrunners of the association and wanted the women to uphold gender-related roles such as giving birth and raising kids and not taking part in elections.

In conclusion, women suffrage is significant. Research on this topic was of substantial use as it acted as an eye-opener on how society has evolved. Dedicated and determined women’s personalities had to step up and fight for the rights of women to vote, attain education avoid discrimination based on religious beliefs. Researching women’s suffrage made me realize that women are strong creatures who fiercely fought for what they believed in. For instance, personalities such as Elizabeth Cady Stanton and Susan B. Anthony had to step in and fight for the freedom of other females. Although they faced challenges such as wealthy white individuals and especially men who attempted to halt the open-minded reasoning of majority frontrunners of the association and sought the women to uphold gender-related duties such as giving birth and raising kids and not taking part in elections they kept on pushing until they got the voting rights in 1920.

Works Cited

Cohen , N Philip. “Nationalism and Suffrage: Gender Struggle in Nation-Building America.” Journal of Women in Culture and Society (2010): 707-727.

Congressional Research Service. “Women’s Suffrage: Fact Sheet.” Congressional Research Service (2019): 1-7.

Partridge, Brittany M. “Georgia Women and Their Struggle for the Vote.” Georgia Southern University (2014): 1-33.

Ridarsky, Christine L and Mary Huth Huth. “Gender and race in the American society.” Boydell and Brewer University of Rochester Press (2012): 1-256.

Stillion, Belinda A. “”ADDRESS ON WOMAN’S RIGHTS” (September 1848).” Voices of Democracy (2011): 152-169.

Washington State University. “Woman Suffrage Exhibit.” Washington State University (2016): 1-75.

Women’s Suffrage Movement

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Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any
immediate causes that precipitated the event?
B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What
did they do? Why? How do the perspectives of the key participants differ?
C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact
American society?
D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with
specific examples from your sources.
Explain why this historical event is important to you personally. In other words, why did you select this event to research?
B. Illustrate how your research of the historical event impacted the way you thought about the event. In other words, how did thinking like a
historian change the lens through which you viewed the event? Support your response with specific examples.
C. Explain how a historian would pursue further study of your thesis statement. In other words, if a historian were to continue researching your Must use the sources that included.

Focused history 2

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Focused history 2

Document a focused history, physical exam, nursing diagnoses, and nursing process from a case study from NUR-641E: Advanced Pathophysiology and Pharmacology for Nurse Educators and compare it to a complete assessment. At least three to four references

Focused History Case Study

A 22-year-old woman claims to have been “sick with the flu” for the past eight days. She is vomiting several times per day, having difficulty keeping liquids or food down, and has been taking more antacids than recommended in an attempt to alleviate the nausea. She has become critically dehydrated. She was taken to a nearby hospital after fainting at home. An arterial blood gas sample was taken, and an IV was placed to help her rehydrate. The results of the arterial blood gas analysis were as follows:

Normal levels of testing

pH​​7.5​​7.35 – 7.45

40 mm Hg PaCO2

​35-45 mm Hg

95 mm Hg PaO2 80-100 mm Hg

95–100% SaO2

22-26 meq/liter HCO3-32 meq/liter

Your nursing essay will be completed to your complete satisfaction!

Important information for writing discussion questions and participation

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Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

HIST 410N

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HIST 410N

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HIST 410N WEEK 4: COLD WAR BUZZ WORDS DISCUSSION – The Cold War its very own verbiage. The West had more than its share: Cold War, Iron Curtain, Containment, Domino Theory were just a few. What did they mean in this strange new post-war environment?

Hello Class,

Let’s examine the origins of the Cold War and the resulting anxiety.

We saw last week that the United States and the Soviet Union were allies in defeating Nazi Germany during World War II. World War II ended with the United States dropping two atomic bombs on Japan in 1945, and then the Soviet Union raced to catch up with the United States in atomic weapons. How can we explain the fact that these two allies so quickly became rivals in the Cold War?

HIST 410N WEEK 4: COLD WAR BUZZ WORDS DISCUSSION SAMPLE

Cold War is a term that described the tense relationship between the United States and the Soviet Union after World War II. The term Cold War “captured the ominous character of the hostile relations between the two sides, not actually at war but mobilizing their military and diplomatic forces in anticipation of a new conflict in Europe” (Brower & Thomas, 2014, pg. 192).  The term Iron Curtain referred to a perceived impenetrable divide between Europe and the Soviet sphere of domination in eastern Europe (Brower & Thomas, 2014, pg. 192).  The Soviet Union sought to maintain control of Eastern Europe to safeguard them from Germany as well as to spread communism (Cold War, n.d.).  Containment was a policy developed in the United States to stop the spread of communism abroad.  One way the United States and Western European countries carried out containment was by establishing NATO.  Domino Theory was an idea that governed the U.S. foreign policy beginning in the early 1950s.  According to domino theory, a communist victory in one nation would cause a chain reaction of communist takeovers in other territories.

HIST 410N WEEK 4: COLD WAR BUZZ WORDS DISCUSSION

Brower, D., & Sanders, T. (2014). The World in the Twentieth Century: From Empires to Nations (7th ed.). Pearson Learning Solutions.  VitalBook file.

Cold war.  (n.d.). In Encyclopædia Britannica online. https://www.britannica.com/event/Cold-War

HIST 410N WEEK 3 CASE STUDY

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HIST 410N WEEK 3 CASE STUDY

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HIST 410N WEEK 3 CASE STUDY

THE DEMOCRAT AND THE DICTATOR ASSIGNMENT – Franklin Roosevelt and Adolph Hitler both came to power in 1933.  They found themselves in charge of nations still suffering from the consequences of World War 1 and the Great Depression.  Unemployment in the US was nearly 25%, while nearly one-third of Germany’s workforce had been idled.

Americans and Germans had opted for new leadership in 1933 and were now looking to their new leaders for solutions, and perhaps a new vision of the future.  Both FDR’s Inaugural address and Hitler’s first address as Chancellor of Germany have been analyzed for their similarities and differences.  Now it’s our turn!

Complete the following:

  1. Read both speeches and give an assessment of what these two leaders thought was the cause of the problems their countries faced. Provide quotes to support your view.
  2. Using quotes from both speeches, tell how each leader intended to deal with your choice of ONE of the following:
    1. Unemployment
    2. Banking, finance and in general, the economy
    3. Agriculture
    4. Foreign Policy
  3. Finally, in a concluding statement, tell where think these leaders find common ground in terms of their proposed solutions, and what you think their vision is with regard to the power of their position.

http://www.hitler.org/speeches/02-01-33.html (Links to an external site.)Links to an external site.

http://www.bartleby.com/124/pres49.html (Links to an external site.)Links to an external site.

This THE DEMOCRAT AND THE DICTATOR ASSIGNMENT assignment must be in APA formatting, complete with an introduction, body, and conclusion. All sources must be cited and referenced. As a guideline, the assignment should be approximately 3-5 pages in length, including the title page and reference page.

THE DEMOCRAT AND THE DICTATOR ASSIGNMENT

The Dictator and the Democrat

Many countries in the world saw a time of hardship in the early 1930s. Germany and the US were ruled by two strong politicians in the year 1933. In this paper there is comparison between the inaugural speeches of Hitler and Roosevelt so that similarities and differences in their political courses can be known.

The Middle East and Orientalism

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The Middle East and Orientalism

Question A

The map of the Middle East was entirely redrawn as a result of World War 1. The only previously existing border in the area that stayed unaffected was that between Iran and the current Turkish Republic. These changes had significant effects on the region’s entire population, social, political, and cultural ties which are still experienced today. For instance, Turkey, which was a self-ruling state by that time, succeeded the Ottoman Empire. Additionally, Palestine came under the management of British and was separated into two parts, the western part was named Jordan. Finally, Iraq, which was comprised of three Turkish shires, Kurdistan, Bagdad, and Basra were brought together as one country under British control.

The formation of the state of Iraq by the British complicated the political and economic situations in this region. This was due to the colonizer’s lack of understanding of the people’s political issues and their ignorance of the Arab nationalist movement (Lust, 2008). For instance, the British introduced a mandate government with powerful security forces which brought about resistance from the locals. The government, for instance, in Baghdad, imposed its will through military force and especially by using air power technology. This made the locals object the actions through the formation of movements such as the Arab nationalism which was popular among the literate urban classes.  This group was against the semi-colonial administration and sought for absolute liberation. In 1920, there arose a rebellion by the people necessitating the need for the 1921 Cairo Conference. This conference resulted in the reduction of the British troops in the region. Additionally, Faisal Bin Al Hussein Bin Ali El-Hashemi was declared as Iraq’s king. This was as a result of his victorious contributions during the Arab Revolt against the Ottoman rule. On becoming the leader, he abandoned the British rule with the intention of existing forming a single national identity, but this brought up violent confrontations with each of the groups demanding their grievance to be represented.

Palestine was greatly affected by the Cairo Conference’s conclusion to make Faisal the leader. Abdulla, Faisal’s brother, was fighting for the Syrian sovereignty from France, which made the British intimidate Faisal that he would not govern Iraq if his kin invaded Syria (Lust, 2008). Trans Jordan was established by the British, separating it from Palestine and Abdullah made its ruler. This became the root cause of the conflict between Arabs and Israelites as it divided the territory which would be regarded as the potential Jewish national homeland.

Turkey, which was an independent state after World War 1, succeeded the Ottoman Empire, thus becoming the most powerful country in the region. This was contributed by the Turkish political leadership which engaged itself in making significant reforms at the political level. The nation also engaged in developing essential autonomous economic strategies different from those of other collapsing liberal economies. Both the political and economic reforms made allowed Turkey to remain an influential nation in that region even during the Second World War. (500 words).

Question B

In his book Orientalism, Edward Said argues that western scholars are very tainted by their European concepts and presumptions that they cannot honestly deal with Asian topics (Said, 2003) (Said, 2003). He also stresses that the Asians are regarded as subjects inferior to Whites, and in broad primitive and needful of European influence and leadership.

Most countries in the Middle East became sovereign in the mid-twentieth century when the colonial masters evacuated. Colonial powers contributed to the fall of the Ottoman Empire and the establishment of the Republic of Turkey in 1923 and took possession of most of the regions. British took control of Iraq while France took control over Syria. These two nations used to govern themselves through prominent families, but when the colonials invaded, they took charge claiming the systems were primitive. They claimed the leadership of the given nations through the signing of treaties such as the Cairo Conference bringing into power leaders who supported their ideologies such as Abdullah in Trans-Jordan.

During the Ottoman rule, some significant regions and communities in the Ottoman Empire were slowly integrated into the global economy through submissions. On invading the nations, the British and the French took control of the markets claiming they were incorporating them directly into the global markets (Lust, 2008). Additionally, they dominated the local industry but invested very little in the local economies while expecting the locals to support their finances and dedicate some of the possessions to public works. The local currencies were weakened while the colonials’ were strengthened, thus increasing the vulnerability of the colonized economies.

In Palestine and Iraq, manufacturing in large scale was dominated by foreign investors while the locals remained poor. The whites argued that the locals lacked adequate skills to run the firms, and only the whites were skilled. The locals worked as casual laborers and were poorly paid, which sunk them into deeper poverty.

Due to the vast wealth of oil in the Middle East and especially in Iraq, there was foreign interest from foreign governments. This is the main reason why conflicts and fights still exist in this part of the world. Governments fund militias with the sole purpose of bringing about disorder and war so that they can take advantage of the whole situation and take charge of the mining. The United Nations, for instance, sent their troops to Iraq to restore peace to the war-torn area. Such a belief that the western nations have to take charge of a matter is a clear indication that the locals are regarded as weak to resolve their issues without assistance. In conclusion, the reduction of early marriages is associated with education, which was introduced by the whites. This is through the interaction of both genders in schools and working areas. Earlier on, women would get into early marriages, but this changed significantly due to urbanization. Learned people tend to take time to get into marriages due to the time spent at school, the knowledge acquired and change of priorities. (500 words).

Works Cited

Lust, E. (2008). The Middle East. Sage CQPress.

Said, E. (2003). Orientalism. Counter Punch, 1-7.

The Middle East and Orientalism

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Answer both questions. Each of the following should not exceed 500 words, all inclusive; provide a wordcount at the end of each response.

 

(A): “The map of the Middle East was completely redrawn as a result of World War I,” observes Michael Gasper (Ch1, The Middle East, ed. E lust, p.26). How was this reflected in the particular cases of Turkey, Iraq, and Palestine?

 

(B): Discuss two vital elements in Edward Said’s critique of “orientalism,” with regard to the Middle East (“Orientalism,” counterpunch, Aug 5, 2003). Use examples (countries) to illustrate your response.

European Colonists and American Indians

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European Colonists and American Indians

My name is Xie Chung, and I’m an international student from China. Since my name is Chinese name, it’s hard to pronounce. But I have an English name, Crystal, so feel free to call me Crystal. This is my third semester at CSM. I’m majoring in Business and want to transfer to UCs. The reasons why I’m taking this course are not only for GE course but also my interest. For the reason that I was born in raised in China, so I haven’t learned about the US history before. Therefore, ever since I become a student at CSM, I have wanted to learn US history. Also, I live quite far from the school so that I decided to take on online course for this semester to save time.

European Colonists and American Indians

The first inhabitants of the Americas were the American Indians. They established their shelters in different parts of the state and formed sovereign tribes with the well-defined Indian way of life. These people got the name Indians from Christopher Columbus in 1492 a term which gave them a collective identity. European colonist’s invasion in the Americas had significant impacts on Native Americans. For instance, their attack led to an eruption of war between them and the natives.

When the European colonists came to America, they were in dire need of workers to help in the construction of houses and clearing of farming fields (Flavin, 2011). The only way to acquire these workers was through offering trade commodities such as weapons to Native Americans in exchange for people captured during tribal conflicts. The arrested people were sold as slaves to the colonists. Slaves were exposed to poor living and working conditions which blend a sense of bitterness among them. This bitterness made them retaliate demanding fair treatment. The war resulted in a massive loss of lives and property. Additionally, some of the native tribes fled away to escape slavery. The effects of the war are still felt today as some of the native tribes were destroyed especially those that lived in the south and southwest.

Another source of conflict between Native Americans and European colonists was religion. The natives were Muslims, while the colonists were Christians. When the colonists invaded the Americas, they wanted to convert the natives into Christians. The natives did not respond well to this because they could not abandon their religion and cultural practices in favor of Christianity. Therefore, they opted for resistance which triggered an eruption of war, thus distracting their daily activities and loss of lives and property.

Several factors influenced how Native Americans interacted with the Europeans. For instance, the French took advantage of the tribal conflicts between the natives to establish trade relations with some of the locals (Salisbury, 2010). The locals would, therefore, act as middlemen between the French and other Indian traders. The locals did most of the work but received little gains from their work. The French took part in the exchange of weapons and metal goods for animal products such as hides and skins. This trade led to the rise of social classes in American society as there arose a group of wealthy merchants. This trade also ensured continuous economic and diplomatic leverage among the locals.

Spain was the most powerful monarchy in Europe and strived to make their presence felt. For instance, they enslaved people in the Caribbean and acquired large tracts of land which they used for large scale farming. Additionally, they took part in the excavation of gold and silver, which they took back to their homeland. The Spaniards also established military bases in areas such as St Augustine and settled there. The aim of these military posts was to suppress any opposition posed by the locals. Catholic missionaries took advantage of the whole situation and attempted to convert the natives into Christianity. Although they managed to turn a few people, they faced a lot of opposition. Some of the Indians would collaborate with the Spaniards, but they continued practicing their cultural practices and religion, making the missionaries conclude that the natives were inferior and incapable of comprehending Christianity.

In conclusion, the number of natives diminished during the 17th century as epidemics brought by the Europeans killed a massive amount of the locals. In addition, intermarriage between the locals and the Europeans led to absorption of most American Natives.

References

Flavin, F. (2011). Native Americans and American History. University of Texas at Dallas, 1-11.

Salisbury , N. (2010). The Indians’ Old World: Native Americans and the Coming of European. Omohundro Institute of Early American History and Culture , 1-25.

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European Colonists and American Indians

In this assignment, you will have to opportunity to start practicing writing short essay questions, like you might see on the midterm exam in a few weeks. You will also have the chance to give and receive feedback from your group members to help you improve your answers and prepare to score well on the exams!

 

Instructions:

  1. Before Thursday, Sept 12 at 9 am, add a new post to this forum by hitting “reply” at the bottom of the page:
  • In your first paragraph, briefly introduce yourself to your other group members. Tell us your preferred name, a bit about you, and why you’re taking this online course!

 <<<<<<<<<<<<<<<<Below part is what I want you to do>>>>>>>>>>>>>>>>>>>>

  • Then, in 2-4 paragraphs, write an answer to the following short essay question from this week’s exam materials: “Discuss TWO of the main sources of conflict between European colonists and American Indians during the 17th What factors influenced how Indians and Europeans interacted?(You can discuss the Spanish, French, Dutch and/or British, but you should make it clear which Europeans you’re discussing)”
    • Remember to read the How to Write Good Exam Answerspage (see word file named “How to Write Good Exam Answers”) for more detailed information on what will be expected for short essay questions on the exam and a sample question and answer.
    • Your discussion MUST include specific examples from the assigned readings, lesson, and/or textbook to support your argument.
    • Rememberto compose your content offline and then copy and paste the text into your post. If something happens you will have an offline copy of all of your hard work!

Netiquette

  • Be kind and respectful to others
  • Use full sentences
  • Avoid jargon and acronyms
  • Use language that supports others

 

Grading Rubric

  • Initial Post—worth 30 points—To receive full credit, your post must include all elements in the instructions above, including an introduction paragraph, and a well written short essay answer, with specific examples from the lesson/textbook. Review “How to Write Good Exam Answers,” and make sure you answer the question asked, provide specific historical examples, and focus on analysis in your answer. Most “A” answers will be 175-250 words long.

 

[Material]

Please read all the instruction carefully and read material below and all attached files before doing this assignment.

Read the following sections in The American Yawp:

 

*****Please answer all the questions and make sure the points of each paragraphs should be clear

 

The United States as a Growing Global Power: America Overseas Assignment

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The United States as a Growing Global Power: America Overseas Assignment

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The United States as a Growing Global Power: America Overseas Assignment

America Overseas: The United States as a Growing Global Power (1890-1914)
Discuss the events that led to America becoming a global power
between about 1890 and 1914. What overseas territories did the U.S.
acquire and how? What conflicts did the U.S. participate in during this
period? Was the American foreign policy in this period one of
“imperialism” – or not?

Assignment: America Overseas: The United States as a Growing Global Power hit 405Describe the basic industries of America’s Industrial Revolution and
explain what made the men who controlled them so successful. Select one
industry to argue your point (such as the petroleum industry). Were the
men who dominated this industry “robber barons,” as some suggested, or
simply good businessmen? Explain your answer.

America Overseas: The United States as a Growing Global Power (1890-1914)
Discuss the events that led to America becoming a global power
between about 1890 and 1914. What overseas territories did the U.S.
acquire and how? What conflicts did the U.S. participate in during this
period? Was the American foreign policy in this period one of
“imperialism” – or not?

-. Assignment: America Overseas: The United States as a Growing Global Power hit 405Select one
industry to argue your point (such as the petroleum industry). Were the
men who dominated this industry “robber barons,” as some suggested, or
simply good businessmen? Explain your answer.

Assignment: America Overseas: TheUnited States as a Growing Global Power hit 405

Assignment: America Overseas: The United States as a Growing Global Power hit 405As he approached the rostrum to speak before historians gathered in Chicago in 1893, Frederick Jackson Turner appeared nervous. He was presenting a conclusion that would alarm all who believed that westward expansion had fostered the nation’s principles of democracy. His conclusion: The frontier—the encounter between European traditions and the native wilderness—had played a fundamental role in shaping American character, but the American frontier no longer existed. Turner’s statement raised questions. How would Americans maintain their unique political culture and innovative spirit in the absence of the frontier? How would the nation expand its economy if it could no longer expand its territory?

Assignment: America Overseas: The United States as a Growing Global Power hit 405Later historians would see Turner’s Frontier Thesis as deeply flawed, a gross mischaracterization of the West. But the young historian’s work greatly influenced politicians and thinkers of the day. Like a muckraker, Turner exposed the problem; others found a solution by seeking out new frontiers in the creation of an American empire. Many Americans felt that it was time for their nation to offer its own brand of international leadership and dominance as an alternative to the land-grabbing empires of Europe.