Compare the societies, politics, and cultures of North and South on the eve of the Civil War. Please address the issue of race in your response.
Nearly 21 million people lived in 23 Northern states. The South claimed just 9 million people — including 3.5 million slaves — in 11 CONFEDERATE STATES. Despite the North’s greater population, however, the South had an army almost equal in size during the first year of the war.
• Black Northerners
− free but not equal (i.e. segregation)
− worked as laborers & servants
• White Northerners
− most lived on farms
− children expected to help with harvesting
− cities next to factories or RR tracks
Society of the South – agrarian, rural life
• Maryland to Florida & west to Texas
• Black Southerners
− small minority free (live separate, wear special
badges) – skilled crafts people or servants
− slaves – cooks, carpenters, blacksmiths, nurse
maids/nannies, MOST field hands
• White Southerners
− measured wealth in terms of land & slaves
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Describe the diplomacy, events and outcome of the Mongol invasions of Japan.
How did the Japanese react to this invasion?
What logistical and military issues were faced by Kublai Khan’s Chinese, Korean, and Mongol troops?
Were the vaunted Samurai superior, equal, or inferior to their enemies on the battlefield?
What impact did the kamikaze have on the outcome of the campaign?
As a follow up, why did Japanese leadership use that same name for their suicide attacks on American ships at the end of the Second World War?
RULES FOR ANSWERING SPECIAL DISCUSSION BOARD QUESTIONS:
1) Special Discussion Board Questions should be answered in essay form, providing the type of depth and detail expected in a research paper. You should take the time to explain complicated concepts in a thorough and thoughtful manner. Remember, you need to demonstrate an understanding of events–not only in terms of what happened but also why it happened and what effect it had on society. Remember to answer each part of your question as well.
2) Stay on target—answer the questions as fully as possible and don’t wander off the subject—doing so will hurt your grade. You will be allowed to post more than once (in case you have more to add) but you will receive only one (1) grade for all of your work—that grade will be based on the totality of your contribution. You are not required to respond to any other person’s post.
3) To answer each Special Discussion Question you are required to use resources other than your textbook and you are required to provide a list of those sources at the end of your post. This means you may need to take a trip to your local library or conduct an online search or two before you have the information necessary for you to compose your posting. DO NOT use any of the following as sources: your textbook, films or television programs (including documentaries and filmed courses), lectures, blogs, Twitter posts, or Facebook pages. I take off points if you do.
4) Be sure to cite your sources at the end of your posting. DO NOT use endnotes, footnotes, or any other form of source citation within the body of your post. I take off 50% of your grade if you do. Also, do not use phrases such as “According to Jones,…” because I count those as a form of in-text citation and grade accordingly.
5) DO NOT use quotes (and like all the other DO NOTs, I take off points for doing). I want to read your writing, not someone else’s. Read your sources and then write your essay in your own words.
6) Express yourself clearly. Use good grammar. Write in complete sentences. Do not use any of those abbreviations so commonly used on blogs and text messages. I suggest you compose your contribution on a word processing program with a spell-checker. Then cut and paste–or type it in. This may help you get out everything you want to say before you hit “submit.” Be sure to use at least 12 point type for your response so it can be read. And, no, you cannot edit your contributions after they are posted.
7) Carefully proofread and correct your post before submission. Be sure to check your spelling and capitalization, as those are the most common problems for which I take off points. Check your work again right before you hit submit.
8) Your contributions should have real substance to them. Contributions such as “Yeah, what she said.” or “I do so totally agree with what everyone has said” will receive zero (0) points. Posts should run 1,000 – 1,500 words in length–some will run more and some will run less. The rule of thumb here is to answer all parts of the question thoroughly and in detail (and you’ll be surprised how fast your essay grows as you write it, once you’ve done your research).
9) And this one applies to any post on this board…Be polite—no name calling, no long-winded attempts to dominate the discussion, no profanity, no threats. If you disagree with someone, you may say so and then present YOUR argument—spending your time tearing down THEIR argument will hurt your grade and could get you thrown off the Discussion Board. Please also see the Discussion Board rules in the class FAQs for additional information.
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Reflect on your individual learning throughout the term.
In what ways has your understanding of anthropology, settler colonialism, and indigenous people and culture in British Columbia has been changed or increased?
What new questions do you have?
What topics or themes you find interesting?
finally, how might the knowledge you gained in class be applied your day to day life in important ways as you go forward from here?
Settler colonialism is a distinct type of colonialism that functions through the replacement of indigenous populations with an invasive settler society that, over time, develops a distinctive identity and sovereignty.
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Discuss Napoleon’s successes and failures as a general. Should he be regarded as one of the great commanders, was he simply lucky, or some of both?
Napoleon was one of the greatest military minds in the history of warfare. He expanded the conquests of France from her revolutionary borders to that of an Empire that stretched from Spain to the steppes of Russia. Napoleon’s genius lay not in revolutionizing of warfare itself, but in the refinement of existing means. He did not propose any drastic changes in tactics nor invent a new method of waging warfare, instead he excelled at the tactical handling of the armies of the late eighteenth and early nineteenth centuries.
The paper will be double-spaced, employ a minimum of ten references to at least five source materials (in footnote form), a bibliography (which is not part of the five-to-seven-page requirement for length).
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Historical Fiction World Civilization Since 1815 Paper 2: Historical Fiction and Scholarly Texts on Empire
Over the course of the semester, we have considered how a diverse array of empires has constructed political, social, and cultural systems to govern diverse populations and large spaces.
Historical Fiction World Civilization Since 1815
We have also examined how individuals and groups – from slaves, to cotton producers in India, to African politicians – have sought to navigate through and at times challenge these structures.
Historical Fiction World Civilization Since 1815 Paper Writing Guidelines
This paper asks you to choose a novel from the list below (or propose one of your own choosing) and uses at least one scholarly text on an associated topic in order to analyze how individuals and communities have navigated (post)imperial structures or global migration at one point and place during the last three centuries.
How did the fictional characters encounter imperial structures, cross-regional migration, or global trade? What larger insights about empire and the experience of individuals within empires can you gain from the novel? How do these fictional accounts relate to actual historical empires?
A successful paper will:
– Present a clear and specific thesis
– Support that thesis using both specific examples from the novel and at least one scholarly source. Using summaries or “spark notes” as a substitute for actually reading the novel will virtually ensure that your paper will not be specific enough to receive a satisfactory grade. You must incorporate specific quotations into your paper.
– Present well-edited, grammatically correct prose and a structure that logically supports the central thesis.
Historical Fiction World Civilization Since 1815 Paper Format
Format, Citations, and Guidance
The paper should be around 6 pages in length, double-spaced with 1-inch margins, written in times New Roman 12-point font, clearly written, and include a title and footnotes. Footnotes should follow Chicago Style. A bibliography is not necessary.
You must also cite both ideas and direct quotations taken from texts, including if you just paraphrase. Instances of plagiarism – including taking ideas and arguments from all online reading guides without attribution – will be dealt with following the University’s policy regarding academic integrity:
http://studentservices.fgcu.edu/judicialaffairs/new.html
If in doubt, it is always advisable to cite. If you have any questions about proper citation or possible plagiarism, please let me know.
I also encourage you to seek help – within the guidelines of academic integrity, of course – while conceptualizing or writing your paper. I am available to discuss your topic during office hours or by appointment, and will offer general comments (but not proofreading) to drafts if they are submitted to me at least 1 week before the deadline. I also encourage you to use the resources available to you at the writing center, located in Library West 202.
Historical Fiction World Civilization Since 1815 and the List of the Historical Novels
LIST OF HISTORICAL NOVELS:
Chinua Achebe, Arrow of God
Isabel Allende, The House of Spirits
Teitei Dangarembga, Nervous Conditions
Tan Twan Eng, The Garden of Evening Mists
Trevor Getz, Abina and the Important Men
Amitar Ghosh, Sea of Poppies
Jhumpa Lahiri, The Lowland
Laila Lalami, The Moor’s Account
Andrea Levy, The Long Song
David Mitchell, The Thousand Autumns of Jacob de Zoet
Orhan Pamuk, My Name is Red
Salman Rushdie, Midnight’s Children
Marjane Satrapi, Persepolis
Gail Tsukiyama, Women of the Silk
Gabriel Garcia Marquez, Love in the Time of Cholera
Chimamanda Ngozi Adichie, Americanah
History and Development of the Modern Criminal Law Choose an area of criminal law (not procedure) that is of an interest to you, ex. Burglary.
History and Development of the Modern Criminal Law
Discuss the history and development of the modern criminal law you chose. Are there federal laws on it or just state laws? If state, how do different state laws compare/contrast? How does the law you chose affect the daily life of an average American? Be sure you are focusing on the law and not just examples or case studies, though brief ones may be used to highlight elements of the law you are discussing.
History and Development of the Modern Criminal Law Paper Writing Guidelines
8-page research paper (not including title page or bibliography)
Times New Roman, 12-point font, no more than double-spaced, 1 inch margins
You must use at least 8 resources (books, magazines, journals, newspapers, websites, etc.)
Wikipedia does not count as a source, but may provide direction to your research
Your textbook may count as 1 resource
APA formatting
Write a two page essay using the two articles (Tobin Leesa E. “Ford as First Lady: A Woman for Women”) and (Chanley Virginia A. “The First Lady as Presidential Advisor, Policy Advocate, and Surrogate: Rosalynn Carter and the Political Role of the First Lady”)
Cite the articles when making your argument.
Answer these questions in the essay
1. How are the first ladies Ford and Carter a reflection of their time?
2. How are they similar and how are they different?
3. What effect did they have on American culture at the time?
First ladies are among the most important political actors in the White House. Historically, first ladies have had more contact with presidents than any other member of the administration. As trusted presidential advisors, these women have lobbied on behalf of specific projects, groups, and policies; participated in staffing decisions and controlled
access to the president; and shaped the policy agenda.
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Complete the following discussion and one peer response
The following work is considered Contemporary dance, specifically community dance, since the choreographer is collaborating with a community of people. Your chapter outlines Modern dance and its pioneers. This work is the descendant of the original modern dance.
Watch the Bill Moyers documentary video of the making of Still Here by Bill T. Jones: https://vimeo.com/33288787
Answer the following and then respond to one peer:
1. When this dance first was choreographed, one critic, who did NOT see the dance, accused Bill T. Jones of creating “victim” art and of exploiting and using the participants for his gain. After watching this documentary, what do you think? Do you think that the participants of this project were exploited or used for the benefit or gain of the choreographer? Please explain.
2. What about this resonates with you — what do you think this dance and process say about the power of dance? How do you think the pioneers of Modern dance would have responded to this work? How do you see this fitting with the ideology of Modern dance as described in your textbook?
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Compare and contrast Australopithecus with Homo. Use at least genus as examples and look at diet, locomotion,cranial changes,cranial capacity, behavior.
Australopithecines are considered to be the missing link between a fossil line of apes and genus Homo . They had smaller cranial capacity compared to Homo habilis, while the latter had a less protruding jaw.
Brain volume of Homo habilis was close to 600ml, slightly more than the Australopithicines.
A comparison of their skulls also reveals that the protruding jaw line showed some shortening in genus Homo .
There was also reduction in the prominence of brow-ridge in Homo habilis , and more rounded appearance of zygomatic arch (cheek bone).
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Write an annotated bibliography in which you identify, proper cite, and prepare concise summaries and critical commentary to 7- 10 most important books and articles on the topic of The Role of Foreign Correspondents During The Spanish Civil War.
A full assessment of the role of the international mainstream news-media in framing and informing public discourses requires many tiers of assessment, including examination of news coverage, analysis of
the propagandistic activities of the protagonists and other sources with vested interests in the conflict, and investigation of the ‘in-house’ politics of the media organisations (see Deacon, forthcoming).
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