/in /by

General Instructions for Presentations Here are some broad guidelines forpreparingyourpresentation:

 1. You can use course materials (books, articles,etc.) andoutside sources.But use reliable outside sources. Not Wikipedia. 

2. Demonstrate critical thinking skills throughyour presentation. For example, ifyourtopic is “what is imperialism?” youshould not only give its definition(s),but tell the class much more such as its history; who started it; what are thedifferent views scholars hold; what are the outcomes of imperialism and arethere anyimperial powers intheworld today? Etc. 

3. You shouldusethisframe ofthinking aboutthe treaties and other case studies. For example, if yourtopic is “The Treatyof Paris,” tell us when andwhyit happened? What were its outcomes? Does it have any bearingon thecontemporaryworld?Etc.

4. Alwaystry to relate it to thecentral question ortheme ofthe course:Americanimperialism. Isor has America been animperial power? How andwhy or why not? Why shouldwe believe your argument?

UsePowerPoint. The lesserthetexton slides,thebetter. Use meaningful picturesandtell us thestory yourself.

*Please also add notes i can use to explain my point to the class.

 Reference you may use:

Adam Burns, American Imperialism: The Territorial Expansion of the United States, Oxford University Press/Edinburgh University Press, 2017. 

Stephen Howe, Empire: A Very Short Introduction, Oxford University Press, 2002.

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

GENERAL INSTRUCTIONS FOR DISCUSSIONS:   Your contributions should be thoughtful and developed.  Answer all parts of the question and use concepts from the course materials.  Use a professional style of communication, with attention to grammar, spelling, and typos; cite your sources.  

Unless your instructor specifies otherwise, choose ONE of the following questions, and give a substantive response to at least two other students.

1.  SUPERNATURAL SHORT STORIES

Both of the short stories explore dimensions of the supernatural.  Using the tools you have gathered in Discussion 1.1 about literary language, literary genres, and literary terms, compare and contrast the two stories in light of this supernatural theme.  Make sure to use at least two tools from Discussion 4.1. Underline or boldthe vocabulary, concept or technique you use as a interpretative tool in your post. 

2.  POETIC JOURNEYS 

Both Keats and Han Shan explore the theme of a journey, symbolic or literary.  Using the tools you have gathered in Discussion 1.1 about literary language, literary genres, and literary terms, compare and contrast the Keats’ sonnet with three of the Cold Mountain poems in light of this journey theme.  Make sure to use at least two tools from Discussion 4.1. Underline or bold the vocabulary, concept or technique you use as a interpretative tool in your post. 

3.  VARIATIONS ON A THEME:  POETRY AND PROSE

Compare and contrast one of the poems and one of the stories. Identify a common theme between the two. Using the tools you have gathered in Discussion 1.1 about literary language, literary genres, and literary terms, compare and contrast the two stories in light of this theme.  Make sure to use at least two tools from Discussion 4.1. Underline or bold the vocabulary, concept or technique you use as a interpretative tool in your post. 

4. ANALYZE A POEM OR STORY

Pick one of the poems or stories and analyze it by itself.  Identify a key theme and, using the tools you have gathered in Discussion 1.1 about literary language, literary genres, and literary terms, carefully analyze and interpret your poem or story as an expression of this theme.  Make sure to use at least two tools from Discussion 4.1. Underline or bold the vocabulary, concept or technique you use as a interpretative tool in your post

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

GENERAL INSTRUCTIONS FOR DISCUSSIONS:   Your contributions should be thoughtful and developed.  Answer all parts of the question and use concepts from the course materials.  Use a professional style of communication, with attention to grammar, spelling, and typos; cite your sources.  

Unless your instructor specifies otherwise, choose ONE of the following questions, and give a substantive response to at least two other students.  

OPTION 1:  DESCRIBE AND DISCUSS A FAVORITE WORK   

  1. Describe a favorite work of visual art and include a picture of it in your post. Your selection may come from the entire range of visual arts, anything from a famous painting in a museum to an iconic architectural masterpiece to a handmade basket or an especially well-designed object.  The only restriction is that you need to have seen the actual work of art, rather than a photo or online image.  
  2. Describe the medium it represents within the scope of visual arts.  Tell us about its maker or designer.  What year is it from?  Where is it located? What was its intended function?  What is its significance to you?  
  3. Does this particular piece help you understand something about reality or is it intended to be more of an illusion pointing to something we don’t really quite understand, like a shadow on the wall of the cave as in the Allegory of the Cave we looked at last week?
  4. Use at least two of the vocabulary, concepts or techniques you or any of your classmates posted in Discussion 2.1. to say something more about this piece of art. Underline or bold the vocabulary, concept or technique you use as a interpretative tool in your post. 

OPTION 2: SCAVENGER HUNT  

  1. Choose a theory of visual art described in this week’s Learning Resource titled “A historical overview of ideas guiding the visual arts in the Western world: from Plato to the present day.
  2. Then find a related work of visual art represented within the Learning Resource link to the Metropolitan Museum of Art’s Heilbrunn Timeline of Art History, or any of the Learning Resources included within the “Range of Visual Arts.”
  3. Include a picture of the work in your post, and Discuss your interest in both and the relation you see between them.  That connection may relate to visual qualities, history, use, or meaning.
  4. Finally, point out how your response uses at least two of the vocabulary, concepts or techniques you or any of your classmates posted in Discussion 2.1. Underline or bold the vocabulary, concept or technique you use as a interpretative tool in your post. 
 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

General Instructions. Each essay should include a brief introduction, complete answers to the specific prompt in each question, and a brief conclusion. Your essays should be written primarily in your own words (although brief quotes are permissible). For most students, an essay of 800 to 1,000 words will be sufficient to answer each essay question (3 to 4 pages). You may refer informally to all reading materials and references given by the instructor in the syllabus and in Blackboard (e.g. APA style references and citations are not needed for class materials). You do not need to refer to any other materials other than the class materials to complete the midterm. The grading of the midterm exam will be based on completeness, accuracy, and writing quality. 

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

GENERAL INFORMATION

It is movie time! The subject of this week’s reading (Unit 7, Lesson 22) is the 1920s, or the “New Age.”  To explore the period, we are going to watch one of most significant American films of the silent era, The Son of the Sheik starring Rudolph Valentino and Vilma Banky. This silent movie was released in 1926 and is 68 minutes in length. It has English subtitles; the audio technology facilitating “talking movies” became available one year later. The Son of the Sheik can be accessed through the YouTube link below. The movie is the subject for analysis in Discussion Board 3.

CONTEXT

Consumer consumption, mass culture, and mass media exploded on the American scene during the 1920s due to rising incomes. These conditions fostered a “cult of celebrity” in which “individuals, being reduced to anonymous parts of a mass industrialized society, could find solace by identifying with the achievements of celebrities and heroes.” Baseball home-run-slugger Babe Ruth, Christian radio evangelist Aimee Semple McPherson, and transatlantic solo-pilot Charles Lindbergh were just three of the famous people who animated the popular culture of the 1920s. Rudolph Valentino and Vilma Banky, the leading actors in The Son of the Sheik, were certainly part of this cult of celebrity (Davidson 470).

The 1920s offered Americans new entertainment venues. Radio had emerged as a new and powerful entertainment and communication tool. Movie productions became more sophisticated as Americans were treated to the new phenomenon of “blockbuster” films. By the mid-1920s, “more than 20,000 movie houses offered customers lavish theaters with overstuffed seats, live music, and a celluloid dream world. By the end of the decade they were drawing in over 100 million people a week, roughly the equivalent of the national population” (Davidson 470).

The Son of the Sheik was released in 1926 and was an instant box-office success. The two lead actors were big Hollywood stars of the day. Indeed, Valentino’s performance and smoldering, sexualized appearance practically invented the role of Hollywood male sex-symbol. It was a reputation solidified by his his implied rape of Banky, a scene in the movie that is controversial to this day.

The film opened in Los Angeles on July 9, 1926 and played for four weeks. Valentino then embarked on a nationwide tour to promote the film as it rolled out in first-run theaters throughout the nation. On August 15, he collapsed in his New York City hotel room and was rushed to the hospital. Doctors discovered he had a perforated ulcer which required emergency surgery. After the surgery, Valentino developed peritonitis and died on August 23. 1926. He was 31 years old. The Son of the Sheik was put into general release nationwide on September 5, 1926, nearly two weeks after Valentino’s death. 

An estimated 100,000 people lined the streets of Manhattan to pay their respects at Valentino’s funeral. Suicides of despondent fans were reported. Windows were smashed as fans tried to get into the crowded funeral home, and an all-day riot erupted on August 24. Over one-hundred mounted New York police officers were deployed to restore order. A phalanx of officers lined the streets for the remainder of the viewing of Valentino’s body.

THE FILM’S SETTING

Set in modern times (1926), The Son of the Sheik was filmed in Yuma, Arizona. In it, Valentino plays the son of a wealthy “sheik,” meaning his father was the head of an Arab tribe, family, or village. Vilma Banky plays a young, impoverished woman who dances to support her unscrupulous father. The setting is Touggourt, Algeria. Located in Northwest Africa, Algeria was a colony of France in 1926, just as much of the Middle East was a colony of France or Great Britain. These colonial arrangements were sanctified by mandates established for nations and regions deemed unable to govern themselves through the 1919 Treaty of Versailles which concluded World War I. Movies Silently is a website devoted to silent films and offers an excellent overview of The Son of the Sheik and its plot. 

WHAT ARE YOUR THOUGHTS?

Please proceed with the Discussion Board Forum 3 assignment in this way:

  • Read the background information about The Son of the Sheik at Movies Silently.
  • View the film at the YouTube link below (68 minutes in length).
  • Navigate to Discussion Board Forum 3 – The Son of the Sheik and respond to these two questions:
    • What does the movie imply about American attitudes in the 1920s toward sexual assaults against women,
    • and what does the film suggest about the nature of white supremacy in 1920s American culture?
  • When responding, give examples to support your statement (“for example” is always good for me to see).
 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

General Information for Paper Three

-3 to 4 pages (3 full pages minimum)

-The paper should include discussion of at least two specific musical examples.

-Compose the paper in Microsoft Word.

-The paper should be typed in Times New Roman 12-point font, double-spaced, and have 1” margins.

Additional Information

Musical Examples

-You may use any musical examples except for: a) musical examples discussed in detail in the textbook or on MindTap, or b) musical examples that you have discussed in an initial post or response post to a classmate.

-You may use musical examples by an artist or performer discussed in the textbook/MindTap or in your discussion posts, but the musical examples that you discuss in the essay must be different from ones discussed in the textbook/MindTap or your discussion posts.

Paper Length

-Each paper should contain at least the minimum number of full pages, excluding the title page, bibliography, and any appendices. Paper 3 should be at least three full pages in length. You are welcome to exceed the recommended paper length for any assignment.

Citations and Works-Cited Page

-The paper should include at least three references (in addition to the textbook). Also include entries for each musical example discussed in detail (performer, title of piece, and link).

-Each paper should contain in-text citations throughout the text of the essay and a works-cited/bibliography page at the end of the paper. 

-Citations for the main musical examples should be included in the text and listed on the works-cited page as well. Include the title, name(s) of the performers, and link for each of your main musical examples.

-You may use any standard format (APA, MLA, Chicago Manual of Style, etc.) for footnotes and endnotes as long as you keep the same style throughout the paper.

Objectives for Writing Assignments

–Clear opening and closing paragraphs

-Topic sentences for each paragraph

-Transition sentences between paragraphs and topics

-Presenting a sequence of material that supports a central thesis

Organizational Framework for this Paper

I. Opening paragraph (approximately 1 paragraph or half page in length)

*Includes thesis statement, overview of essay, and mentions the two specific musical examples to be analyzed in detail.

II. Cultural/Historical contexts

a. For Paper 3 (1-2 paragraphs)

b. Focus on general historical and political contexts

c. Do not discuss musical issues in this section.

III. History of musical genre

a. For Paper 3 (1-2 paragraphs)

b. Focus on the history of your musical genre and major elements of musical style associated with the genre.

IV. Analysis of musical selections (two musical examples)

-At least two specific musical examples

-Write at least one paragraph of analysis for each example

-Discuss at least four musical elements for each example

V. Concluding paragraph (approximately one half page)

VI. References (on a separate page; see details below).

Suggested Topics for Paper Three

Reggae

Salsa

Calypso

Soca

Intersections of Music from the Caribbean with Popular Music in the United States

Mariachi music

Tejano music

Samba/Bossa nova

Intersections of Music from Latin America with Popular Music in the United States

Traditional/Folk Music of China

Peking opera

Enka music

Shakuhachi flute music

Popular Music of Japan

Traditional Music of Japan

Intersections of the Music of Asia with Music from the Western Hemisphere

Submission Instructions

· Save the file as “yourname_paper3”

· While inside the drop box area, click the “Browse My Computer” button below to upload your assignment as an attachment.

· Once attached, click the “Submit” button.

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

General Hospital is planning to add a new diagnostic machine which should improve its quality of certain blood tests. The machine under consideration has a cost of $67,195and is expected to save the hospital $8,630each year. The machine has an expected useful life of14years.

IRR is the rate of interest at which NPV = 0i.e., Present value of Out flow = Present value of inflows=> Present value of Inflows = $67,195=> IRR=9% using excel formula [=irr (A1-A15),…

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

General Screening Assessments

Definition:

Describe the purpose:

Describe to whom is it administered:

Describe when is it given:

Grade level:

Short explanation of how this assessment is beneficial and what challenges you might encounter when implementing:

Diagnostic Testing Assessments

Definition:

Describe the purpose:

Describe to whom is it administered:

Describe when is it given:

Grade level:

Short explanation of how this assessment is beneficial and what challenges you might encounter when implementing:

Progress Monitoring Assessments

Definition:

Describe the purpose:

Describe to whom is it administered:

Describe when is it given:

Grade level:

Short explanation of how this assessment is beneficial and what challenges you might encounter when implementing:

Outcome Assessments

Definition:

Describe the purpose:

Describe to whom is it administered:

Describe when is it given:

Grade level:                                                            

Short explanation of how this assessment is beneficial and what challenges you might encounter when implementing:

****If you have any links that can also help me better understand this information that would be very appreciated.****

Thank you!

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

General Question:  After reading the sections and viewing the video, share with the class how you feel about the massive prison population and what you think could be done to more effectively reduce the prison population.  However, perhaps you feel more prisons should be built and people should be employed to satisfy the demands of the massive population.  In any case respond with your views.  

link to the video –  http://www.pbs.org/newshour/bb/law-july-dec11-prisons_07-15/

Running head: CRIMINAL JUSTICE 3 1 Criminal Justice 3Institutional Affiliation:Author’s Name: CRIMINAL JUSTICE 32Criminal Justice 3I find the massive prison populations a threat to…

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW
/in /by

General Petraeus the Servant Leader who Rebuilt Mosul

General Petraeus’s embodiment of servant leadership directly led to the United States Army’s success in rebuilding Mosul. His success can be correlated to his use of effective listening, commitment to growth of people, foresight, conceptualization and persuasion to achieve his goals. To understand how he achieved his success it is important that you first understand what is a servant leader. A servant leader provides purpose, direction and motivation to accomplish the mission. This leader seeks to involve others in decision making, and enhance the growth of workers while improving the organization. In addition, this type of leader also embodies the two constructs of servant leadership which are concern for individuals personal and professional growth and ethical behavior in accordance with the 10 unchanging principles. Those principles are stewardship, healing, awareness, persuasion, empathy, building community, listening, conceptualization, foresight and the commitment to the growth of people.

On March 21, 2003 the 101st Airborne Division and their commander Major General (MG) Petraeus crossed into Iraq and joined the United States led invasion to topple Saddam Hussein’s regime. A mere 19 days later April 9th Hussein’s regime had collapsed with the pentagon announcing the end of major hostilities on April 14th, 2003. On April 22st, 2003 the 101st Airborne Division began the “longest air assault operation in history as they moved to secure Mosul, Iraq” (Lowary, 2017). Upon arriving in Mosul MG Petraeus discovered that the vast city was in-complete disarray with no municipal leaders or services.

Commitment to the growth of people and listening

MG Petraeus utilization of the servant leadership principles of commitment to the growth of people and of listening gave him an advantage in his initial dealings upon arriving in Mosul. The principle of commitment to the growth of people refers to the leader’s belief that all people have value. Also, the leader will have the drive to grow an individuals personal, professional and spiritual aspects. While the principle of listening refers to the ability to utilize the three types of listening which are informative which is listening to gather information, critical which listening to make judgements to make a decision and empathic which is listening to emotions and feelings.

These two principles combined were the key methods which MG Petraeus used to develop Ghanim Sultan Abdullah Al-Basso the Governor and mayor of Mosul. On May 5th, 2003 the people of Mosul democratically elected Al-Basso to be both the Mayor of the city and the Governor of the surrounding Nineveh province. Al-Basso was “a former general in Saddam’s army who fell out of favor and was imprisoned by the former regime” (Gaviria, 2003). Despite Al-Basso’s checkered history MG Petraeus understood that the former general had value and just needed a nudge to get his personal and newly acquired professional life back on track. A key example of this commitment to growth was MG Petraeus resolute principal of allowing Al-basso to make his own decisions unless he requested assistance. This ensured the citizens of Mosul understood Al-basso was in charge which resulted in Al-Basso becoming more influential throughout the province. In a relatively short time Mosul “was hailed as Iraq’s model city, with thriving shops and businesses, a functioning local government and police force, and a low crime rate” (Hammer, 2004).

Foresight and Conceptualization

With the city beginning to flourish MG Petraeus noticed that despite all the progress Mosul had made a large portion of the citizens were due substantial backpay. Utilizing the principles of foresight which is the ability to analyze events from the past to compare them against what is currently happening and then using this information to predict future outcomes. He realized that the citizens of Mosul will eventually force the newly established local government and the American forces out of the city if a solution did not present its self. Utilizing the principles of conceptualization which is the ability to step outside the normal day to day rhythm and focus on what could or might be.

MG Petraeus had heard of a rumor that a local bank had hidden a substantial amount of money shortly after the fall of the previous regime. He realized that if that money was located it could cover the backpay owed to the local government employees. MG Petraeus directed soldiers to locate the former bank manager to determine if the rumors were true. After locating the bank manager, he confirmed he had hidden approximately 32 million dollars in cash when the previous regime had fallen. With the infusion of cash into Mosul all municipal employees to include the police received backpay and police wages increased to $100 a month to entice citizens to become police officers.

Persuasion

As the Commander of the 101st Airborne Division MG Petraeus had approximately 20,000 soldiers under his command in Nineveh province. Despite the sheer might at his disposal he routinely chose to utilize the principal of persuasion to convince others to his points of view instead of using force. In the early summer of 2003, Mosul was a becoming a prosperous city with nearly all the municipal service functioning smoothly, the university reopened and students filling the classrooms and with most of the civil servants receiving a regular paycheck. The one thing that Mosul was lacking was a study supply of goods due to issues at the Turkish border and with the Syrian border sealed by the United States. The critical shortage of goods and steady flow of money created a recipe for disaster as inflation would occur. If inflation occurred this would destabilize the city and allow the insurgent forces to regain control of the city.

MG Petraeus realized the dilemma he faced he needed to get supplies from somewhere and the only viable option was from the established trade routes through Syria. But this created additional problems as the United Nations did not want the border open due to an embargo in effect on Iraq. Additionally, the United States Congress feared that opening the border would empower Syria who had an anti-American government. Despite all the constraints placed against him MG Petraeus was able to reach an agreement with Syrian border officials and the governor of Nineveh on an acceptable code of conduct for border crossings. With this agreement in place the last stakeholder to convince was the State department. On the early morning of May 14th, the 1st truck carrying goods bound for Mosul crossed the Syrian border into Iraq. In a matter of a few weeks approximately 500 trucks a day were crossing the border bringing much needed supplies into Mosul. None of this would have been possible without persuasion as no one had full authority to reopen the border and instead several different parties had to be convinced of the dire need to reopen the Syrian border.

Conclusion

General Petraeus’s embodiment of servant leadership directly led to the United States Army’s success in rebuilding Mosul. His success can be correlated to his use of effective listening, commitment to growth of people, foresight, conceptualization and persuasion to achieve his goals. Without these principals to guide General Petraeus’s actions then Mosul would not have experienced the rapid turnaround from a war-torn city to a beacon of hope for Iraq in 2003. His commitment to personal growth took a disgraced general and elevated him to governor of the Nineveh. That same governor then rebuilt the cities police force and the citizens trust in it and in doing so significantly dropped the crime rate. His ability to foresee how things may play out allowed him the insight to chase down a way to provide backpay and better wages. Persuasion ensured the city did not run out of food and goods by creating a path to opening the Syrian border.

References

Gaviria, M. (November 17, 2003). Democracy 101; retrieved via https://www.pbs.org/wgbh/pages/frontline/shows/beyond/dispatches/3.html

Hammer, J. (January 28, 2004). Our Man in Mosul; retrieved via http://www.princeton.edu/paw/archive_new/PAW03-04/07-0128/features2.html

Lowary, J. (August 11, 2017). Timeline: The 101st Airborne Division’s history; retrieved via https://www.tennessean.com/story/news/2017/08/10/timeline-101st-airborne-division-history/553827001

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
ORDER NOW