History homework help

ASSIGNMENT 1
After finishing this week’s readings  (Eastman Essay 8 & Eastman Essay 9& Reader 25-26), please focus this week’s post on the questions below.
Remember: the idea here is to think carefully about the questions, but you don’t need to worry as much about producing a perfectly polished text. Your post should be at least 150 words for each question 
1.    What’s one idea about this week’s lectures and readings that you found most intriguing or surprising? Why is it intriguing or surprising to you?
2.    How did women’s status change in the late Qing, according to the Sally Borthwick reading of this week?
3.    Why is Liang Qichao so important for modern Chinese history? What are some of his most important ideas?
ASSIGNMENT 2: Debate Paper: Reform (Liang Qichao) and Revolution (Sun Yat-sen) Sources: The source for this paper I upload in the attachment named as: Lecture 14 & 15 & The Anti-Manchu Revolution Hu Hanmin and Sun Yat-sen & Liang Qichao
PAPER PROMT: Please read clearly before you start to write the paper

1. Your Tasks

The job of each group is to convince the rest of the class that your group is best qualified to lead China.
The first task that each group will take up is to understand the general political situation in China in 1905-06. You should be clear about the state of affairs within China and China’s position in the world.
The second task that each group will take up is to show the ideologies, policies, and political strategies of your group and your rival groups.
1)  What are your ideologies? Why are they suitable for 1905-06’s China and better than those of your rivals?
2) You should understand the position of your own group (your potential followers, the economic and material resources you have, what kinds of people you could influence) and have a general idea of the position of your rivals.
3) How are you going to convince the Chinese people to follow you? How are you going to compete with, ally with, attract support from, or undermine your rivals?
The third task will be a debate format—putting forward your position and convincing others to follow you. Your audience will be me, your classmates, and our panel of judges.

2.  Paper (5 pages)

This paper is to finish the first and the second tasks.
The suggested readings should be examined with an eye to answer the above three questions.
I need everyone to write at least 2 paragraphs analyzing the state of affairs in China and China’s position facing international challenges.
I need everyone to write at least 3 paragraphs answering the three parts of the questions listed above.

  • attachment

    EastmanEssay8.pdf
  • attachment

    EastmanEssay9.pdf
  • attachment

    Reader25-26.pdf
  • attachment

    Lecture14ReformIdeasofLiang.pdf
  • attachment

    Lecture15SunYat-sen.pdf
  • attachment

    LiangQichao.pdf
  • attachment

    TheAnti-ManchuRevolutionHuHanminandSunYat-sen.pdf

History homework help

ASSIGNMENT 1
After finishing this week’s readings  (Eastman Essay 8 & Eastman Essay 9& Reader 25-26), please focus this week’s post on the questions below.
Remember: the idea here is to think carefully about the questions, but you don’t need to worry as much about producing a perfectly polished text. Your post should be at least 150 words for each question 
1.    What’s one idea about this week’s lectures and readings that you found most intriguing or surprising? Why is it intriguing or surprising to you?
2.    How did women’s status change in the late Qing, according to the Sally Borthwick reading of this week?
3.    Why is Liang Qichao so important for modern Chinese history? What are some of his most important ideas?
ASSIGNMENT 2: Debate Paper: Reform (Liang Qichao) and Revolution (Sun Yat-sen) Sources: The source for this paper I upload in the attachment named as: Lecture 14 & 15 & The Anti-Manchu Revolution Hu Hanmin and Sun Yat-sen & Liang Qichao
PAPER PROMT: Please read clearly before you start to write the paper

1. Your Tasks

The job of each group is to convince the rest of the class that your group is best qualified to lead China.
The first task that each group will take up is to understand the general political situation in China in 1905-06. You should be clear about the state of affairs within China and China’s position in the world.
The second task that each group will take up is to show the ideologies, policies, and political strategies of your group and your rival groups.
1)  What are your ideologies? Why are they suitable for 1905-06’s China and better than those of your rivals?
2) You should understand the position of your own group (your potential followers, the economic and material resources you have, what kinds of people you could influence) and have a general idea of the position of your rivals.
3) How are you going to convince the Chinese people to follow you? How are you going to compete with, ally with, attract support from, or undermine your rivals?
The third task will be a debate format—putting forward your position and convincing others to follow you. Your audience will be me, your classmates, and our panel of judges.

2.  Paper (5 pages)

This paper is to finish the first and the second tasks.
The suggested readings should be examined with an eye to answer the above three questions.
I need everyone to write at least 2 paragraphs analyzing the state of affairs in China and China’s position facing international challenges.
I need everyone to write at least 3 paragraphs answering the three parts of the questions listed above.

  • attachment

    EastmanEssay8.pdf
  • attachment

    EastmanEssay9.pdf
  • attachment

    Reader25-26.pdf
  • attachment

    Lecture14ReformIdeasofLiang.pdf
  • attachment

    Lecture15SunYat-sen.pdf
  • attachment

    LiangQichao.pdf
  • attachment

    TheAnti-ManchuRevolutionHuHanminandSunYat-sen.pdf

History homework help

Rosa Luxemburg, a Polish-German socialist activist, gave a detailed explanation for her opposition to the First World War in The Tasks of International Social Democracy, 1915 when the First World War was at its height and its outcome unclear.
Examine that reading at  https://www.marxists.org/archive/luxemburg/1915/xx/theses.htm and the brief biography of Luxemburg at http://hist259.web.unc.edu/rosa-luxemburg-1871-1919/ to write an essay of  approximately three page addressing the following issues:
–  The governments of Europe claimed that they went to war in 1914 for national defense. What was Luxemburg’s theory as the to true motivations behind those governments’ decision for war?
–  Why Luxemburg believed that Europe’s socialist leaders organized in the socialist Second International supported that war despite their long-standing claims that they opposed war, imperialism and militarism.
–  What she thought the consequences of that war would be for the working classes of Europe.
–  How she thought the war should be opposed by the socialist movement and working populations generally
Rosa Luxemburg was killed in January 1919 shortly after World War I ended. Since then her defenders and sympathizers have claimed she was an insightful theorist who understood better than most people of her time that World War I would unleash disasters on the world for years to come (Fascism, Nazism, Soviet Communism, economic crises and a Second World War all emerged between the 1920s and 1939). Her opponents, however, have argued that her brand of “international socialism” was a form of anti-patriotic treason, and that her revolutionary ideology contributed to rather than help resolve the social and political conflicts of early 20th century Europe that Luxemburg herself discusses.  After examining her writing and the biography of her life, which if either of these descriptions in your view is more accurate and why? Please provide specific reasons for your conclusions.

History homework help

Rosa Luxemburg, a Polish-German socialist activist, gave a detailed explanation for her opposition to the First World War in The Tasks of International Social Democracy, 1915 when the First World War was at its height and its outcome unclear.
Examine that reading at  https://www.marxists.org/archive/luxemburg/1915/xx/theses.htm and the brief biography of Luxemburg at http://hist259.web.unc.edu/rosa-luxemburg-1871-1919/ to write an essay of  approximately three page addressing the following issues:
–  The governments of Europe claimed that they went to war in 1914 for national defense. What was Luxemburg’s theory as the to true motivations behind those governments’ decision for war?
–  Why Luxemburg believed that Europe’s socialist leaders organized in the socialist Second International supported that war despite their long-standing claims that they opposed war, imperialism and militarism.
–  What she thought the consequences of that war would be for the working classes of Europe.
–  How she thought the war should be opposed by the socialist movement and working populations generally
Rosa Luxemburg was killed in January 1919 shortly after World War I ended. Since then her defenders and sympathizers have claimed she was an insightful theorist who understood better than most people of her time that World War I would unleash disasters on the world for years to come (Fascism, Nazism, Soviet Communism, economic crises and a Second World War all emerged between the 1920s and 1939). Her opponents, however, have argued that her brand of “international socialism” was a form of anti-patriotic treason, and that her revolutionary ideology contributed to rather than help resolve the social and political conflicts of early 20th century Europe that Luxemburg herself discusses.  After examining her writing and the biography of her life, which if either of these descriptions in your view is more accurate and why? Please provide specific reasons for your conclusions.

American history homework help

The United States to 1877 Slavery Paper Assignment
NO PLAGARISM
Due Date: December 2nd
Use PRIMARY AND SECONDARY RESOURCES
The purpose of this paper is to draw connections across American history. Your papers must have your name at the top, and they must be double-spaced. You will submit an electronic copy through the Slavery Paper link in the Assignments folder on Blackboard (Assignments folder > Slavery Paper folder).
Assignment: Your answer needs to address the history of slavery and two (2) other course units (policing, expansion, borders). You will choose one (1) option below to write about how the history of slavery connects to other histories we’ve studied.
Option 1:
• How have race and gender influenced people’s actions in the history of slavery, policing,
expansion, and borders? In other words, how did White supremacy and patriarchy influence the historical areas we have studied? Pick slavery and two (2) other areas to cover: policing, expansion, borders.
Option 2:
• How did complex interactions between diverse groups shape the history of slavery, policing,
expansion, and borders? Pick slavery and two (2) other areas to cover: policing, expansion, borders.
Requirements:

  • 1,500-to-1,800 words
  • Double-spaced, one-inch margins
  • You must use at least four (4) different source types
  • You must cite your sources
  • You may only use materials from class
    The key is to focus on specific actions you feel are representative of the course themes, rather than a general view of history. Ultimately, you are using material from the course units to argue how the chosen theme—White supremacy/patriarchy or group interactions—is fundamental to U.S. history. Everyone is writing about slavery and two other units. This assignment is based on drawing connections, and you will use the course theme to explain links between histories. (For example, if you select Option 1, you will answer this subquestion: how is the history of slavery, expansion, and borders about White supremacy and patriarchy? If you select Option 2, how is the history of slavery, expansion, and borders about diverse group interactions?).

page1image47958272 page1image47958848 page1image47959040
1 This is an argument-driven essay. You will state a clear argument at the beginning of the paper and use the body of your essay to back up your argument. You may only use materials from class to build your argument. Take your time with this assignment. Please be sure to keep your paper focused, clear, and concise.
Citations: Throughout your paper, you must indicate the source of your information and evidence. Please cite your sources with the following parenthetical citations at the end of a sentence.
Source types:

  • Lecture: (lecture)
  • Article: author’s last name, shortened title in parentheses: i.e., (Ramos, “Alamo is a Rupture”)
  • Podcast: episode title, podcast title: i.e., (“Trail of Tears,” This American Life)
  • Primary document: shortened title/description: i.e., (T. Jefferson letter) or (Cherokee map)
  • Painting: shortened title/description: i.e., (casta painting) or (Alamo)
  • U.S.: A Narrative History: title and page number: i.e., (U.S.: A Narrative History, 40)
  • Film: film or episode title: (The West) or (“Death Runs Riot”)

History homework help

 

WELCOME to the discussion for WEEK . Please respond in complete sentences for each question, unless directed to do otherwise, demonstrating in your reply that you have read the material in order to receive full credit.
 Topic 1: The Digital Divide
This week you read Digital Divide in a Global Economy

Discussion:
More than just a tool for information transfer, the Internet has become a conduit for a globalized workforce.  However, as the Internet has become integrated into daily business life, a digital divide has emerged. Some derive the benefits of Internet access, but many others do not.
Questions: 

  1. Could the digital divide change the way people think about themselves in relation to the rest of the world? Provide experiences, observations, or references to Week 6’s readings that helped shaped your opinion.
  2. What barriers exist that make it difficult to close the digital divide in economies like India and China? What barriers exist in a developed country such as America?

 Topic 2: Digital Natives Digital Immigrants
This week you read Digital Natives, Digital Immigrants by Mark Prensky
Discussion:
According to Prensky, today’s students are no longer the people our educational system was designed to teach.  Prensky also pointed out that there needs to be a switch in the way in which educators teach because students are losing out due to the “old fashioned” methods of teaching which are still being used today.
Question #1: 
Do you agree that educators have to keep abreast of the technological changes and adjust the curriculum accordingly?  (justify and support your answer).

I AM WRITING ABOUT  ****** Future Preemptive measures to be accomplished/How the City/leadership can be more prepared in the future. ********
The simulation activity is based on the physical characteristics and resources of a fictional city. A Disaster Landing Group Simulation Assignment Guide is provided in the Course-at-a-Glance area. The guide is a valuable tool that will help you successfully prepare for and undertake the group simulation exercise and then to prepare your AAR. The exercise will focus on an operational scenario or a planning scenario, and will include the development of an after-action report (AAR).  This exercise will be completed in a group environment.  Use your study group area to document your work to include planning, comments, notes, paper drafts and posting your final group synthesis paper.
This is a group assignment.  Groups will be assigned.  The simulation will take 2-3 hours (without interruption) to complete.  The simulation must be completed at one sitting.
As a group, also conduct some research on an actual hazard event that has occurred in your simulation. For example, if your scenario involves a flood, research an actual flood event. (Hint, type “flood After Action Reports” in an Internet search engine.) Find an after action report or detailed synopsis. While your AAR should be focused on the results of the simulation, it should be “informed” by your actual hazard event research, by discussing the results of your research and incorporating references to support your writing.
The Simulation is worth 100 points and is 20% of your final grade. The body of the AAR shall be 6 to 10 pages, excluding other material such as the cover page, table of contents, graphics and tables, and references.  The paper shall be presented in APA (6th edition) format, all margins should be 1”, 12 point font, and be in either Arial or New Times Roman font style. In the following descending order of preference, information sources must be either peer-reviewed articles, government reports, or other sources approved by your instructor. Internet information sources from other than authoritative sources are discouraged. See the Simulation Assignment grading rubric for more information.
Please use the following naming convention when submitting your assignment “Lastname_Assignment name_ HMLS495.doc”.  All files should be submitted in MS word or other editable software compatible with MS word.  PDF assignments are not acceptable.
Each group member must submit the same paper. The professor will choose one paper from the group to grade.
Each group member must also complete an evaluation that will factor into the grade provided for the “group member evaluation” portion shown in the table above.  Each group member may not get the same grade as the group member evaluation portion will be determined by other group members.  These evaluations will be kept confidential.  Not submitting group evaluation form, or submitting them late will result in a late penalty. The form is available in the Course at a Glance > HMLS 495 Group Participation Form.
 
1. Future Preemptive measures to be accomplished/How the City/leadership can be more prepared in the future. (Jimmy)
1st round
Highway- main way transportation/evacuation
HURRICANE
Ecological monitoring – monitor wetlands/sensitive areas – prevent disease
Build seawall – on island
Building code update – be proactive for property damage
TORRENTIAL RAIN
Pollution regulations
Remediation assistance
Zone affordable housing
Shoreline armoring
It is 2 p.m. with map with small fire on a holiday weekend on the Island with a significant number of tourists, (approximately 2,000) on the beach and in town. A small fire occurs on the southern edge of the Industrial Park requiring apparatus and personnel from Fire Station #1 to respond to the Park. Personnel from Fire Station #2 move up to cover Fire Station #1. Half of the local police are also committed to the incident. The fire spreads rapidly and overwhelms local resources. At the time of the incident the tide is incoming and wind is out of the west.
SEND UNITS TO FIRE
CORDON AREA (UP TO BRIGDE) – STOP TRAFFIC – EVACUATING DISASTER LANDING
A large explosion occurs as a result of the fire at the Industrial Park. A 100,000 gallon chemical tank is burning. The fire department advises that it is possibly hazardous and the smoke from the fire is moving toward the bridge. Given these conditions the mayor has activated the emergency operations center (EOC). You and your team members will be able to be at the EOC within five minutes. You are required to travel to the site.
TRAVEL TO EOC
INCREASE CORDON SIZE (TO PUBLIC WORKS OFFICE) – EVACUATION DISTANCES
All team members are on site at the EOC and it becomes operational. Because of the existing conditions your team members are the only people available to staff the EOC. Any and all actions must be voted on and decided by the team.
Your task is to develop an action plan to protect life, property, and the environment. As in any emergency situation the saving of lives is the most important priority. Note that the fire is not in your jurisdiction and you have no control in its extinguishment, however, the effects of the fire are directly impinging on the island and you must manage this aspect of the incident.
The fire department reports from the scene that the smoke from the fire is toxic and can be fatal if inhaled in sufficient quantities. The police on the scene now report that smoke covers the Channel Bridge.
HAVE CNN DISPERSE PROTECTIVE INFORMATION
ASK FEDERAL ASSISTANCE – COAST GUARD ASSIST WITH EVACUATION
CORDON OFF ENTIRE BAY
REQUEST FEMA ASSISTANCE WITH GOVONERS HELP (WITH HIS APPROVAL)
ESTABLISH NEW HOSPITAL/COMMAND POST OUTSIDE CORDONED AREA
A large group of people tried to exit the island over the bridge leading to mass casualties, abandoned vehicles, and gridlock. The bridge is unavailable. Approximately 5,500 people are dead on the Island. There is untold ecological damage, air pollution, and runoff. Water and sewer systems have been shutdown to prevent the spread of toxic chemicals. The Governor’s Office has advised that it will be at least 24 hours before people can be evacuated off the island because the fire is still uncontrolled and all local resources have been directed towards its extinguishment. Approximately 6,500 people are sheltered at the high school with limited sanitary conditions, water and food, medications, physical security, or pet care facilities. Your task is to develop an action plan to meet the physical needs of the survivors for the next 24 hours.
RECOVERY FOCUS (CLEAN POLLUSION – REPAIR DAMAGES – ASSIST FAMILIES COMMUINITY RELIEF)
ASK MILITARY HUMANITARY ASSISTANCE/AIR LIFTS
SPLIT HOUSING LOCATIONS WITH HIGH SCHOOL AND COLLEGE
REQUEST ASSITANCE TO CLEAR OUT BRIDGE AND ISLAND

World history homework help

Please answer any THREE of the following questions. I expect each essay to be cogently argued and impeccably crafted; each essay should be in the 5-7 page range. Please refer to the assigned and on-line readings from the course (either as interlinear references or as footnotes), to bolster your argument and to demonstrate your mastery of the material.Citations of Wikipedia and other Internet sources will not be considered adequate references.
 
<Reference books>
@ Robert Buswell. Tracing Back the Radiance: Chinul’s Korean Way of Zen. Honolulu: University of Hawaii Press, 1983/1991. Paperback: ISBN: 9780824832933
@ Robert Buswell. The Zen Monastic Experience: Buddhist Practice in Contemporary Korea.Princeton: Princeton University Press, 1992. Paperback: ISBN 9780691034775
<Questions>
1) Korean Buddhism is often portrayed as advocating an ecumenical, “synthetic,” or nonsectarian approach to Buddhist thought and practice (so-called t’ong Pulgyo). What evidence do you find from your readings either supporting, or controverting, this portrayal? Refer specifically to the presentations of t’ong Pulgyo thought in Wŏnhyo, Ŭich’ŏn, and Chinul, as well as in modern Korean Buddhism.
2) To what extent may we talk about a uniquely “Korean” form of Buddhist thought and practice? What might be some of the specific features of this putative “Korean” tradition of Buddhism? It would be helpful if you would compare and contrast those features with those you have learned from your readings about the Chinese and Indian traditions of Buddhism.Drawing especially on material in the volume Currents and Countercurrents, what might be some of the issues involved in trying to detail what is “Korean” about “Korean Buddhism”?
3) In many of his works, Chinul advocates a sudden awakening/gradual cultivation (tonochŏmsu) approach to Buddhist soteriology. Describe the major features of this approach, referring in particular to the two types of awakening and his definition of cultivation. Does it seem reasonable to you that awakening can be said to precede religious cultivation? How, if at all, is the practice of kanhwa(“examining the keyword/critical phrase/meditative topic”) meditation, which is usually presumed to follow instead a sudden awakening/sudden cultivation approach, incorporated into Chinul’s preferred soteriological system? Justify your reasoning with specific evidence.
4) In The Zen Monastic Experience(p. 9), Buswell proposes that “Buddhism weaves doctrine, praxis, and lifeway together into an intricate tapestry. In this tapestry, the daily rituals of Buddhism reticulate with its teachings and its practices, each aspect intimately interconnected with the other. The regimens of monastic life . . . therefore interface directly with doctrine and practice.”Evaluate this veracity of this claim from the standpoint of the Korean Buddhist tradition.
5) There is an ongoing debatein the scholarship over whether Wŏn Buddhism (Wŏnbulgyo) should be viewed as a school of mainstream Buddhism or as an indigenous Korean “new” religion. In what ways might Wŏn Buddhism be considered a uniquely Korean variant of Buddhism? In what ways might Wŏn Buddhism be viewed as an independent Korean new religion? Provide specific evidence supporting your conclusions.

American history homework help

The United States to 1877 Slavery Paper Assignment
NO PLAGARISM
Due Date: December 2nd
Use PRIMARY AND SECONDARY RESOURCES
The purpose of this paper is to draw connections across American history. Your papers must have your name at the top, and they must be double-spaced. You will submit an electronic copy through the Slavery Paper link in the Assignments folder on Blackboard (Assignments folder > Slavery Paper folder).
Assignment: Your answer needs to address the history of slavery and two (2) other course units (policing, expansion, borders). You will choose one (1) option below to write about how the history of slavery connects to other histories we’ve studied.
Option 1:
• How have race and gender influenced people’s actions in the history of slavery, policing,
expansion, and borders? In other words, how did White supremacy and patriarchy influence the historical areas we have studied? Pick slavery and two (2) other areas to cover: policing, expansion, borders.
Option 2:
• How did complex interactions between diverse groups shape the history of slavery, policing,
expansion, and borders? Pick slavery and two (2) other areas to cover: policing, expansion, borders.
Requirements:

  • 1,500-to-1,800 words
  • Double-spaced, one-inch margins
  • You must use at least four (4) different source types
  • You must cite your sources
  • You may only use materials from class
    The key is to focus on specific actions you feel are representative of the course themes, rather than a general view of history. Ultimately, you are using material from the course units to argue how the chosen theme—White supremacy/patriarchy or group interactions—is fundamental to U.S. history. Everyone is writing about slavery and two other units. This assignment is based on drawing connections, and you will use the course theme to explain links between histories. (For example, if you select Option 1, you will answer this subquestion: how is the history of slavery, expansion, and borders about White supremacy and patriarchy? If you select Option 2, how is the history of slavery, expansion, and borders about diverse group interactions?).

page1image47958272 page1image47958848 page1image47959040
1 This is an argument-driven essay. You will state a clear argument at the beginning of the paper and use the body of your essay to back up your argument. You may only use materials from class to build your argument. Take your time with this assignment. Please be sure to keep your paper focused, clear, and concise.
Citations: Throughout your paper, you must indicate the source of your information and evidence. Please cite your sources with the following parenthetical citations at the end of a sentence.
Source types:

  • Lecture: (lecture)
  • Article: author’s last name, shortened title in parentheses: i.e., (Ramos, “Alamo is a Rupture”)
  • Podcast: episode title, podcast title: i.e., (“Trail of Tears,” This American Life)
  • Primary document: shortened title/description: i.e., (T. Jefferson letter) or (Cherokee map)
  • Painting: shortened title/description: i.e., (casta painting) or (Alamo)
  • U.S.: A Narrative History: title and page number: i.e., (U.S.: A Narrative History, 40)
  • Film: film or episode title: (The West) or (“Death Runs Riot”)