Expert Answers

Description Post a response to the following prompts: Main question:   Could you please choose the little sweet.... that's what most classmate wrote about. From the About MoAD page in the Resources, click on the LEARN column. Select “Learn with MoAD,” and scroll down, to find the exhibit: Exploring Color and William H. Johnson’s Paintings. Click on “View Lesson Plan” and then open the OBJECTIVES section. There you will find the work by Johnson.  Choose one piece of art from the William H. Johnson exhibit. Describe it. How does this piece of art represent the concepts of diaspora and accretion? Three to four sentences for these questions below.  Identify a historical event or period that is connected to your classmate’s chosen item from the Museum of the African Diaspora. Describe how the historical event or trend is expressed in the item. Identify a creative expression that voices your classmates’ description of diaspora and/or accretion Feel free to use the internet to research events and creative expressions like poems, songs, books, movies, foodways, clothing, etc. Please include the pic of the little sweet girl.  Museum of the African Diaspora (MoAD). (n.d.). About MoADLinks to an external site.. https://www.moadsf.org/about

Description Think about the rise of civilizations in Mesoamerica and Andean South America. How are they similar to the other civilizations in Egypt, China, or Greece? Why do you think civilizations which developed halfway across the world exhibit similarities? How are they different? Are there specific reasons why differences exist between civilizations in the Americas and in Africa, Europe, and Asia? Provide additional similarity or difference that civilizations in the Americas have in comparison to those.

Description Primary Source Essay 3: Hans Erich Nossack, The End: Hamburg 1943 and Christopher Browning, “One Day in Jozefow: Initiation to Mass Murder.” Description: Over the last few weeks, we have been discussing how ideas about colonization, race, and nationalism contributed to the radicalization and intensification of violence seen during World War I, and especially during World War II. Moreover, we have examined how these trends and ideas contributed to the transformation of ordinary people into both perpetrators and victims of mass violence and atrocities. In Nossack’s book, he walks us through the aftermath of the firebombing of Hamburg in 1943, and in Browning’s article, he shows the reader how ordinary men became mass murderers. In both accounts, the author’s focus on how regular people, how ordinary Germans, became implicated in the violence of WWII. Furthermore, both of these sources tell us “the history from bellow,” or the history from the perspective of regular people, not the state hierarchy or “history from above.” In an essay that includes a thesis and argument answer the following questions. You do not need to answer all of these questions, but rather use them as a guide to ask and answer your own question about the history of WWII and the motivations for violence. How do these texts help us think about the role of ordinary people in both the perpetuation of mass violence and the ways in which we record or remember those acts? How do these texts help you think about the subject positions (victim vs perpetrator) that we often (falsely) think as mutually excusive?

Description Who was Aimé Césaire, how did his life influence his theory, what was the theory including the major concepts? 2.What is settler colonialism, which countries are examples of settler colonialism? 3.Who is Natalie Molina, what does she believe about how “race” was made in America and how and why Mexicans were classified as White and then Non-White, what are racial scripts and counter scripts.

Description In preparation for the initial post, consider two(2) of the following historical events: Treaty of Versailles  Rise of fascism, militarism, and imperialism  Failure of the League of Nations  Hitler and the Nazi Party  The Lend-Lease Act  Japanese expansion and the bombing of Pearl Harbor Then, in one (1) to two (2) paragraphs, address one (1) of the following:   Assess if the United States’ foreign policy during the 1930s helped to promote World War II. Could the United States have prevented the outbreak of World War II? If so, how? If not, why not?  Explain if the United States, despite neutrality, aided the Allies against the Axis powers.  Analyze if using atomic (nuclear) weapons to defeat enemies in war is a setback for democracy (President Truman's decision to drop the atomic bomb on Japan).

Description The book we will be creating this critical review on is called " 102 minutes" by Jim Dwyer and Kevin Flynn. -Review a book about a topic, theme, person or event related to U.S. History. This should not be mistaken with a book report. A book report attempts to do little more than summarize the contents of a book, while a critical book review is essentially a description of a book or a commentary on it. -Should be between  -Must include at least one citation – a quote or paraphrased material, but no more than one per page. Block quotes are prohibite -Theme: review needs a central argument, like any academic essay. - Need to have an introduction, body and conclusion

Description Final Exam: Historical Watershed update of the nature of 'Jim Crow' and racial segregation in the US as a National Phenomenon Title Page Abstract - Your abstract should be one paragraph and should not exceed 120 words. It is a summary of the most important elements of your paper. All numbers in the abstract, except those beginning a sentence, should be typed as digits rather than words. To count the number of words in this paragraph, select the paragraph, and on the Tools menu click Word Count. Body of Paper: Title of Paper: Begin your paper with the introduction. The active voice, rather than passive voice, should be used in your writing. The attached template is formatted according to APA style guidelines, with one inch top, bottom, left, and right margins. Times New Roman font in 12 pt; double spaced; aligned flush left; and paragraphs indented 5-7 spaces. The page number appears one inch from the right edge on the first line of each page, excluding the Figures page. Headings: Use headings and subheadings to organize the sections of your paper. The first heading level is formatted with initial caps and is centered on the page. Do not start a new page for each heading Subheadings: Subheadings are formatted with italics and are aligned flush left. Citation: Source material must be documented in the body of the paper by citing the authors and dates of the sources. The full source citation will appear in the list of references that follows the body of the paper. When the names of the authors of a source are part of the formal structure of the sentence, the year of the publication appears in parenthesis following the identification of the authors, for example, Smith (2001). When the authors of a source are not part of the formal structure of the sentence, both the authors and years of publication appear in parenthesis, separated by semicolons, for example (Smith and Jones, 2001; Anderson, Charles, & Johson, 2003). When a source that has three, four, or five authors is cited, all authors are included the first time the source is cited. When that source is cited again, the first author's surname and "et al" are used. See the example in the following paragraph. Use of this standard APA style "will result in a favorable impression on your instructor" (Smith, 2001). This was affirmed again in 2003 by Professor Anderson (Anderson, Charles, & Johnson, 2003). When a source that has two authors is cited, both authors are cited every time. If there are six or more authors to be cited, use the first author's surname and "et al." the first and each subsequent time it is cited. When a direct quotation is used, always include the author, year, and page number as part of the citation. A quotation of fewer than 40 words should be enclosed in double quotation marks and should be incorporated into the formal structure of the sentence. A longer quote of 40 or more words should appear (without quotes) in block format with each line indented five spaces from the left margin.

Description This is a graded discussion: 25 points possible Week 6: The New Deal Week 6 The New Deal Discussion Required Resources In your American History course, you will utilize scholarly sources to address questions in the weekly assignments. Please be advised that History.com, Wiki, Wikipedia, or websites such as cliffnotes.com, studymode.com, coursehero.com, and the like are not deemed scholarly sources. Therefore, use your course text and incorporate an additional scholarly source from the Chamberlain Library in your response. Below is a list of resources you must choose from: Textbook: Chapter 26 Lesson Minimum of 1 scholarly source from the Chamberlain Library resources below: Sources for the Week 6 Discussion are available by accessing this link.Links to an external site. THE “POPULAR DATA BASES” WITHIN THE LIBRARY GUIDE FOR SCHOLARLY SOURCES AND VIDEOS VIA SEARCH POPULAR HISTORY DATABASESLINKS TO AN EXTERNAL SITE. OR THE HISTORY LIBRARY GUIDELINKS TO AN EXTERNAL SITE.. Initial Post Instructions For the initial post, pick two (2) of the following (any program and/or act of the New Deal): ProgramsActs Civilian Conservation Corp (CCC) Public Works Administration (PWA) Civil Works Administration (CWA) Works Progress Administration (WPA) Farm Security Administration (FSA) Emergency Banking Relief Act Economy Act Agricultural Adjustment Act (AAA) Tennessee Valley Authority Act (TVA) National Employment System Act (Wagner-Peyser Act) Home Owners Loan Act National Industrial Recovery Act (NIA) Glass-Steagall Act (Banking Act) Securities & Exchange Act Emergency Relief Appropriation Act Resettlement Administration (RA) Rural Electrification Administration (REA) National Labor Relations Act (Wagner Act) Social Security Act Fair Labor Standards Act Reflecting over the weekly reading and lesson video The New Deal Coalition (also linked in the Required Resources), address the following for your selections: Consider workers, immigrants, and African Americans. Explain how minorities were represented by the New Deal. Analyze to what extent you think that the New Deal effectively ended the Great Depression and restored the economy.

Description The purpose of this assignment is to get you to describe a ritual and understand its meaning. More specifically, you will analyze the funeral practices depicted in your three introductory clips/videos for Islam and in the film To the Land of Bliss for Mahayana Buddhism. The main question is: how do these practices reveal Muslim and Buddhist attitudes toward and beliefs about death and the afterlife? Instructions First, watch the three intro clips on Islam at the very beginning of this module.  Then, read your Prothero's chapter on Buddhism and watch To the Land of Bliss. This film will take you to China, a Mahayana Buddhist country… and to the Land of Amitabha Buddha. The clips and the film constitute the main sources of your assignment. Download the document below and fill it out. You will concentrate on the films I mention in each of the questions, and you will answer the questions in the indicated order. When you submit your assignment, the question number and the prompt should appear before each answer. For your references, simply mention in parentheses (Islam Video A, B, or C) and (To the Land of Bliss) whenever it is necessary. If you happen to refer to your Prothero's textbook, please provide a parenthetical citation (Prothero, p. x).

Description Describe an example from the research literature of an effective health communication program using mass media. What were the key outcomes of this program? What factors and features made it successful? The theory is: Mass media and new media theories. Please answer with a minimum of 300 words. Please cite any and all references used.