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Anthropology homework help

Anthropology homework help. In the first three units of this course, we have focused a great deal on conquest and on religion. That is because during this time in history, conquest was a major sources of economic stimulus (through trade routes and colonies),We have focused a great deal on conquest and on religion,Background, In the first three units of this course, we have focused a great deal on conquest and on religion. That is because during this time in history, conquest was a major sources of economic stimulus (through trade routes and colonies), and religion was the primary mode of thought for most people. In fact, as we’ve seen, most European powers that were active during the Age of Exploration (and colonization) were  VERY good at using religion to justify their treatment (or mistreatment) of (basically) anyone who was a little different.,The literature we have read is only a small slice of the literature of the time. We’ve covered writing from the early 1500s to the early 1700s. These are broad strokes, for sure, but the ideas are fairly representative of the larger trends in thought and culture.,Directions, Use three of the texts we’ve read in this unit to paint a picture of the early American colonies from the early 1500s to the early 1700s.,Firstly, what was conquest like? ,What was settling like?,Secondly, how did life change the longer European peoples occupied the land?,Your essay should take the shape of a standard, thesis-driven essay. In your introduction, offer an overview of the two hundred years we’ve been discussing. Additionally, in your thesis, identify your argument (hint: this will say something about how life was in the colonies). Spend one paragraph analyzing each of the three texts you choose. It is important that you tell me what you can learn about life during this time based on these readings. Don’t JUST summarize the readings themselves. In your conclusion, wrap things up and also maybe consider theorizing on the next movements. We know revolution is next. Finally, do you see any signs of the coming revolution?,Your essay should be no fewer than 550 words and in MLA style.,Additional Resources: unit’s 1-3 notes,,,,Attachments,Click Here To Download,Anthropology homework help

MGT 321 Saudi Electronic University NAFTA Tomato Wars Management Questions

MGT 321 Saudi Electronic University NAFTA Tomato Wars Management Questions.

Assignment Question(s): (Marks: 5)Was the establishment of a minimum floor price for tomatoes consistent with the free trade principles enshrined in the NAFTA agreement?Why, despite the establishment of a minimum floor price, have imports from Mexico grown over the years? Who benefits from the importation of tomatoes grown in Mexico? Who suffers?Do you think that Mexican producers were dumping tomatoes in the United States?Was the Commerce Department right to establish a new minimum floor price rather than scrap the agreement and file an antidumping suit? Who would have benefited from an antidumping suit against Mexican tomato producers? Who would have suffered?What do you think will be the impact of the new higher floor price? Who benefits from the higher floor price? Who suffers? What do you think is the optimal government policy response here? Explain your answer.
MGT 321 Saudi Electronic University NAFTA Tomato Wars Management Questions

What makes and ideal society?

essay helper free The discussion question is: What makes an ideal society? What are some components that create a society? (Ideas to consider: sociological theories, socialization, social control, social groups, deviance, social classes.) Respond to the discussion question after researching the topic. Share what you learned by writing a post about the topic. The post should be a minimum of 150 words. Your original discussion post must include two sources cited in APA Style. The paper itself doesn’t need to be APA style just the citations.

“Parable of the Cave” by Plato Essay

It is a well known fact that Plato was interested in education in a profound way. Most of his dialogues are concerned with education in different ways. In one of his essays, the Republic, Plato used a series of images to reinforce his claims on education. Plato claims that there can be no end to political unrest unless our rulers or kings do not practice philosophy or are not philosophers. In the Parable of the Cave, Plato has not fallen short of his emphasis on education; this fictional dialogue between Plato and his teacher Socrates highlights the importance of education in our society. In the first line of the dialogue, Plato shows in a figurative way how enlightened or unenlightened natural man is. The cave conditions are, therefore, a correlation of mans education or lack of it (Plato ,Para 1) Plato tells us that if the prisoners were unlocked and forced out of the cave, they would prefer to go back and remain in the comfortable and familiar darkness of their caves. However, if they are forced out of the caves completely, they would gradually adapt to change and learn to appreciate. This, if analyzed, means that education is not an easy thing, and humans do not always welcome the truth but, when they are forced to be educated, they learn to appreciate the truth and incorporate new knowledge (Plato, para 3). Plato, in earlier pages of the dialogue, distinguishes the visible realm from the intelligent realm. According to him, visible realms are things grasped by perception while intelligent realms are those grasped by reasoning and intelligence. As the prisoner ascents out of the cave, a person stops perceiving things and stars to acquire the intelligent realm that did not exist in the cave. The objects outside the cave are more real than those that existed in the cave and which were only the likeliness of the outside form. The outside world brings an end to perception and introduces the creation of reasoning. The human soul is ascending to the intelligent realm. Plato writes that the bounded prisoners are forced to look straight at the light. There would be a pain in their eyes, this will make him look away and seek refuge in the objects which he can see and which he perceives to be the reality than those that were being shown to him. Get your 100% original paper on any topic done in as little as 3 hours Learn More In comparing this to education, forcing a person to be educated (education is represented by the light) is a high order which would cause pain to the person at first as he prefers to be in his ignorant comfort zone than venture out there to the unknown. This can also be compared with the well known saying, “the roots of education are bitter, but the fruit is sweet”. We also notice that the prisoners are turned in the wrong direction, they cannot turn their heads to look behind as their heads are bound by chains. Upon being released from the shackles, the first impulse of the prisoners is to turn their heads to the familiar shadows behind them. Plato describes this as educational orientation. The purpose of educators is to introduce this orientation (turning the head) to the uneducated. Plato remarks that educators should find simplified and effective ways to turn souls around. They should not implant sight, but should proceed with aligning the eyes to face the right direction knowing that the organ of sight already exists and has the capacity to see (Plato, para 2). In the last paragraph, Plato introduces us to the fact that eyes’ bewilderment are of two kinds, that of going out of light and that of going into the light. Similarly, there exist the mind eye and the bodily eye. Plato described a money-lover in one his dialogues, that his reasoning was to sit on either side of the kings feet calculating and researching on how to start with a little money and multiply it. This description fits into a person with bodily desires and not mind desires, such people have restricted their ambitions to the acquisition of wealth through any mean. Works Cited Plato. The Parable of the Cave. Web.

University of Maryland Developing New Opportunities for Design Curriculum Discussion

University of Maryland Developing New Opportunities for Design Curriculum Discussion.

Multicultural Curriculum Design – Final VersionIn the previous assignment, you submitted a draft of your Multicultural Curriculum. Now you will submit the final version. For this assignment, you should incorporate any notes or feedback your instructor provided on your draft submission to create the final submission. Your instructor will be looking for incorporated feedback and improvement on what was previously submitted.As a reminder, the instructions for the assignment are below:For this assignment you will now develop your own diversity curriculum, as well as implement theories, strategies, ideas, and best practices. As a result, adult students from various diverse backgrounds should feel comfortable in the learning environment you provide.The curriculum you develop should be designed specifically for a higher education, post-secondary education, or corporate learning environment you currently work in or hope to work in some day.Write a 3–5 page paper in which you:Create a course name and description for your chosen curriculum.Develop a minimum of five course learning outcomes for your chosen curriculum.Create a schedule that tells how long the curriculum will last and how many lessons/meetings there will be.Identify any resources needed for the curriculum.Provide titles and descriptions of each of the lessons/meetings. (Keep in mind that one of these lessons you already developed in the learning activity.)Use at least four quality academic resources written within the past five years. Note: For this assignment, you may use videos you choose for class activities as resources. Wikipedia and other similar websites do not qualify as academic resources.Format your assignment according to the following formatting requirements: Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.Include a reference page. Citations and references must follow SWS format. The reference page is not included in the required page length.
University of Maryland Developing New Opportunities for Design Curriculum Discussion