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HIST 170 Fullerton College Role of Women in the Civil War Paper

HIST 170 Fullerton College Role of Women in the Civil War Paper.

In this assignment, you will analyze primary and secondary sources in constructing your argument, interpreting qualitative and quantitative data to evaluate historical events. You will demonstrate your ability to interpret both primary and secondary sources and to compose an argument that uses them, as appropriate, for support. Be sure your work demonstrates an understanding of through current analytical categories of race, class, gender, or ethnicity. Select one of the LECTURES below:Identify the lecture’s argument to either argue against or argue for his point. Be sure to make specific references to the lecture and contrast their ideas with yours, the textbook’s, and the voices in your primary source annotations. Ed Larson, “The Presidential Election of 1800,” Pepperdine University. Jonathan Barth, “Presidency of Andrew Jackson,” Arizona State University. David Blight, “Expansion and Slavery: Legacies of the Mexican War and the Compromise of 1850,” Yale University. David Blight, “Slavery and State Rights, Economies, and Ways of Life: What Caused the Civil War?” Yale University. “Foreigners in Their Own Land,” PBS on Latino Americans. Judkin Browning, “Civil War’s Peninsula Campaign and Seven Days’ Battles,” Appalachian State University. Brian Matthew, “1864 Civil War Overland Campaign,” Sam Houston State University. William Harris, “Lincoln, Antietam and Emancipation,” University of New Hampshire. Megan Kate Nelson, “Guerilla Warfare in the Civil War,” Brown University. Wayne Wei-Siang Hsieh, “The Generalship of Ulysses S. Grant,” U.S. Naval Academy. Wayne Wei-Siang Hsieh, “The Generalship of Robert E. Lee,” U.S. Naval Academy.Jamie Martinez, “Economic Policies of the Confederacy,” University of North Carolina. Paul Kelton, “Abraham Lincoln and Native Americans,” Stony Brook University. Carole Emberton, “Henry Wirz and Andersonville Prison,” State University of New York, Buffalo. Carolina Janney, “Women and the Civil War,” Purdue University. Maria Angela Diaz, “The Civil War in the West,” Utah State University. Sharita Thompson, “Prostitution and the Civil War,” Gettysburg College. Keith Bohannon, “Post-Civil War Lost Cause Myth,” University of West Georgia. Nicole Myers Turner, “African Americans, Emancipation, and Defining Freedom,” Virginia Commonwealth University.Select one of the prompts below, or construct your own thesis. Remember, you must have an argument and support it with evidence. Here is a ‘how-to’ in terms of structure.A. How did Indian culture change over time and what influences evoked change within Native American communities? B. How did Spain defeat the empires of the New World and what legacy did the early Spanish Conquistadores leave in the New World?C. Why did the Spanish, Dutch, French, and English treat Native peoples differently and what were their motivations for doing so? Compare and contrast the approach by at least two of the aforementioned groups. D. What explains the differences between Virginia and New England? Identify at least two of their religious, social, economic, and racial differences.E. How did political turmoil in 17th century Britain influence life in the colonies and did the British understand how those in the colonies perceived their rights and standing as British citizens?F. How did geography influence slave life and how did slaves influence their geography, regional culture, agriculture, and/or economy?G. What caused the Consumer Revolution, and how did it change American life? What ramifications would it have in terms of British control of colonists and the economy?H. How did Indian life change in the 18th century and what evoked that change? Identify at least two examples, each example must reside in different regions (those in the west in contrast with those in the south)? I. Why did the United States declare independence and were those sentiments shared by all classes of colonists? What were some of the unifying and disunifying factors of the early American Revolution?J. How did the United States win the war and how did their generations of knowledge contribute to their victory over the British? Identify specifically at least two examples. K. How radical was the American Revolution and were the Founding Fathers terrorists or freedom fighters? Identify two groups (racial, ethnic, social, etc.) affected by the revolution.L. Was the United States founded as a Christian nation or was is defined by political ideology? Give specific examples and compare the differences between the two. M. Did the United States draw more from the vision of Alexander Hamilton or Thomas Jefferson? Who do you believe to be more influential, giving at least three specific examples as to why you believe that.N. What were the causes and consequences of the War of 1812? Did it help or hurt progress in the United States? In what ways did it or did It not.Here is what you will need in your Argument:You will need to develop an argument based on the lectures.Use at least one of your primary sources to reinforce your argument. You will need to make copious use of the lectures and the primary source. This is not a summary, you must argue a point. Limit your quotes, speak through your own words, only use quotes to emphasize. ❗️No use of outside sources❗️Rules:Make ample use of both chapters and both selected sources500 words -/+, all thesis and argument, little narrative as possible.Things to Remember:12 point Times font, single-spacedIdentify the letter of which prompt you chose, and compose a bibliography at the end of your statement with your primary source(s) chosen, and lectures cited.Parenthetical citations (MLA) or Chicago Style. In this case, cite the author of the document and the page number (or timestamp for media). Ex: “Many workers perceived their new powerlessness in the coming industrial order.” (American Yawp, ch. 3)Proof-read and spell-check all submissions.If there are excessive grammatical or spelling mistakes, your assignment will be returned and penalized.
HIST 170 Fullerton College Role of Women in the Civil War Paper

There are various types of works and with each type there is a different type of work orientation attached, for example in a regular manual labour one would not expect the worker to bring on high commitment to work as this worker will be working in order to meet ends with taking care of the family as his main goal. On the other hand in a skilled laboratory, for example, the scientist will be expected to work and bring along a good quality of work orientations so that the work goes on smoothly and the other research counterpart benefits due to a workers high quality work. Here the worker has the science related work as the main goal, and family and other criteria comes secondary. Initial studies have concentrated in generalising the work force and the work orientations they bring about at a work place. Though this was not very wrong at their times but in modern times this has changed as there is a lot of division in a similar type of work itself. For example, in a production company, there are people who are working at a manufacturing level, there are people who are working at R

Marx’s and Engels’s Communist Manifesto Explicatory Essay

To understand the full meaning of the given passage, one must comprehend the historical and intellectual context in which it appears. Basically, Marx’s and Engels’s Communist Manifesto has depicted human history as a continuous manifestation of class struggles between an oppressor minority and the oppressed majority. Before the advent of the industrial age, all oppressive power was vested in the hands of a feudal class – the aristocracy. The chain of events starting with the overthrow of the monarchy in the French revolution eroded the traditional power base of Europe, leading to the rise of a new class of oppressors among the serfs – the bourgeoisie. This class of men only spoke the language of money and had little use for traditional values such as workmanship, chivalry, religion, family relationships and other forms of sentimentality. The proletariat – the labor class, then crowded to fill the ranks of the new oppressed majority, allowing their hard work to be exploited by the bourgeois capitalists for a bare minimum existence. Marx and Engels believed that through this exploitative association with the proletariat, the bourgeoisie was able to rise to the top of the social class pyramid, fostering the development of present day property relations which sit at the heart of a wealth-driven society. According to this theory, the onset of the 19th century saw the dawn of a new civilization in which all productive forces of society were being systematically channelized to secure the existence of bourgeois property. Consequently, the proletarians had little choice but to understand their place in the new hierarchy which thrived on their usefulness as workmen, but cared little for their welfare as human beings. Marx and Engels argued that such an exploitative arrangement could not last forever and in due course, discontent would rise to the surface, which would ultimately, force the labor class to rise in armed rebellion against an uncaring, bourgeois ruling class. The study passage serves to illustrate such an outcome. Get your 100% original paper on any topic done in as little as 3 hours Learn More The first section states that: The productive forces of society no longer tend to further the development of bourgeois civilization and the condition of bourgeois property. The conditions of bourgeois society are too narrow to comprise the wealth created by them. (Marxists Internet Archive, 2011). Since, discontent was growing heavily, Marx and Engles have tried to predict it would be only a matter of time before the bourgeoisie realized that their financial stranglehold on the proletariat was not strong enough to permanently secure their wealth due to the uneven nature of exploitation. Sooner or later, the ambitions of the proletariat would break the glass ceiling that until now, kept them down. To further assess the proletariat’s vulnerabilities, the passage looks into how the bourgeoisie desires to tackle this problem: And how does the bourgeoisie get over this crises? On the one hand, by the enforced destruction of a mass of productive forces; on the other hand, by the conquest of new markets, and by the more thorough exploitation of the old ones. That is to say, by paving the way for more extensive and more destructive crises, and by diminishing the means whereby crises are prevented. (Marxists Internet Archive, 2011). In association with other sections of the passage, we may gather that the authors, here, are referring to immoral tactics that have been employed by capitalists to demoralize the labor class; these include keeping the wages low i.e. enforcing destruction of a means to production, and looking for ingenious ways to exploit old markets while discovering new ones. Marx and Engles theorize that Capitalism thrives on the back of labor exploitation, which will set the events that would eventually lead to the downfall of such a system. The last section of the passage suggests that Capitalism’s seeds of destruction lie in its own methods of oppression: We will write a custom Essay on Marx’s and Engels’s Communist Manifesto specifically for you! Get your first paper with 15% OFF Learn More The weapons with which the bourgeoisie felled feudalism to the ground are now turned against the bourgeoisie itself. But not only has the bourgeoisie forged the weapons that bring death to itself; it has called into existence the men who are to wield those weapons – the modern workers – the proletarians. (Marxists Internet Archive, 2011). Marx and Engels are here trying to imply that not unlike Frankenstein, the bourgeoisie has created a monster among the proletariats, who would one day untie the restraints that are keeping them tethered in submission. When such a thing happens in future, it would undermine the very foundations of the bourgeois power structure. The significance of the passage, can be seen in the context of the overall Communist Manifesto theory. The underlying theme of Communism tries to project the proletariat as the owner of all means of production in a distant, utopian future – a future where men are stripped of their right to exploit the labor of other men for their individual, selfish benefits. From the point of view of early 19th century history, this was a radical statement to make. To be first among his peers, Marx came with a theory where it was possible for the oppressed majority people to wrest the reins of power from an oppressive minority. The passage, here, serves as a clarion call to the proletariat to fight against the fetters of injustice, in order to rise against a global, tyrannical system that has been exploiting it for its own good. If one reads between the lines, the passage serves to incite readers of that period to raise their voice against the injustices of the prevailing system It is significant to note that within years and decades of the publishing of Communist Manifesto, the world saw major Communist rebellions in South America. The impact of this passage is indeed profound, considering its indirect role in shaping human history. Reference Marxists Internet Archive. (2011, Oct 10). Manifesto of the Communist Party [Online document]. Retrieved from https://www.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm

POLSCI 21A University of California Wk 8 The Courts & Interest Discussion

custom writing service POLSCI 21A University of California Wk 8 The Courts & Interest Discussion.

Hi All,Please choose one of the following questions and react to it briefly in the discussion boards.When you submit answer, please begin by pasting the question you are responding to in the text field. Then write your answer below.Discussion question options:Federal justices serve on the bench “during good Behaviour,” typically meaning until they resign, retire, or pass away. Some have proposed a number of modifications to this, including rotating 18-year terms, staggered such that vacancies are uniform across time. Do you believe justices should have rotating, fixed terms? Why or why not?Federal justices are appointed by the President and confirmed by the Senate, so voters have no direct say in who is selected. However, many state courts (like Texas) use competitive elections to select judges, while other states (like California) hold retention elections where the governor first appoints a justice and voters then decide in the next election if they want that individual to continue on. Which selection method do you think is superior? Should justices be elected or appointed? How might these mechanisms change their decisions?The power of “special interests” in DC is often decried by many. Do you believe that interest groups have too much power in the United States? Why or why not? If you believe they have too much power, how could this be addressed?
POLSCI 21A University of California Wk 8 The Courts & Interest Discussion

American Military University Epistemology Philosophical Essay

American Military University Epistemology Philosophical Essay.

I’m working on a philosophy writing question and need an explanation to help me learn.

this 4 – 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 – 5 full pages does not include a cover page or a resource page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a resource page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.*Consider the following philosophical puzzle: “If a tree falls in the forest and there’s no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it (CO1). *Attached is the outline of the essay*
American Military University Epistemology Philosophical Essay

GENS 420 San Diego State University Ableism in Education Presentation

GENS 420 San Diego State University Ableism in Education Presentation.

I’m working on a writing question and need guidance to help me learn.

Learning ObjectivesStudents will explain one major course concept. Students will apply their knowledge of major course concepts to a particular subcategory/area of personal interest.Students will create an engaging, educational, and professional presentation.Assignment DescriptionYou will demonstrate your mastery of one disability concept by explaining it in a way that could be understood by anyone from a non-disability studies audience, such as your grandma. The presentation you create should tell a story and be entertaining, and engaging, but also clearly communicate the concept in a manner that is complete, and accurate.This presentation allows you to develop your creative skills using the different FREE campus resources available to all SDSU Students (Adobe Creative Cloud (Links to an external site.) and or Microsoft Office (Links to an external site.)) or other creative apps or websites you are familiar with. You can create a website, PowerPoint, video, blog, flyer, poster, social media post, etc., to demonstrate your mastery of one disability concept. You might want to choose a topic that you can use in your work, educational, personal, and/or community life. Or just pick a topic that resonated with you during the course. Some examples may include but are not limited to: Ableism in education Travel accessibilityAssistive technology for communicationSex, disability, and online datingDisability access & employment opportunities in your career fieldIntersectional disability history & More… Planning Your PresentationReflect on what you know about the disability concept you will be communicating in the presentation and decide on the important information you should include in your presentation:Definition: Write down a clear definition for/description of the concept you will communicate. Main Points: List the key points you think are important for people to know or understand about the topic. It is ok if there are some things you are unsure of. Be sure to write these points down too as you will learn more about them in the next step. Applications: Think about how the concept you have selected plays a role in everyday life. Come up with a few ideas that illustrate the concept in action or shows how this idea has been demonstrated in society. Reflection: Identity what aspects of the concept are not clear to you or where you might have gaps in your knowledge based on what you have identified in the three points above.Research the concept to make sure that you fill any of the gaps that you identified above and have a clear understanding of what the disability concept is to be communicated in the presentation. Presentation RequirementsMake sure that you consider how examples may have been used to explain the concept in your class notes, power points, and/or Top Hat e-textbook, and other relevant sources. Your presentation must include the following: An accurate definition/description of the concept.Address 3 key points about the subject that you want to communicate to your audienceProvide 1-2 examples that illustrate your points.Be creative and engaging for your target audience.Tell your audience why YOU personally feel that this is an important concept for people in the community/ workplace/ family, etc. to know about.Provide references and resources.How To Create Your Presentation You can make a webpage, social media post, infographic, PowerPoint, 1-minute video clip, poster, song, etc. The opportunities are endless. We recommend utilizing the free tools available to ALL SDSU students using the Adobe Creative Cloud. Which can be accessed and downloaded here (Links to an external site.) using your SDSU RedID.
GENS 420 San Diego State University Ableism in Education Presentation