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Writing about American Western experience

Writing about American Western experience. I’m studying for my History class and don’t understand how to answer this. Can you help me study?

Post should be in your own words.

No outside research except content that is in the Module Week 2 and the text.
Show understanding of the reading for Week 2 and my content comments as you write your posts.
No more than 2 direct quotes per post. Direct quotations should not be longer than 1.5 sentences

There are many stereotypes about the West in the American experience.
How did your reading the Chapter 16 of the text and the Module Week 2 resources change your perspective on the American Western experience? Give at least two thorough examples. Discuss each example in detail. Do not make a list. Be sure to expand on your examples by using illustrations from the assigned work for this week. You should display knowledge of the reading for the week.

The text book
Brinkley, Alan. American History:A Survey. Volume II.13th edition. New York: McGraw Hill, 2009.
Writing about American Western experience

Feminist challenge to mainstream international relations theory Essay. Introduction The field of international relations is and has always been challenging to many people. It does not have a generally accepted definition. There may be a consensus on whether such theoretical approach as Feminism is a proper framework when it comes to research on international relations (Burchill, 2001). It is an open topic and one can argue out his or her point concerning the proper definition of international relations. Generally, it may be viewed that feminism attacks men for oppressing women and see to it that the women gain in politics at the expense of the men. It is evident that no feminist has attempted to carry out research on the rights of both sexes to determine whether there is actual equality and equity. The fight for women’s rights and autonomy, therefore, appears to only be a means of having dominion over men. Feminist challenge to mainstream international relations theory International relations (IR) theory is the study that offers a comprehensive understanding of the challenges that feminist. It main purpose is to give their studies a conceptual framework that upon which the study can be analyzed.(Burchill, 2001). International relations theories can be classified into post-positivist theories that deal with security issues that range from gender to class (Dunne, 2010). They can also be classified as positivist and mainly concentrate on issues within the level of the state. Feminism constitutes a number of movements that aim at defending equal opportunities for the women in the various fields of politics, social rights and other aspects in the society. Approaches of feminism to international relations became rampant in the late twentieth century and these approaches demanded that the experiences that women had were to be ignored from studies to do with international relations theory. Feminists who study international relations argued that gender issues apply in international relations. This was based on influence of the spouses of diplomats in the promotion of sex trafficking. Feminist international relations approaches in the past used to be part of the major debate that ensued between the post-positivists and their counterparts, the positivists (Burchill, 2001). Four major varieties of feminism exist. They include: Marxist, liberal, radical and socialist (Burchill, 2001). Other categories may include black feminism and functionalist feminism. Liberal feminism occurs when prejudgment revolves around ignorance of individuals. Education is said to be the key to the fight against discrimination brought about by ignorance. Marxist feminism is a form of a class relationship that is the major cause of women’s oppression and discrimination. This occurs when men transfer the exploitative relationships at work to their wives at home hence become a burden to them. In Marxist feminism, the issue of social class is said to be more of value than that of patriarchy because patriarchy is only an ideology that comes about because of class exploitation. Women are not considered to be a sex class since the only similarity is their sex. Socialist feminism has to do with the women and their social status. They are both greatly marginalized by the double roles they have in the current society. This duality appears in their roles as child-bearers and employees. Employers tend to exploit this state by paying the women lower wages and this gives the men the opportunity to receive higher wages due to the services rendered at home. The main reason women have a lower status in this aspect is that they generally depend on the man for economic needs. Male dominion is brought about by the idea that the women are naturally passive and are only involved in such activities as housekeeping and childbearing (Dunne, 2010). Tickner (1993) identified and used a number of contemporary feminist situations to the issue of international relations in her book, Gender in international relations: Feminist Perspective on Achieving Global security (p. 15). This perception suggested viable criticism to the Marxist, liberal and realist theories. She also points out the gender differences that came about during the construction of state identities and the roles that the citizens played in the state. Tickner looked at the environmental and the economic issues and she was wondering why there was a difference when gender relations were introduced into question. She clearly demonstrated how the perspective of a feminist on international relations had an impact on the global system. The author introduced the aspect of feminism on international relations and compared it with recent arguments against realism. She argues that it is not sufficient to explain today’s international politics. Tickner also examined the way in which the global economy has paid off the men and women differently and critically looked at the implications of gender on the dominion of man over nature. The gender differences that occur in politics, military and the economic world provide an aspect of the insecurities that men and women face in political ventures. Tickners version of feminist security has led to the recent efforts to come up with proper arrangements on comprehensive security in international relations. For a long time, the academic venture of international relations has involved positivism in a large extent. Positivism has combined various disciplines of sciences and has specifically used methods incorporated from the natural sciences to give the meaning of the social world (Smith, 1996). This discipline has generally accepted a number of assumptions that have managed to eliminate the debates on how one view and explains the world. This, however, does not apply for the individuals who worked for what was termed as the English schools or in the disciplines that were in between politics and international relations. This is because the writers were not for the idea of positivist assumptions that was the main topic of the discipline. The subject of positivism has led to debates in international relations. Pluralism, realism and globalism were all functional under the positivist assumptions. This aided in bringing an understanding of the apparent versions of the universe rather than alternative forms of international relations. The influence of positivism can be felt in the way it has affected the world of research such that those involved in the field of international relations may reject the scientific approach due to the subsequent acceptance of the positivist model. In this context, there are two points that can be noted. Firstly, as much as the positivist model of science is accepted even by the critics, it is evident that the positivism nature that underlies the discipline is immature. Secondly, within the field of science, positivism was eliminated as a valid practice in science. The damage to positivism might have been avoided earlier if the discipline had been previously been prepared to undertake the social science venture and finally, that of science. This, however, does not mean that all research undertaken under positivism is not valid. Common to all social sciences, International Relations has been divided on a number of occasions through time. Throughout its history, various debates have ensued concerning the issue. The first one occurred during the period before and a little after Second World War. It was between the idealists and the realists. This was mainly because of the alleged functions of the international institutions during that period and the possibilities that the reason for the war was due to influence by superior states. The second debate occurred in the mid twentieth century. This was between the traditionalists and the modernizers. As compared to the modernizers, the traditionalist preferred to use methods that are more humane in nature. International relation is one of the fields in science that was the last to accept feminism. This has greatly contributed to its use in almost all fields of research. When compared to other disciplines, the feminist aspect in international relations came in a lot later. A comprehensive study in international relations and a book on the same only surfaced in the late 1980s. The various books that were written in this period had different approaches but were similar in the way they sort to redefine the parameters of international relations. International relations could take some elements of feminism into serious consideration. In addition, its critical to have in mind that the practices put forward from feminist originate from the lives and experiences of women. As such, it is difficult to distinguish between the theory and practice that is put forward. For feminists, the experiences of the women in their day-to-day lives form the basis of redefining their values. Apart from other factors that prevent feminist research, it has been determined that in many parts of the world, the accessibility of institutions that provide knowledge, continue to be restricted to various portion of the male population which is less likely to deliver awareness of feminism. Apart from the content of the knowledge, it is also necessary to be aware of the person who disseminates it and how the practices affect the structures. Despite these obstacles, feminist international relations scholars have used other methods to gain more knowledge. Another method that the feminists have adopted is to use ideas from other disciplines. Wibben (2004) used literary theory as one of the alternative discipline (p. 32). The narrative approach is important as it critical in the preservation of tension. As a result, information can be conveyed easily. Conclusion Feminists are aware that for them to produce true change, it is empirical to challenge both the content of the specific narrative and its structure equally. This means that it is not enough to only increase the number of women or to increase the visibility of the methods of molding international relations through gender but it is also important to change the way international relations produces, redirects and develop knowledge. Feminist international relations challenges the subject to produce dynamic approaches that can be changed whenever need arises and those that can easily adapt to changing events and situations. This is in a way disadvantageous in that it does not allow for cumulative learning and hence requires one to constantly and continuously revise the assumptions they made on their own. In a way, the scholar will always be in the state of curiosity. References Burchill, S. (2001) Theories of International Relations. New York: Palgrave Publishers Ltd. Dunne, T. (2010) International Relations Theories: Discipline and Diversity. London: Sage Smith, S. (1996) International theory: Positivism and Beyond. Cambridge: Cambridge University Press. Tickner, A. (1993) Gender in international relations: Feminist Perspective on Achieving Global security. Columbia: Columbia University Press. Wibben, A. (2004) Feminist International Relations: Old Debates and New Directions. Brown Journal of World Affairs, 5 (2), p. 21-30. Feminist challenge to mainstream international relations theory Essay
two short video and discuss with the following request.

Hey and thankyou for doing my work, please answer the question like how you talk, not like the essay writing, write what you think, i dont need any reference. thanksplease discuss the video in separate paragraph and it not need to be very long, 250 word for each will be fineWatch the two (short) videos in this discussion topic featuring The Ritz Carlton company. They have been setting the standards in exceptional customer service for decades! Discuss what stands out to you and tie these tips to this week’s readings, understanding and engaging customers. What does the employee have to do with the process?THE EMPLOYEE PROMISEAt The Ritz-Carlton, our Ladies and Gentlemen are the most important resource in our service commitment to our guests.By applying the principles of trust, honesty, respect, integrity and commitment, we nurture and maximize talent to the benefit of each individual and the company.The Ritz-Carlton fosters a work environment where diversity is valued, quality of life is enhanced, individual aspirations are fulfilled, and The Ritz-Carlton Mystique is strengthened.THREE STEPS OF SERVICEA warm and sincere greeting.Use the guest’s name. Anticipation and fulfillment of each guest’s needs.Fond farewell. Give a warm good-bye and use the guest’s name.
two short video and discuss with the following request

GEN 299 John F Kennedy University Poverty and Income Inequality Paper and PPT

GEN 299 John F Kennedy University Poverty and Income Inequality Paper and PPT.

This includes three steps needed first before completing the final project. The three steps will build upon each other as the project progresses. So in total their are 4 parts to this request. Each milestone is included below that build to the final project. I have attacked the final project document to the request. Please ask if clarification is neededMilestone 1: Graphic OrganizerThroughout the course, you will develop your final project, ensuring it is the strongest that it can possibly be. Be sure to review the directions for the final project before beginning Milestone 1. In this unit, you will begin by creating a graphic organizer that depicts your brainstorming process. On your graphic organizer, you will:Identify three or more possible problems in areas of interest to you.Brainstorm at least one possible solution for each problem, incorporating at least one scholarly source for support.List the scholarly sources you used in brainstorming solutions for your problems.For this activity, students are strongly encouraged to use a free web tool called Canva to create their graphic organizers (or you can draw one by hand).To use Canva:Go to Canva Mind MapCreate an accountRead through help directions if you need themIn the search bar, type in concept map, topic map, or mind map to view available templatesChoose one and create your map, making sure that your map includes the three required elements listed above. Have fun with this!Save your work.Download your map as a PNG file and upload your map.If you choose to create a map by hand, take a picture of it and upload the file.When you are finished, upload your document for grading.Review the grading rubric to ensure you understand how you will be evaluated on this assignment: Unit 2 RubricMilestone 2: Annotated BibliographyBack in Unit 2, you completed and received feedback on your concept map where you brainstormed possible problems to solve. Now, it’s time to narrow down that list and choose one problem. As you continue to develop your final project, the next step is to create an annotated bibliography. Be sure to review the directions for the final project before beginning Milestone 2. Prior to working on this assignment, watch this video that explains how to complete an annotated bibliography. Then, check out these resources from Purdue OWL related to annotated bibliographies:Annotated Bibliographies: General InfoAnnotated Bibliographies: BreakdownAnnotated BibliographiesIn your education, you have learned the difference between scholarly and non-scholarly sources. For a refresher, take a look at this video: Scholarly and Popular Resources. Look for scholarly sources in the library Proquest database. Look for non-scholarly sources using Google or Bing. The following are examples of non-scholarly sources: a newspaper or magazine article (not an editorial), an article from a professional organization website or trade journal (e.g., science, medical, etc.), an article or report from a .gov website. Again, while these sources are non-scholarly, they are still credible. To create your APA-formatted citations, start by reviewing the Purdue OWL resources: APA: General FormatFor your Milestone 2: Annotated Bibliography assignment, be sure to include the following:A statement of the problem you have chosenAPA-formatted references for six sources that will help you solve the problem. Three of these sources should be scholarly, and three should be non-scholarly (but still credible).Summaries for each citation; each summary should be no more than 150 words.When you are finished, upload your document for grading.Review the grading rubric to ensure you understand how you will be evaluated on this assignment: Unit 4 RubricMilestone 3: Presentation Draft and Reflection OutlineAs you continue to develop your final project, the next step is to create an outline of your reflection and a draft of your presentation. Be sure to review the directions for the final project before beginning Milestone 3. Draft of the Presentation: This presentation draft will not be a complete draft. Instead, it will be kind of like a presentation outline, but you will be doing it within PowerPoint and not just in a document. Instead of needing to come up with all of your information, you will only need to provide the beginning and the titles of your content slides. By laying this foundation, you will be set up for success for the final project.To adequately create this draft, you must include the following:Title slideInclude the topic/problem, your name, course, and date)Content slidesCreate four to six slides to organize your presentation contentBe sure to choose appropriate titles for each slideInclude just the title of these slidesTo complete these content slides, address the following:Describe the problem, including its background, context, and impact.Identify potential solutions that are supported by well-researched evidence.Incorporate data in the form of a visual to support your arguments.Include speaker notes within your presentation that expand upon the presented information.Ensure that each of the six GELOs is utilized within your presentation.Reference slide Include the sources from your annotated bibliography from Milestone 2Draft of the Reflection: Create an outline for your written reflection. In your reflection, you will respond to these questions in addition to including an introductory paragraph and a summary paragraph.Reflection Question 1: Describe how you met each of the six GELOs while working on the final project. Which learning outcomes did you use the most? Which did you use the least? Why do you think that is?Reflection Question 2: Thinking back to all of your general education courses throughout the general education sequence, in which GELOs did you grow the most? For example, perhaps your written and oral communication skills were not very strong and now they are.Reflection Question 3: Describe how the six GELOs are integrated. In other words, how do they work together?Reflection Question 4: How will you make use of the six GELOs in your field of study, workplace, and everyday life?You may use the following document to help you with the outline structure: Outline StructureWhen you are finished, upload your document for grading.Review the grading rubric to ensure you understand how you will be evaluated on this assignment: Unit 6 Rubric
GEN 299 John F Kennedy University Poverty and Income Inequality Paper and PPT

World Civilizations: Globalization Introduction and Outline (Milestone 2)

professional essay writers World Civilizations: Globalization Introduction and Outline (Milestone 2). I’m studying for my History class and don’t understand how to answer this. Can you help me study?

I need an introduction, outline, and bibliography for a research paper. I will attach the guidelines and rubric as well as the template and my topic/thesis proposal (Milestone 1).
“In this module, you will build upon your foundation to craft the introduction of your final project and a topic outline. In addition, you will need to support your ideas with at least three reputable resources; these resources need to be presented in a bibliography using Turabian format.”
Double spaced, 12 pt Times New Roman, Chicago/Turabian format.
World Civilizations: Globalization Introduction and Outline (Milestone 2)

Three slide ppt only

Three slide ppt only.

I am doing youtube video about cooking with classmate.So i need three slide to demonstrate my part.first slide, you will need to identify who the stakeholders are. so:1. Internal (give examples of who – e.g. our team, camera man, video editor, etc.)2. Connected stakeholders (e.g. sponsors like Tesco, market be bought material from etc.)3. External (government maybe i dont know, give examples)then in the next slide, include the stakeholder Map but say which stakeholders sit where. for example, my team could be on the high power and high interest section, etc.and then you may want to have a third slide that says what we need to do for which stakeholders. for example, for the team or high power high interest stakeholders, we want to actively engage. and include what we will do for the other stakeholders too/how we willl manage them.
Three slide ppt only

Psychology Discussion Thread (create a question for a discussion) for psychology 101

Psychology Discussion Thread (create a question for a discussion) for psychology 101.

Chapter 14 covers psychological treatments. This week’s discussion board is going to be a little different. Instead, this will be a student initiated threaded discussion. What this means is that each student will create his or her own discussion thread question based on the reading material in Chapter 14 and the videos that you watch. For the development of your prompt, be sure to design a question or questions that provoke critical thinking. It is important to focus on developing open ended questions. Closed Questions limit expression, often are answered by repeating information found in a textbook, and constrain students to think in terms of right and wrong answers. Open Questions allow for expression, multiple answers or solutions and for the exploration of the unknown. As you develop the question, focus on the content for the week, the learning objectives of the class, and the experience of your classmates. (Links to an external site.)Links to an external site.FOLLOW INSTRUCTIONS! MAKE A QUESTION THAT WOULD INSPIRE CRITICAL THINKING, THAT’S WHAT MY PROFESSOR WANTS! PLEASE FOLLOW HER INSTRUCTIONS!
Psychology Discussion Thread (create a question for a discussion) for psychology 101

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