Category Archives: History

Research paper help- Globalization in Latin America, 1990-2015


American history

Research paper help- Globalization in Latin America, 1990-2015

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What has been the impact of Globalization in Latin America, 1990-2015?

Choose a Country in Latin America.

Country: Cuba

Format Research Project

1. Introduction

2. Main Point of Paper/Hypothesis

3. Body of Paper and Evidence using Graphs/Tables

4. Conclusion

5. Bibliography

The paper should 9 pages long (including graphs and tables, no more than two pages)

NO Plagiarism

ON Time

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Comparison Report

Part 1 Art & Music Characteristics

  1. What are the characteristics of early Christian art and music according to your text and from websites?
  2. What are the characteristics of Islamic art and music according to your text and from websites?

3.What are the characteristics of Indian art and music according to your text and from websites?

 

Part II Building Comparison:

Christian building: Santa Costanza (Chapter 5, p. 181, figure 5.6)

Islamic building: Sinan, Mosque of Sultan Sulayman (Chapter 6, p.223 figure 6.4)

Indian building: Great Stupa (Chapter 7, p. 249 figure 7.3)

Similarities

Differences

Reflects their culture values

Reflection

Part III Comparing Philosophies between Christian and Islamic Thinker

Main thoughts and ideas of Augustine

Comparison

Ideas still influence

Reflection

Part IV Art, music, & literature research

Pyramid of the Sun

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Comparison Report
Introduction
Preparing for your assignment:

Part I

1.What are the characteristics of early Christian art and music according to your text and from websites?

2.What are the characteristics of Islamic art and music according to your text and from websites?

3.What are the characteristics of Indian art and music according to your text and from websites?

  1. Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.

 Part II

THEN:  Select ONE building from EACH culture to compare. Be sure to accurately tell which building you selected from each chapter, and give the name and the figure number where a picture can be found. Then research each part on the web.

What are the similarities among the buildings?

What are the differences among the buildings?

How do these examples of EACH building reflect their cultural values?

Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.

Part III

THEN: Comparing Philosophies between Christian and Islamic Thinkers

Describe the main thoughts and ideas of Augustine.

Compare Augustine’s main thoughts with those of the Islamic philosophers, Avicenna and Averroes

Discuss how each of these philosophers’ ideas still influence us today. Give specific examples.

Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.

Part IV

THEN: Select one piece of art, music , literature from Chapter 10 that you would like to do more research on and write a report. Find 3 URLs that add information to your topic. Conclude this part of the assignment with a paragraph on what you learned.

Completing your assignment:

    • After you have completed your preparations, write a report that includes all your answers and research for all four questions above. Please use your own words and never copy and paste directly form the web!
    • Be sure to spell and grammar check your paper before submitting it.
    • Acceptable Length 6 – 10 pages

Formatting Requirements

  • Use one-inch margins.
  • Use a 12-point Times New Roman font.
  • Use double line spacing in the document.
  • Use MLA Citation Style

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America’s Democracy: Your Report Card


America’s Democracy: Your Report Card

 

The primary goal of your last assignment is to critically analyze the primary features of the American national government. The results of your analysis will indicate what you have learned over the last five weeks. In order to accomplish this task, it is important to critically evaluate the key facets of our American democracy.

You have been preparing for this final assignment each week by constructing a detailed outline of the Final Paper’s main points through the weekly Learning Activities. In addition, you have read the course text and course readings, reviewed videos, and researched additional material for each week’s assignments and for this paper. This week, you will put all of those outlines, readings, reviews, and research together into a one summative paper.

As we wrap up our course, reflect back on what you have learned about the key structures, systems, roles, and processes that embody our national government. Focus on the strengths and weaknesses, advantages and disadvantages, and positive and negative impacts of these aspects of our democracy. Use what you have learned so far to evaluate our national government and recommend ways to enhance what works and repair what is not working well. It is important to understand that this paper is not simply a cut and paste of your four Learning Activities. While the research you have completed can serve as a strong base it is important that you implement any comments from the instructor, as well as further expand on the material. Appropriate transitions and headings are needed to ensure a cohesive paper.

Construct a six-page paper based on the detailed outlines that you created over the last four weeks. It is important to utilize APA headings major sections of your paper in order to ensure that the paper is easy to follow. A model POL201 Final Paper Guide is provided for you to download and utilize when completing your Final Paper.

Scaffold your paper around the following outline:

  • Title page
  • Introduction (half page)
    • Describe the paper’s overall thesis.
    • Provide an overview of main points.
  • The Constitution (1 to 1.5 pages) (Week One)
    • Describe one strength and one weakness of the U.S. Constitution.
    • Recommend one option to maintain the strength and one to correct the weakness.
  • Federalism (1 to 1.5 pages) (Week Two)
    • Describe one advantage and one disadvantage of a national policy that must be implemented by one agency of the federal bureaucracy.
    • Recommend one option to maintain the advantage and one to improve the disadvantage.
  • Branches of Government (1 to 1.5 pages) (Week Three)
    • Describe one strength and one weakness of one branch of our government: Executive, Legislative, or Judiciary.
    • Recommend one option to maintain the strength and one to correct the weakness.
  • Political Parties, Interest Groups, and Elections (1-1.5 pages) (Week 4)
    • Describe one positive impact and one negative impact of one of the following: political parties, interest groups, or federal elections.
    • Recommend one option to accentuate the positive impact and one to lessen the negative impact.
  • Conclusion
    • Review your main points.
    • Review your overall thesis.
  • References page

The America’s Democracy: Your Report Card paper

  • Must be at least six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least eight scholarly sources in addition to the course text. A minimum of six of the resources must be from peer-reviewed scholarly sources from the Ashford University Library
    • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

 

Get Help on HIEU 201-Timeline Exercise


Get Help on HIEU 201-Timeline Exercise

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Timeline Exercise Instructions

Purpose:

  • To highlight some of the most important events in Western Civilization from the earliest known civilization, through the break up of Charlemagne’s Empire.
  • To provide a rationale synthesizing and explaining the development of Western Civilization.
  • To provide a visual reminder of the passage of time.

General Requirements:

  1. One submission either as a Power Point slide show or Word Document, or using one of the online interactive timelines.
  2. Timeline needs to be a horizontal line, showing some chronological scale.
  3. Timeline should contain 5 related events showing a specific theme in the development of Western Civilization.
  4. Rationale portion should clearly present an argument for how these events are related and why they are significant to the development of Western Civilization.
  5. All events on the timeline should occur between 3000 BC – AD 924.

Timeline Requirements:

  1. Determine a theme for your timeline – some ideas include: the history of Christianity in Western Europe, the development of government in Western Civilization, or important literary works or philosophies.
  2. Using 3000 BC – AD 924 as your boundaries, choose 5 events to place on your timeline.
  3. Create the timeline on your computer. Use one of the following free websites or computer programs to create your timeline and rationale:
    1. myhistro.com
    2. timeglider.com
    3. Microsoft Power Point or Word (Mac equivalent is acceptable, if it can be converted by a PC user)
  4. Place events on the line in such a way that a clear chronological scale is evident.
  5. The presentation should be professional, well-written, clear and creative.
  6. Include a creative title for your timeline which matches the theme you have chosen.
  7. For assistance with creating the timeline, see the document titled “Tutorials for Timeline Creation.”


 

Rationale Requirements:

  1. As a separate document, in Word or Pages, compose a 700–1000-word essay explaining the theme and significance of these events.
  2. Sources: Do not use outside sources for this assignment. Do not include any quotations. Draw all material from the textbook and lectures within the course, summarize and paraphrase in your own words, and include parenthetical citations indicating the page number or lecture from which your information is derived. Do not include a bibliography page.
    1. Example: The invention of the McCormick Reaper was a significant step in the changing scope of agriculture as it allowed farmers to plow larger wheat fields and plant bigger crops (490).

 

Grading:

  1. Both parts of the timeline should meet college-level standards for writing.
  2. A clear chronological scale should be evident in the timeline, and each item should fall between the dates provided.
  3. Consideration will be given to analysis and support.
  4. Consideration will be given to organization, presentation, and creativity.
  5. See Timeline Exercise Grading Rubric for details and point distribution.

Submission:

  • If you used one of the websites to create your timeline, copy the permanent Link for your timeline (each program has an option for sharing) and paste that in the submission text box. Then upload the rationale as a separate document. You should have a total of two submissions.
  • If you created your timeline in Power Point or Word then submit both documents through the submission link in Blackboard. You should have a total of two submissions.
  • Do not email documents to your instructor unless given specific instruction to do so.

Your Timeline Exercise is due by 11:59 p.m. (ET) on Monday of Module/Week 5.

Get Help on HIEU 201-Timeline Exercise

Timeline Exercise Tutorials

 

Using MyHistro.com

  1. Go to myhistro.com
  2. Click on Myhistro for Personal Use
  3. Create a free account by clicking “Sign up”

Using timeglider.com

  1. For an overview of its use, visit timeglider.com/how_it_works
  2. Go to timeglider.com
  3. Create a free account by clicking “Start a Timeline, It’s Free”

 

Using PowerPoint or Word Document

  1. youtube.com/watch?v=RKeWsu5iXCU

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Need Help-HIST 120: Civil Rights Movement Assignment


Need Help-HIST 120: Civil Rights Movement Assignment 

HIST 120: Civil Rights Movement Assignment

Dr. Robert Morrow Fall 2016 Due: September 20

Follow these steps to complete this assignment:

1. Select one of the civil rights activists’ primary sources that we read for this week: • Anne Moody, The Jackson Sit-In • Fannie Lou Hamer and Rita Schwerner, Testimony Before the Democratic National Convention • Sheyann Webb, Selma

2. Write one paragraph that shows how that activist’s experience fits with Martin Luther King, Jr.’s principles of nonviolent resistance. Below are a questions to help you focus your analysis: • Did the activist’s experience fit with the characteristics of nonviolent resistance? • Was the activist able to meet the demands that King said nonviolent resistance demanded? • Was there any sign that nonviolent resistance worked as King said it would?

3. Type up your paragraph and be sure that it conforms to these rules: • It must be typed, double-spaced, with your name at the top of the page. • It must begin with a topic sentence that in one sentence answers the question. • It must explain why you answer the question the way you do by using specific facts from the activist’s document. • It must be written entirely in your own words. USE NO QUOTATIONS. • It must have be at least six sentences in length. • Every sentence should relate to the topic sentence. • Identify the source of the evidence and explain who the activist(s) was/were was at the beginning of the paragraph. • For each piece of evidence you must make clear how this fact or facts relate(s) to and support(s) the topic sentence.

4. You must submit your paper on Blackboard: • The paper is due by 11:00 p.m. on September 20 • Submit your paper in a format compatible with Microsoft Word for Mac 2011. Note: Rich Text Format is a common format that is compatible with this standard. • The link for submitting it is under the Writing Assignments section in a folder labeled “Civil Rights Movement Assignment.” In that folder is a link labeled “Submit the Civil Rights Movement Assignment.” • IMPORTANT: If something goes wrong submitting it on Blackboard, email me a copy as an MS Word file. Do not just wait until you are next in class to tell me that you had a problem; I will count your paper as late. • The grades of all late papers will be lowered two full letter grades (for example, an A paper becomes a C paper if it is late). And I will not accept the papers more than one week late.

 

The Civil Rights Movement, Part 1
Class Notes
Section 002

Grievances of Southern Blacks / Dimensions of Racism in the South

  • They couldn’t buy land
  • When greeting a white person, blacks were expected to avert their eyes–deferential
  • Voting registrars could determine if applicant was qualified to vote
  • Black men could not complement a white women
  • White men thought black men had lust for white women; if a black man said anything sexual, could be lynched
  • Elementary schools were only open in the winter—not needed for field work
  • Whites & blacks couldn’t dine, drink or dance together—or even in their own homes
  • Blacks had to call whites Mr. & Mrs.; whites call blacks boy, auntie
  • White men could have sex with black women, held white women on a pedestal—de-sexualized them
  • Blacks had to take a literacy test/pay poll taxes to be able to vote; could raise poll tax to keep them from voting
  • Housing was built poorly, bad materials
  • Public toilets, drinking fountains segregated by race

 

 

 

 

 

 

 

Chronology of the Civil Rights Movement

1954           Brown

1955           Montgomery Bus Boycott

1957           Little Rock school desegregation

1960           Sit-ins

1961           Freedom Riders

1963           Birmingham campaign

March on Washington

 

Need Help-HIST 120: Civil Rights Movement Assignment 

Prep Paper
For September 13
The Civil Rights Movement, Part 2

Reading: Takin’ It to the Streets Reader:
“‘Keep on Walkin’” (Introduction), Chs.1 – 4

Ch. 1: “The Power of Nonviolence”

When was this source produced and under what circumstances?  
Who produced this source?  
What purpose was this source created to serve?  
Who was the audience for this source?  
What is the point of view of this source?  

 

Ch. 2: “The Jackson Sit-in”

When was this source produced and under what circumstances?  
Who produced this source?  
What purpose was this source created to serve?  
Who was the audience for this source?  
What is the point of view of this source?  

 

Ch. 3: “Testimony before the Democratic National Committee”

When was this source produced and under what circumstances?  
Who produced this source?  
What purpose was this source created to serve?  
Who was the audience for this source?  
What is the point of view of this source?  

 

Ch. 4: “Selma”

When was this source produced and under what circumstances?  
Who produced this source?  
What purpose was this source created to serve?  
Who was the audience for this source?  
What is the point of view of this source?  

 

Need Help-HIST 120: Civil Rights Movement Assignment 

 

 

Assignment 3: Cultural Activity Report


Assignment 3: Cultural Activity Report
Due Week 10

 

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays’

 

  1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
  2. Write a two (2) page report (500-750 words) that describes your experience.
    • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
    • Provide specific information and a description of at least two (2) pieces.
    • Provide a summary of the event and describe your overall reaction after attending the event.
    • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area.

Visiting a Museum 

  • It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
  • If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
  • Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums.
  • Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity.
  • Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
  • The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
  • If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

Attending a Performance

  • Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
  • Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 
  • Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity.
  • Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
  • Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
  • Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
  • Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin.
  • Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.

 

 

 

 

Help with Discussion 2: Jefferson & Slavery


Help with Discussion 2: Jefferson & Slavery

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INSTRUCTIONS

Your initial Discussion post should address everything asked and be a minimum of 200 words, which is about 1/3 of a page on a normally formatted Word document. (This is a total word count for your original posting, addressing all questions asked, not 200 words for each question.) Please enter your responses directly into the text box provided inside the discussion tool (do not attached separate documents or other files). After contributing your own post, you must also respond to two of your colleagues’ posts. As per the grading rubric for this assignment, they should be “substantive” replies “expanding the level of discussion.” They should therefore be at least three or four quality sentences. Do not just write a sentence or two of agreement, approval; rather, give some thoughtful, substantive feedback. Complete your original 200-word posting by TBA. Post a minimum 2 replies to your colleagues’ postings by TBA.

TOPIC 

Jefferson & Slavery

Link: http://podbay.fm/show/206783908/e/1146456000

 

Help with Discussion 2: Jefferson & Slavery

The Secrets of Stonehenge by National Geographic.


The Secrets of Stonehenge by National Geographic.

https://www.youtube.com/watch?v=3sOyARR93hU (Links to an external site

If you dont have time to watch it all, you can skip a short part and watch from the beginning to 37:50min. and than from 50:00min. till the end.

Please follow the directions of the discussion to make it count towards your grade.

If you are writing an interesting fact, write only one,

if you write your opinion, connect it to the movie, so I’ll be able to understand from your writing that you watched it.

Assignment 1.2: Industrialization After the Civil War


Assignment 1.2: Industrialization After the Civil War Final Paper

After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems for American society. Consider events that took place after the Civil War and discuss ways that industrialization affected the U.S. between 1865 and 1920.

You have already developed a thesis statement and developed an outline in which you identify three main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.

Write a three to five (3-5) page paper in which you:

  1. Introduce your paper with your previously crafted thesis statement.
  2. Discuss three (3) major aspects of industrialization between 1865 and 1920.  In your response, consider society, the economy, and politics.
  3. Identify three (3) specific groups that were affected by industrialization and provide two examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
  4. Summarize how industrialization affected the life of the average working American during this period. Use specific examples and details.
  5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style or school-specific format. Check with your professor for any additional instructions.
  • 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 and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify and discuss the different ways that the heritage of slavery, the Civil War, the Reconstruction, and segregation have shaped America’s history.
  • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

 

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