Read this to find out about the field of media economics and issues involved in media ownership, including the issues of regulation, consolidation, capital and financing, and new technologies.

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After reading Week 7 Learning Resources, provide an example of one concept that you learned in the readings. You may choose any concept or theory that you wish, but you must cite the source, explain how your example is connect to the concept, and finally explain why you feel the concept is important. Your answer should be in the form of a short answer, complete with an opening paragraph, thesis statement, source citation, and conclusion.

The New Oxford Companion to Law: Freedom of Expression

Read this short discussion of freedom of expression (or speech) to learn about the origins and importance of the concept.

http://ezproxy.umuc.edu/login?url=http://www.oxfordreference.com/view/10.1093/acref/9780199290543.001.0001/acref-9780199290543-e-930

21st Century Communication: A Reference Handbook: Chapter 56: Media Uses and Gratifications

Read this to learn the how and the why of media use.

http://ezproxy.umuc.edu/login?url=http://dx.doi.org/10.4135/9781412964005.n56

21st Century Communication: A Reference Handbook: Chapter 94: Media Economics and Ownership

Read this to find out about the field of media economics and issues involved in media ownership, including the issues of regulation, consolidation, capital and financing, and new technologies.

http://ezproxy.umuc.edu/login?url=http://dx.doi.org/10.4135/9781412964005.n94

21st Century Communication: A Reference Handbook: Chapter 95: Media Policy and Regulation

This reading presents information about media regulation policies, regulatory oversight bodies and policies, and marketplace and government forces on media policy.

http://ezproxy.umuc.edu/login?url=http://dx.doi.org/10.4135/9781412964005.n95

21st Century Communication: A Reference Handbook: Chapter 97: Media Convergence

Read this to learn about the concept of media convergence.

http://ezproxy.umuc.edu/login?url=http://dx.doi.org/10.4135/9781412964005.n97

Encyclopedia of Activism and Social Justice: Media Reform Movement

This short article talks about the media reform movement in the United States and how it has attempted to counter the concentration of ownership of mass media outlets.

http://ezproxy.umuc.edu/login?url=http://dx.doi.org/10.4135/9781412956215.n547

Encyclopedia of Political Communication: Press Freedom

This short article discusses freedom of the press, what it is, and why it is important.

http://ezproxy.umuc.edu/login?url=http://dx.doi.org/10.4135/9781412953993.n534.

 
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discuss what are commonalities of movements and people who are represented throughout the decades?

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Instructions

Synthesize what you have learned about media and society in this course through the writing of this final paper about music and its influences. Music is a medium that has shaped the ages.  As noted throughout your texts, social movements have existed and evolved through many methods and vehicles. Music is one of those vehicles and music represents more than entertainment. It has spoken for generations and exemplified belief systems.

For your final paper assignment, you are to write a 3-4 page research essay (excluding APA title page, appendix, and reference sheet or bibliography) that addresses the following questions and contexts. In this paper, explore the relationship of music to each decade from the 1960s through 2000-2010.  Your paper should discuss high profile events or movements that happened in each decade and for each decade pick a song that personifies or represents the primary “mood” of the decade. In the essay:

  1. cite examples of how activism and social justice are exemplified through music
  2. show how technology and social media influenced the listener’s reactions

The summary portion of the essay (perhaps at least 3/4 page of the entire essay) should draw connections between the decades and synthesize your findings.  For instance, discuss what are commonalities of movements and people who are represented throughout the decades?   Are these songs anthems for each decade or do the stand the test of time with other generations?  Are there common threads that connect some decades with others?

Grading Guidelines

  • identify events in each decade
  • explain how events are connected to what the song represents
  • show how lyrics are used in the messaging (if full lyrics are used in the paper, they must be attached as an appendix and do not count in the 3-4 total pages)
  •  help justify your opinions with 3-5 credible sources with proper source citation throughout the paper and in the bibliography
  •  utilize terminology from the course readings when applicable
  • show how technology and social media or other media outlets influenced the listener’s reactions
  • appropriate grammar and structure; college-level writing
  •  the summary is an appropriate length and draws connections between the decades and synthesizes the findings, such as what are the commonalities of the movements and people represented and addresses the question, “are these songs only anthems for each individual decade or do they also provide representation for and transfer to, other generations and decades?

The essay should be in 12pt type and must be properly cited throughout the paper in APA format. Support your responses with research from the Learning Resources. Use APA in-text citations where necessary and cite any outside sources. Create an APA Reference List at the end of the document.

Submit your responses in the file submission area for this assignment. If you choose to “add a file” by attaching a MSWord or PDF document, please also copy and paste your response into the comments area.

 
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Read the historical background of the philosophies in your textbook and then read selections on governing from Confucius’s Analects, the Laozi (“Old Master”, also known as the Dao de jing), and the Han Feizi (Master Han Fei).

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For this essay, you are asked to compare Confucian, Daoist [Taoist], and Legalist ideas about how people should be governed. To do so, review what happened in China during the long Zhou Dynasty and the Qin Dynasty (Chapter 3, pp. 122-134; Khan Academy, “The Philosophers of the Warring States”). As our textbook explains, during the later Zhou Dynasty (the Warring States Period), China fell into disarray as several states warred with one another for the right to rule the land. It was in this context that individuals engaged in philosophical reflection on what was needful to restore order and a good society. These individuals were later categorized as belonging to different schools of thought. Confucianism, Daoism, and Legalism were three of the most important.

For this essay,

Part I-Read the historical background of the philosophies in your textbook and then read selections on governing from Confucius’s Analects, the Laozi (“Old Master”, also known as the Dao de jing), and the Han Feizi (Master Han Fei). These are, respectively, Confucian, Daoist, and Legalist texts, and the selections introduce the author or the person to whom the writing is rightly or wrongly attributed.

Part II–To write this essay using our textbook and the other resources provided above, to introduce the historical setting (time, place, events), these three texts and their authors (or putative authors), and the topic of the paper. The topic for this paper is Confucian, Daoist, and Legalist ideas about how people should be governed, and their similarities or differences. Explain these ideas based strictly on these three primary sources (be sure to read the entire selection), using Berger to better help you understand the philosophies. The previous highlighted point is important. Go to these ancient sources for yourself, and develop your insights based on them, and explain your reasoning based on them. That means quoting or paraphrasing them as necessary to explain your thinking. Then conclude. Remember that when you quote a source you must place it within quotation marks and cite it. You must also cite a source if you paraphrase it–that is a standard method in all research.

Part III-Lastly, argue which one of the philosophies you think would best govern a country and why–that is explain your reasoning using historical examples from your textbook.

Writing Guidelines:

  • Your completed essay for the assignment should be roughly 800-1000 words–not including your bibliography.
  • You must write in complete sentences and paragraphs. Bullet points or lists will not be accepted.
  • All essays must include the following components in the order you see listed:
    • An introduction
    • A thesis.
    • A methodology
    • A main body of evidence to support your thesis.
    • Concluding points
    • Throughout the essay and for each paragraph you need to include one or more footnotes–to insert footnotes into your essay refer to this instruction. Essays without footnotes will not be earning marks higher than a C-.https://www.youtube.com/watch?v=xFnH1YZOK1c
    • A bibliography–this is to be alphabeted.
  • Please cite your sources internally using footnotes–no paranthetical references allowed.  Also, you must include a complete bibliography at the end of your paper.
  • Introducing materials from other sources outside of those allowed risks plagiarism and should be avoided. 
  • Use ONLY Turabian format for your footnotes and your  bibliography. NOTE: All paragraphs must have at least one footnote since all of your writing will be reliant on your understanding of our allowed sources.
  • Be original – This means the writing ought to be in your own words and not the words of other authors. All papers submitted in this class are reviewed via Turnitin.com, a proprietary software database that identifies unoriginal material in papers. Please review the syllabus statement regarding the penalty for plagiarism.
  • Refer to the Guidelines for Writing your Essay on the syllabus for additional writing assignment criteria.
  • Submit your citations and bibliography within your paper.  Everything should be saved and submitted in one document.

resources

  • BERGER, WORLD HISTORY, CHAPTER 4, “Philosophy in a Time of Turmoil: Confucianism and Daoism [Taoism[,” page 127-130
  • “The Philosophers of the Warring States,” World History, Khan Academy. https://www.khanacademy.org/humanities/world-history/ancient-medieval/zhou-qin-han-china/a/the-philosophers-of-the-warring-states
  • “Confucius,” Columbia University http://afe.easia.columbia.edu/ps/cup/confucius_govt.pdf
  • “Laozi,” Columbia University, http://afe.easia.columbia.edu/ps/cup/laozi_govt.pdf
  • “Hanfei: The Five Vermin,” Columbia University http://afe.easia.columbia.edu/ps/cup/hanfei_five_vermin.pdf
 
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What are your core values in ministry? What passages and principles are you basing your plan upon? How do these passages apply? Try to simplify to 3 statements.

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Disciple-Making Plan Instructions

You will create a detailed explanation of your personal plan to develop disciples for Jesus Christ within a ministry context. To develop your plan, thoroughly cover the 5 P’s of ministry as explained in the course textbooks:

1. Passages—What are the main discipleship passages that guide your ministry? Who are you focusing on? What regions, demographics, groups, ages, etc., are you to aiming to reach and disciple?

2. Principles—What are your core values in ministry? What passages and principles are you basing your plan upon? How do these passages apply? Try to simplify to 3 statements.

3. Philosophy—What are your most important ministry perspectives? What are your definitions for key terms within your ministry? Example terms include:

a. Church,

b. Pastor,

c. Saints,

d. Gospel,

e. Evangelism,

f. Disciple/Discipleship, and

g. Leader/Leadership.

4. Practices—What are the methods by which you will drive the discipleship process? How will you practically implement your plan? What church structure and systems will accomplish your vision? Be sure to cover the following items:

a. Church/organization structure,

b. Small group philosophy (With/Of/Is),

c. Calendar and events,

d. Budget personnel,

e. Curriculum,

f. Slogans, and

g. Communication plans.

5. Proof—What factors will you track to measure the success of your plan? What empirical evidence will you use to show the progress of your plan? How will you use these statistics and measures to further refine your Disciple-Making Plan? Example measures include:

a. Ratios and numbers measuring the health of the disciple, leader, group and church.

b. Other measures of ministry success.

Your plan must be at least 10 pages and must cover all 5 of the sections listed above. You must use at least 1 biblical reference per major section of your plan as well as at least 10 other scholarly sources to support your plan. Note that your plan must include a table of contents and bibliography; these will not contribute to the overall page count. Current Turabian format must be used. It is strongly recommended that you refer to the lecture notes in the course as you develop your Disciple-Making Plan.

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 7.

Hide 

 
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How do each of these primary sources help us as students of history understand the history of this late-20th century era as it pertains to the lives of African Americans?

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Access the introductory discussion and primary source documents on pages 378-387 of your textbook.  Write an analytical essay answering questions 1, 2, 3 and 5 on page 387.  Be sure to have answers to the questions within your essay, not as listed numbers to the questions with the following answers.  Be clear about what document you are writing in each section of your essay.  Ask the instructor if you don’t understand this.  This is an essay, so don’t write in one long paragraph.  Have an introductory paragraph and a closing paragraph which sums up your paper.  The paper must be at least 500 words.  You will not lose points if it is longer.  The paper must be submitted as a file upload [not cut and paste] to both turnitin and blackboard in order to receive credit.  STUDY THE RUBRIC BELOW BEFORE YOU WRITE.

Your assignments will be graded on:

spelling and grammar (10 points); Do not use “I” or “you” in these papers—write in the third person, as your textbook does.  Do not give your opinion on the topic unless it is requested in the assignment content questions found at the end of the document Just present an analysis of the primary sources as historical documents.  These are NOT opinion papers.

introductory and closing paragraphs (8 points); Introduce to your reader the readings (and, if known, their authors) that you are discussing in your paper.  Do not assume your reader knows what you have read.  But do assume your reader knows the questions you are answering, so there is no need to write them out.  In your closing paragraph, sum up what you have presented in the body of the paper. If you submit an essay of one long paragraph, you obviously cannot receive points for these two required paragraphs–introduction and closing.

length (500-750 words); following directions–your name, course number & date on top of first page (2 points)

completeness of answers to all questions for the document (12 points).

analysis of these documents as primary source (18 points) How do each of these primary sources help us as students of history understand the history of this late-20th century era as it pertains to the lives of African Americans?  Choose at least two of the documents to respond to the five questions listed in the “Bones of the Past” page uploaded to this assignment.  [Ignore the discussion about two particular documents in question 3, as they refer to a different textbook from what we are using.]

 
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Do you agree with August  Wilson about color blind casting and it denying the  humanity of those actors playing roles written for white actors in the American Theater?

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Here in our first discussion, we are working through the history of African American Theatre and its influence on American culture from the 1820’s of the last century to today. You have now read about the rise of African American Theatre and entertainment in America, its influences and the direction it has been on to our modern era.

With all of this background now from your viewing of our films, documentaries, supplemental materials provided to you through Titanium and your own personal sense of multiculturalism in the Theatre, T.V., and Film,  please read the following excerpt from Brockett and Balls text, The Essential Theatre about August Wilson’s view of African American Theatre. (August Wilson is the playwright who wrote Fences)

Race, Funding and Multiculturalism:

At the 1996 Theatre Communications Group Conference, August Wilson made an impassioned speech about the lack of support for African American Professional Theatres, which he judged essential if African Americans are to explore their own culture and History in a context that is not dominated by white society. He pointed out that present funding policies reward mainstream white Theatres for occasionally including a minority play in their repertory, a practice that keeps African Americans subordinate by making their lays only a token part of Theatres offerings nut sufficient to divert funds from African American Theatres. He also denounced “colorblind” casting that places African American actors in roles written for whites, “which is to deny us our own humanity.” Overall, he saw these practices as keeping African Americans in a subsidiary role by making it difficult for them to explore their own history apart from the dominant culture.

This speech led to a heated exchange between Wilson and Robert Brustien, Artistic Director of the American Repertory Theatre. Brustien charged that Wilson was advocating cultural separatism. Whereas he himself favored bringing everyone together so we may achieve a “single value system.” Many others were soon involved, and in a January 1997 New York Town Hall meeting, Brustien and Wilson debated the issue. Ideas remained the same but positions remained largely unchanged.

In March 1998, a five day conference of African American Theatre personal was held in New Hampshire; one day of the five was open to others –about 300 people including Theatre personal, and business and foundation executives.  At the open Meeting many proposals were made, most of them positive, but few solutions were reached. Future meeting were planned for more detailed consideration of particular issues. In 2002, the controversy was still ongoing.  (Essential Theatre, Oscar G. Brockett and Robert J. Ball 8th Edition, 2004)

Questions(s): 

Do you agree with August  Wilson about color blind casting and it denying the  humanity of those actors playing roles written for white actors in the American Theater?

Could color blind casting say that we can look above and beyond race to the nature of what humanity is and how we can experience it?

Can you explore the human condition and experience devoid of the divisiveness and history of race and race relations? Could A Raisin in the Sun be performed without the distinction of race and the implication of African American History?

Is Brustien’s “Single Value System” a more thoughtful and socially uplifting approach to the way we should be telling stories? Would the single value system illuminate a film like A.R.I.N.T.S. making it more accessible or understandable? Or would it make the film and the characters plight confusing and convoluted? 

Notice that this article was published in 2004. Based on all of your information now and your own familiarity with pop culture, film, entertainment and the Arts, how do you feel we are different now 15 years later with respect to multiculturalism in the theatre, the Arts, entertainment, film and television, pop culture and most specifically with African American actors? In 15 years how do we even feel about saying “African American” as opposed to “Black Actors”

Start a thread and in the subject put (your full name)  – Be sure to copy the questions above and post them with your answers!!! – Minimum 150 words – Use complete sentences and correct grammar.

Part 2: Your Comments: Read and respond to two other students’ answers.  Make sure you are specific and identify who and what you are responding to.

Remember, your answer needs to be at least 150 words total and use proper English grammar and syntax, and you must reply to at least two other students’ posts.

This post and two responses are 

 
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Discuss the ethics surrounding wartime activism and women’s fight for political equality.  

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M6D1: Suffragettes and Kitchen Soldiers: Women at Home

This discussion addresses the following outcomes:

·         Discuss the ethics surrounding wartime activism and women’s fight for political equality.

As you read about in the assigned articles and saw in the videos, the First World War represented an opportunity for American and British women to gain access to the vote. But the major US women’s organizations were divided on how to proceed. Neiberg, M (2005). Fighting the Great War: A Global History. Harvard University Press. Carrie Chapman Catt’s National American Women’s Suffrage Association. (NAWSA) sought to score sympathy for their cause by openly supporting the war effort. Through their demonstrations of loyalty and sacrifice, the NAWSA hoped to advance their cause at the national level, earning political concessions as a reward for their dedication to America and the goal of women’s suffrage.

By contrast, Alice Paul’s National Women’s Party (NWP) took a more provocative stance, denouncing the NAWSA’s efforts at supporting the war as distracting from the real work of securing women’s suffrage. Instead, the NWP used the war as an opportunity to shame the current administration by arguing about the hypocrisy of fighting for democracy abroad when half the nation’s population at home was denied the vote. They picketed the White House, leading to the arrest of over 200 members, many of whom went on hunger strikes out of protest. While imprisoned, these women were force-fed by the state, generating public sympathy over their treatment. In 1920, after many years of struggle, the states ratified the Nineteenth Amendment, providing women the right to vote.

In preparation for this discussion, make sure you read the following articles: “Onward kitchen soldiers”,  “Suffragettes and Soviets: American Feminists and the Specter of Revolutionary Russia.”, and “’How Long Must We Wait?’” and view U.S. in World War I, Female Anti-War Reformers in WWI, Women’s Changing Wartime Roles, and Patriots & Prisoners.

Then, in an initial post of at least 250 words discuss the following:

·         How did women’s roles change during the war and how did their experiences differ from men’s?

·         Is it ethical to advocate for political agendas at home during a time of war? Why or why not? Use evidence from the readings and videos about suffrage to support your argument.

Your initial post must use evidence from the assigned readings, including at least two full citations in proper APA or Chicago style.

M6D2: The Russian Revolution

·         Critically evaluate the problems facing Imperial Russia and the transition from Empire to Provisional Government to Bolshevism.

As you read in the Neiberg text, the Russian people were frustrated over the Tsar’s mismanagement of the First World War. His seemingly callous disregard for the lives of his soldiers echoed earlier complaints about his outdated and ineffectual ruling of the Russian Empire. After his overthrow and abdication, the Provisional Government inherited a difficult situation. The new government furthered the democratic reforms of the October Manifesto, but that was not what the majority of the Russian people needed. They did not care about elections; they needed food and stability.  And so, the Provisional Government had to choose whether to satisfy the needs of its people by ending the war with Germany, even if it meant abject surrender and a humiliating loss of territory and prestige. Or, in order to gain the recognition and financial backing of the major western powers, they would have to remain at war with Germany.

The Provisional Government chose the latter and, after more soldiers died during the failed offensive of summer 1917, the Bolsheviks provided the leadership the people wanted. Individual communities began to form collective councils, called soviets, which shared resources and information. The soviets largely ignored the Provisional Government, communicating with one another and marshaling their resources until they were able to seize power in the October Revolution, which lasted less than 48 hours. One of the first acts of the new Bolshevik State was the signing of the Treaty of Brest-Litovsk, a humiliating treaty that ceded much of Eastern Europe to the German Empire, but bought the fledgling state of soviets the peace and stability it needed to govern itself.

In preparation for this discussion, read Chapter 8: Driving out the Devi l in the Neiberg text as well as the Module Notes.

Then, in an initial post of at least 250 words discuss the following:

·         Explain how the Provisional Government might have remained in power by choosing a different path, considering the obstacles they faced.

·         If you were Kerensky, explain why you would have either accepted Germany’s terms or fought on in favor of Allied funding.

·         Your initial post must use evidence from the assigned readings, including at least two full citations in proper APA or Chicago style.

Read the attached chapters and, view videos.

·         Required

o    PBS (1995). U.S. in World War I in Women First & Foremost [Video File, 01:12 minutes]. Films on Demand. Retrieved from: http://vlib.excelsior.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=103647&xtid=44852&loid=171256

o    PBS (1995). Female Anti-War Reformers in WWI in Women First & Foremost [Video File, 01:46 minutes]. Films on Demand. Retrieved from: http://vlib.excelsior.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=103647&xtid=44852&loid=171257

o    PBS (1995). Women’s Changing Wartime Roles in Women First & Foremost [Video File, 01:44 minutes]. Films on Demand. Retrieved from: http://vlib.excelsior.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=103647&xtid=44852&loid=171258

o    American Experience (1995). Patriots & Prisoners in One Woman, One Vote [Video File, 14:03 minutes]. Films on Demand. Retrieved from http://vlib.excelsior.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=103647&xtid=44178&loid=113217

o    “Harmonies on the Homefront” Digital Exhibition. 2016. The National WWI Museum and Memorial. Retrieved from: https://www.theworldwar.org/explore/exhibitions/online-exhibitions/harmonies-homefront

 
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Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.

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Assignment 2: Industrialization and the Rise of a Regulated EconomyDue Week 6 and worth 120 points

The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.

Statement—in which you can take a pro or con position:

  • From the start of Progressive era of the late 1800s through the New Deal period in the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers.   (Or you can argue that such interventions and regulations hurt the overall economy and the common workers.)  Use specific examples from different decades—and be sure one of your examples is from the 1930s.

After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:

  1. The position you choose or something close to it—will be the thesis statement in your opening paragraph.
  2. To support your position, use four (4) specific examples from different decades between 1865 and 1940. However, one (1) of your four (4) examples must be from the 1930s.
  3. Explain why the opposing view is weak in comparison to yours.
  4. Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?

Length: The paper should be 500-to-750 words in length.

Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.

Source list for Assignment 2: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having libdatab.strayer.edu as part of the URL have a permalink to that source in our university’s online library. Each source below is shown in SWS form.

SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.

D. P. Del Mar. 1998. Region and Nation: New Studies in Western U.S. History.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=957156&site=eds-live&scope=site

S. Gompers. 1914. The American Labor Movement: Its Makeup, Achievements, and Aspirations. http://wwphs.sharpschool.com/UserFiles/Servers/Server_10640642/File/bugge/Chapter%2021/Gompers.pdf

S. S. Harjo. 1996. Now and Then: Native Peoples in the United States. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507507152&site=eds-live&scope=site

Helen Hunt Jackson. 1881. Helen Hunt Jackson’s Account of Sand Creek  http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/helen_hunt_jackson_sand_creek.htm

S. M. Jacoby. Oct., 1983. Union Management Cooperation in the United States: Lessons from the 1920s. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4462675&site=eds-live&scope=site

R. La Follette. 1924. La Follette’s Progressive Platform.    http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/follette.html

T. C. Leonard. Spring, 2009. American Economic Reform in the Progressive Era: Its Foundational Beliefs and their Relation to Eugenics.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=36656984&site=eds-live&scope=site

H. D. Lloyd.  June, 1884. The Lords of Industry from North American Review, 331. In Modern History  Sourcebook.  https://sourcebooks.fordham.edu/mod/1884hdlloyd.asp

E. Rauchway. 2008. The Great Depression and the New Deal: A Very Short Introduction. eBook.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=218056&site=eds-live&scope=site

Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.

L. Steffens. 1904. The Shame of the Cities. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/steffens.html

Taylor, F. W. 1911. The Principles of Scientific Management.     http://college.cengage.com/history/wadsworth_9781133309888/courseware/ps/taylor.html

J. Whitaker. 1871. The Impact of the Factory on Worker Health. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/impact_factory.htm

Your assignment must follow these formatting requirements:

  • This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
  • Be typed, double spaced between lines, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow SWS 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 Sources page are not included in the required assignment page length.
 
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What was a Greek temple used for? Are there any interesting myths or stories associated with it? Since the Greeks were inspired by the Egyptians to build stone temples, how does it compare with Egyptian architecture? Is your example typical for a Greek temple or not?

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Inspired by Egyptian buildings, the Greeks went on to build their own stone temples, and as they did so they created what is often referred to as Classical architecture, a legacy that has lasted down through today. Their pediments, repetitious columns, and symmetrical designs still evoke a sense of grandeur and restrained sophistication.

But what did these temples represent to the Greeks? What did the design, decoration and placement say about their religion and culture? To what extent did they owe their style to Egyptian temples and what innovative elements did they add?

To address these questions, choose a Greek temple from the Archaic through the Classical age (660-323 BCE) and research the internet for information on it. Provide a citation/link to the site you found most helpful, an image of the temple, and provide a summary of your findings divided up into 3 paragraphs for context, function & style. Be sure to present the information in your own words.

Some questions to consider include: What was a Greek temple used for? Are there any interesting myths or stories associated with it? Since the Greeks were inspired by the Egyptians to build stone temples, how does it compare with Egyptian architecture? Is your example typical for a Greek temple or not? Finally, is there a building near where you live that you think was inspired by Greek classical architecture? Briefly share it with the class.

NOTE: When you use technical vocabulary to describe your example, please define the terms for the class to demonstrate your knowledge of their meaning. Also, please do not concern yourself with what happened to the building after its initial construction: we’re more concerned with how the initial design and use related to the Greek culture at that time.

Here are some more issues to address:

-what were the key features of worship in Olympian polytheism (Greek paganism)?

-what order is your temple? (Doric, Ionic or Corinthian)

-does it feature a peristyle porch?

-is it enhanced by its location and is the location enhanced by the addition of the temple?

-is there a stress on the exterior?

NOTE: Please embed your photograph into your posting for easy viewing. Just click on the icon of the photograph on the upper-right of your text window & follow the prompts.

 
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  How did ethnic nationalism and imperial ambition combine to transform an assassination in the Balkans into a global conflict?  How did ethnic nationalism and imperial ambition combine to transform an assassination in the Balkans into a global conflict?

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M8A1: Final Exam

Your final exam will address the following outcomes:

·        Synthesize your understanding of the history of World War I in a Final Examination, including its causes and effects, and its importance in global history.

·        Your Final Exam will consist of five (5) essay questions drawn from the content covered during this course. You must answer all five (5) essay questions. Each answer should be approximately 300-500 words in length.

You should properly cite all your sources using proper APA or Chicago style, including the textbook and any other sources you may use. It is suggested that you write or print out the essay questions for handy reference as you develop your responses.

Remember, you must answer each of the following five (5) questions:

1.     How did ethnic nationalism and imperial ambition combine to transform an assassination in the Balkans into a global conflict?

2.     How did new technology change the nature of warfare in the early 20th century? Provide specific examples.

3.     What made the Great War a global conflict, and how did it affect people outside of Europe? Provide specific examples.

4.     Why was 1917 a pivotal year for both Germany and the Allies? Be as specific as possible.

5.     Why was Germany punished much more harshly after the war than Austria or Hungary? What were the consequences of that decision?

Check your work and correct any spelling or grammatical errors. This course has Turnitin® fully integrated into the course dropbox. Once submitted, your assignment will be evaluated by Turnitin® automatically. You will be able to view an Originality Report within minutes of your first submission that will show how much of your work has been identified as similar to other sources such as websites, textbooks, or other student papers.

 
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