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history question

September 5, 2025/in General Questions /by Besttutor

Chapter 23

Analyze the policy of containment. How did the United States enact this policy?

Chapter 24

Explain the role of women in 1950s American society. What were women expected to do? What kind of work did they perform? How was this idealized lifestyle supposed to be a weapon in the Cold War? Be sure to use Richard Nixon’s kitchen debate in your answer, as well as the idea that the home became the center of freedom.

Chapter 25

During the 1960s, the United States had become a more open, more tolerant—in a word, freer—country. Defend or refute that statement.

Chapter 26

Analyze the historical significance of Watergate.

Each topic needs to write full of one page and needs to fouce on points

Thanks

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History final exam

September 5, 2025/in General Questions /by Besttutor

Student Name: __________________________________________

 

HIST 285, Technology in Historical Perspective – Spring 2015

History Department, Drexel University

Professor Lloyd Ackert

 

Final Examination

 

Follow these instructions carefully – I will be grading, in part, how well you follow the directions for formatting and submitting your exam!

 

Instructions: ** Do NOT delete any of the instructions or questions. **

 

Type your name in the space provided above.

 

This is an open-book exam. Feel free to use the assigned readings, lecture outlines, and notes. Do not use outside sources (like online encyclopedias) – they will lead you astray and weaken your answers. I will be looking for answers that come from the assigned readings and lectures.

 

Work on the exam alone.

 

In your essay make sure to relate specific details from the lectures and readings to the broader themes of the history of technology. If you quote directly from the course materials, you need to cite the source, for example (Misa, pg. 255). You do not need to cite the lecture material.

 

Type your answers in the space DIRECTLY BELOW the question you are answering. Use the same font type, size, and color.

 

DUE DATE: Please upload your completed exam through the Turnitin Icon on the course website by Thursday, June 11th. (Let me know if you need more time.) If you have troubles uploading your exam, please email it to me and write the line: “HIST285 – Final Exam” in the subject line of your email.

 

Part I. Short answer. Select THREE of the following and 1) describe the topic (5 Points) and 2) state clearly how/why the item is important to the history of technology (5 Points). (at least 100 words — 10 Points total for each)

 

1. Elementarism

2. The “ironies of modernism”

3. Pentagon capitalism

4. Scientific mass-labor

5. U-235

6. Iroquois Theater Fire

 

Part II. Essay Questions.

Group A

 

A. Select ONE question from Group A and write an essay answering it as completely as possible. Use specific examples from the course. (at least 250 words — 20 points.)

 

6. Thomas Edison serves as an example of a major transition in the history of technology. Describe this transition and his role in it.

7. Why is the “Physicist’s Fable” an incomplete story?

8. Discuss TWO of the components of the stabilization of large-scale technological systems in the United States between 1880-1930?

 

Group B

 

B. Select ONE question from Group B and write an essay answering it as completely as possible. Use specific examples from the course. (at least 250 words — 20 points.)

 

9. Why is World War I referred to as the ‘Chemists’ War,’ and World War II referred to as the ‘Physicists’ War?’

10. How did the development of technology in the United States during the era of the “military-industrial complex” differ from that during the “industrial revolution”?

11. What is the ‘logic of war’ and how does it relate to the history of technology in the 20th century?

 

Part III. Technological Fundamentalism (at least 250 words – 20 Points)

 

12. A principal American contribution to the modern style, Misa argues, included the “General Motors pavilion, which linked science, rationalization, and progress through technology.” (Misa, p. 184) The “World of Tomorrow” (1939) film that we watched in class portrays a future utopian society made possible by developments in technology. On the other hand, “The Day After Trinity” offers a different perspective of a society immersed in technology. In your opinion, do you believe that social progress is necessarily linked to technological development? Can you think of any examples where a specific technological development has actually exerted a negative impact upon society?

 

Part IV. Student Group Presentations – “Information Literacy”. (at least 150 words — 10 Points)

 

13. Select two of the Student Presentations (In-Class or Online). Compare how these students investigated and communicated their history projects (consider the questions they asked/posed, the sources they used, and their final assessments or answers of their topic). In your essay, make sure to provide direct references to the presentations.

 

Student

Name:

__________________________________________

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History homework help

September 5, 2025/in General Questions /by Besttutor

2-3 page paper on how “whiteness as an ideology” ; race dominance; and modern racism emerged as well as how history has played a role in determining “.. where we have been, who we are… and where we must go..” as american citizens.

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Essay from the Book Changes in the Land by William Cronon.

September 5, 2025/in General Questions /by Besttutor

Instructions for Changes in the Land

Is due on Aug 6th of 2015

 

IMPORTANT: ONLY IF YOU HAVE READ THE BOOK and HAVE THE BOOK. 

Book Name: Changes In The Land: Indians, Colonists, and the Ecology of New England by William Cronon. ISBN-10: 0-8090-0158-6

 

WRITING INSTRUCTIONS DOWNLOAD: ZIP FILE

 

THIS ESSAY MUST BE DONE BY A+ AND WITH GOOD RATING WRITTER.

 

TOPIC:

 

1. Your opening paragraph should briefly address these two questions: In general, what is this book about? What is Cronon’s thesis?

 

2. When Europeans first arrived in New England, what did they find? What were the most important ways the New England environment differed from that of Europe? In what ways did they find that environment to be of value to them?

 

3. Explain how the New England enviroment-plants, animals, climate, topography- accounted for the diversity found in the indian tribes that lived there? For example, how does it explain why northern New England tribes differed from those in southern New England? What were those differences? In what ways did the New England enviroment shape or influence the development of the lifestyle and society of the tribes that lived there? How did Indians shape and manipulate the environment to fit their lifestyles?

 

4. Describe the respective roles of men and women in Indian society.

 

5. The Indian view of property and land possession differed significantly from that of Europeans. Briefly discuss how the indians viewed property and the possession of land. HOw did the European’s views on those subjects lead them to be critical of the indian way of life and to justify their taking of Indian land?

 

6. Discuss the impact of European diseases on Indian populations and society. Why were the indians so susceptile to these discases? In what ways did diseases change and devastatc Indian society?

 

7. How did the European conquest of New England dramatically  alter its environment? In particular, discuss how the European demand for certain plant and animal products change the character of the enviroment. How did European farming practices affect New England’s environment? Your discussion should include two key example cited by Cronon.

 

8. What did you think of the book? Would you recommend it? Why or why not?

 

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history

September 5, 2025/in General Questions /by Besttutor

EYEWITNESS ACCOUNTS OF THE PLAGUE

1. Gabriele de Mussi: Istoria de Morbo or History of the Pestilence (1348)

Gabriele de Mussi (1280-1356) was an Italian notary from Piacenza, who either travelled himself to Caffa (a Genoese trading post in the Crimea), or, more plausibly, acquired his detailed information on the spread of the Black Death from eye witnesses of the Mongols’ siege against Caffa. According to de Mussi, the plague was transmitted intentionally by the Mongols, who hurled cadavers of people infected with the disease into the besieged city-port. The Genoese fleeing from Caffa brought the disease to Italy. If accurate, this is one of the earliest recorded instances of biological warfare.

In 1346, in the countries of the East, countless numbers of Tartars [Mongols] and Saracens

[Muslim Turks] were struck down by a mysterious illness which brought sudden death. Within

these countries broad regions, far-spreading provinces, magnificent kingdoms, cities, towns and

settlements, ground down by illness and devoured by dreadful death, were soon stripped of their

inhabitants. An eastern settlement under the rule of the Tartars called Tana, which lay to the

north of Constantinople and was much frequented by Italian merchants, was totally abandoned

after an incident there which led to its being besieged and attacked by hordes of Tartars who

gathered in a short space of time. The Christian merchants, who had been driven out by force,

were so terrified of the power of the Tartars that, to save themselves and their belongings, they

fled in an armed ship to Caffa, a settlement in the same part of the world which had been

founded long ago by the Genoese.

 

Oh God! See how the heathen Tartar races, pouring together from all sides, suddenly advanced

upon the city of Caffa and besieged the trapped Christians there for almost three years. There,

hemmed in by an immense army, they [the Christians] could hardly draw breath, although food

could be shipped in, which offered them some hope. But behold, the whole army was affected by

a disease which overran the Tartars and killed thousands upon thousands every day. It was as

though arrows were raining down from heaven to strike and crush the Tartars’ arrogance. All

medical advice and attention was useless; the Tartars died as soon as the signs of disease

appeared on their bodies: swellings in the armpit or groin caused by coagulating humors,

followed by a putrid fever.

 

The dying Tartars, stunned and stupefied by the immensity of the disaster brought about by the

disease, and realizing that they had no hope of escape, lost interest in the siege. But they ordered

corpses to be placed in catapults and lobbed into the city in the hope that the intolerable stench

would kill everyone inside. What seemed like mountains of dead were thrown into the city, and

the Christians could not hide or flee or escape from them, although they dumped as many of the

bodies as they could in the sea. And soon the rotting corpses tainted the air and poisoned the

water supply, and the stench was so overwhelming that hardly one in several thousand was in a

position to flee the remains of the Tartar army. Moreover one infected man could carry the

poison to others, and infect people and places with the disease by look alone. No one knew, or

could discover, a means of defense.

 

 

2

 

Thus almost everyone who had been in the East, or in the regions to the south and north, fell

victim to sudden death after contracting this pestilential disease, as if struck by a lethal arrow

which raised a tumor on their bodies. The scale of the mortality and the form which it took

persuaded those who lived, weeping and lamenting, through the bitter events of 1346 to 1348—

the Chinese, Indians, Persians, Medes, Kurds, Armenians, Cilicians, Georgians, Mesopotamians,

Nubians, Ethiopians, Turks, Egyptians, Arabs, Saracens and Greeks (for almost all the East has

been affected)—that the last judgement had come.

…As it happened, among those who escaped from Caffa by boat were a few sailors who had

been infected with the poisonous disease. Some boats were bound for Genoa, others went to

Venice and to other Christian areas. When the sailors reached these places and mixed with the

people there, it was as if they had brought evil spirits with them: every city, every settlement,

every place was poisoned by the contagious pestilence, and their inhabitants, both men and

women, died suddenly. And when one person had contracted the illness, he poisoned his whole

family even as he fell and died, so that those preparing to bury his body were seized by death in

the same way. Thus death entered through the windows, and as cities and towns were

depopulated their inhabitants mourned their dead neighbors.

But as an inhabitant I am asked to write more of Piacenza so that it may be known what

happened there in the year 1348. Some Genoese who fled from the plague raging in their city

betook themselves hither. They rested at Bobbio, and there sold the merchandise they had

brought with them. The purchaser and their host, together with all his family and many

neighbors, were quickly stricken with disease and died. One of these, wishing to make his will,

called a notary, his confessor, and the necessary witnesses. The next day all these were buried

together. So greatly did the calamity increase that nearly all the inhabitants of Bobbio soon fell a

prey to the sickness, and there remained in the town only the dead.

 

In the spring of 1348 another Genoese infected with the plague came to Piacenza. He sought out

his friend Fulchino della Croce, who took him into his house. Almost immediately afterwards he

died, and the said Fulchino was also quickly carried off with his entire family and many of his

neighbors. In a brief space the plague was rife throughout the city. I know not where to begin;

everywhere there was weeping and mourning. So great was the mortality that men hardly dared

to breathe. The dead were without number, and those who still lived gave themselves up as lost,

and prepared for the tomb.

George Deaux ed., The Black Death 1347 (New York 1969) pp. 75ff

***

 

 

3

 

2. Giovanni Bocaccio, The Decameron (1348)

The Italian writer Giovanni Boccaccio (1313-1375) lived in Florence while the city was being

devastated by the plague. The experience inspired him to write The Decameron, a story of seven

women and three men who fled the diseased city seeking refuge in a countryside villa. In his

introduction to the book, Boccaccio gives a graphic description of the effects of the plague on his

city. He depicts the outbreak with its high mortality rates, and how that was a catalyst for many

social and cultural changes. He also describes the shattering effects of the fast and painful death

on the bodies but also on the mental, emotional and spiritual states of those affected.

 

The onset and spread of the plague

In the year of our Lord 1348, there happened at Florence, the finest city in all Italy, a most

terrible plague – whether owing to the influence of the planets, or perhaps it was sent by God as a

just punishment for our sins. It had broken out some years before in the Levant, and after passing

from place to place, and making incredible havoc all the way, reached the west; where, in spite

of all the means that knowledge and human foresight could suggest as to keeping the city clear

from filth, including the exclusion of all suspected persons; notwithstanding frequent

consultations what else needs to be done; nor omitting prayers to God and frequent processions;

in the spring of that year, it began to show itself in a sad and terrible manner. And, different from

what it had been in the east, where bleeding from the nose was the fatal prognostic, here there

appeared certain tumors in the groin, or under the armpits, some as big as a small apple, others as

an egg; and afterwards purple spots in most parts of the body: in some cases large but few in

number, in others cases smaller but more numerous, however both sorts the usual messengers of

death.

 

To cure the malady, neither medical knowledge nor the power of drugs was of any effect;

whether because the disease was in its own nature mortal, or that the physicians (the number of

whom, taking quacks and women pretenders into the account, had grown very much) could form

no just idea of the cause, nor consequently ground a true method of cure; whichever was the

reason, few or none escaped; but they generally died the third day from the first appearance of

the symptoms, without a fever or other bad circumstance attending.

 

And the disease, by being communicated from the sick to the well, seemed daily to get ahead,

and to rage the more, as fire will do by laying on fresh combustibles. It spread not only by

conversing with, or coming near the sick, but even by touching their clothes, or anything that

they had before touched. Such, I say, was the quality of the pestilential matter, as to pass not only

from man to man, but, what is more strange and has been often known, that anything belonging

to the infected, if touched by any other creature, would certainly infect, and even kill that

creature in a short space of time.

 

Common reactions

This occasioned various fears and devices amongst those people who survived, all tending to the

same uncharitable and cruel end; which was to avoid the sick, and everything that had been near

them; expecting by that means to save themselves.

 

 

4

 

Other held it best to live temperately, and to avoid excesses of all kinds, shut themselves up from

the rest of the world; eating and drinking moderately of the best, and diverting themselves with

music, and such other entertainments as they might have within doors.

 

Still others maintained free living to be a better preservative, and would draw back from no

passion or appetite they wished to gratify, drinking and reveling incessantly from tavern to

tavern, or in private houses; which were frequently found deserted by the owners, and therefore

common to everyone; yet avoiding, with all this irregularity, to come near the infected.

 

And such at that time was the public distress that the laws, human and divine, were not regarded:

for the officers to enforce them were either dead or sick or in want of persons to assist them;

everyone did just as he pleased.

 

Another sort of people chose a method between these two; not confining themselves to rules of

diet like the former, and yet avoiding the intemperance of the latter; but eating and drinking what

their appetites required, they walked everywhere with perfumes and sprays to smell; as holding it

best to corroborate the brain: for they supposed the whole atmosphere to be tainted with the stink

of dead bodies, arising partly from the distemper itself, and partly from the fermenting of the

medicines within them.

 

Others of a crueler disposition deemed it safer to avoid the plague altogether: men and women in

great numbers left the city, their houses, relations, and effects, and fled into the country (as if the

wrath of God had been restrained to visit those only within the walls of the city).

 

Traditional customs overlooked

I pass over the little regard that citizens and relations showed to each other- for their terror was

such that a brother even fled from his brother, a wife from her husband, and, what is more

uncommon, a parent from his own child. On which account the numbers that fell sick could have

no help but what the charity of friends, who were very few. From this desertion of friends, and

the scarcity of servants, an unheard-of custom prevailed: no lady, however young or handsome,

would disdain being attended by a man-servant, whether young or old it mattered not; and to

expose herself naked to him, the necessity of the distemper requiring it, as though it was to a

woman; which might make those who recovered less modest for the time to come. And many

lost their lives who might have escaped had they been looked after at all.

 

From mere necessity, many customs were introduced, different from what had been before

known in the city. It had been usual, as it now is, for the women who were friends and neighbors

to the deceased, to meet together at his house, and to lament with his relations; at the same time

the men would get together at the door, with a number of clergy, according to the person’s

circumstances; and the corpse was carried by people of his own rank, with the solemnity of

candles and singing, to that church where the person had desired to be buried. This custom was

now laid aside; far from having a crowd of women to lament over them, great numbers passed

out of the world without a single person by their bed; few had the tears of their friends at their

departure; for even the women had learned to postpone every other concern to that of their own

lives. Nor was a corpse attended by more than ten or a dozen, nor were those citizens of credit,

but fellows hired for the purpose; who would put themselves under the bier, and carry it with all

 

 

5

 

possible haste to the nearest church; and the corpse was interred, without any great ceremony,

wherever they could find room.

 

Mass burials

With regard to the lower sort, and many of a middling rank, the scene was still more affecting;

for they staying at home either through poverty, or hopes of succor in distress, fell sick daily by

thousands, and, having nobody to attend them, generally died. Some breathed their last in the

streets, and others shut up in their own houses, and only the stench that came from them made

their deaths known to the neighborhood. And, indeed, every place was filled with the dead. A

method now was adopted by the neighbors, as pity for the dead, to clear all the houses, and lay

the dead bodies at the doors; and every morning great numbers might be seen brought out in this

manner; from whence they were carried away on biers, or tables, two or three at a time; and

sometimes it has happened that a wife and her husband, two or three brothers, and a father and

son, have been laid on together. There was no one to follow and shed a few tears over them; for

things were come to that pass, that men’s lives were no more regarded than the lives of so many

beasts. The consecrated ground no longer containing the numbers which were continually

brought thither, especially as they were desirous of laying everyone in the parts allotted to their

families; they were forced to dig trenches and to put them in by hundreds, piling them up in

rows, as goods are stowed in a ship, and throwing in little earth till they were filled to the top.

 

What more can I say? That between March and July, it is pretty certain that upwards of a

hundred thousand souls perished in the city only. What magnificent dwellings, what noble

palaces were then depopulated to the last person! What families extinct! What riches and vast

possessions left, and no known heir to inherit! What members of both sexes in the prime and

vigor of youth, who in the morning were in perfect health, after dining heartily with their friends

here, have supped with their departed friends in the other world!

“The Black Death, 1348,” Eye Witnesses to History, www.eyewitnesstohistory.com (2001)

***

3. Robert of Avesbury, (1349)

One reaction to the pestilence ravaging Europe in the late 1340s came from the Brotherhood of Flagellants (a group which also included women). These men and women thought that public self- whipping performed as a penitential rite might lessen God’s wrath against the sinful world and thus put an end to the untold suffering of the multitudes. Flagellation had been practiced in monasteries as a method of spiritual discipline, but had never before been turned into a public spectacle. The movement was active especially in the German-speaking areas. The Flagellants were not popular in England, but a large contingent of these public penitents did cross the English Channel in 1349 and came to London. Sir Robert of Avesbury witnessed their ritual and left a vivid description of it.

 

The pestilence which had first broken out in the land occupied by the Saracens became so much

stronger that, sparing no dominion, it visited with the scourge of sudden death the various parts

of all the kingdoms. […] It began in England in Dorsetshire, and immediately advanced from

 

http://www.eyewitnesstohistory.com/

 

6

 

place to place, attacking people without warning. Very many of those who were attacked in the

morning were carried out of human affairs before noon. And no one whom it [the pestilence]

willed to die did it permit to live longer than three or four days. […] And reaching London, it

deprived many of their life daily, and increased to so great an extent that from the feast of the

Purification [February 2 nd

, 1349] till after Easter [April 12 th

, 1349] there were more than two

hundred bodies of those who had died buried daily in the cemetery which had been then recently

made near Smithfield, besides the bodies which were in other graveyards.

 

In that same year of 1349, about Michaelmas [September 29], over six hundred men came to

London from Flanders, mostly of Flemish origin. Sometimes at St Paul’s and sometimes at other

points in the city, they made two daily public appearances wearing clothes from the thighs to the

ankles, but otherwise stripped bare. Each wore a cap marked with a red cross in front and behind.

 

Each had in his right hand a scourge with three tails. Each tail had a knot and through the middle

of it there were sometimes sharp nails fixed. They marched naked in a file one behind the other

and whipped themselves with these scourges on their naked and bleeding bodies.

 

Four of them would chant in their native tongue and, another four would chant in response like a

litany. Thrice they would all cast themselves on the ground in this sort of procession, stretching

out their hands like the arms of a cross. The singing would go on and, the one who was in the

rear of those thus prostrate acting first, each of them in turn would step over the others and give

one stroke with his scourge to the man lying under him.

 

This went on from the first to the last until each of them had observed the ritual to the full tale of

those on the ground. Then each put on his customary garments and always wearing their caps

and carrying their whips in their hands they retired to their lodgings. It is said that every night

they performed the same penance.

Norman Cohn ed., The Pursuit of the Millennium: Revolutionary Millenarians and Mystical Anarchists of the Middle Ages (1970)

 

 

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HMNT 1001-54 Discussion Board Week 1

September 5, 2025/in General Questions /by Besttutor

Identity in a Virtual World?

Can you imagine a world where you wake up in the morning, and you go to your doctor’s office without ever leaving your house? Instead, you plug your blood pressure cuff into your computer and you insert your saliva sample into an analytical drive. The analysis is sent to a virtual physician who lives a thousand miles away. He diagnoses an illness that requires surgery. Lucky for you, the surgeon drone is not terribly busy that morning, and you are able to have your gallbladder removed early in the afternoon. The drone arrives, gives you anesthesia, and by employing ultrasound technology, your doctor can operate by remote control. Without interacting with a human at any point in the process, you have an organ removed in your own home.

For many people, the idea that a university could appear in your living room was equally hard to imagine. Yet, Walden can provide you with a world class education without physically sharing a space with fellow students and teachers. Today online learning is a more common experience, and you are bravely doing what was only a dream 20 years ago.

What wonderful uses of technology! Yet there can be a dark side to technology and the virtual world. Texting while driving isn’t the only thing that can cause an injury. Many people get news of an end to a relationship via text message, cry about an ex’s post on Facebook, or find out about an affair by cyber sleuthing. We must learn to navigate the positive aspects of technology (1 in 3 marriage licenses in New York City were to couples who met online) while dealing with the perversion rampant online.

In this week’s Discussion you will use the Week 1 Notes and Readings to explore what it means to be human in a virtual world. Reference the resources in your post and response. You do not have to formally cite a source, but if you are relating an idea or building upon the readings, poems, or videos, please identify the source.

To prepare for the Discussion:

The “To prepare” component of the Discussion identifies the Learning Resources you will need to read or view to inform your post for the Discussion. Additionally, it may ask you to think about a specific topic, consider an alternate perspective, or recall life experiences which may inform your Discussion post.

  • Read and reflect upon theWeek 1 Notes and Readings.
  • Think about interactions you have had in a virtual space such as a help line/call center, Skype, Amazon shopping cart, or your communications with Walden University.
  • Think about whether you’ve had emotional reactions to material online.
  • Review the Discussion Rubric and Sample Discussion Board Responses documents.

By Day 3,post a paragraph response (about 200–300 words in length) to the following questions:

Do you behave and communicate differently online than you do face-to-face? How so? Give specific examples.

What does it mean to be “fully human”? In light of your definition, do you think we can be “fully human” while interacting with others in a virtual space? Why or why not?

Read two or more of your classmate’s postings.

Respond by Day 5 to two or more of your classmate’s postings by sharing how you would change what you wrote based upon what you read in other posts.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your classmates made.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

 

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Report (Essay)

September 5, 2025/in General Questions /by Besttutor

How to Write Good Papers for this Class

With this paper, the goal is to master some basic historical skills—Analyze historical sources as well as to have a thesis and support it with evidence.

►For this paper, the prompt asks you to place an event in its context, as follows:

WRITING PROMPT: Read Melton McLaurin’s, Celia, A Slave (1991), (available in the bookstore).

Answer the following question: When Celia committed her crime in 1855 Missouri, there were prior federal as well as state policies that had passed and would affect Celia’s trial. Explain the federal and state policies that were an advantage to Celia and her case as well as those that were a disadvantage to her and her case. Why were these particular policies either advantageous to Celia or disadvantageous?

Try to cover both parts of your answer in a balanced, logical way:

The federal and state policies: What federal policies had passed since 1819 that would affect Celia? What state policies had passed since 1819 that would affect Celia? Why were these policies created?

*and*

Their Impact: How do the federal policies affect her trial, verdict, and disposition? Are they an advantage or disadvantage? Why? How do the state policies affect her trial, verdict, and disposition? Are they an advantage or disadvantage? Why?

► Be prepared to discover your central claim while you write, and as you mine the book (and other course materials) for evidence. Then, revise your paper to reflect that claim, and title it in a way that tells your reader what you want to say.

These papers will be graded on their organization, balance, and source support rather than on the author’s opinion. Make sure that you ascribe adequate time and space to both parts of the paper. Be sure to discuss all matters that the prompt instructs. Always strive to use evidence from all sources available to you (from class): primary source readings (in Reader & on eCampus), Celia, a Slave, and lectures. Do NOT use internet sources nor any sources outside of course materials (if outside sources are used a ‘0’ will be given).

Make sure you give every paper a central claim or thesis.  It is most important that you have a claim to make and a thesis to argue, and that you support this claim with evidence, using proper citation forms.

Formatting: Each paper should be three-four pages long (800-1000 words), printed in double-spaced twelve-point Times New Roman typeface, with 1″ (Word should already be set at this marker)  left and right margins, and numbered pages. Put your name on the first page, along with a title for the paper that expresses its central claim. State this claim and support it with evidence drawn primarily from the reading under consideration. Feel free to utilize other class material, but keep your focus on the reading. Be sure to have citations. See citations page on eCampus.

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Week 6 Humanity homework

September 5, 2025/in General Questions /by Besttutor
Your Initial Post

Please read details on this assignment. please include picture of artwork and reference.

Find a good example of a artwork from the early 20th century (ca. 1900-1950) that either reflects the culture or society in which it was created or has affected society in some way. Then choose ONE of the following to discuss:

 

  1. Start a discussion about how the visual appearance of this work reflects its culture/society. (E.g. Many art movements emerged in response to WWI, and the styles and subject matter of the art they created reflect their various opinions of war–did the art movement that your work belongs to have a positive or negative opinion about war? How did they express this opinion through style, subject matter, or choice of materials?)
  2. Start a discussion about the ways in which the work itself affected society. (E.g. Did it offend people? Who? Why?Did it influence other artists or lead to other avant-garde styles?)

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History Homework

September 5, 2025/in General Questions /by Besttutor

HIST 

Please Follow instructions and No Out Side sources

 

Integrative Issue Essay (IIE) #2 

*800-900 words, 65 pts (6.5%) total *Due as indicated in the Class Calendar 

Your essay topic will be: “Racial & Religious Identity as a Means of Discrimination and Oppression in Global History.” The essay should be written in a strictly factual, encyclopedic manner. It should include a brief introductory paragraph (75-100 words) highlighting the main issues/concerns of the topic and making an historically-based thesis statement, that is, a thesis statement which is based on historical evidence. The main body should then provide a summary of key historical examples (using both description and analysis). It should include reference to at least one example from each of the following: 1- Western-Islamic relations, 2- European-Arab relations (see refs to “advanced race/nation” in “The Israeli-Palestinian Struggle: Primary Sources”), 3- European Christian-Jewish relations, 4- U.S. White-Black relations, 5- South African White-Black relations (see Fredrickson), and 6- U.S. White-Asian and/or Hispanic relations (see Kramer). Your essay should also include a brief explanation of how ‘globalization’, both historically and presently, relates to racial and religious identity issues. The essay should end with a concluding paragraph which summarizes the main issues/points clearly & concisely, notes important related questions/issues raised by but not addressed in the essay, and states the importance of the findings for the present/future. Be sure to look at the IIE Grading Rubric on Blackboard in order to see the main elements that your paper will be graded on.

You must use only required course readings and in-class handouts. No outside sources. Essays based on outside sources will be given a failing grade. Your essay should cite each of the following course readings at least one time (or more):

WK 1 (cite from at least one of the following two sources from WK 1): 

2- “Globalization (Globalization Theory)” in A Dictionary of Sociology, eds. John Scott and Gordon Marshall, 3rd rev. ed., Oxford University Press, [1994, 1998, 2005] 2009, 286-287.

3- J.R. McNeill and William McNeill, “Introduction: Webs and History,” in The Human Web: A Bird’s-Eye View of World History, (New York and London: W. W. Norton & Co., 2003), 3-8.

WK 6: 

1- R. Charles Weller, “’Western’ and ‘White Civilization’: White Nationalism and Eurocentrism at the Crossroads,” in 21st-Century Narratives of World History: Global and Multidisciplinary Perspectives, ed. R. Charles Weller (Palgrave Macmillan, 2017), pp. 35-80.

2- Paul A. Kramer, “Not Who We Are,” Slate, Feb 3, 2017. Wks 10-12: 

George M. Fredrickson, Racism: A Short History (Princeton University Press, 2003/2015).

In-Class Handouts: 

“The Israeli-Palestinian Struggle: Primary Sources”
“Primary Sources on Nazi Germany, the Jewish Holocaust, & Its Relation to Israel-Palestine”

Class Lecture Notes: 

“The Historical Roots of the Holocaust & Continuing Anti-Semitism” “The Historical Roots of the Black Lives Matter Movement”

 

HIST 105/305, RC Weller 

 

Citations should be in Chicago Style endnotes, using both full and abbreviated format as needed. Citations should follow this example, with only a number in the main text which corresponds to a number at the end of the essay where you place your citation information.1

You may use material from your WREs, but your essay should NOT simply copy & paste various sentences from your WREs into a document and turn it in. Your essay should be a flowing, coherent presentation which reflects refined, deeper critical thinking based on your completion of the entire course. It should be an argumentative essay which introduces and states a position on the main subject in the introduction, explains and supports that position in the main body with facts/evidence cited from the readings and class handouts, and then ends with a conclusion as described above.

I recommend that you start by drafting an introductory paragraph, then writing your main body and conclusion, and then going back and refining your introductory paragraph after you finish writing your main body and conclusion.

1 First use of source = give full citation info (use same formats as in LRAs). 2nd, 3rd, etc., use = Give only abbreviated info (author last name, abbreviated title, pg. #).

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Philosophy in architecture

September 5, 2025/in General Questions /by Besttutor

 The final paper

should consist of 4000 or 5000 words. You will choose the topic and title, but will have to

submit one paragraph with a proposed outline . In choosing the

topic make sure that it is related to the course. As the course has been dedicated to

concepts, words, notions or elements, that pertain to the discipline of architecture, make

sure to either elaborate on one of the topics explored in class or choose a different one

but always related to architecture. Don’t try to make a “history” of a given notion, concept

or element, since that will probably require a longer paper or even book. Instead you

should focus on the theoretical and philosophical questions at issue, yet always trying to

relate the chosen topic to some specific architectural example, whether built or unbuilt.

 

The chosen building should have a sertain architectural phylosphy and theory based on the coures discription below.

 

Course Description

Seminar on selected topics focusing on the history and theory of architecture. Consists of discussions, presentations, lectures, and readings on relevant topics as they have historically emerged within the discipline of architecture. May focus on specific historical periods and/or may include philosophy of architecture, architectural representation, architecture and the city.

 

Course Theme:

Philosophy of Architecture

Inspired by Louis I. Kahn’s seminal lecture “On Philosophical Horizons” this course will try to extract the philosophical content from architecture. Acknowledging our locus of enunciation (our discursive place: an architecture school) the course will explore taken-for-granted notions of our discipline inquiring into their complex and often contradictory meanings. The course will follow a topical schedule beginning with a critical discussion of the term architecture itself and the contemporary debates surrounding it, to later engage familiar notions such as Space, Function, Use, Plan, Section, Façade, etc. It will gradually arrive at more complex notions such as Horizon, World, and to the interrelated notions of the Human Body and its situational character, admittedly what drives much of the pedagogy of this school. Each topic will be covered on a weekly basis, with selected readings from modern and contemporary authors.

 

The citation should be in chicago style. the total page number is 14.

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