The Sixth Extinction Book Questions

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I don’t know how to handle this Geography question and need guidance.

Reflect on and respond to one of the following questions:
Kolbert welcomes us here to the concept of the Anthropocene, a new geological epoch proposed by Paul Crutzen. What is the Anthropocene? What did Paul Crutzen discover and how is this discovery related to the Anthropocene? Do you think we are in the Anthropocene? Why or why not? Why are coral reefs an important aquatic ecosystem? What is predicted to happen to coral reefs if current emissions trends continue? How does the temperature of water affect the function of corals? (i.e. explain coral bleaching). Explain how coral reefs support aquatic ecosystems. What can happen when CO2 dissolves in water? What is expected to happen if CO2 emissions continue at the current rate? What is most significant about the rate in which CO2 is currently entering the atmosphere? Why is this rate concerning? Should these consequences be of concern? Explain
Do not use quotes – the posting must be in your own words and demonstrate that you have read the assigned chapters. Use examples from the book, and not just one chapter. The questions are written to help you engage the material in Kolbert’s book.

Write in complete sentences, narrative form, no bullet-points. 300 words minimum.Assignment 2: Economic Approaches in the Age of Industrialization (1870-1940): assignment help online
I’m trying to study for my History course and I need some help to understand this question.

BEFORE SUBMISSION–AND BEFORE REALLY STARTING ON THE DOING OF THIS PAPER, please make use of the following links (if trouble with any link, try this–right click and “open in new window”; sometimes an item will flash to the top or bottom of your screen or go to a downloads folder):
INSTRUCTION SHEET for Assignment 2–with key details: HIS105_Assignment 2_Instructions_Dr_Stansbury.docx WRITING GUIDE for Assignment 2: HIS105_Writing_Guide_Assmt_2.docx Outline/Template for Assignment 2: Template_Outline_assmt2.docx
SOURCES AND TIPS for Assignment 2: Sources and Tips for Assignment 2_HIS105.docx
HOW TO SUBMIT THE ASSIGNMENT 2: HIS105_How_to_submit_Assmt2.docx VIDEO HELP on doing Assignment 2 (if needed, right click and open in new window): https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/956951/uiconf_id/43830551/entry_id/0_2wdfzfqj/embed/dynamic
Economic Approaches in the Age of Industrialization (1870-1940)

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Assignment 2: Economic Approaches in the Age of Industrialization (1870-1940)

Due Week 6 and worth 120 points

In Assignment 2, we ask you to choose one of two topic choices listed below on the subject of economic change and innovation in the period of the late 1800s and early 1900s, then use the Writing Guide provided in Blackboard to write a paper on the subject. One topic is on the individual level of pioneering entrepreneurs of the period, who developed distinctive strategies for the production and marketing of very different parts types of products. The other topic is on the macro level, exploring successful and unsuccessful government attempts to shape and regulate the changing industrial economy of the period.

As you prepare and brainstorm your paper, first read and review what our Schultz textbook covers on the subject. Then, consider the other sources listed with each topic below. It is important that you review these sources carefully because you must use a minimum of three sources (from the list below) to write your paper.

Be sure to review the other help (documents or video) provided by your instructor. For information on the SWS format, see the “Strayer Writing Standards” tab on the course menu.

TOPIC CHOICE ONE: Innovative Entrepreneurs – Walker and Ford

Here you will focus on the business approaches of Madame C. J. Walker and Henry Ford. Both developed innovative and successful approaches in a time of rapid economic change. You will compare them in the way they started their respective businesses and the key innovative features that made each successful. One might find virtues, problems, and successes associated with both. You might see elements of each in strategies of later leaders and related issues even today.

Sources: Schultz, p. 396-7 (only Ford is discussed in our textbook). For Madam C. J. Walker (1867-1919), see http://www.madamcjwalker.com/bios/madam-c-j-walker/; and https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/100-amazing-facts/madam-walker-the-first-black-american-woman-to-be-a-self-made-millionaire/. For Henry Ford, see https://www.history.com/topics/inventions/henry-ford.

TOPIC CHOICE TWO: Government Economic Policies – Hits and Misses

Here you will choose two historical examples from the following list: Prohibition; Hawley-Smoot Tariff; Sherman Antitrust Act; Pure Food and Drug Act; Federal Trade Commission; Civilian Conservation Corps; Agricultural Adjustment Act; the Wagner Act, and the Social Security Act. These are examples of government economic intervention or economic policy in the long period from 1870 to 1940. These might be thought of as burdensome government interference or as needed government regulation, depending on the example and one’s thinking on those things. For your paper, you will explore and describe each of your two examples, its historical context, and the reasons it arose. One might find virtues, problems and successes associated with both. You might see elements of each in examples in our current economy today.

Sources: Schultz, p. 362-4, 367, 401-2, 417, 425-9, 432. Besides the textbook, use any two of these sources that you think relevant to your paper: http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/impact_factory.htm

http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/attack_meatpackers.htm and https://sourcebooks.fordham.edu/mod/1884hdlloyd.asp.
Your assignment must follow these formatting requirements:
Use the Strayer Writing Standards (SWS). The format is different than other formats like APA. Please take a moment to review the SWS documentation for details. Be typed, double spaced between lines, using Times New Roman font, Calibri, Arial, or Courier (size 10, 11, or 12), with one-inch margins on all sides; citations and sources must follow SWS format. You must have a Sources list at the end; each source listed must also be cited in the body of the paper with an in-text citation. 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. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800 maximum is a loose guideline. The body of the paper is to be double-spaced. Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length; add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5-1/2. But the length requirement is evaluated by word count.
The paper must be submitted (uploaded and attached) in the course shell provided online.The specific course learning outcomes associated with this assignment are:
Discuss events after 1865 in terms of social and economic conditions that caused corresponding changes in the attitudes of the people and policies of the government.
The Rubik’s Cube solver calculates the rotations to sove the unsolvable cube. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.For your discussion board assignment this week, you are required to respond to one of the readings and evidence your argument with ONE other scholarly source. You simply must explain how or why traditional interpretations of minorities has affected curre
I’m studying for my Humanities class and need an explanation.

This week we are examining and analyzing readings by Sandra Cisneros and a critical chapter by Walter Benn Michaels. “A Rice Sandwich,” “Hips,” “No Speak English,” “Boys and Girls,” “My Name,” and “Born Bad” are included in House on Mango Street, and “Aboriginal America” appears in Our America by Benn Michaels. Read the required chapters or narratives, not the entire books.

The above readings are grouped for two specific reasons: The works do any excellent job of addressing the individual Chicana from the double minority status, and in many cases, they present a more realistic view of women of color and their communal lives and concerns via art, rather than mainstream versions of history.

In “A Rice Sandwich,” Cisneros sets up the narrative by focusing on both class and race. For example, she depicts her classmates with “working” parents as able to eat in the canteen, a prized social action and interaction. However, we must question the notion of work and what it actually entails: Is it activity one is paid for, or is it time, energy, and effort? Second, she is careful to convey that her brothers’ heroes are not their own; they are an idealized product of Western civilization: Spartans. How does the subsequent outcome reflect both types of disconnection from the reality of her situation?

In “Hips,” Cisneros addresses the coming of age of her protagonist, but more than that fact, she specifically tackles gender and how it is categorized or fetishized by distinct traits that offer both power and new avenues of oppression. Think about the cadence and aesthetics of the piece. From both a visual and imagined audible perspective, Cisnero “sings” her audience into pacification, but why? On one hand, she is direct about hips and their relation to childbirth and rearing, but on a broader level, those ideas linked to sexuality and, in turn, the “use” of women within both Cisnero’s culture and larger society. Thus, what is a women’s power and is relegated to procreation or at least the potential for it or activity?

In “No Speak English,” Cisnero’s broaches the subject of linguistics within the context of translation and social judgments. Now, I use the term translation to address how the phrase “no speak English” is used in two ways: first, it is a coping mechanism for the character that is utilized to avoid contact with the outside world, but second, it is also a request: She literally does not want her son to speak English because it is outside the realm of what she believes is her “home” tongue. Therefore, the texts begs specific questions about diasporic communities and peoples who must re-conceptualize their ideas about home within the scope of new places and spaces (including language) that are unfamiliar to them. Cisnero is then not advocating either regression into older views of culture or society or assimilation; she is pointing out the problems with the reality of the situation: one can never go backward, and forward presents them with a new set of cultural and social constraints.

“Boy and Girls” sets-up a clear dichotomy between world of boys and girls, but what is most significant is Cisnero’s focus on her narrator role with the family dynamic. Her brothers are not responsible for anyone, yet she is tasked with the care and proper upbringing of her younger female sibling. Thus, she is a mother (or in the role of mother) simply because of her social consignment as a female.

“My Name” links the message of “Boys and Girls” and “Born Bad” together by emphasizing how gender discrimination (even within the context of one’s own race) is oppressive. Cisneros not only noted that women are subject in other minority groups, but that she literally does not want to be “born” to “inherit” her grandmother’s “place at the window”: destine to look out at the world but never to participate in it as an equal to men or the majority. In long line of Women’s writing, the notion of affliction is associated with their position in the world. For example, Charlotte Perkins Gilman and Kate Chopin speak of the struggle against women’s oppression as wrongly classified as mental illness, and Silvia Path argues that the desire for social equality for women is tantamount to being in the throws of a hallucinogenic fever. (“The Yellow Wall Paper,” “The Story of an Hour,” The Awakening, and “Fever 103”.)_

“Born Bad” is poignant in a different type of fashion, but nevertheless, poverty and gender issues play into its larger interpretation. On a personal level, Cisnero’s (the child) and family must deal with her aunt’s disease, but they do so by normalizing its debilitating elements. Viewed from a cultural perspective, the text implies that most minorities are receptive to their placement and oppression in society in much the same fashion. How many times have you heard someone say, “that is just the way it is, or we cannot change the world.” First, according to Nietzsche, the end of the world as we know it is dependent on our own acceptance of subject and apathy towards the ability to change life for ourselves and people around us. His treatise in this regard is literally titled The Antichrist, and his overall claim revolts around the fact that modern Judeo-Christian beliefs promote a New Testament version of religion that hinges on the idea of an unproved afterlife as a reward for suffering and struggling in this life. As a counter to such believes, Nietzsche champions the advantages of Old Testament self-reliance and conqueror. Now, both are specifically Western ideas, but the latter can be applied to contemporary minority struggle in both theme and historical context. First, the narrator and her aunt are trapped in traditional gender roles: they do dishes, and the husband simply wants his wife back, not a person, and all the narrator desires is the freedom and strength to not be born “bad.” Second, African American traditionally embraced Christianity because of the “God created man in his own image” clause that implies equality. However, the New Testament was used by both the dominant and minority to excuse worldly suffering—i.e. one should not complain about their plight on earth because it is temporary. For example, Stowe’s Uncle Tom fails to act against his master because of his piety. Cassie, on the other hand, fights against Simon Legree in variety of ways, becoming a hero of sorts to both African Americans and women of the time period.

In “Aboriginal America,” Benn Michael’s addresses the same general time period as Whippman’s article and argues that the rise of minorities in the United States (especially due to immigration and attempts at post-Civil War integration) threatens Anglo-Saxon dominance in three different ways: biologically through breeding, economically through replacement, and psychologically via disruption of social and cultural norms. Yet, the views on how each Anglo-Saxon gender is endangered are on opposite sides of the spectrum. Minority men are view as animalistic, who take by force, but minority women are seen as seductresses, who provoke animal like sexual reactions white men. Furthermore, the only vestige of purity left for white women who can only choose from impotent white men (Jake Barnes—war injury still makes him a hero) and minority men is becoming a lesbian—another minority, ironically, that can be cataloged, oppressed, and controlled by white men because they no longer fit within the scope of social standards. Thus, what we see from the fields of literature, art, science, etc. are depictions of minorities as both less than human and not as any clear sub-group with their own external or internal self-identification: they are the all-encompassing “foreigner” in their land—the aboriginal African, the Plumed Serpent Mexican/Indian, the savage Native, the fallen woman, and the Jew who rejected Christ.

These people are then, in fact, erased from society and culture by discourse and rhetoric that disseminated the notion that American was a type of blank space (Conrad’s Heart of Darkness and Achebe’s Things Fall Apart) before the arrival and thoughts of Franklin, Jefferson, Adams, Jackson, etc. As Benn Michael’s makes so exceedingly clear in his example of Eliot’s “Tradition and the Individual Talent,” the “whole” of literature consigned to British and American compositions. Eliot does, in his criticism and faction, advocate the study of other art, but they too are linked directly to “classically” western interpretations of the world (Greek, Roman, etc.) and, as Benn Michael later notes, aligned directly to modern “Civilization.”

This notion is then transferred to the entirety of America and defines all peoples within it as “American,” while simultaneously discounting and discriminating against those who do not share Anglo-Saxon characteristics by deeming them “Un-American” in their own country. Thus, a paradox is created where peoples from the Americas are viewed as foreign, and those who colonized the continents are accepted Native and their philosophy and practices regarded as Nativism or Nationalism. When Benn Michaels cites Cather’s statement that “The Mexican where always Mexicans, the Indians were always Indians,” he is emphasizing how colonizers use such labels to exclude and diminish minority indigenous rights and contributions to the collective United States. They are simply an afterthought, with no culture, customs, beliefs of their own; they are there to be exploited and used, dead or objectified in the same sense that Silko describes the conqueror’s version of land and animals. Economic terminology and ideology then replace any commitment to specific sections of humanity based on the idea that the “good of nation” is more important than right or wrong or ethics and morals for the majority, making both minorities and the dominant inhuman.

https://blackboard.odessa.edu/bbcswebdav/pid-34161…

https://blackboard.odessa.edu/bbcswebdav/pid-34161…​Week 6 Discussion
I don’t understand this History question and need help to study.

Week 6 Discussion

Part 1: Post a Response

By the late 1930s, the US was still dealing with the Great Depression, and conflict was intensifying between powers in Europe and between Japan and its neighbors in Asia. At first, isolationist sentiments prevailed, but eventually the US entered the conflict. Besides developments of the overseas conflict, the next few years of a “war economy” had an enormous impact on the nature of work and the workforce that left a lasting legacy.

Choose and discuss one of the following two topics related to the American experiences in World War II:
Focusing on American opinions and events of the late 1930s and early 1940s, discuss isolationist views and why those changed.
Identify two isolationist arguments for staying out of World War II. Describe the events that led us into war despite the isolationist views. What lessons can be drawn from this experience for our modern day concerns about war and when to engage in it. Identify the source(s) where you read about the New Deal responses.
In the period 1940-1945, the US would go into a “war economy” that dramatically impacted the American economy and society.
Give two examples of changes during the “war economy” period Describe the impact on US society and work during the war years Taking the long term view, explain ways our society is different due to the wartime experiences. Identify the source(s) where you read these changes during World War II.
Part 2: Respond to a Peer

Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections.

Reference Material

Week 6 Learn materials

Chapters 23

For guidance, view this short video:

Click here to watch the videoWordsworth’s “Tintern Abbey analysis: assignment help philadelphia
I need support with this English question so I can learn better.

Choose a word from either Wordsworth’s “Tintern Abbey,” or Keats’s “Ode on a Grecian Urn”– one that seems interesting or unusual, important or mysterious. Look that word up in the Oxford English Dictionary, paying attention to its etymology, its various possible meanings and its history of usage. Write a page (around 250 words) in which you explain how the word’s definition(s) or history affects the way you understand the poem.

An example:

In “Lycidas,” Milton’s poetic speaker declares of his dead friend:

“He must not float upon his wat’ry bier

Unwept, and welter to the parching wind,

Without the meed of some melodious tear.

The Oxford English Dictionary defines “meed” as “something given in return for labour or service; wages, hire; recompense, reward, deserts; a gift.” Although the OED also suggests that the word later came to mean “a reward or prize given for excellence or achievement,” reading the earlier definition allows me to hear an interesting note of ambivalence or uncertainty in the poem.

Is Milton suggesting that his poem itself is the “reward” for Lycidas’s “excellence” or achievement in life? This high opinion of poetry (and of himself) would seem to be consistent with Milton’s ambition to be a great poet. Or does “meed” here mean something more like“just deserts”—which could as easily be a punishment, or at least suggests that the poem is all that Lycidas deserves, no less but no more. Since Lycidas died young, “ere his prime,” he had not achieved significant things in his life: perhaps being preserved in an acquaintance’s poem is the best he can hope for.

This multiple sense of “meed” (Wage? Gift? Prize?) comes into play again when Milton uses the word late in the poem to describe his own fame as a poet: “Of so much fame in Heav’n expect thy meed.” Does this mean that our poet is confident he will be rewarded for his poetry in heaven (his poetry is important service to God, meed is his just reward)? Or does Milton’s uncertainty about the importance of poetry in the face of death mean that he is uncertain that his achievements as a poet could matter very much to God (I’ll get what I deserve in heaven—whatever that is.)?

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