M2D1 HIS 352

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Nation Building and Insurgency

 
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US President Eisenhower shaking hands with South Vietnamese President Ngo Dinh Diem, 1957. Secretary of State John Foster Dulles behind the two, 1957.This discussion addresses the following outcomes:

  • Analyze US efforts at nation-building in South Vietnam (CO#1);
  • Examine the growth of insurgency in South Vietnam as well as the links between this insurgency and North Vietnam (CO#1);

As the French vacated Vietnam, the US became the de facto sponsor of the country of South Vietnam. South Vietnam, with a smaller population than its northern counterpart, was, in effect, a Cold War experiment for the United States. As the old colonialist order unraveled after World War II and communism threatened Asia, US policymakers sought to create in South Vietnam an example of how a stable, democratic (or, at the very least, passably democratic) developing country with a market economy could flourish in the postwar world. Indeed, South Vietnam would be one of the first US attempts at nation building in the Cold War.

In this activity you will examine both the nation building and growing insurgency that characterizes the era beginning with the Geneva Accords and ending with the final year of the Eisenhower presidency. Prior to completing this discussion activity, be sure to read Chapter 2 in Herring, the Final Declaration of the Geneva ConferencePreview the document, and the Letter from Eisenhower to Ngo Dinh DiemPreview the document. In addition, make sure to view/listen to the Module 2 Notes Presentation (Links to an external site.)Links to an external site.. After doing so, consider the following questions as you craft a post of at least 250 words:

  • What were the relative strengths and weaknesses of Ngo Dinh Diem as the leader of South Vietnam and what explains the US views of Diem’s capabilities over time?
  • Was the southern insurgency more a product of concerted efforts on the part of North Vietnam or Diem’s weaknesses as a leader?
  • Contemplate the quandary facing Eisenhower during the final years of his second term with relation to Vietnam. In retrospect, what do you think the US should have done differently (if anything) leading up to the end of the Eisenhower years?

After you have posted, read through the postings of your peers. Choose two of your peers and respond to their posts by offering a substantive addition to their post and/or a thoughtful reflection on a particular aspect of their post. Each response to a peer should be approximately 100 words in length and should contribute to the discussion in progress. Be sure that your responses are respectful, substantive, and consistent with the expectations for discussion, as stated by the prompt. Please direct to me any questions you may have that are related to discussion interaction.

Choose a scenario from the University of Phoenix Material: Scenarios. Define activities for a project based on the scenario you choose. You must include the following: Identify the scope of the project. Define the needs of the stakeholders. Create a WB

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Choose a scenario from the University of Phoenix Material: Scenarios.

 

Define activities for a project based on the scenario you choose. You must include the following: 

  • Identify the scope of the project.
  • Define the needs of the stakeholders.
  • Create a WBS for the project.
  • List necessary tools and techniques.
  • List activities, activity attributes, and milestones for the project. 

Sequence the activities in a chart or diagram.

_______________________________________________________________________________________

 

 

University of Phoenix Material

 

Scenarios

 

Scenario 1: Software update

 

You work for a small shipping company and warehouse. The owners have decided to update the software used for tracking, shipping, receiving, and inventory. Fifteen computers need to be updated. Hours of operation are 7 a.m. to 7 p.m. Monday through Saturday. Each computer must be updated manually by one of two trained employees, both of whom must be borrowed from other managers. The update procedure consumes 4 hours of the updater’s time and generates an additional 1.5 hours of computer downtime. The work must be performed at a central loading station, away from the current location of the computer.

 

Scenario 2: Training on a new process

 

You are on a project management team for a medical association with three office locations. Each location has five administrative assistants, two records specialists, two transcriptionists, one office manager, three nurses, and three doctors. The Health Insurance Portability and Accountability Act of 1996 (HIPAA) recently changed the standard operating procedure for releasing patient privacy information. All personnel must be trained in the new policies and procedures. Training hours per position are as follows: administrative assistants require 2 hours, records specialists require 3 hours, transcriptionists require 1.5 hours, office managers require 5 hours, and nurses and doctors require 1 hour. All offices reside in the same metropolitan area, within a 30 mile radius.

 

Scenario 3: Create an employee incentive program

 

You work at a for-profit university. Due to strict accreditation regulations and laws related to Title IV of the Higher Education Act of 1965 for institutions offering federal financial aid, your organization cannot offer traditional sales bonuses for employees who enroll students. Recently there has been a decline in employee morale. Senior management thinks that a new employee incentive program might boost employee morale.

 

Scenario 4: Smartphones for upper management

 

Your company currently provides all executives with Internet-enabled smartphones. To save money, your company has decided to expand the smartphone program to all employees who currently have a company cell phone and laptop. Ten senior managers expect to be priority recipients of the new technology, 100 employees currently have a company laptop and cell phone, and 15 employees have not yet been assigned company equipment. Funding will be approved if the initiative will save money in the long-term.

 

Scenario 5: Adding company vehicles

 

You work for a major grocery chain. A special department handles internal investigations of employee theft and fraud. The investigators must travel to individual stores to interview suspects. Stores may be in the same city or several hours away. To protect the identity and personal property of the investigators, your company provides a company car when traveling to store locations. The four investigators share one company car. Each investigator uses the company car on average 2 days per week. Scheduling conflicts with the company vehicle often delay interviews and interfere with investigations. A recent performance analysis indicated that positive resolution to an investigation diminishes with delayed interviews. The company president is considering adding three more company cars to its fleet and changing the policy so that each investigator is assigned his or her own vehicle.

M1D2- HIS 352- Need Tuesday morning

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This discussion addresses the following outcomes:

  • Compare and contrast reasons for French and United States involvement in Southeast Asia leading up to, during, and following World War II (CO#1);
  • Connect the First Indochina War to the broader Cold War (CO#1);
  • Assess available US policy options during the First Indochina War (CO#1)

After suffering a humiliating military defeat, German occupation and proxy rule under the Vichy government, and ultimately benefitting from the “rescue” offered by the other Allied countries during World War II, the French harbored ambitions of recapturing the tangible economic benefits as well as the glory and international prestige of their prewar colonial holdings. Of course, “French Indochina” was one of the most prized of these former colonies. Restoring French rule in Indochina was thought by French policymakers as key to restoring France’s place in the world. Meanwhile, US officials were publicly in favor of general decolonization in the aftermath of World War II but nonetheless ended up supporting the French position of “recolonization” from 1945 through the end of the war that France would lose to the Viet Minh in 1954.

Prior to posting to this forum, be sure to read the first chapter in the Herring text and view Disaster at Dien Bien Phu (Links to an external site.)Links to an external site. [Video File, 23 minutes], and the Module 1 Notes Presentation (Links to an external site.)Links to an external site.. After doing this, consider the following questions in a post of at least 250 words:

  • Why did the US ultimately decide to support French ambitions in Vietnam after the end of World War II?
  • Given the choices facing both French and US policymakers during the First Indochina War, what missteps, if any, do you believe were made by both sides?
  • After considering these questions, evaluate US options during the First Indochina War and determine whether or not US policy toward Vietnam from 1945-1954 is a classic historical example of “mission creep (Links to an external site.)Links to an external site.” or not.  Be sure to explain your stance

Industrialization After the Civil War Thesis and Outline

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Due Week 3 and worth 70 points

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

Part 1:

  1. Write a thesis statement that is one to two (1-2) sentences long in which you:
    1. State your thesis on how industrialization after the Civil War influenced U.S. society, economy, and politics. Justify your response.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/

Part 2:

For the next part of this assignment you will create an outline of the main points you want to address in this paper. This outline will serve as the basis for your Assignment 1.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/

  1. Write a one to two (1-2) page outline in which you:
    1. List three (3) major aspects of industrialization between 1865 and 1920.  In your response, consider society, the economy, and politics.
    2. List five (5) specific groups that were affected by industrialization. Provide two (2) examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
    3. List five (5) ways that industrialization affected the life of the average working American during this period.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
  • Include a cover page containing the title of the assignment, your name, your professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

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

“Classical Music; Early Abolitionist Art and Literature” Please respond to one (1) of the following, using sources from the Explore folder that are repeated below as the basis of your response:

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Listen to one (1) composition (for a symphony) by Haydn or Mozart, either at the websites below or in this week’s Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. Compare it to a specific modern musical work for which you might use the term “classic” or “classical”.

  • Explain whether you think an autobiographical or fictional account by a slave (such as Phillis Wheatley and Olaudah Equiano) is more persuasive than a biographical or fictional account by a white author (such as John Gabriel Stedman or Aphra Behn). Explain whether you believe the representations of slavery in the visual arts (such as William Blake’s illustrations, William Hackwood’s cameo, or John Singleton Copley’s painting) were more compelling and convincing of the injustices of slavery than the literary representations already mentioned. In your explanations, use specific examples and consider both audience and the content and nature of the work. Identify the literary or art form in modern times that you think is most effective at depicting injustice.

Explore:

Classical Music

Early Abolitionist Art & Literature

EXCETIONALGREEK ONLY

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Write a paper about an event in the period of U.S. history up to the era of Reconstruction. This paper must illustrate the perspectives of a specific person or group of people (e.g. freed slaves) within a historically marginalized population. For the purpose of this assignment, we define historically marginalized as people whose perspectives have not been represented in history texts until very recently. Discuss the person’s or group’s era and experiences in context of what was happening around them, prioritizing their experience rather than the established narratives of the dominant experience. Possible perspectives include those of Anne Hutchinson, Pocahontas, or Sojourner Truth.

This paper must include a discussion of the following topics:

  • A thorough summary of the event, including the incidents that took place and the key individuals involved
  • The importance of the event in the larger scope of U.S. history
  • How the event changed the daily life of the person from whose perspective you are writing
  • A prediction for how the event will make a long-term impact in the lives of those in the under-represented group from which the perspective is being written (keep in mind that this perspective should be written from the time at which the event took place).

Please adhere to the following requirements for the paper:

  • Adhere to CSU-Global Guide for Writing and APA Requirements
  • Consist of at least four full pages but no more than six pages
  • Use at least five sources, including a scholarly journal article
  • Have an introduction and strong thesis
  • Make use of historical evidence and examples supporting your thesis
  • Finish with a forceful conclusion reiterating your main idea.

History discussion

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Discussion 2: Jefferson & Slavery

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

TOPIC 
Jefferson & Slavery

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

president elections

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Assignment – Presidential Elections

Select a presidential election year from 1952 – 2004.  You are about to take a journey into the past….  Follow the steps below to complete this assignment:

  • Go to The Living Room Candidatewebsite
  • Click on your selected election year to the left.  Read the “overview” section, and each section associated with the names of the candidates.  Be sure to do this first so you have background information on the times and what the major issues were during that election year.
  • After reading the introductory material, look at the small images at the bottom of the page.  For each of these that you click on, you’ll see an actual television commercial for that candidate’s campaign.  Watch each of the commercials for your selected election year.  While watching take notes about the type of ads they used. How were they trying to “sell” the candidate?  Were they attacking their opponents?  What strategies were they using?
  • After watching the commercials, go back to the upper right  and click on “RESULTS” for your election year.  Check out the electoral map that appears.

After completing these steps, you will write an analysis of this election year and the campaign that took place.  Write a 2-3 page analytical essay answering the following questions.  Feel free to expand on your thoughts more – you do not need to stick only to the questions below.

  • What were your thoughts on the commercials?  Did the candidates “fight fair”?  Did they use good tactics to prove why a voter should vote for them?
  • If you were a voter in that election, based on the commercials, who would you have voted for and why?
  • Who won the election?  Did you feel that candidate had the better, more convincing commercials?  Why or why not?

Policeman of the world 2.2

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Due Week 10 and worth 120 points

By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policemen of the world.” Using the Internet and reputable news sources, research two (2) real-life international incidents from the past five (5) years in which:

  • The U.S. used military action abroad.
  • Controversy existed within the American public regarding U.S. involvement.
  • Controversy existed within the country or countries affected by U.S. involvement.

You have already developed a thesis statement and developed an outline in which you explored two (2) real-life international incidents from the past five (5) years involving the United States as they received an elevated status as a world power. Now you will develop the final paper in which you explore your main points in detail.

Prompt: Describe the manner in which the United States shifted to become the dominant force in international relations, and the consequences the United States faces as a result of its status as “policemen of the world.” Discuss two (2) international events involving the US military from the past five (5) years that can be traced back to a foreign policy created after the Civil War.

Key Themes:

  • Aspects of US history since 1865 that has led to the US’s rise as a world super power policeman.
  • International incidents since World War II where America has taken on a policing role.
  • Driving forces that fueled international policy decisions involving the international
  • Treaties, exit strategies, elections, and wars
  • The rise of the United States to a world “superpower” and how that status has shaped its internal developments in recent decades.

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

  1. Introduce your paper with your previously crafted thesis statement.
  2. Discuss two (2) international events involving the US military from the past five (5) years that can be traced back to a foreign policy created after the Civil War.
  3. Discuss three (3) aspects of US history since 1865 that has led to the US’s rise as a world super power policeman.
  4. Identify three to five (3-5) international incidents since World War II where America has taken on a policing role.
  5. Determine three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)
  6. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and similar websites do not qualify as academic resources.
  7. Write using relevant explanations, examples, and evidence that logically support ideas.
  8. Demonstrate correct spelling, grammar, and writing mechanics.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check for any additional instructions.
  • Include a cover page containing the title of the assignment, your name, your professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Analyze the rise of the United States to a world “superpower” and how that status has shaped its internal developments in recent decades.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

Previously written 

  

Part 1

1. Write a thesis statement that is one to two (1-2) sentences long in which you state your thesis on the significance of the current role of U.S. military, as exemplified in the two (2) real-life international incidents that you have researched.  

The states are generally wonderful and have a prepared impact since they have the resources for giving help, after the Civil War, United States’ military highest focuses got affirmation as the world’s policemen.

2.  Describe the two (2) international events involving the U.S. military from the past five (5) years you investigated that can be traced back to a foreign policy created after the Civil War.  

· The future atomic improvement.

· The Strategizing of the Defense Initiative

Part 2

1. List three (3) aspects of U.S. history since 1865 that have led to the U.S rise as a superpower policeman. 

· The policies on Anti-terrorism

· The policy change on Immigration

· The atomic weapons development prohibition Laws

2. List three to five (3-5) international incidents since World War II where America has taken on a policing role.

· The Korean War

· The Intervention in Lebanon

· The Dominican Civil War

· Invasion of Grenada

3   List three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)  

· Division of Capitalist and Communist Bloc

· Establishment of NATO

· Southeast Asia Treaty

· The Anti-Ballistic Missile Treaty

· START I arms control treaty

  

References

Berkin, C., Miller, C., Cherny, R., (2013). Making America: A History of the United States, Volume 1: To 1877, Cengage Learning; 6 editions. 

Nikou, S. (2014). The United States Institute of Peace: Timeline of Iran’s Foreign Relation.

Rosita, J., & Scott, J. (2010). Cengage Advantage Books: The Politics of United States Foreign Policy. Cengage Learning. 

Solomon, K. L. (2011). Assessment of the Potential Operational Consequences of Russia Joining NATO. Army Command and General Staff Coll Fort Leavenworth Ks School of Advanced Military Studies. 

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Film analysis #2 (- Martin Luther Reluctant Revolutionary )

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watch the video then analysis with this format.

 

1.            Name of film: 

 

2.            Main point of the film:

 

3.            What is the point of view of the film?  Was it overly favorable or critical of a particular group or individual? 

 

 

4.            What inferences were made in the film?  Were there parts of the film that filmmakers must have made up because they couldn’t have known this from the available evidence?

 

 

5.            What Techniques are used in the film to persuade the audience to the filmmakers point of view?  Note music, camera angle, character portrayal, etc.

 

 

6.            What evidence is included to support the point of view put forth in the film? What is the source of that evidence? How strong is it?

 

 

7.            What relevant information do I know?  Does it contradict or support the story presented in the film?

 

 

 

8.            Overall, how strong are the historical arguments in this film?  Is it historically accurate?