BOOK REVIEW INSTRUCTIONS You must write a book review on Our Global Neighborhood by the Commission on Global Governance. Commission on Global Governance. Our Global Neighborhood: The Report of the Commission on Global Governance. New York: Oxford Univer

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You must write a book review on Our Global Neighborhood by the Commission on Global Governance.

 

Commission on Global Governance. Our Global Neighborhood: The Report of the Commission on Global Governance. New York: Oxford University Press, 1995. ISBN: 9780198279976.

The Book Review must be 5–7 pages, not including the title and reference page. Format the body of your review in 5 main sections:Introduction, summary, critique, application, and conclusion. Do not summarize or critique the chapters chronologically. Consider the book as a whole. Avoid excessive quotations. State the authors’ view points in your own words and give specific page references when paraphrasing.

·         Summary
Summarize the main theme of the book. What is the overall perspective, purpose, or argument of the book? If the author wanted you to get one idea from the book, what would it be?

·         Critique
This section needs to balance the book’s strengths and weaknesses in order to unify your evaluation. What is noteworthy? What has the book accomplished? In what ways is the book effective or persuasive? Challenge assumptions, approaches, or arguments made by the author. Does the argument make sense? You can offer agreement or disagreement, and identify where you find the work exemplary or deficient in its knowledge, judgments, or organization. Provide concrete evidence for your assertions. Support judgments with references from the textbook reading in this course. Be sure that your evaluation is balanced, respectful, and fair. Control the tone of your critique.

·         Application
This section must demonstrate how the book has enhanced your understanding of current public policy issues. Additionally, briefly assess a current public policy issue in current events in light of the economic theories presented in this material. You must also introduce new ideas that go beyond the book if they complement ideas you have gathered from reading the book.

Note: if your book review is identical, reflect others’s review, and/or is  parallel to any book review related to this book, your review will not be accepted. Do not take it lightly, double check your work in Turnit In for plagiarism.

Due by 9:00 p.m. (ET) on Monday February 20, 2017

 

unit 3

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Multiple Choice Questions(Enter your answers on the enclosed answer sheet)

1)  Which painting contains a disguised symbol of a ‘memento mori’, a reminder that no one escapes death?

a.  Bosch’s Garden of Earthly Delights

b.  Pontormo’s Deposition

c.  Grünewald’s The Crucifixion

d.  Holbein’s The Ambassadors

2)  What statement best describes the effect of Martin Luther’s teachings?

a.  emphasized the role of good works in achieving salvation

b.  strengthened the Catholic Church’s influence in northern Europe

c.  brought about a new respect for the arts in Christianity

d.  gave the individual believer more responsibility than the priest

3)  What northern Renaissance humanist writer expressed his philosophical

skepticism in the form of personal essays?

a.  Michel de Montaigne

b.  Desiderius Erasmus

c.  William Shakespeare

d.  Thomas More

4)  What Northern Renaissance painting is part of an altarpiece–a folding wooden cabinet decorated with paintings?

a.  Dürer’s Self-Portrait

b.  Grünewald’s Crucifixion

c.  El Greco’s Burial of Count Orgaz

d.  Bosch’s Garden of Earthly Delights

5)  Which of these was important in spreading Martin Luther’s religious ideas?

a.  the printing press

b.  Morley’s Triumphes of Oriana

c.  Shakespeare’s Hamlet

d.  the telescope

6)  Which Renaissance work would most likely have been encountered at the

court of Elizabeth I?

a.  a performance of Palestrina’s Mass of Pope Marcellus

b.  a theater set designed by Palladio

c.  El Greco painting the monarch’s portrait

d.  performance of a motet by William ByrdUnit 3 Examination

138

GED 120 Introduction to Humanities

7)  Which Renaissance work is best categorized as mannerist–the conscious

manipulation and distortion of high Renaissance techniques?

a.  Dürer’s Self-Portrait

b.  Bruegel’s The Hunters’ Return

c.  Parmigianino’s Madonna With the Long Neck

d.  Palladio’s Villa Rotonda

8)  Which statement best describes the music of Palestrina?

a.  attempted to involve church congregations in musical worship

b.  directly appealed to emotions of worshippers

c.  pioneered the use of multiple choirs

d.  rejected intermingling of sacred and secular music

9)  The most popular Italian export of the Renaissance was:

a.  opera

b.  commedia erudita

c.  commedia grave

d.  commedia dell’arte

10)  What statement best describes the function of the Taj Mahal, in Agra, India?

a.  a shrine marking the site of an incident in the life of Muhammad

b.  a tomb of a Mughal emperor’s wife

c.  mosque dedicated to the Mughal faithful

d.  a temple where worshippers honor the Great Buddha

11)  In what regard is Velazquez’s masterpiece The Maids of Honor (Las

Meniñas), a scene in the artist’s royal studio, most remarkable?

a.  the novel treatment of a religious theme

b.  a brilliant use of red, blue, and gold

c.  its mood of gaiety and self-indulgence

d.  its complex arrangement of space

12)  Which of these works would most likely be performed at the court of Louis

XIV at Versailles?

a.  a cantata by J. S. Bach

b.  a concerto grosso by Vivaldi

c.  a ballet de cour by Lully

d.  an oratorio by HandelUnit 3 Examination

139

GED 120 Introduction to Humanities

13)  What would the Academy, as established under the rule of Louis XIV, most

likely do?

a.  ensure a religious content in pictures

b.  impose absolutist neoclassical rules on artists

c.  oversee the Dutch market in paintings

d.  encourage innovative styles of painting

14)  Which of these figures is associated with the heliocentric theory of the universe, an important advance in the Scientific Revolution?

a.  Nicolaus Copernicus

b.  John Locke

c.  René Descartes

d.  Antonio Vivaldi

15)  What feature or description characterizes Christopher Wren’s design for St.

Paul’s Cathedral?

a.  use of an encircling monumental colonnade

b.  compromise between native English and continental elements

c.  the strong influence of absolutist France

d.  elaborate Italian baroque decoration

16)  Which two artists are most closely associated with the rococo style in art?

a.  Jacques Louis David and Thomas Jefferson

b.  Peter Paul Rubens and Nicolas Poussin

c.  Joseph Haydn and Wolfgang Mozart

d.  J.-H. Fragonard and Antoine Watteau

17)  In what phenomenon did the Parisian Madame Geoffrin play an important

role?

a.  recovering the treasures of Pompeii and Herculaneum

b.  ending the aristocracy’s dominance in French art

c.  the development of ballet as an independent art form

d.  the success of the salon as an intellectual and social occasion

18)  What term describes the idea, popularized by J.-J. Rousseau, that human

society originated in an agreement among naturally free individuals to establish the rule of law and civil society?

a.  sensibilité

b.  the divine covenant

c.  neoclassicism

d.  the social contractUnit 3 Examination

140

GED 120 Introduction to Humanities

19)  What was the most notable achievement of Marie-Elisabeth Vigée-Lebrun?

a.  paint flattering portraits of Europe’s nobility

b.  compose popular operas performed in Vienna and Prague

c.  reform the practice of ballet dance

d.  establish a famous salon in rococo Paris

20)  Which of these works might have been most influenced by Palladio’s book of

classical designs, an important document in eighteenth-century neoclassicism?

a.  Jefferson’s Monticello

b.  Haydn’s London symphonies

c.  Noverre’s ballet d’action

d.  Boffrand’s Hôtel de Soubise

21)  Which figure, inspired by the principles of the French revolution, led the

inhabitants of his Caribbean island home against the power of the

Napoleonic empire?

a.  Toussaint l’Ouverture

b.  George Washington

c.  Símon Bolívar

d.  Thomas Jefferson

22)  What statement best describes Goya’s Executions of the Third of May,

1808?

a.  creates a mysterious landscape through effects of light and color

b.  evokes an atmosphere of exotic pleasure and sensual delight

c.  expresses a romantic protest against tyranny and oppression

d.  shows the influence of classical sculpture in its treatment of the figure

23)  Which of these romantic works inspired a set of illustrations by Delacroix,

several Lieder by Schubert, and an opera by Charles Gounod?

a.  David, Napoleon Crossing the Alps

b.  Mary Shelley, Frankenstein

c.  Berlioz, Symphonie fantastique

d.  Goethe, FaustUnit 3 Examination

141

GED 120 Introduction to Humanities

24)  For what reason would Turner’s The Slave Ship have been criticized by traditional art critics?

a.  disregarded precise detail in favor of atmospheric color and light

b.  incorporated classical sculpture and architecture

c.  depicted mythological creatures and fantastic scenes

d.  depicted a commonplace scene from ordinary life

25)  Which phrase best describes program music, a frequent format of music in

the romantic era?

a.  has a clear four-part structure

b.  is based on a novel or other literary work

c.  explicitly tells a story or describes a place

 

d.  is usually accompanied by a chorus

Italian Immigration to Philly Critique

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Presentation and Written Review of a Scholarly Article or Book Chapter: 15%

Each student will select one immigrant group and present to the class (in about 10-15 minutes) the core concepts from one scholarly article or book chapter relating to that group.  The student should include one complete copy of the article or chapter (to be given to the professor at the time of the presentation and to be shown to the professor for his approval prior to the student doing the review) and a one-page outline of the reading, which will also be given to the professor and to each class member (30 copies). Additionally, the student will submit to the professor a written critique of the reading (3-4 pages), which should include the following: a one-paragraph summary of the reading; a critical evaluation of the evidence supporting the major thesis or argument(s). (For example, what type of historical evidence is provided? Is it clearly organized? Explain. What types of related evidence might improve the argument? These might include the use of  personal journals, newspaper articles, personal interviews, photographs, maps, related graphics, charts, tables, graphs, etc. Also include suggestions for further research. The paper must also relate the article to course material. This is a major component of the assignment. Cite comparisons/contrasts to topics, themes, and issues raised in course readings, lectures, films, etc. Be creative. Finally, the student will generate one substantive question based on the reading, along with the answer to the question, which will be included on the same paper as the outline. 

 

The Article: 

http://www.jstor.org/discover/10.2307/20089965?uid=3739256&uid=2134&uid=2&uid=70&uid=4&sid=21105157286893

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​What are the essential elements of religious freedom? Is it necessary to formally separate the ties between religion, government & politics in order to have religious freedom? What are some ways to help facilitate society that values religious freedom?

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The Pew Research Center’s Forum on Religion and Public Life study found a worldwide rise in religious restrictions based on government restrictions and social hostilities.

What are the essential elements of religious freedom? Is it necessary to formally separate the ties between religion, government & politics in order to have religious freedom? What are some ways to help facilitate society that values religious freedom?

 

 

The New York TimesSeptember 20, 2012

 

Restrictions on Religion Are Tightening, Study Finds

 

By ADAM NOSSITER

 

DAKAR, Senegal — Government restrictions on religion around the world were highest in the Middle East and North Africa, particularly in the period before the Arab Spring uprisings, a new study has found, underscoring a factor that fueled hostilities in the region and led to the rise of political Islam after the revolts.

The study, by the Pew Research Center’s Forum on Religion and Public Life, said that in 2010 government restrictions on religion were “high or very high” in most of the Arab Spring countries, where suppression of Islamist movements contributed to the uprisings and spurred subsequent incursions of Islamists into political power.

Restrictions in Tunisia went from “high” in mid-2009 to “very high” a year later, the study found. The uprising there began at the end of 2010.

In Egypt, restrictions were already high and edged up further between 2009 and 2010, the year before the country exploded. And in Yemen, where there also was an uprising, restrictions increased sharply over the same period.

Over all, the study found a worldwide rise in religious restrictions. It measured two basic yardsticks: a government restrictions index, and a social hostilities index. Government restrictions include moves by authorities to ban faiths and conversions, and to limit preaching. Social hostilities encompass mob violence and “religion-related intimidation or abuse,” such as harassment over attire.

The study found 15 countries with very high levels of social hostilities in 2010, up from 10 in 2007, with the new additions being Egypt, Nigeria, the Palestinian territories, Russia and Yemen. It noted that “in Nigeria, violence between Christian and Muslim communities, including a series of deadly attacks, escalated throughout the period.”

However, in Nigeria at least, the religious dimension is often superseded by, or a mask for, more complex underlying factors — elements not noted by the broad-brush, numbers-based Pew study. In the central region of Nigeria, for instance, where much of the ostensibly Christian-Muslim violence takes place, the mutually hostile groups are often motivated as much by disputes over land and longstanding ethnic friction as they are by religion.

The study found that increases in religious restrictions outnumbered decreases in all five major regions of the world, with sub-Saharan Africa scoring the largest share of countries with significant increases.

Over all, countries with “high or very high restrictions” rose from 31 percent of the total in 2009 to 37 percent in 2010. The Pew study found that 63 percent of countries had “increases in government restrictions” from 2009 to 2010.

Separately on Thursday, United Nations human rights investigators in Geneva said that more than 300 Christians had been arrested since mid-2010 in Iran, where, they said, churches operate in a “climate of fear.” Iran is given a score of “very high” on Pew’s Government Restrictions Index.

The Pew study found that restrictions also increased in Europe, like the Swiss ban on construction of minarets, and in the United States, noting a rising number of instances in which people were prevented from wearing clothing or beards, and problems in building places of worship.

This article has been revised to reflect the following correction:

Correction: September 24, 2012

Because of an editing error, an article on Friday about a new study that found government restrictions on religion around the world were highest in the Middle East and North Africa, particularly in the period before the Arab Spring uprisings, misidentified the year in which the uprising in Tunisia began. It was 2010, not 2011.

Ethics in Contemporary Society

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Martin Luther King, Jr. was many things, a civil rights activist, nonviolent protestor, organizer, teacher, son, husband, father, and a black man. Many forget that he was first, a Christian Southern Baptist minister and preacher. His religious faith informed his ethical actions. After reading selections from Martin Luther King, Jr.’s, Letters from the Birmingham Jail, explore the role of Christian ethics in King’s actions during the turbulent times in the South in the 1960s. Consider the following:

 

  1. King was in Birmingham to address the issue of injustice by organizing a protest. Define the injustice and the protest and explain how Judeo-Christian ethics were applied to allow for civil disobedience. How was the injustice in Birmingham tied to all communities in the South?
  2. King lists four steps to nonviolent campaigns. Name them. How did these flow from King’s Christian ethical principles? How did King reconcile the “eye for an eye” Jewish ethical principle with the Christian “love one another” ethical principle of nonviolence?
  3. How do King’s ethical principles help him defend against the charges that his protests and law breaking were “untimely” considering the political situation in Birmingham at the time?
  4. Consider areas of conflict in the world today. Pick one and discuss how King’s actions and his ethical principles might resolve the issue.

 

Reference

 

King Jr., M. L. (1963). Letter from a Birmingham Jail.Retrieved from EBSCOhost database Academic Search Elite. Letters from Birmingham Jail

 

Post a 600–750-word paper discussing all of the questions to the M3: Assignment 2 Dropbox by Wednesday, February 4, 2015. All written assignments and responses should follow proper citation rules for attributing sources. Please use Microsoft Word spelling/grammar checker.

History choice of answering 4 different questions 250-300 words #5

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Your initial answer to the question should be between 250 – 300 words long. Include references and citations where necessary to ensure proper credit and documentation of your sources. You are welcome to include references in addition to the course textbook, just ensure that you use proper documentation. Please let me know if you have any questions / concerns regarding Chicago Style format.

Each of your comments to four of your classmates must be at least 125 words long and this does not include any citations / references. This minimum requirement helps to encourage students to go beyond a standard, “I liked your post” and push them to select particular points / examples and discuss them further. It is also appropriate for students to provide their reflections, opinions, additional examples and information, and even rhetorical or specific questions. Specific examples and references should include citations and footnotes.Either during the week of the forum, or in the following week between Monday and Friday, I will ask you a follow-up question that relates to either your initial posting or to a posting you made to another student. The follow-up question post has the same minimum requirements as the initial post. The follow-up question increases your critical thinking skills. The citation policy for the follow-up posting is the same as the initial posting–at least 250 words long plus citations.

 

Choose ONE

1. Why was the United States unable to avoid entering a Cold War with the Soviet Union?

4. In what ways were Truman’s and Eisenhower’s foreign policies similar? How did they differ?

5. What was the relationship between consumer culture and the emphasis on family life in the postwar era?

7. What is the significance of the Brown v. Board of Education of Topeka decision?

Exam: 007679RR – THE AXIAL AGES AND FITFUL TRANSITIONS

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Exam: 007679RR – THE AXIAL AGES AND FITFUL TRANSITIONS
When you have completed your exam and reviewed your answers, click Submit Exam. Answers will not be recorded until you
hit Submit Exam. If you need to exit before completing the exam, click Cancel Exam.
Questions 1 to 20: Select the best answer to each question. Note that a question and its answers may be split across a page
break, so be sure that you have seen the entire question and all the answers before choosing an answer.
1. Which of the following were major items of trade in the West African states of Ghana and Gao?
A. Bananas and copper
B. Coffee and sugar
C. Gold and salt
D. Cacao beans and slaves
2. The Chinese philosopher Xunzi wrote that if a person attempted to cure rheumatism by beating a drum
and sacrificing a pig to the gods, then the
A. drum would be worn out, and the pig would be gone.
B. rheumatism wouldn’t get better because proper therapy required playing a flute and sacrificing a chicken.
C. rheumatism would be cured.
D. rheumatism would get better, but the person wouldn’t be happy.
3. After its conquest by Alexander the Great, the government of the Persian Empire
A. was ruled by a traditional Macedonian monarchy.
B. became a democracy.
C. was maintained more or less intact.
D. was transformed into a democratic monarchy.
4. In the Rome of Marcus Aurelius, a recurrent formula for saving the state from crisis involved
A. enlisting the aid of Persian allies.
B. politicizing the military.
C. paying tributes to Germanic peoples in Europe.
D. dividing the government and delegating authority.
5. The Emperor Charlemagne spread Christianity among the Saxons by
A. giving pagans a choice of conversion or death.
B. imposing taxes on those who didn’t convert.
C. excluding pagans from trade and commerce.
D. by way of exemplary faith that set an example.
6. In the development of the Roman Empire, the Romans treated citizenship as
A. something to be shared with conquered people.
B. a benefit worthy only of peoples who had freely joined them.
C. meaningless because the Roman Empire was tyrannical.
D. belonging only to native Romans.
7. Confucius believed that human beings are essentially
A. evil.
B. gods.
C. good.
D. sinful.
8. What geographic feature at times made life difficult for the Moche of South America?
A. Desert
B. Unpredictable rivers
C. Mountains
D. Lack of access to the sea
9. Which of the following was a Chinese school of thought during the fourth century B.C.E. that
denounced ethics in favor of obedience?
A. Buddhism
B. Confucianism
C. Daoism
D. Legalism
10. The animating principles of Benedict’s rules for monks are the quest for salvation and
A. the subordination of willfulness.
B. knowledge obtained solely through communion with God.
C. the application of personal resistance to God’s work.
D. extremes of self-mortification.
11. What group colonized many small islands in the Pacific Ocean?
A. Polynesians
B. Chinese
C. Koreans
D. Japanese
12. _______ was the first thinker to postulate that numbers are real, not abstractions.
A. Parmenides
B. Aristotle
C. Pythagoras
D. Hui Shih
13. What did Islamists spread throughout the Old World starting in the eighth century?
A. Democracy
B. Disease
C. Metals used to make new weapons
D. New crops
14. Which of the following did the Mayans consider to be worthy of recording?
A. Trade records
B. Ceremonial rituals
C. The laws of their society
D. Information about everyday life
15. With the adoption of Christianity by Constantine, the emperor
A. stopped using images of pagan gods.
B. was no longer worshipped as a god.
C. ended pagan rituals and ceremonies.
D. was called God’s deputy on Earth.
16. A staple food transplanted from Southeast Asia to the Mediterranean world as a result of the Islamic
Empire was
A. wheat.
B. potatoes.
C. yams.
D. rice.
17. In the sixth century, kingdoms in India were
A. adopting Buddhism as their official religion.
B. developing traditions that would become Hinduism.
C. adopting Islam as their official religion.
D. undergoing successive waves of conversions to Christianity, Buddhism, and Islam.
18. What strategy did Buddhist and Christian missionaries employ to spread their faith that Muslims didn’t?
A. Conversion of kings and other elite figures
B. Conversion of merchants
C. Forceful conversion of others
D. Use of artifacts
19. How did Alfred the Great secure his modern reputation as a state-builder?
A. He encouraged trade through tax incentives to merchants and businessmen.
B. He gave free land and tax breaks to peasants.
C. He was lavishly generous to monks.
D. He forced people to live in militarized colonies.
End of exam
20. Which of the following is not one of the new thoughts of or about God that were formulated in the
Axial Age?
A. Many Gods
B. Involved God
C. Divine God
D. Single God

HISTORY 8

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Assignment 2.2: Policemen of the WorldFinal Paper
Due Week 10 and worth 120 points

You have already developed a thesis statement and developed an outline in which you explored two (2) real-life international incidentsfrom 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.

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

  1. Introduce your paper with your previously crafted thesis statement.
  2. Identify two to three (2-3) international events from the past five 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) quality references. Note: Wikipedia and other Websites do not quality as academic resources.

Your assignment must follow these formatting requirements:

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

The specific course learning outcomes associated with this assignment are:

  • 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.

Government of Student Response

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Name: June Nguyen          (Be respect and Understand)                                                              

                                                                                                                                                Salazar v. Buono

This case relates to the first amendment of the constitution which is the freedom of speech and freedom of religious. In the case Salazar v. Buono, which about a cross was erected as a memorial to fallen service members in a remote area within what is now a federal preserve. However, the court permanently enjoined the government from permitting the display of the cross, Congress enacted legislation directing the Department of the Interior to transfer an arche of land including the cross to the VFW in exchange for a parcel of equal value. In this case, Buono’s action was between both saying that Congress was acting against the first amendment by moving the cross, but when the Congress refers to the land swap, he prohibits it. His action and decision making the district court permanently enjoined the government from implementing that Act of Congress.