Perform an Internet search for "Industrial Revolution" or "Inventions created during industrial revolution." Choose one invention that spurred the Industrial Revolution. Consider and discuss the following: * Explain why the invention was important. * What contribution did the invention make to the Industrial Revolution? Did it make people's lives easier? Did it eliminate jobs? * How has the invention evolved? Is it still currently being used?
How was Romanticism a product of the Industrial Revolution? Was the movement in any way an attempt to deny the sweeping and often questionable changes brought about by industrialization? Why or why not?
Not long after the Japanese surprise attack on the American naval base at Pearl Harbor, Hawaii, voices in the United States began calling for the removal and imprisonment of all people on the West Coast of all people having Japanese lineage. Overall, the justification given for this action was that feeling a stronger loyalty to the Japanese Empire than to the United States, Japanese-Americans presented an unacceptable threat to American security.
The legacy of the Japanese internment camps has never been fully settled in the United States, particularly here on the West Coast. You can still find arguments for and against them, and several were located here in Washington state. Officially the U.S. government issued a formal apology and reparations to interned Japanese-Americans in 1988, but the controversy has not ended. Trivia: George Takei, who played Lt. Hikaru Sulu on Star Trek and has more recently been known as a meme-generating machine, grew up in an internment camp and became interested in acting by watching the people who live-translated English-language films into Japanese during camp film screenings.
You can find a brief history of the internment here (http://www.pbs.org/childofcamp/history/). However, what I would like you to focus on is this Washington Post op-ed from February 12, 1942 (Fifth Column.pdf in the attach), in which Walter Lippmann argues for the necessity of interning Japanese-Americans (Japan had launched the unprovoked and devastating attack at Pearl Harbor not long before on December 7, 1941). In it, he describes Japanese-Americans as a fifth column, which is a term for a group that aids an attacking force by undermining the defending country or territory from within.
Your task, as with previous materials, is to unpack the geopolitical narratives that make up Lippmann's argument. How does he portray the nature of the risk in a spatial sense? How does he justify containing this risk by preemptively imprisoning people who have committed no crime? To be successful here you will have to look past the surface of some of his arguments and put yourself in the place of a contemporary reader anxious about the state of American security in the wake of Pearl Harbor, looking for a sense of security.
As always, the strongest papers will not comment on the morality or necessity of internment, but try to pull out the geopolitical images, discourses, and narratives that drive the argument for internment. You are also best-served focusing on spatial metaphors and imagery.
If you'd like additional material, here is a link (https://www.viki.com/videos/214042v-why-we-fight-war-comes-to-america?locale=en) to an episode from the 1942 American propaganda film Why We Fight - part of which we watched earlier in the course - that focuses on the period running up to the Pearl Harbor attack (most relevant material begins around 42:00); here is a 1942 cartoon (dr. seuss.gif in the attach) by Theodore Seuss Giesel, better known as Dr. Seuss, that appeared on your midterm exam.
What were the main problems with the Articles of Confederation that led to the Constitutional Convention of 1787? How did the national government under the Constitution differ from the Articles of Confederation?
How did the British colonists evolve from good citizens to revolutionaries who could compose and back something as special as the Declaration of Independence? What were the causes of the American Revolution?
In this discussion, watch the videos and read material about discriminatory mascots. Native Americans are not the only group that has been used as mascots. Read the articles below and search on your own for more information. Be sure to cite any article or video you use for information.
Write one original post of at least 200 words and
What is your experience with the “Indian Mascot” debate?
What are some of the most compelling arguments for and against the use of Indian imagery as sport teams mascots?
Has your perspective n the debate changed after exploring this topic? (Explain why or why not)
Redskins, Sambos, and Whities – Racism in Sports Mascots (https://changefromwithin.org/2010/12/10/redskins-sambos-and-whities-racism-in-sports-mascots/)
15 Racist Brand Mascots And Logos That Make The Redskins Look Progressive (http://www.businessinsider.com/15-racist-brand-mascots-and-logos-2014-6)
How 'Indian' mascots oppress (http://www.nativecircle.com/mascots.html)
Timeline: A Century of Racist Sports Team Names (http://www.motherjones.com/politics/2013/10/timeline-history-offensive-sports-mascots-redskins-snyder)
http://www.onenewspage.co.uk/n/Sports/755blwyhi/Adidas-is-paying-schools-to-drop-racist-Native.htm (Links to an external site.) (video)
Americana Indian - Nancy Marie Mithlo (https://www.youtube.com/watch?v=vdhWdgJI_ck)
The following is the Dahkota Brown video,
“Missing the Point: The Real Impact of Team Names on American Indian and Alaska Native Youth” (https://www.youtube.com/watch?v=fxnW9B14pvA#t=49)
ADDED October 29, 2016:
Ohio cheerleaders display "trail of tears" banner before game with Native American mascot (https://mic.com/articles/157999/ohio-cheerleaders-display-trail-of-tears-banner-before-game-with-native-american-mascot?utm_source=policymicFB&utm_medium=sharkmouth&utm_campaign=CMfacebook#.6xOVZoG9Y)
UNIT VI Scholarly Activity In today's era, the Sixth Amendment of the Constitution assures every citizen the right to counsel, a speedy trial, access to witnesses, and an impartial jury. There are a number of threats to providing an impartial jury, especially in cases that are well known to the media.
• Identify what options are available to the courts to ensure the fundamental fairness that may be threatened by media • exposure. • Explain potential threats that exist when trying to protect the rights of the accused from a media frenzy. • In a world that seems to record everything, describe how that presents an additional challenge to due process? • Identify one other threat to due process and successfully providing an impartial trial.
For this assignment, please write a two-pages or more that addresses the questions posed above. Further, research three recent or historical cases about the Sixth Amendment. You must be sure to provide a FULL synopsis of each case to support your viewpoints and statements about challenges to due process.
Choose the single most important aspect of the Sixth Amendment and defend your position about why it is the most important be sure to include a discussion of what would be the impact if that aspect was omitted from the Sixth Amendment.
You must follow APA guidelines for the citation of your sources, both in-text and on your reference page.
Discuss the many examples of leadership found in chapter 14. choose at least 3 examples from Robert E. Lee, William T. Sherman, Ulysses S. Grant, and other generals). Then evaluate Lincoln's leadership. Was he exemplary or wanting? Below I provided you the link. Sign in. Once I assign a writer I'll give you the username and password. Then click Ebook and scroll down to chapter 14. No plagiarism.
Review the Strategy Questions for Organizing Your Argument Essay in Chapter 5, and then write a 1000- word response to Chapter Activity #4 at the end of Chapter 9. In doing so, consider the Saint Leo University Core Value of Integrity emphasized in this course. This assignment asks you to address qualities of leadership. What is the relationship between integrity and leadership? Please include in your writing your own definition of Integrity and whether those in leadership roles are assumed to have (or demonstrate) integrity.
While Abraham Lincoln and John F. Kennedy were superior national leaders, everyday persons also take on the responsibilities and risks of leadership, as illustrated by the characters Jesus in Brady Udall’s “He Becomes Deeply and Famously Drunk” and Robert, the blind man, in Raymond Carver’s “Cathedral.” On the other hand, Lieutenant Jimmy Cross in Tim O’Brien’s “The Things They Carried” believes he has neglected his duties as the leader of his platoon. If you were conducting a leadership workshop for your college or local community, how could you use these individuals to illustrate key points of your presentation? What other examples—contemporary or historical, fictional or factual—might you use to illustrate leadership questions?
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