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Identify a piece of evidence that Moser uses in the passage to support his claim regarding nationalist perceptions of liberal economic policies.

Identify a piece of evidence that Moser uses in the passage to support his claim regarding nationalist perceptions of liberal economic policies.The passage used to answer the questions is:

When the [crisis] struck, nationalists were quick to identify the cause in [economic liberalism]. . . . As the crisis spread from country to country, global commerce and the gold standard increasingly came under attack. Once praised as the engine of economic progress and prosperity, international trade was now viewed as a source of foreign contagion. More than ever before, the nation’s economy had to be protected from cheap goods from abroad, and saved from reliance on foreign materials. [Governments raised tariffs] and each time a government [did so], it increased the pressure on others to do likewise. This generated considerable hostility. . . . The failure to cooperate in the face of the economic threat of the early 1930s was a harbinger of the inability of the powers to work together to deal with the threat of aggressive nationalism in the latter part of the decade.”
The passage is by John E. Moser, United States historian, book published in 2015
a) Identify a piece of evidence that Moser uses in the passage to support his claim regarding nationalist perceptions of liberal economic policies.
b) Explain a development in the late 1930s and early 1940s that could be used to support Moser’s argument in the last sentence of the passage.
c) Explain an economic policy, other than those mentioned in the passage, that governments in Western Europe and North America adopted in the 1930s to address the economic crisis referred to in the passage.

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Who are the slumlords and what are their machinations? What does the book tell you about Mumbai and urban India?

Who are the slumlords and what are their machinations? What does the book tell you about Mumbai and urban India?

Your critical analysis of the readings from weeks six is to be based on Chapters 1, 2, 3 and 4 from Katherine Boo, Behind the Beautiful Forevers. Each paper should be 1000-1200 words max. font 11, Times New Roman and double spaced. Paper should reflect the theoretical content taught in week six of the course. Boo’s book is a story of poverty and destitution in an informal settlement in Mumbai. The inhabitants of this settlement are primarily engaged in recycling waste, but the lack of state recognition of the settlement brings harassment from the police, local politicians and the state government. When you read the book, you should try to find excerpts from at least two chapters (of that particular week’s readings) that highlight social relations, gender relations within the settlement, the experiences of destitution and the aspirations of the poor in a city that is witnessing rapid economic growth. What are the main constraints the dwellers of the informal settlements face in their engagement with a corrupt state? Who are the slumlords and what are their machinations? What does the book tell you about Mumbai and urban India? How does the evidence in the book relate to urbanism in India and elsewhere that have been discussed in the first three weeks of class? These are some questions you could try to answer in both these papers. It is key that you have a separate and focused argument or insight in each of these papers.

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Explain a development in the late 1930s and early 1940s that could be used to support Moser’s argument in the last sentence of the passage.

Explain a development in the late 1930s and early 1940s that could be used to support Moser’s argument in the last sentence of the passage.The passage used to answer the questions is:

When the [crisis] struck, nationalists were quick to identify the cause in [economic liberalism]. . . . As the crisis spread from country to country, global commerce and the gold standard increasingly came under attack. Once praised as the engine of economic progress and prosperity, international trade was now viewed as a source of foreign contagion. More than ever before, the nation’s economy had to be protected from cheap goods from abroad, and saved from reliance on foreign materials. [Governments raised tariffs] and each time a government [did so], it increased the pressure on others to do likewise. This generated considerable hostility. . . . The failure to cooperate in the face of the economic threat of the early 1930s was a harbinger of the inability of the powers to work together to deal with the threat of aggressive nationalism in the latter part of the decade.”
The passage is by John E. Moser, United States historian, book published in 2015
a) Identify a piece of evidence that Moser uses in the passage to support his claim regarding nationalist perceptions of liberal economic policies.
b) Explain a development in the late 1930s and early 1940s that could be used to support Moser’s argument in the last sentence of the passage.
c) Explain an economic policy, other than those mentioned in the passage, that governments in Western Europe and North America adopted in the 1930s to address the economic crisis referred to in the passage.

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read The Epic of Gilgamesh

read The Epic of Gilgamesh
-requirements are in the file

-three pages

-Paper should be formatted according to guidelines established in the Chicago Manual of Style.

-Details can be found on-line, but the main points are: one-inch margins all around, a 10-12 point font, double-spaced, page numbers in the corner, no title page or works-cited, and properly-formatted footnotes or endnotes. Citation style can follow MLA or APA guidelines.

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Does the music suggest a philosophy for living?

Does the music suggest a philosophy for living?Renaissance Period
Listen perceptively to “O Magnum Mysterium” by the Renaissance Spanish composer Tomás Luis de Victoria.

play “Kyrie” from Missa O Magnum Mysterium by the Renaissance Spanish composer Tomás Luis de Victoria.

In 5 short paragraphs, describe the attributes of the musical selection, according to the following critical criteria:

1. RECOGNIZE AND DESCRIBE:

At least one example of each musical element—rhythm, tempo, melody, harmony, timbre, texture, and form—that occur in this particular composition. Use precise musical terms learned in the course and descriptive adjectives. Examples of descriptive adjectives might include: a “menacing” melody, “triumphant” dynamics, or a “racing” tempo. Use your imagination!

2. DEVELOP:

Your conclusions about what the composer was trying to represent. [Might a “racing” tempo represent an attempt to escape from danger or dancing at a celebration?]

3. INTERPRET:

The composition’s emotional value, using language that describes emotional states. Does the music express joy, fear, pleasure, optimism, sadness?

4. EVALUATE:

The composition’s creative quality: What makes this composition a valuable work of art?

5. ANALYZE:

The effect that the composition has on you. How does it express aspects of the human condition? Does the music suggest a philosophy for living?

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How does it express aspects of the human condition? Does the music suggest a philosophy for living?

How does it express aspects of the human condition? Does the music suggest a philosophy for living?
Period
Listen perceptively to “O Magnum Mysterium” by the Renaissance Spanish composer Tomás Luis de Victoria.

play “Kyrie” from Missa O Magnum Mysterium by the Renaissance Spanish composer Tomás Luis de Victoria.

In 5 short paragraphs, describe the attributes of the musical selection, according to the following critical criteria:

1. RECOGNIZE AND DESCRIBE:

At least one example of each musical element—rhythm, tempo, melody, harmony, timbre, texture, and form—that occur in this particular composition. Use precise musical terms learned in the course and descriptive adjectives. Examples of descriptive adjectives might include: a “menacing” melody, “triumphant” dynamics, or a “racing” tempo. Use your imagination!

2. DEVELOP:

Your conclusions about what the composer was trying to represent. [Might a “racing” tempo represent an attempt to escape from danger or dancing at a celebration?]

3. INTERPRET:

The composition’s emotional value, using language that describes emotional states. Does the music express joy, fear, pleasure, optimism, sadness?

4. EVALUATE:

The composition’s creative quality: What makes this composition a valuable work of art?

5. ANALYZE:

The effect that the composition has on you. How does it express aspects of the human condition? Does the music suggest a philosophy for living?

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Use precise musical terms learned in the course and descriptive adjectives.

Use precise musical terms learned in the course and descriptive adjectives.Renaissance Period
Listen perceptively to “O Magnum Mysterium” by the Renaissance Spanish composer Tomás Luis de Victoria.

play “Kyrie” from Missa O Magnum Mysterium by the Renaissance Spanish composer Tomás Luis de Victoria.

In 5 short paragraphs, describe the attributes of the musical selection, according to the following critical criteria:

1. RECOGNIZE AND DESCRIBE:

At least one example of each musical element—rhythm, tempo, melody, harmony, timbre, texture, and form—that occur in this particular composition. Use precise musical terms learned in the course and descriptive adjectives. Examples of descriptive adjectives might include: a “menacing” melody, “triumphant” dynamics, or a “racing” tempo. Use your imagination!

2. DEVELOP:

Your conclusions about what the composer was trying to represent. [Might a “racing” tempo represent an attempt to escape from danger or dancing at a celebration?]

3. INTERPRET:

The composition’s emotional value, using language that describes emotional states. Does the music express joy, fear, pleasure, optimism, sadness?

4. EVALUATE:

The composition’s creative quality: What makes this composition a valuable work of art?

5. ANALYZE:

The effect that the composition has on you. How does it express aspects of the human condition? Does the music suggest a philosophy for living?

The post Use precise musical terms learned in the course and descriptive adjectives. appeared first on superioressaypapers.

Listen perceptively to “O Magnum Mysterium” by the Renaissance Spanish composer Tomás Luis de Victoria

Listen perceptively to “O Magnum Mysterium” by the Renaissance Spanish composer Tomás Luis de Victoria

Renaissance Period
Listen perceptively to “O Magnum Mysterium” by the Renaissance Spanish composer Tomás Luis de Victoria.

play “Kyrie” from Missa O Magnum Mysterium by the Renaissance Spanish composer Tomás Luis de Victoria.

In 5 short paragraphs, describe the attributes of the musical selection, according to the following critical criteria:

1. RECOGNIZE AND DESCRIBE:

At least one example of each musical element—rhythm, tempo, melody, harmony, timbre, texture, and form—that occur in this particular composition. Use precise musical terms learned in the course and descriptive adjectives. Examples of descriptive adjectives might include: a “menacing” melody, “triumphant” dynamics, or a “racing” tempo. Use your imagination!

2. DEVELOP:

Your conclusions about what the composer was trying to represent. [Might a “racing” tempo represent an attempt to escape from danger or dancing at a celebration?]

3. INTERPRET:

The composition’s emotional value, using language that describes emotional states. Does the music express joy, fear, pleasure, optimism, sadness?

4. EVALUATE:

The composition’s creative quality: What makes this composition a valuable work of art?

5. ANALYZE:

The effect that the composition has on you. How does it express aspects of the human condition? Does the music suggest a philosophy for living?

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Use at least two quotes from your source to justify your choice of lens.

Use at least two quotes from your source to justify your choice of lens.

Malloy, S. L. (2012). ‘A very pleasant way to die’: Radiation effects and the decision to use the atomic bomb against Japan. Diplomatic History, 36(3), 515–545. Retrieved from http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=shapiro&db=a9h&AN=74547716&site=ehost-live&scope=site

Read the article, write a discussion post (150 to 200 words) about which of the following lenses you believe the article is using: social, political, economic, or other. Use at least two quotes from your source to justify your choice of lens.

Definitions of Lenses

Social Lens: This lens focuses on people and their interactions with others. It explores areas of ethnicity, class, and gender. Examining the actions and behaviors of how different groups of people interact with each other—and within their own group—provides historians with a great deal of insight into the past.

Political Lens: Not focusing solely on politicians and governments, the political lens looks at the relationship of those who have power and those who do not. Historians using a “political lens” seek answers about the ways in which legislation and law influence the lives of individuals. How do individuals (and groups of individuals) react and respond to these? What methods do they employ to create and/or change the “rules” under which they live?

Economic Lens: This lens focuses on the local, national, or international economy, all of which are central to the lives of every living person. While it conjures images of corporations and economic systems, the economic lens also focuses on government regulation of businesses, the relationships between capital and labor, business strategies such as marketing or horizontal integration, and the relationships between business and consumers.

Other Lenses: Falling somewhere in between these three broad categories, or perhaps overlapping one or more of them, are other lenses available to historians. Each of these lenses helps clarify a specific area of the human past: the environment, the military, science and technology, and so forth.

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