consider the different reactions to Burke’s critique by the British aristocracy

consider the different reactions to Burke’s critique by the British aristocracy

Is the Reflections largely a rhetorical tour-de-force geared toward a particular public, is it an incisive analysis of the weaknesses of the French Revolutionary movement

Ho=ow accurate is his account of the revolution? Is the Reflections largely a rhetorical tour-de-force geared toward a particular public, is it an incisive analysis of the weaknesses of the French Revolutionary movement, or is it both?

What type of reader is likely to agree with Burke’s analysis, and who might disagree? In addition to considering the reactions of the three estates of France, consider the different reactions to Burke’s critique by the British aristocracy, merchant classes, and working classes, respectively.

How does Burke’s account of the causes and consequences of the revolution square with the other available primary sources, as well as with the views of contemporary scholars?

*Please use Abbe Sieyes “What is the third estate” and the documents provided.*

https://history.hanover.edu/texts/cahiers1.html

**PLEASE FINISH BEFORE 11:00 EST, THANK YOU**

How and why did Anomabo transform into one of the leading port towns in the Transatlantic Slave Trade in this era?

This discussion addresses the following module and course outcomes:

  • Compare the economy and society of Anomabo before and during the eighteenth century to examine how Anomabo transformed into a central hub of the Transatlantic Slave Trade (CO2 & 4)

Although the Gold Coast was a major region of trade between Africans and Europeans before the era of the slave trade, the port of Anomabo was a rather sleepy town on the Atlantic Coast. Most of the gold exported out of the region departed from other ports. As such, most of the economic activity in Anomabo consisted of local trade and fishing. Around 1700, however, the port transformed into a major hub of the Transatlantic Slave Trade. Sparks analyzes this economic and social transformation through a vivid narrative that addresses many questions about Africa during the trade.

In preparation for our discussion, be sure to read all of Sparks, Where the Negroes are Masters.

Based on your reading of Sparks, post a response of at least 250 words to the following questions:

  • How and why did Anomabo transform into one of the leading port towns in the Transatlantic Slave Trade in this era? Use specific evidence from the book.
  • What effect did this transformation have on Anomabo’s economy and society?

What effect did this transformation have on Anomabo’s economy and society?

This discussion addresses the following module and course outcomes:

  • Compare the economy and society of Anomabo before and during the eighteenth century to examine how Anomabo transformed into a central hub of the Transatlantic Slave Trade (CO2 & 4)

Although the Gold Coast was a major region of trade between Africans and Europeans before the era of the slave trade, the port of Anomabo was a rather sleepy town on the Atlantic Coast. Most of the gold exported out of the region departed from other ports. As such, most of the economic activity in Anomabo consisted of local trade and fishing. Around 1700, however, the port transformed into a major hub of the Transatlantic Slave Trade. Sparks analyzes this economic and social transformation through a vivid narrative that addresses many questions about Africa during the trade.

In preparation for our discussion, be sure to read all of Sparks, Where the Negroes are Masters.

Based on your reading of Sparks, post a response of at least 250 words to the following questions:

  • How and why did Anomabo transform into one of the leading port towns in the Transatlantic Slave Trade in this era? Use specific evidence from the book.
  • What effect did this transformation have on Anomabo’s economy and society?

. How did your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project

I am learning about the Vietnamese culture as an African American Christian woman. I spent time with two Vietnamese families that owns a nail shop and restaurant. The nail shop owner is from Vietnam and speaks fluent English and the same with his family that owns the Vietnamese restaurant. I observed their culture how they interact with their families, serve people of different cultures in the nail shop and restaurant. I attended Sunday dinner at the family restaurant  after worship services….I attached Part 1 of the project

Part 3 of the project is Individual Encounter and Synthesis

Group Encounter

You will attend and actively participate in 2 events related to your selected cultural group. These events can be activities such as church services, Bible/religious studies, community organization meetings, volunteer work at homeless shelters or food kitchens, attendance at support group meetings, fund-raising events, school-related meetings or activities, etc. The key thing is that these activities are sponsored by or provided for your particular cultural group.

It is encouraged that you pray before attending and participating in these events, especially if you are considering attending a religious service outside of your faith tradition. You must spend at least 4 hours total engaged in these 2 events (approximately 2 hours per event). If you attend another cultural group’s church service, do not be surprised if the service is longer than you anticipated and if you are invited to a meal afterwards. Be aware that it may insult some cultural groups if you do not eat with them following the service. The entire event (church service plus meal) counts as 1 activity.

With any activity, it is important that you interact with members of the cultural group to develop an understanding of the event and the motivations of individuals in participating in them. Consider some of these factors:

• What are the purposes of the activity/event?

• What are the cultural underpinnings?

• What are the associated religious beliefs or values?

• What are the social beliefs or values?

• What are the political beliefs or values?

• What are the economic beliefs or values?

You will answer the questions listed below. First person may be used in your answers. This assignment may also be in outline form instead of formatted as a traditional paper; however, you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.

1. What events did you attend? What happened? (approximately 250 words)

2. How did your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1? (approximately 250 words)

3. How did participation in these immersion events impact you emotionally? In other words, what was it like to be a minority in this group? (approximately 250 words)

4. As you consider your own cultural background, why do you think you responded the way you did? (approximately 250 words)

5. What are some key things that you have learned about this culture through these events? (approximately 250 words)

Classroom Assessment Assignment

  • https://nl.idm.oclc.org/login?url=https://video.alexanderstreet.com/watch/the-case-for-21st-century-learning-and-assessment03:14
  • profileIf you are having difficulty accessing the video links try copy and pasting the URL into your browser. Top 14 types of assessments https://www.youtube.com/watch?v=zTkQjH-_97c&feature=youtu.be 3 Types of Classroom Assessment https://resilienteducator.com/classroom-resources/3-types-of-assessment-commonly-used-in-education/ Task Analysis How To https://www.youtube.com/watch?v=mIAJ8SKLkGY understanding rubrics https://www.youtube.com/watch?v=b4shMaSel00 Hope this helps

 

Classroom Assessment Assignment:

  • Create a Task Analysis Chart for a life skill (should have at least 6 criterion)
  • Develop a Rubric that will help you assess the quality of the task you are assessing.  Review the provided Task Analysis power point in Module 7 for ideas on how to complete this.  Have fun with it-it can be any ‘everyday’ task-brushing your teeth, making an appointment via phone, making a sandwich etc.  Don’t over think this but do make a real effort to break down the task.  We often don’t realize how many steps it takes to complete a ‘basic’ task, but as special educators it is our job to break down things so that our students can become proficient and as independent as possible.  The rubric you will create will let them know how closely they approximated the goal.
  • Write two of each test question using the information: True/False, Multiple choice, Short Answer, Fill in the Blank. For each describe how these meet the criteria for GOOD test questions.

How would you solve China’s population problem?

China has been the world’s most populous state for many centuries, and during the population explosion of the 20th century it was also one of the fastest growing.  As a result, China embarked on a vigorous population-control program that imposed a one child limit per couple.  Enforced by sometimes draconian methods, this policy had the desired effect:  by the mid-1980s China’s annual population growth was down to 1.2%, and by 2012 the rate had dipped to just 0.47 % (less than half the worldwide average of 1.2%).
The one child policy had its desired economic impact, but its other results were less salutary.  China is a dominantly patriarchal society, where male children are much preferred; rates of female fetus abortion, infanticide, and abandonment skyrocketed, resulted in a gender imbalance that raises concern for the future.  What about future brides and mothers?
Also, China has an aging population as its proportion of youngsters shrank while the older age mushroomed.  Is there going to be a sufficient number of workers in the younger age groups to support the ever-expanding older population?  China might grow old before it grows rich.
As a result China changed it’s policy in 2015 and is now allowing couples to have up to 2 children.

How would you solve China’s population problem?  Would you limit each couple to have 2 children and mandate they abort any others above that number, go back to the previous 1 child per couple policy or risk over population and put no limits on the number of children you can have?

What are the main constraints the dwellers of the informal settlements face in their engagement with a corrupt state?

ur 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.

read two excerpts from the Treaty of Versailles and respond to the questions

The Treaty of Versailles was signed in June of 1919, and laid the foundations for the postwar (or interwar) years.

In this assignment, you will be asked to read two excerpts from the Treaty of Versailles and respond to the questions below.

Excerpt #1: Article 231

“The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.”

Excerpt #2: Article 235

“In order to enable the Allied and Associated Powers to proceed at once to the restoration of their industrial and economic life, pending the full determination of their claims, Germany shall pay in such installments and in such manner (whether in gold, commodities, ships, securities or otherwise) as the Reparation Commission may fix, during 1919, 1920 and the first four months Of 1921 , the equivalent of 20,000,000,000 gold marks. Out of this sum the expenses of the armies of occupation subsequent to the Armistice of November 11, 1918, shall first be met, and such supplies of food and raw materials as may be judged by the Governments of the Principal Allied and Associated Powers to be essential to enable Germany to meet her obligations for reparation may also, with the approval of the said Governments, be paid for out of the above sum.”

Questions

  1. What is stated here in the first excerpt, and how does it relate to the war?
  2. Do you think Article 231 of the treaty was fair? What were the potential consequences of this “war guilt” clause?
  3. Article 235 addresses reparations. What are reparations and what is their moral purpose?
  4. What spirit of resentment did these articles of the Treaty have the potential to create with Germany?

Creating a Literature community

You will observe teachers discussing reading through these three videos. This assignment is worth 9 Field observation hours.

https://www.learner.org/series/teaching-reading-k-2-workshop/ (Links to an external site.)

Watch video one Creating a Literature community and  answer the following:

After viewing the classroom excerpts, consider these questions:
• Which routines and tasks in these classroom excerpts allowed children to engage in purposeful reading and
writing?
• How did the routines maximize students’ time to read and write?
• How did the classroom environment support effective use of the routines?
• What might you take back to your classroom after watching these excerpts?
• What can you learn about students’ literacy development by observing their participation in classroom
routines?
Optional Viewing (approximate times: 41:45–47:05): Find this segment

Video three: Word study and fluency

After watching this video answer the following questions.

After viewing the kindergarten classes, consider these questions:
• How did the kindergarten teachers, Sheila Owens and John Sinnett, incorporate elements of emergent
literacy in their lessons? Which elements were the primary focus of the lessons?
• What part did oral language play in both classrooms?
• How did each teacher use the word wall to support word study?
• What were examples of planned, explicit instruction in these excerpts? What were examples of opportunistic
instruction?
• Both kindergarten teachers used whole-class instruction for their word study lessons. How did it meet the
needs of all students?

Video eight: Connecting School and home

After watching the video segment, consider these questions:
• How did the workshop participants’ perceptions of parent responsibilities compare with your own? What
would you add to their list?
• Workshop participants emphasized the importance of communication to support home-school partnerships.
How do you communicate with your students’ parents or caregivers? What information do you share about
school practices?

After reviewing the video, you will provide a 3-5 page summary of your thought of these videos an there efforts to support reading.

You will observe teachers discussing reading through these three videos. This assignment is worth 9 Field observation hours.

https://www.learner.org/series/teaching-reading-k-2-workshop/ (Links to an external site.)

Watch video one Creating a Literature community and  answer the following:

After viewing the classroom excerpts, consider these questions:
• Which routines and tasks in these classroom excerpts allowed children to engage in purposeful reading and
writing?
• How did the routines maximize students’ time to read and write?
• How did the classroom environment support effective use of the routines?
• What might you take back to your classroom after watching these excerpts?
• What can you learn about students’ literacy development by observing their participation in classroom
routines?
Optional Viewing (approximate times: 41:45–47:05): Find this segment

Video three: Word study and fluency

After watching this video answer the following questions.

After viewing the kindergarten classes, consider these questions:
• How did the kindergarten teachers, Sheila Owens and John Sinnett, incorporate elements of emergent
literacy in their lessons? Which elements were the primary focus of the lessons?
• What part did oral language play in both classrooms?
• How did each teacher use the word wall to support word study?
• What were examples of planned, explicit instruction in these excerpts? What were examples of opportunistic
instruction?
• Both kindergarten teachers used whole-class instruction for their word study lessons. How did it meet the
needs of all students?

Video eight: Connecting School and home

After watching the video segment, consider these questions:
• How did the workshop participants’ perceptions of parent responsibilities compare with your own? What
would you add to their list?
• Workshop participants emphasized the importance of communication to support home-school partnerships.
How do you communicate with your students’ parents or caregivers? What information do you share about
school practices?

After reviewing the video, you will provide a 3-5 page summary of your thought of these videos an there efforts to support reading.

What spirit of resentment did these articles of the Treaty have the potential to create with Germany?

The Treaty of Versailles was signed in June of 1919, and laid the foundations for the postwar (or interwar) years.

In this assignment, you will be asked to read two excerpts from the Treaty of Versailles and respond to the questions below.

Excerpt #1: Article 231

“The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.”

Excerpt #2: Article 235

“In order to enable the Allied and Associated Powers to proceed at once to the restoration of their industrial and economic life, pending the full determination of their claims, Germany shall pay in such installments and in such manner (whether in gold, commodities, ships, securities or otherwise) as the Reparation Commission may fix, during 1919, 1920 and the first four months Of 1921 , the equivalent of 20,000,000,000 gold marks. Out of this sum the expenses of the armies of occupation subsequent to the Armistice of November 11, 1918, shall first be met, and such supplies of food and raw materials as may be judged by the Governments of the Principal Allied and Associated Powers to be essential to enable Germany to meet her obligations for reparation may also, with the approval of the said Governments, be paid for out of the above sum.”

Questions

  1. What is stated here in the first excerpt, and how does it relate to the war?
  2. Do you think Article 231 of the treaty was fair? What were the potential consequences of this “war guilt” clause?
  3. Article 235 addresses reparations. What are reparations and what is their moral purpose?
  4. What spirit of resentment did these articles of the Treaty have the potential to create with Germany?