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I will pay for the following essay Compare and contrast the views of Howard Zinn’s presentation of the Vietnam War to the American Promise text. The essay is to be 2 pages with three to five sources, with in-text citations and a reference page.

both Zinn and the American Promise text begin by describing the combatants, the American Promise text seems to tacitly cast their communist leanings as irrational and in-direct opposition to freedom. Conversely, Zinn elevates their position to equal footing with the United States. Zinn describes North Vietnam as, “a nationalist revolutionary movement in a tiny, peasant country” (Zinn). One can easily argue that Zinn is even romanticizing the North Vietnamese movement, casting them in the mythic role as David in a battle with the United States’ Goliath.

Zinn’s historicism goes on to explore the perspective of the North Vietnamese in more sympathetic details than the American Promise text. Where the American Promise text identifies the promise Kennedy made in fighting against Communist aggression, Zinn’s history notes the Atlantic Charter which promised the people the right to choose their own government. It shows that despite such a document, pleas by the North Vietnamese to President Harry Truman went unrecognized. The American Promise also focuses predominantly on the Vietnam War once it was started, and not the factors that ultimately caused the United States’ participation. While of this is surely attributed to the fact that it focuses on American History, key facts are left out, which Zinn includes. One of the most notable of these is that after the French left Vietnam there was scheduled to be an election that would unify the country. It was the United States that stepped in and prevented these elections from occurring, and placed a Vietnamese man who had previously resided in New Jersey in office. Quoting the Pentagon papers, Zinn states, “South Viet Nam was essentially the creation of the United States” (Zinn).

When considering the Gulf of Tonkin incident the two textbooks have slightly different perspectives. While the American Promise acknowledges that there might be more to the attacks than was initially reported by the United States

 

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Kim Mitchell, the new credit manager of the Vinson Corporation, was alarmed to find that Vinson sells on credit terms of net 90 days while industry-wide credit terms have recently been lowered to net 30 days. On annual credit sales of $2.9 million, Vinson currently averages 111 days of sales in accounts receivable. Mitchell estimates that tightening the credit terms to 30 days would reduce annual sales to $2,150,000, but accounts receivable would drop to 38 days of sales and the savings on investment in them should more than overcome any loss in profit.Vinson’s variable cost ratio is 82%, and taxes are 45%. If the interest rate on funds invested in receivables is 20%, should the change in credit terms be made?What is the effect of credit policy change? Round your answer to two decimal places

 

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I will pay for the following essay Revisiting the Stanford Prison Experiment. The essay is to be 3 pages with three to five sources, with in-text citations and a reference page.

For two weeks, these participants, in their roles, were to live in a makeshift prison and live the lives of these prisoners and guards. The purpose of the experiment was to see how well if at all, the participants took on the roles assigned to them. Furthermore, Zimbardo was curious to see if the prisoners brought on their punishments, or if the guards and the overall situation played roles. After only six days, the experiment had to be shut down. The participants portraying guards had become too abusive and many of the prisoners experienced mental and emotional trauma. When the experiment had been concluded, many years later similar incidents occurred in a prison in Iraq. The only difference with the prison in Iraq, as opposed to the Stanford experiment, was that the events in the Abu Ghraib prison were real and not the result of psychological research. This prompted further research into the roles that guards play in increasing the threat of a prison situation.

The results of the experiment were that, despite the fact that each participant had been renowned young men in their communities, the situation that they had been placed in caused them to react accordingly. The sweet young men who were given the roles of prison guards took their parts and ran rampant with them, causing much stress and abuse to their prisoner counterparts. As such, Zimbardo concludes that degrading and psychologically trying situations can negatively influence the behavior of others. These findings are significant and relevant to criminal justice as they divulge into the little-known subtext of guard/prisoner relationships. When prisoners are placed into jail cells, that is their punishment.&nbsp.

 

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Assignment 3: America as a Superpower Due Week 9 and worth 120 points

The previous assignments focused on domestic matters in U.S. history. This last assignment explores America’s international role in recent decades. 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 “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.

Statement—in which you can take a pro or con position:

  • The American international “policing” role developed because of the Cold War, but now terrorists or  any power having or trying to get weapons of mass destruction (WMD) are the potential targets of such a role. By examples from different decades since 1950, it is clear that the policing strategy was once essential but should be discarded as ineffective and counterproductive.  (Or you can argue the opposite—that the policing strategy is more necessary than ever; or you can argue for a more moderate position.)  Use specific examples—two from the Cold War years and two from the past two decades.   

After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:  

  • The position you choose —or something close to it—will be the thesis statement in your opening paragraph.
  • To support your position, use four (4) specific examples from different decades between 1950 and the present. However, two (2) examples must be from the Cold War years (before 1991) and the other two (2) examples must be from the past twenty (20) years.
  • Explain why the opposing view is weak in comparison to yours.
  • Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.) 

Length: The paper should be 500-to-750 words in length. 

Research and References: You must use a MINIMUM of four quality academic sources; the Schultz textbook must be one of them. Two of them must come from the online library—either those library sources listed or others. Your other source should be drawn from the list provided below. This is guided research, not open-ended Googling. 

Source list for Assignment 3: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having libdatab.strayer.edu as part of the URL have a permalink to that source in our university’s online library. 

SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.

G. H. W. Bush. March 6, 1991. Address before a Joint Session of the Congress on the Cessation of the Persian Gulf Conflict. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bushnwo.html 

J. F. Dulles. Jan. 2, 1954. Secretary Dulles’ Strategy of Massive Retaliation. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/dulles.html 

M. Klare. July 15, 2002. Endless Military Superiority. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=6926412&site=eds-live&scope=site 

C. Paul. 2008. Marines on the Beach: The Politics of U.S. Military Intervention Decision Making. eBook. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=275009&site=eds-live&scope=site 

C. Powell. Feb. 6, 2003. Transcript of Powell’s UN Presentation. http:// 

R. Reagan. March, 1983. Remarks at the Annual Convention of the National Association of Evangelicals. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/evilemp.html 

Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed. 

S. M. Tarzi. Sept. 2014. The Folly of a Grand Strategy of Coercive Global Primacy: A Fresh Perspective on the Post-9/11 Bush Doctrine.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=98323177&site=eds-live&scope=site

Your assignment must follow these formatting requirements:

  • This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
  • Be typed, double spaced between lines, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow SWS 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 Sources 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.
  • Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government
  • 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.

Click here to view the grading rubric. 

 

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