M2 Discussion The Arab-Israeli conflict is steeped in historical roots. As a result, there are numerous<\/a><\/p>\n issues affecting the conflict. Below are three contentious topics which have been heavily covered in the How did women react to the language of freedom and liberty being used to support the how prosperous women would be today if they had the same opportunities men had during that era?<\/a> U.S history discussion & response to 2 peers\u2019s posts Enlightenment, the Birth of Race, and Racial Thinking<\/a> This a book review, not a book report. The book review cannot have any outside sources other than the<\/a> spelling mistakes, the instructor is very picky. It must make sense. There should be at least 5 quotes Your responses should be between 400-500 words (3-5 substantial paragraphs) in length and should be You will select three questions to answer (no more than one question per period). You will only use the three noted above. This is not a research paper. Rather this is a test to see how closely and carefully definitions connect to the social significance of frontier fighting (Gorn), even though this kind of fighting Use punctuation correctly. 10. Use capitalization correctly. 11. Indent paragraphs. 12. Use proper noun- M3 Written Assignment ISIS member with flag. Taken from ISIS propaganda video, Flames of War, 2014. Pretend that Wooden Leg and Chief Joseph were having a conversation about the position of Native
\nmedia. Choose at least TWO of the topics below and discuss in a thorough manner using citations.
\nSecondly, respond to at least two of your classmates postings with in-depth comments. Your response
\nshould be in the form of furthering their points and or ask questions that will allow for a well rounded
\ndiscussion. Be sure to refer to the book and readings when posting in the discussion forum. 1) Begin by
\nconsidering and discussing what part the UN played\/plays in the Arab-Israeli conflict. Then move on and
\nchoose at least two (2) questions from each section (Israeli settlements and Western Influence) below
\nand post your discussion based on the readings. You are also required to respond to at least two
\npostings of others in the course. Israeli settlements Relying on the resources as well as other legitimate
\nsources discuss some of the historic and ongoing issues of the Israeli housing settlements in Palestinian
\nterritory. Who tends to live in these settlements and why? Why are they such a point of contention in
\npeace negotiations? What is the role of Israel and why have they been unsuccessful in freezing the
\nsettlement. Israel security fence along west bank. the brutality of boundaries by conskeptical, on Flickr
\nCreative Commons Creative Commons Attribution-Share Alike 2.0 Generic License by conskepticalOpens
\nin a new window Israel security fence along West Bank. What do you see as having been achieved
\nthrough Israel\u2019s construction of a security fence or wall between Israel and the West Bank? What are the
\nadvantages and disadvantages of the security fence? Western influence & media in the Arab-Israel
\nconflict It\u2019s long been argued that western support for Israel and the media\u2019s coverage of the conflict
\nhas served to affect and shape events in the conflict. For example, it\u2019s been stated by American foreign
\npolicy makers that support for Israel will usually be determined by US public support towards sympathy
\nand attitudes towards Jews (\u201cStill Special? The U.S.-Israel Relationship, 1998). In recent years,
\nPalestinians have challenged the West by stating that the media coverage is affecting such perceptions
\nand have been fighting back to promote their side of the story via their own PR campaigns and media
\nslants. Using examples, discuss: What do you think of this importance of the role of the West in this
\nconflict and why does the media play such a heavy role? How does the media affect public support for
\nthe Israeli\u2019s or the Palestinians & to what degree? Are media depictions accurate? How can we inform
\nourselves to insure we have accurate information?<\/p>\nQuestion 4343:<\/h1>\n
\nAmerican Revolution
\nTopic : How did women react to the language of freedom and liberty being used to support the
\nAmerican Revolution? Be sure to include in your response Abigail Adams\u2019s opinions that appear in the
\nVoices of Freedom. Discussion 1 Around the American Revolution women did not have much
\nopportunity. While they had more opportunity than women in Europe did they also needed more
\neducation. There was a struggle that women endured for their freedom and liberty. Abigail Adam was an
\nevolutionary woman when it came to opportunity for women. She taught herself to read since
\neducation for girls was very limited. She couldn\u2019t understand how people could have a passion for
\nliberty yet deprive fellow citizens of theirs. She felt as though women needed full freedom although her
\nfreedom was much different than modern freedom. She believed a woman\u2019s primary responsibility was
\nto her family but she also believed a husband should not have absolute power over his wife. I wonder<\/p>\n
\nDiscussion 2 Mrs. Abigail Adam was a very influential and bold woman during the revolutionary time.
\nShe taught herself to read during the time where education was limited for women. Her husband John
\nAdams was president during this time which it stated that he relied on her opinion and advice very much
\nduring his time in office. At this time of freedom being denied to many including women, Mrs. Adams
\nwas an advocate for women\u2019s rights. Adam\u2019s wanted equal rights, she stated how could the passion for
\nLiberty be so strong and equal when those that received liberty could deprive others of their liberty. Not
\nall people supported the freedom of slaves, servants, religious groups and women. The struggle
\nremained but with Adams she felt it was a time where women and other Americans that were denied
\nfreedom, a time to enjoy the same freedom as others. A time to rest and a time to reap the goodness of
\nwhat the world is offering. Adam wants her husband to remember the women during this time, to be
\ngenerous and favorable to them. For education to be offered, employment opportunities, to be given
\nthe opportunity of education before marriage, equal share in liberty, ability to dance and so much more.
\nFor the women to have a stand when it came to their husbands. For the husbands to not have complete
\ncontrol of their wives. Deborah Sampson displayed courage and bravery as she dressed as a man and
\nenlisted and battled as a man in the Continental army and was later awarded the soldiers pensions.
\nWomen wanted to be able to have education or employment opportunities just as well as any man and
\nclearly, they weren\u2019t afraid to fight for it. If you were a women in that time frame, do you think you
\ncould of done what Deborah Sampson did? \u2013 You must write a discussion of at least 100 words or more
\nfor the topic presented. Also, you must end your first post with a question. \u2013 You must write at least 75
\nwords each for the two discussion questions below.<\/p>\nQuestion 4344:<\/h1>\n
\nFor my own discussion post: Prompt: According to the slave documents, how did slave owners control
\nand oppress slaves? How did slaves resist slavery and slave oppression? Use the primary sources to
\nanswer these questions. For replying to 2 of my classmates\u2019 posts: Just reply them (around 70words
\nfor each response) I have already attached the 2 posts from my peers that need to reply! (if you are
\nnot sure how to do this assignment, you may look at my classmate\u2019s work) P.S: plz read all the file that
\nI attached below !!!!<\/p>\nQuestion 4345:<\/h1>\n
\nBuffon, Hume, and Kant are Enlightenment thinkers who used race as a concept to view human
\ndevelopment \u2026 In reading Buffon, consider how he relates to color, form and size, and disposition. How
\ndoes Buffon address gender differences within racial groups? How does Hume dismiss the importance of
\nAfrican and African descent peoples? In what way does Kant explain racial differences? How does Kant
\ncreate a hierarchy of these differences? What role does climate and geography play in Kant\u2019s analysis?<\/p>\nQuestion 4346: The Souls of Black Folk<\/h1>\n
\nbook itself. The book is The Souls of Black Folk by W.E.B. Du Bois. There cannot be ANY grammar or<\/p>\n
\nfrom the book to support your evidence. It must be APA style.<\/p>\nQuestion 4347: American Democracy<\/h1>\n
\nwritten with proper grammar, spelling, and sentence structure. Be sure to address each part of the
\nprompt. The Lessons of Unit III are incredibly diverse. We begin with Jefferson\u2019s vision for America and
\ntravel through the Market Revolution. Andrew Jackson then presents a vision of American Democracy
\nwhich may or may not agree with Jefferson. As if this was not enough, we are subsequently introduced
\nto the incredibly complex institutions of Southern society (namely slavery) and the efforts of various
\nsocial reformers of the mid-nineteenth century to perfect this nation. This Unit culminates in the efforts
\nto manifest America\u2019s \u201cdestiny\u201d through westward expansion and a war with Mexico. All of these topics
\nare important to telling the story of America\u2019s evolution from fledgling Republic to continental Empire.
\nIn this discussion, I would like for you to suppose you are a member of one of these groups currently
\nliving in or travelling to the West: Explorers Californios Mountain men Missionaries Pioneer women
\nMormon Forty-niners You will write your post from the perspective of the \u201ccharacter\u201d you choose. You
\nare going to write about your experience in moving westward and either what life is now like where you
\nsettled or what you hope life is going to be like once you arrive. In your response, (from a first person
\nperspective) be sure to include the following: Who are you? (name, age, sex, occupation, religion, etc.)
\nDescribe your family (marital status, children, extended family, etc.) Where you are from? Motivations
\nfor moving West? Who or what are you leaving behind? Final destination? Important (historic) people
\ninvolved, why they are significant, contributions Important (historic) events that occurred during your
\nexperience Hardships you faced along the way and once you arrived at your destination? Describe what
\nlife is like once you have finally reached your destination and are settled. How do you think your journey
\nand arrival in the West will impact future generations?
\nQuestion 4348: What issues did the newly formed government have to contend with in the first 20 years
\nas a nation
\nyou sould use these sources and include reference. Prince Hall, A Free African-American Petitions the
\nGovernment for Emancipation of All Slaves; Daniel Gray, Massachusetts Farmers Take Up Arms in Revolt
\nAgainst Taxes; Federalist Paper #10; Alexander Hamilton, An Opinion on the Constitutionality of an Act
\nto Establish a Bank; George Washington, Farewell Address; Madison and Jefferson, The Virginia and
\nKentucky Resolutions<\/p>\nQuestion 4349: American Perspectives<\/a><\/h1>\n
\nevidence from my lectures, either of the two required textbooks, and American Perspectives in each of
\nyour three answers. You will not use any other sources. Each response must be at least 500 words. You
\nwill cite as footnotes using the Chicago Manual of Style. You will include a Bibliography for each
\nresponse. Place all three responses on a single Word document. Title the document Final Exam. I need a
\nBibliography for each response. Submit your exam as a single Word file. Do NOT use any source besides<\/p>\n
\nyou listened to and taken notes on my lectures and read the assigned textbooks and American
\nPerspectives. A. Manifest Destiny Realized and the Gilded Age (1877-1900) 1. What were women\u2019s rights
\nin American society at this time? 2. How did class effect women\u2019s rights? 3. How did the Gilded Age
\naffect women? B. The Rise of Modern America (1880-1920) 4. Describe the push for universal suffrage.
\n5. Identify and discuss the significance of three female reformers. 6. How was the Triangle Shirtwaist fire
\nan example of the intersection of women and industrialization? 7. How did the New Jim Crow affect
\nAfrican American women? 8. Describe the relationship between black and white women in the New
\nSouth. 9. How did women participate in the Populist movement? 10. Examine female Progressive
\nreformers. Were they successful? Why or why not? 11. How did women participate or support US
\nactions in or during World War I? C. An Unregulated Economy (1920-1939) 12. What was new about the
\n\u201cNew Negro\u201d? 13. How did women fit into the \u201cNew Negro\u201d? 14. What were the underlying weaknesses
\nof the US economy and why did the Great Depression happen when it did? 15. Why or how did the
\nGreat Depression particularly impact women? D. World War II. 16. Examine the WAVES, WAFs, WACs, or
\nany other \u201cfemale\u201d military. 17. How did World War II affect women domestically? 18. Who was Oveta
\nCulp Hobby or Nancy Harkness Love? How did they participate in the war effort? E. Civil Rights and
\nForeign Policy during the Cold War (1945-1990) 19. How was Eleanor Roosevelt ahead of her time when
\nit came to equal rights? 20. Based on the age, gender, and ethnicity of your mother today, describe her
\nliberties if her had lived during the long 1950s. 21. How did women participate in the 20th century civil
\nrights movement? F. The Cold War at Home (1945-1990) 22. Examine domestic legislation of any Cold
\nWar president and demonstrate how those examples personally affect women in your family today. 23.
\nHow did gender roles change from World War II to the 1950s? 24. How did the Cold War effect popular
\nexpectations of motherhood? 25. Examine gender relations during the long 1950s. 26. What did
\ntelevision shows such as Queen for a Day say about consumerism in general and women in particular?
\n27. How and why did gender relations change from the 1950s to the 1970s? 28. Describe the rise of
\nfeminism in the 1960s. 29. Describe the Chicana movement. Who were or are its leaders? 30. Explore
\nsome of the American women\u2019s responses to the United Nation\u2019s Decade for Women (1975-1985). G.
\nThe Rise of Conservatism and the Age of Paranoia (1964-Present) 31. Examine the rise of conservatism
\nin American politics between Goldwater and Reagan. 32. How does political conservatism affect
\nwomen? 33. The Cold War never really ended. Rather, the enemies shifted from Communism to Radical
\nIslam and the battle front from Europe to the Middle East. Argue for or against this assertion. 34.
\nCompare and contrast national liberties during the long 1950s with the period between 2001 and 2016.
\nWhere national liberties more similar or more different? Why? 35. During the Civil Rights era, Christian
\nleaders fought for equality. Today, Christian leaders demand the right to promote inequality. What
\nexplains that shift? 36. What is \u201cQueer Theory\u201d? 37. How has feminism changed over the last 50 years?
\n38. What is a bigger issue for women since the end of the Cold War: reproductive rights or economic
\nparity? Why?
\nQuestion 4350: American history reflection
\nIn order to reflect on the above(the documents) idea think about these questions: Why did northern
\nstates fight in the Civil War? Why did northern soldiers fight in the Civil War? Where do these ideas and<\/p>\n
\nwas not about the Civil War itself? When you respond to classmates, respond to people who did not
\nanswer the same questions you did.
\nQuestion 4351: Incidents in the Life of a Slave Girl
\nYou will be expected to analyze and critique the book in addition to describing the content. The paper
\nmust be at least 1400 words and contain at least 3 but no more than 5 quotations. Please include your
\nWorks Cited page at the end of your paper. The title page and Works Cited page do NOT count toward
\nthe 1400 word minimum.You may use MLA, APA or Chicago style formatting. 1. Introduction (10 pts.)
\nFirst identify the name and author of the book, identify the type of book, and describe the overall theme
\nof the book. The first sentence should grab the reader\u2019s attention.Last sentence of the Introduction
\nshould explain goal\/purpose of the paper. 2. Overview (30 pts.) Summarize the book, explaining the
\nmain points. 3. Review of the book (50 pts.) This is the major section of the paper. Be sure to describe
\nhow the book affected you. Tell the reader if you liked the book or not. Be specific: Does the book leave
\nout something it should have included? Would you recommend this book to someone else? What did
\nyou learn from the book? These are some of the questions you should consider. Remember \u2013 this is your
\nopinion \u2013 I do not want you to research what anyone else has to say about the book. You may use
\nquotes from the book, but I do not want to read about what anyone else thought of the book. You do
\nnot need to go to outside sources to develop your own views. Include an explanation of how the book
\nrelates to this course, identifying specific course themes that relate to your reading. 4. Conclusion (10
\npts.) Present a summary of your paper and add any final thoughts. AFTER READING YOUR PAPER, THE
\nREADER SHOULD BE ABLE TO: \u2014Know the author\u2019s name and book name. \u2014be able to identify your
\nthesis sentence at the end of the first paragraph. \u2014Have a general overview of the story. \u2014Know your
\nthoughts on the questions listed in the review. \u2014understand your conclusion as a brief restatement of<\/a>
\nthe thesis as well as concluding and supporting information. It is your responsibility to ensure your
\npaper has proper spacing and is at least 1400 words long. IF YOUR PAPER IS LESS THAN 1400 WORDS, IT
\nWILL EARN A ZERO. IT IS YOUR RESPONSIBILITY TO PROOFREAD YOUR PAPER NUMEROUS TIMES. IF
\nYOUR PAPER CANNOT BE READ OR UNDERSTOOD, IT WILL EARN A ZERO. Grammar Hints 1. PROOFREAD
\nAND REVISE YOUR PAPER OUT LOUD NUMEROUS TIMES\u2026HAVE ANOTHER PERSON PROOFREAD YOUR
\nWORK\u2026UTILIZE THE WRITING CENTER TO HELP REVISE YOUR PAPER. 2. YOU MUST TURN YOUR PAPER
\nINTO The Link within the course!!!!!!!! Failure to submit your paper into The Link within the course will
\nresult in a ZERO. DO NOT EMAIL ME YOUR PAPER. 3. If your paper is over 30% plagiarized (ACCORDING
\nTO YOUR ORIGINALITY REPORT \u2013 SUBMIT EARLY TO ENSURE THERE IS NO PLAGIARISM), you will receive
\na ZERO. You are allowed to submit your paper more than one time until the due date. 4. ABSOLUTELY
\nNO LATE PAPERS! Papers can be submitted at any time before the due date. 5. Students are encouraged
\nto submit papers early in order to avoid unexpected emergencies and unexpected problems. DO NOT
\nOFFER EXCUSES! Computer problems are not an acceptable excuse! DO NOT EVEN THINK ABOUT
\nOFFERING AN EXCUSE FOR FAILURE TO TURN IN THE PAPER ON TIME AS IT WILL BE COMPLETELY
\nIGNORED AND DISREGARDED. 6. Avoid using informal language. This is a college paper and should be
\nwritten for a college audience. Do not write this paper as if you were speaking to a classmate. 7.
\nABSOLUTELY NO misspelled words. 8. Begin sentences with capitals and end with proper punctuation. 9.<\/p>\n
\nverb agreement. 13. Make sure sentences are complete and make sense. 14. Do not use run-on
\nsentences nor sentence fragments\/incomplete sentences. 15. Review rules on commas and semi-colons.
\n16. Vary the wording\u2026avoid using words repetitiously. 17. Vary the beginning of sentences\u2026avoid \u201cThe
\nauthor said\u2026The author did\u2026The theme was\u2026\u201d 18. Do not begin sentences with: But, So, And, Because
\n19. Do not use contractions. 20. Avoid using quotes without citing them. 21. Minimum 1400 words. 22.
\nPut a Header on the paper with your name, course #, page number 23. Put a Title on the paper. 24.
\nMake sure that your paper includes an Introductory Paragraph and a Concluding Paragraph. 25. The first
\nsentence of the Introductory Paragraph should grab the reader\u2019s attention. 26. The last sentence of the
\nIntroductory Paragraph should explain the goal or purpose of the paper. 27. The concluding paragraph
\nshould sum up the paper and add any final thoughts. 28. Avoid writing in first and second person as
\nmuch as possible. I realize this is an opinion paper, so get creative and vary your wording. The review
\nsection is the only area that first person is acceptable. 29. Avoid using questions in the paper. Phrase
\nthem as statements. 30. Write the paper in past tense.
\nquestion 4352: Black Snake Killaz
\nWatch this 2017 documentary and other materials listed below, then write an essay of at least 300<\/a>
\nwords. In this essay, be sure to follow these instructions: In addition to writing a summary on the film
\ninformation, discuss the following: What is the black snake? What are water protectors? What are man
\ncamps and problems associated with them and how do they relate to this? What are the issues related
\nto this specific pipeline and why is it being led by Natives? How does this relate to other Native history in
\nthe United States? Your opinions on this issue. Please double space and use proper grammar and
\nspelling. https:\/\/vimeo.com\/243051889
\nQuestion 4353: Terrorism vs. Acts of Violence and Language
\nthis is for the M3 Discussion and for the M3 assignment which I did on its own assignment M3
\nDiscussion Discussion on Terrorism vs. Acts of Violence and Language Please be sure to read the Content
\nGuide on Terrorism for definitions and explanations and to prepare for the discussion Reading Qur\u2019an by
\nTAHA KREWI, on Flickr Creative Commons Creative Commons Attribution 2.0 Generic License by TAHA
\nKREWIOpens in a new window Critically discuss how \u201cterrorism\u201d is viewed and perceived and discuss
\nhow \u201cacts of violence\u201d are perceived. You are welcome to develop this conversation with examples.
\nWhy is terrorism primarily discussed in the context of international acts of violence? Why is this term
\nnot used as frequently in the US for domestic acts of violence? How do media participate in this
\nlanguage and consequently influence the view of other groups outside the US? How is citizen journalism
\nchanging the dynamics of new reporting? The point here is to have a conversation about what we
\nperceive as terrorism and begin deconstructing the \u201clanguage\u201d used. Please be sure to view the Content
\nGuide on Terrorism for definitions and explanations. Support your points with newspaper articles,
\ncredible websites and videos (with citations) and current event information.
\nQuestion 4354: ISIS member with flag<\/p>\n
\nISIS member and black flag taken from an ISIS propaganda video called the Flames of War. Photo: Al
\nHayad, 2014 Via: theguardian.comOpens in a new window Written Assignment Instructions Respond to
\nONE of the following writing prompts for your written assignment for Module 3: Describe the rise of ISIS
\nor the Islamic State. How did they come to power, what are their aims, and how did they recruit
\nattention, members and financial support for their cause? Be sure to assess the role of social media in
\ntheir efforts to recruit and gain support for an Islamic war. How are they different from other jihadist
\ngroups and why have they been successful in their conquests? Discuss also how this extremist group
\nreinforces Islamophobia and negative Muslim stereotypes. Can anything be done to correct this? If so,
\nwhat? In detail, discuss the distinction between religious Islam and political Islam. In your discussion, be
\ncertain to highlight the character and influence of each. Is there any way to combat the global
\nstereotypes of Islam? If so, how? Please be sure with all assignments to do the following: Your essay
\nshould be 5 pages. Be sure to double space and to use Times New Roman 12 point with no effects and
\nonly plain text for your submission When saving your document, title it with your last name and then
\nthe assignment number. Be sure to place your name and the assignment number on the document itself
\nAdhere fully to the rules and format for proper citations and include a list of resources used, or a<\/a>
\nbibliography, with each assignment. You may use any format you are familiar with (such as APA or MLA)
\njust be consistent throughout your text. For further assistance with citation guidelines, please do be sure
\nto consult the Writing Resource Center link listed below. Be certain to make your interpretation and
\nanalysis central using supporting evidence to advance and support your arguments and analysis while
\nfully addressing the assignment question To support your analysis or to engage in additional research
\nrelated to the module topic, please feel free to use any of the links provided with the module as well as
\nscholarly evidence.
\nQuestion 4355: Revolution of 1800
\nTopic : In what ways can Thomas Jefferson\u2019s presidency be considered a revolution? Did his presidency
\ndeliver an \u201cEmpire of Liberty\u201d as he envisioned? Why or why not? . . . You have to write 100 words or
\nmore. Also, you should write a comment (75-word) on the 2 texts. If you give me a discussion, I will give
\nyou the paragraph that you have to answer.
\nQuestion 4356 US Imperialism & World War I
\nRead about US Imperialism in the online textbook. Read about US in WWI in the online textbook. Review
\nthe 2 presentations: imperialism.pptx and World War I.pptx View and analyze the following political
\ncartoons from this era: 290px-School_Begins_(Puck_Magazine_1-25-1899).jpg 6781228.jpg destroy-this-
\nmad-brute-wwi-army-recruiting-war-is-hell-store.jpg frontpostcard.png propoganda_05.jpg
\ntumblr_ktypdevc661qanibl.jpg Respond to the following: Discuss your ideas about the US attempts to
\nadd oversees territories and colonies. Use the political cartoons as a starting point\u2014what do you see in
\nthem? What message(s) are they trying to convey? What do your think about them?
\nQuestion 4357 american history<\/p>\n
\nAmericans towards the end of the 19th century. Based on the first letter of your last name, take on the
\npersona (in other words, pretend to be this individual) assigned to you and respond to the question
\nlisted. You are not graded for sounding like the assigned person. The purpose of this is to get at the
\nideas found in the documents. If it is uncomfortable to write this in the 1st person, it is fine to do this via
\nthe 3rd person, just be sure to respond to the prompt. Use the documents to engage with the following:
\n*If your last name begins with A-L : (This is my question):Take on the persona of Wooden Leg (Cheyenne
\nView of Battle). Tell Chief Joseph what your thoughts and ideas are regarding the position of Native
\nAmericans at this time. What should be done, and what is your strategy at this time?
\nQuestion 4358 The Colonial Experience
\nfollow the instructions provided answer lesson 2 discussion topic picking one of the questions in 2
\nparagraphs. also answer the lesson 3 written assignmen question in a 3 to 4 page paper and answer the
\nlesson 3 discussion separately with 2 paragraphs.
\nQuestion 4359 Book Precis on Triangle: The Fire That Changed America
\nWriting a book precis is a different task than writing a book review. The most important aspect of a book
\nprecis is its brevity and concise writing. The following information will be required for writing a book
\nprecis for this course: The precis will be limited to one-page. Normal page margins (1-inch) will be used
\nand text size will be 12-pt., single-spaced. The precis will include three sections: A) Author\u2019s argument,
\n2) Support for Argument, and 3) Evaluation and conclusion. The author\u2019s argument should encompass
\nthe overall argument of the book. Why did the author write the book? What point was the author trying
\nto make to the reader? When writing the Support for Argument section, the student should be very
\nconcise in their writing. Take the author\u2019s argument and explain how the author supported that
\nargument in the book. Don\u2019t retell parts of the book. This section requires you to look at the big picture
\nand determine the author\u2019s overall approach to convincing the reader of their argument. The final
\nsection, Evaluation and Conclusion, requires the student to evaluate whether or not the author\u2019s writing
\nconvinced you of their argument. This section should be brief, concise, and leave no doubt in a reader\u2019s
\nmind as to the value of the book. The written book precis should be limited to one page. If, after writing
\nyour precis, your paper is longer than one page, you must edit the paper to tighten the narrative and
\nlimit the writing to your strongest arguments and statements.
\nQuestion 4360 Syrian Refugee Crisis
\nDiscussions There are numerous issues under consideration concerning the Syrian Conflict. For this
\ndiscussion, students should discuss the question on the Syrian Refugee Crisis and at least TWO of the
\nvideo clips found in the folder labeled \u201cVideo interviews on Syrian Conflict.\u201d Make sure that you clearly
\nmark which video clip you are responding to, and to also respond to at least two other classmates on
\nANY of the topics under discussion. What are some of the problems of the Syrian refugee crisis? Do you
\nfeel that the Lebanese government made the right decision to stop accepting refugees after they had
\nreached over 1.5 million Syrians? Why or why not? Do you think the crisis will cause Lebanon to
\neventually go to war? Why or why not? Look at the video clips in the M4 Video Interviews on Syrian<\/p>\n