Bright Academic Experts

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  • Ameera hist 3.8

    3.8 Discussion Board 3A British North America (Graded Discussion)

    Discussion Board: British Colonial America

    For this discussion board I want you to review the readings, the Chapter in the text, powerpoints and videos. Specifically focus on the Barbarous Years reading and how life was in the Chesapeake Region before European contact, how European conflict affected their mentality, and the European need for land and labor and how it affected the local populations.

    Remember your initial response is due by Thursday at 11:59 PM. You also need to respond to at least two other students. The two student responses are due by Sunday at 11:59 PM. Your initial response must be a minimum of 250 words. Responses to fellow students must be a minimum of 100 words.

    Please select one of the following questions and respond:

    1. In the text the Barbarous Years, how is Life as a Native American described in the text?
    2. What was warfare between Native American tribes in the Chesapeake Region like during the time period, specifically, how did Powhatan seek to govern the region and does this contradict with what you have learned about Native American governance prior to taking this course?
    3. How did the Fur Trade affect Native American society?
    4. According to the Barbarous Years Reading, what type of explorers came to the America’s and what was their experience and mentality? How does the concept of “We are a product of our surroundings” play into this?

      Example 1
      Life of Native Americans was based on social structure and organized system which they used to follow. Native Americans were divided in tribes, and each tribe had its own unique rituals and social system. They used to live in small communities and the number of members often decided by the availability of resources. For food they were dependent on both agriculture and hunting. In agriculture corn was their main crop while for hunting they used to take training from childhood. It was mandatory for a man to be good hunter or otherwise he was treated in disgraceful manner in the society. Land was considered as communal resource which is owned by entire community and there was no individual ownership of land in tribes. Some tribes prefer to move from their villages for hunting, and they stay away from home for months in search of food. Reciprocity played a vital role in the social system, and many things were decided by it. They considered their relationship with other tribes, land, and with environment based on reciprocity. War and strategic alliances are also decided by reciprocity sometimes which includes exchange of humans and goods. They strongly believe in spirituality, and they consider a connection between physical world and the spiritual world. Sacrifices and gifts for spirits were common and were integral parts of their rituals. Shamans played an important role in tribes, and they were involved in performing various rituals. War and alliance between tribes were common and they were meant to show dominance of one tribe over others.

    5. Example 2

      In the text the Barbarous Years, how is Life as a Native American described in the text?

      6. Native Americans in the Barbarous Years relied on structured political systems and placed a major emphasis on spirituality. Their societies functioned through clear and defined roles such as chiefs who governed, warriors who defended or conquered, spiritual leaders that guided religion, and women who managed the agriculture and food production. Their agricultural and economic systems relied on the production of corn, beans, and squash, which were commonly referred to as the “Three Sisters.” A bountiful harvest correlated with population growth, political strength, and social stability. If a village or society was able to maintain stable and fruitful food production, that would allow for their community to support a larger population, which would lead to strengthened alliances and the ability to sustain more warriors. The text also shows that Native American societies were interconnected through trade networks and political alliances. Villages were generally not isolated, maintaining relationships with neighboring societies in order to foster trade and alliances. In areas like Chesapeake, tribes existed within larger alliances that brought big groups of societies together under shared leadership. Central leaders would collect tributes and direct military efforts while local chiefs maintained control over daily village affairs.

      In Native American culture, Spiritual beliefs shaped both daily life and communal expectations. Nature was seen as powerful and required both respect and ceremonial/ritualistic interaction. Wars between tribes occurred often and often involved territory or access to resources. Seasonal change was harsh and would greatly affect crops, hunting patterns, and food availability. Overall, the text portrays life for Native American in the Barbarous Years as organized and structured, while maintaining a deep connection to nature.

      Example 3

      In the text the Barbarous Years, how is Life as a Native American described in the text?

      Life for Native Americans were highly intelligent when they where in the barbarous years because they had to rely on sources like Farming, Hunting and seasonal movement between regions. Native Americans where well organized since they established agricultural practices. There most prominent crops they had was corn which was a huge source for them. In the Barbarous years New England colonists tried to send slaved Native Americans to Barbados, but Barbados did not want them to be imported to them because they were fearing that they would want rebellion. I wonder what life would like if that had went through. When Native Americans had conflict and warfare they would often form alliances with the Euro’s for trading or having a military advantage. Native Americans that were enslaved had died quickly from diseases but some were murdered or died from starvation. They struggled with the Impact of European diseases like smallpox and measles. Through the Barbarous ages African Slave traders had lacked firm category of race that might have led them to think that they were selling their own people because then the Native Americans did not want to be viewed as Indigenous Groups as part as the same race. Imperial official’s had tried to get rid of colonists autonomy threats from the Native Americans and New France on a continent that led many Colonists to believe Native Americans and also Catholics to abolish English America.

    Requirements: Follow

  • CT1- MGT560

    Directions:

    • Write an essay that includes an introduction paragraph, the essays body, and a conclusion paragraph to address the assignments guide questions. Do not address the questions using a question-and-answer format.

    Your well-written paper should meet the following requirements:

    • Be 3-5 pages in length, which does not include the title and reference pages, which are never a part of the content minimum requirements.
    • Use Saudi Electronic University academic writing standards and APA style guidelines.
    • Support your submission with course material concepts, principles, and theories from the textbook and at least two current, scholarly, peer-reviewed journal articles. Current articles are those published in the last five years.

    In advance of submission, review the grading rubric to see how you will be graded for this assignment.

    Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). Sage Publications.
    Print ISBN: 9781544397566, 1544397569; eText ISBN: 9781071834473, 1071834479


    Important:

    “The instructions set a minimum length of 35 pages, but the instructor expects answers to fully cover the requirements, ideally 57 pages, which does not include the title and referencepages, to ensure sufficient detail.”

    Requirements: 6 – 7 pages

  • ITCC121: Intro to Computer Science

    For this assignment, you will research a well-known cybersecurity attack. Your task is to create a presentation (WITH SPEAKER NOTES) that explains the following:

    • What happened during the attack?
    • The impact of the attack on individuals, organizations, or society.
    • How similar attacks can be prevented in the future?
      1. Choose a cybersecurity attack: Select a notable attack, such as the WannaCry ransomware attack, the Equifax data breach, the SolarWinds hack, or another well-documented incident.
      2. Research thoroughly: Use credible sources to understand the details of the attack, including how it was executed, the vulnerabilities exploited, and its consequences.
      3. Prepare your presentation: Create slides that clearly explain the attack and its significance. Use visuals to enhance your message, and organize your content logically.

        Power Point mus include all information above and include speaker notes to present. Include a title and reference page APA 7th edition.

    Requirements: Required amount

  • Ameera hist 4.6

    4.6 Discussion Board 4 Colonial America, Slavery and the Great Awakening (Graded Discussion)

    Hello All,
    For this discussion board I want you to review the materials for the past 2 weeks on Colonialism as well as slavery, the great awakening, and colonial warfare.
    Remember your initial response is due by Thursday at 11:59 PM. You also need to respond to at least two other students. The two student responses are due by Sunday at 11:59 PM. Your initial response must be a minimum of 250 words. Responses to fellow students must be a minimum of 100 words.

    Please select one of the following questions and respond:

    1. There are many aspects of life in the American colonies that greatly influenced the development of Colonial America into the United States, Select one, Colonial life, Early Slavery, the Great Awakening or Colonial Warfare and write a brief discussion on why you think it is the most important influence from this time period on U.S. History. Note* you may select more than one, for instance, Slavery and the Great Awakening (race relations and religion and religious influence) etc.
    2. What can we learn from the primary source reading Sarah Knight and her travels to Connecticut? What can we learn about the time, what can we learn about her, what can we learn about us as humans?
    3. After watching the Movie: The Amistad, what are your impressions of the movie? What are your impressions of the legal debates and the fight on all sides of the legal battle? How does the movie portray the difficulty of the slavery debate and political problems it caused during the time period? How does this show resistance to slavery?

    Example 1

    What can we learn from the primary source reading Sarah Knight and her travels to Connecticut? What can we learn about the time, what can we learn about her, what can we learn about us as humans?

    In the primary source from reading Sarah Knight and her travels to Connecticut was that she wrote journal that showed what the 18th Century of America and what was going on because during those times it was physically rough and there was so much happening all over the place. Sarah knight had provided to show us what she did as a person and showed how she got to Connecticut. She showed us information of what life was like of that time period which is very interesting. In the source I learned that women could show more independence than it might show. She describes in her journal that she had passed by multiple Indian Natives and says most where Savages that she had seen that had no care at all. Knight says they would marry their wives and them put them away as they there just treated as trash. During that time period it was very common for people to get married young. Men would be married before the age of 20, Slavery was a big issue and she says that farmers were very nice to enslaved people. She also Criticizes people for letting the enslaved people to sit and eat at the same table. Her journal shows that Connecticut is not very nice and Boston is way better town.

    Example 2

    Sarah Knights account of her travels through Connecticut provides valuable insight into the customs, attitudes, and social norms of the time. She begins by discussing marriage practices, noting clear differences between settlers and Native Americans. Settler men tended to marry at a very young age, while Native men were expected to take multiple wives. Her observations reflect not only cultural differences but also the judgments Europeans made about them. When describing Black people, she uses animalistic language, suggesting that interactions between Europeans and Black people were excessive or indulgent, stating, for example, that into the dish goes the black hoof as freely as the white hand when describing shared meals. She characterizes Native Americans as the most savage of all the savages of that kind that I had ever seen. These examples show the dehumanizing attitudes and assumptions Europeans held toward people they considered different.

    In addition to social customs, Sarah Knight documents economic practices, including trade and barter. Meats such as pork and beef, along with grains, were commonly exchanged, and she mentions a developing regional currency known as Boston shillings. She also notes the use of Wampum, Native American beads, as a form of exchange, illustrating the blending of European and Indigenous economic systems. Overall, Sarah Knights account highlights that unfamiliar customs and peoples were often met with suspicion or prejudice rather than curiosity and understanding. Her writings reveal both the social hierarchy and ethnocentric attitudes of the period, offering a window into how Europeans perceived and judged those who were different from themselves.

    Example 3

    From the primary source of Sarah Knight and her travels through Connecticut we can learn many things about the time period. Knight gives a glipse into customs abided to by the people living there at the time. She starts off with highlighting marriage and the differences she has seen/been told between natives and settlers. Settling men tend to marry very young whereas native men were to take many wives. She also depicts how non europeans were viewed at the time, the examples being black slaves and the natives themselves. Both she compares to animals with the language she uses. When referring to black people she says that the mixing of europeans and them were too indulgent and goes onto say, “into the dish goes the black hoof as freely as the white hand” when expressing the ways in which they ate together. Similarly, when she refers to the natives she expresses that they are “the most savage of all the savages of that kind that I had ever seen”. From this we can learn the popular prejudices that europeans had during the era. Later in her accounts she also discusses economy and trade within her travels. Goods were traded and bartered with by means of meats like pork and beef as well as grains. There was also a budding currency she mentions known as Boston shillings, a seemingly regional currency and an intermingling of currency with Wampum Indian beads being used for change. Overall this account tells us that things we see that are different from ourselves are not regarded in a good light. The unknown becomes a thing of prejudice rather than a means of expanding knowledge and acceptance.

    Requirements: Follow

  • Ruaa / Sandy cd 134

    ** answer this for two students

    *** No AI********

    I’ll run it through AI detection before submitting

    Healthy Recipe in the Form of a Discussion Post!

    Share a Healthy Recipe!

    Every one of our learning community will be able to see and try out your recipe!

    A healthy meal!

    You will be sharing a healthy dinner recipein this discussion for 20 possible points and to allow your learning community to see your recipe for their own use.

    As parents we are always looking for easy, inexpensive, quick and NUTRITIOUS recipesthat our families will actually LIKE! As a teacher we can help families provide nutritious meals by sharing simple recipes, printed out to give to our busy, on-the-go families. Parents appreciate it when we share printed recipes they can “grab and go” on the way out.

    We all appreciate new ideas for healthy meals! Especially if they are kid-tested and family approved! I have used some of the recipe ideas posted by students and have appreciate the fresh inspiration!

    What does a healthy recipe look like?

    When we modify recipes to make them healthier we want to:

    • start with whole foods-like fruit, veggies, proteins/eggs/nuts/beans, dairy foods and whole grains-REAL FOOD!
    • eliminate or at least reduce processed sugars as much as possible
    • reduce added salt-children have more sensitive taste receptors than adults
    • used whole grains like wheat and brown rice, rather than highly processed grains like white flour or white rice
    • use healthy fats like avocados, olive oil, grass-fed butter, some nutritionists consider coconut oil to be a healthy fat, though there is some debate about it because it is saturated fat

    Be sure your recipe :

    • Includes a list of all ingredients
    • Includes step-by-step instructions
    • is quick and easy-30 minutes preparation would be ideal
    • is inexpensive
    • is something families and most children will eat and enjoy
    • follows the guidelines above for a healthier recipe
    • is a recipe you have tried with success
    • has suggestions for altering for common allergies to wheat, dairy, nuts, eggs
    • includes a nutrition information breakdown for the recipe
    • how much does this recipe cost for a family of four?

    Format:

    Name of the recipe

    List of all the ingredients

    Cost of recipe for family of four

    Step-by-step instructions

    Oven temperature and baking time if appropriate

    Any modifications you made to the original recipe

    How you might modify for vegetarians, people with common allergies or gluten sensitivity

    Detailed nutritional information

    Answer the following questions:

    1. Why did you choose this recipe?
    2. Have you made this recipe for your family?
    3. Did your family enjoy this meal?
    4. What if anything would you change next time you make this recipe?

    Please do not post recipes that have already been posted. If you do this I will let you know you need to post another recipe. Be sure to include the nutrition information!

    Type your recipe into the post by the due date or before.

    Reply to at least two recipes that you would like to try yourself

    Post any questions you have about the assignment in the Community Lounge.

    Requirements: 2 students

  • Turn it in AI and plag report

    I need the Turn it in AI report and plag report within 30 minutes..if you dont have turn it in ignore this

    Requirements: N/A

  • Non-Western Case Study

    1. Describe the non-Western principles or methods you are using, including the goals, procedures, and how these fit with client presenting problems. Provide references to demonstrate the empirical basis for your approach, while recognizing that Western forms of research may not apply.
    2. Describe the clients initial response to your integration of non-Western methods, including any alignments or misalignments with cultural worldview. Identify any challenges you are experiencing or anticipate, and how you plan to meet these challenges.
    3. Conclude your paper by reflecting on the importance of the principles and/or methods you have chosen to meet the needs of at-risk populations, citing research where possible, and to your own professional development.

    Rubric:

    Goals, procedures, and underlying principles are clearly described and supported consistently by evidence.

    Non-Western principles and/or methods very effectively address client presenting problems at the appropriate ecological levels and are framed thoughtfully in terms of client worldview.

    Client responses to non-Western approaches are carefully described and analyzed to generate effective improvements in approach.

    Application of non western study:

    Use Mindfulness for a child with Anger issues.

    I have used mindfulness at the practicum site after learning about it through another course. I have a client who struggles with anger issues. He deals with this anger at home, in school, and in his hobbies like playing video games. We have worked on his anger throughout multiple sessions in learning mindfulness and eventually being able to use it on his own. He learned breathing techniques in meditation when he is frustrated. He learned to understand how his body feels in frustration. He also learned to be aware of his surroundings when he is angry. The basis that I know this intervention is helpful is similar to this ideology. The child is able to express to me that they are very hard on themselves and that is the reason for their anger a lot of the time. He showed me great progress when he was able to utilize the breathing techniques and understand where his feelings come from at times.

    Requirements: Cover all criteria

  • Health and Medical Question: Understanding Chronic Diseases

    No AI please, I will check for this

    Part A:
    Explain the concept of chronic diseases. What are the common characteristics that differentiate chronic diseases from acute diseases? Provide examples of common chronic diseases, such as diabetes, hypertension, and asthma. Describe the causes, symptoms, and potential complications of one of these diseases in detail.

    Part B:
    Discuss the importance of lifestyle changes in managing chronic diseases. Choose one chronic disease from Part A and explain how diet, exercise, and stress management can play a role in improving the health of someone diagnosed with the disease. Provide examples of evidence-based interventions that have been shown to help manage this condition.

    Requirements:

  • Sandy/ ruaa cd daily check

    ***answer this for 2 students

    **** No AI I
    *** I’ll run it through AI detect before submitting

    Daily Health Checks-Your Experiences

    Discussion Time!

    After reading the chapter and viewing the DAILY HEALTH CHECK videos, let’s share your own experiences here.

    If you are working in a school setting, share your experiences.

    If you are not working in a classroom, think about the procedures at your

    own child’s school or your own experiences as a student.

    1. Why is it important to send sick children home instead of letting them

    stay in the classroom? Share 3 different reasons.

    1. Share how the daily health check works, from your own experience.

    Let us know if this is in your own classroom, or from other experiences

    you have had. What does the teacher do or ask the parents during the

    daily health check?

    1. If you volunteer in a classroom, have you noticed teachers doing

    daily health checks? (It is possible to conduct a daily health check

    very casually, without it being obvious.) If you are volunteering or a

    TA, you should ask the teachers about the health check and what they do.

    1. Have you seen teachers send a child home after noticing a health

    issue at check in time? If so, how did the parent seem to feel about being

    asked to take the child home?

    1. How can we make sure parents will not be surprised if they are

    asked to take their child home after symptoms are noticed at the

    health check? What should teachers and Directors do to prepare them?

    WORD COUNT: 150-200 words required

    Requirements: 2 students

  • Public Health Question

    Requirements: complete worksheet