Month: July 2018

Consider the recent attention given to the matter of transgender bathroom usage. Compare and contrast key similarities and differences between the transgender bathroom topic and a different civil rights topic of your choosing.

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Subject area        Political Science

Academic Level  High School

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Consider the recent attention given to the matter of transgender bathroom usage. Compare and contrast key similarities and differences between the transgender bathroom topic and a different civil rights topic of your choosing. Based on your analysis, which do you think the law of the land should be on the matter?

Given the general dislike the public has for Congress; explain why it is that congressional incumbents do so well at the polls. Are there any reforms that could be implemented to change this pattern? How likely is that your proposed reforms would be adopted? Why?

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Subject area        Political Science

Academic Level  High School

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Given the general dislike the public has for Congress; explain why it is that congressional incumbents do so well at the polls. Are there any reforms that could be implemented to change this pattern? How likely is that your proposed reforms would be adopted? Why?

While many Americans cherish the Free Speech guarantees found in the First Amendment, few are willing to adopt the absolutist positions of Justices Douglas and Black.

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While many Americans cherish the Free Speech guarantees found in the First Amendment, few are willing to adopt the absolutist positions of Justices Douglas and Black. In their opinion, the 1st Amendment prohibited government from restricting speech of any kind. As such, how should public colleges and universities approach the subject of free speech on campuses? What are reasonable limits that the administration can place upon those wishing to express themselves in these venues? What would you propose be done with so-called “hate speech”? Can this type of speech be banned from campus? As you tackle this question, you must provide a constitutional rationale to support your argument. Be sure to cite court cases that you think are most relevant in framing your argument.

M7 Blog: Presidential Popularity

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Subject area        Political Science

Academic Level  High School

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Throughout the semester you will be expected to participate in course blogs. You will post your responses to prompts and reply to other students’ posts. This forum is meant to provide you a venue for reflecting on course concepts, sharing your own examples of the concepts, and engaging in discussion with your fellow students.

Your analytical posts should be at least 2 paragraphs long and substantially targeted to address the central topic/theme of the blog. In your posts, you should use examples and citations to support your arguments. I strongly encourage you to make the posts lively and engaging. We want this to be fun for everyone to read. However, be mindful that your posts should be clearly written and detailed.

In addition to your own posts on the subject, it is expected that you will be writing responses to the posts from your classmates. You should regularly read and respond to this blog.

Grades for the blog will be assigned using the rubric attached to the blog. I strongly encourage you to review this rubric before starting the assignment.

It has been argued that Americans hold their fictional presidents (those represented in popular culture – movies, television shows, etc…) in higher regard than the actual men who occupy the White House. Indeed, Reuters conducted a poll during President Obama’s time in office that found fictional television presidents were more popular than he was: Read the story here. Of course President Trump has his own public approval ratings to consider. We don’t have a direct comparison for Trump to fictional characters, but you can track his presidential approval ratings by visiting the Gallup Polling site.

I suspect many of you are unfamiliar with the television show The West Wing, but it was a very popular political drama on NBC (1999-2006). You can watch an interview, from 2002, with The West Wing creator, Aaron Sorkin below. (You might be more familiar with his work as the head writer on the HBO show Newsroom.) As you watch the interview, pay attention to the qualities and attributes that he tried to impart on his fictional president (Josiah Bartlett).

Netflix created its first original programming with the launch of a show entitled House of Cards. The shows main character (Frank Underwood) manipulates every situation and person to achieve power and his political ends. It is a very unvarnished and unflattering look at American politics. While it is fictional, it attempted to frame the show by using current policy debates and proxies for real people. For example, Season #3 has a driven Russian premiere whose attitude and presence invokes thoughts of Putin and the Kremlin. If you are unfamiliar with the show, you can watch the following trailers for each of the first three seasons, but be warned that doing so probably gives away some of the plot and drama. There are expected to be five seasons in total.

House of Cards – Season 1 – Official Trailer – Netflix [HD] – (Time: 2:29; closed caption available)

House of Cards – Season 2 Trailer #2 (Time: 2:22; closed caption available)

House of Cards – Season 3 Trailer (Time: 0:46; closed caption available)

 

In the end, it is worth considering the overall popularity of American presidents. More specifically, what is it that we, as Americans, are looking for in our president?

The Gallup Polling Organization has been tracking (weekly) presidential approval ratings since Truman. If you follow this link, you will be able to interactively look at the rise and fall of presidential approvals and compare Trump with others who have held that office. (Of course President Trump’s final ratings will have to wait until his time in office is over.) Notice that the general trend line for presidents is to see their approval ratings decline while they serve. Alternatively, you can also see this trend line by playing with the data at the University of California’s American Presidency Project website.

I’ve given you a couple of presidents from pop culture to consider as models under which the public evaluates their real president and I encourage you to consider the qualities that these characters possess that make them popular. Do we expect to have these same qualities in our current leader? Is this realistic? What advantages do fictional presidents have over the real ones?

As you create your blog entry, highlight a fictional president (television, movies, books, etc…):

Describe their personality and politics.

Are they popular in the context of their own drama?

What do you think public perception of them is? In other words, is this fictional character popular with the audience who is watching the show?

Presidential Leadership

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Subject area        Political Science

Academic Level  High School

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The president serves many roles. Also, unlike members of Congress or the Supreme Court, the president is perceived, and in many ways functions, as a singular actor. As such, media coverage of public policy and political news often centers on them. In many ways, President Trump does not fit the traditional mold of presidents. His critics have attacked him as being unqualified and ill-suited for the demands of the office. Of course, he and his supporters think he does possess the requisite presidential qualities. For your assignment, you will be combing the media to find instances where President Trump has displayed qualities that you think would make a good fit for fulfilling one of the president’s various roles. Alternatively, you could point to examples where you think President Trump has shown himself to be lacking in some of these leadership roles.

Find a current story (within the last year) from an online media outlet that describes the actions or behaviors of Donald Trump that you think either demonstrates his strong presidential qualities or illustrates his failings as a president. Provide a hyperlink to the story you found, and write a brief summary of it.

Describe what you think the story tells voters about the presidential qualities of Donald Trump. Which presidential role (chief of state, chief executive, chief diplomat, commander in chief, and chief legislator) would be most closely affected by the story?

Evaluate how well you think Donald Trump will be able to fulfill each of the president’s roles. Which do you think he will excel at? Where do you think he will struggle? Support your position.

 

I Speak of Freedom, 1961 Part 3.

Type of document           Essay

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Subject area       History

Academic Level Undergraduate

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Please answer all three essay questions for this assignment. Thank you. Two full pages please.

• In many ways Japanese militarization leading up to World War II coincided with the power vacuum in China. Describe the events in China & Japan leading up to World War II
• Describe the events in Europe leading to the rise of Hitler and the beginning of World War II. In your opinion (based on those events) could World War II have been avoided? If so, how and when? If not, why do you think it was unavoidable?
• Describe the problems in Palestine/Israel after World War I to the 1970s. Is there a peaceful solution? Is so, what solution to you believe would solve the problems? If not, why not?

Feedback from my professor from a previous essay questions

Part 3 — you needed to be much more detailed (discuss specific examples from specific colonies,

Brief Timeline of Events

• 1920-1921 – Italy faced multiple large-scale strikes by workers. Italian workers felt cheated by World War I because they had been promised social and land reforms in exchange for fighting.
• 1922 – Benito Mussolini assumed control of Italy. He offered to end the strikes by putting more men to work. Part of his plan involved removing women from the workforce to free up those jobs for men. Mussolini’s policies for women encouraged women to have many children.
• 1923-4 the Ruhr Crisis – this is a crisis between French and German relations as Belgians march into the Ruhr valley and occupy it.
• 1923- Benito Mussolini formed his own para-military, known as the Black Shirts.
• 1925 Locarno – the Western European powers met at Locarno to create some peace agreements. First, the Germans promise to forever honor the boundaries on the West, but they do not extend this promise to their eastern boundaries (Poland, Czechoslovakia, Austria). Second, the English promise to protect France and Belgium against any aggression, but they refused to make the same promise to countries Eastern Europe. Third, the French extended specific guarantees to Poland and Czechoslovakia saying that if either of those countries was attacked, France would march to their aid.
• 1925 – In Mein Kampf, Hitler presents his basic anti-Semitic ideas and his conviction that Germany needed more land for expansion
• 1926 – Germany was allowed to join the League of Nations.
• 1928 – the Kellogg-Briand Pact – This outlawed war. The countries take an oath to use some means besides war to settle differences and 65 countries signed it.
• 1929 – The Lateran Agreement gave Mussolini the support of the pope and the Catholic Church.
• 1929 – the Great Depression – stock markets collapsed, unemployment increased. This put democracy to the test. Many people became communists as they felt that capitalism had failed. They believe that the communist countries were surviving the depression better than the capitalist countries. In the 1930’s the Soviet Union was ending its unemployment problems – but what they did not realized was that it did so by killing million of its own people in the 1930s Purges and used forced labor to rapidly industrialize. In 1929-32 Germany suffered tremendously in the Great Depression which led to the growth of Fascism and the collapse of the Weimar Republic. By 1932, one out of every three working Germans was out of work (the US at its worst is 1 out of every 4). In 1928 the Nazi Party (National Sozialisten Deutche Partie) had 800,000 votes in national elections, but 1930 it has 7 million votes, and by 1932 it has 14 million votes.
• 1931 – Japan invaded Manchuria because it wanted the region’s raw materials
• 1931 – Civil war broke out in Spain and the Spanish overthrow the Bourbon kings.
• January 30, 1933 – Adolph Hitler became Chancellor of Germany. By the end of the year he was in complete control of the German government, and he took Germany out of the League of Nations.
• 1933 – Hitler acquired absolute dictatorial powers with the passage of the Enabling Act.
• 1934 – the Nazis staged an unsuccessful attempt to take over Austria (Austria will last another 4 years). Mussolini (Italy) objected to Germany taking over Austria as he was afraid Germany would become too strong, and he still wanted part of Austria’s land for Italy.
• 1934 – Russia joined the League of Nations. Russian leaders read Hitler’s book Mein Kampf and realized that, if Hitler planned to meet the goals outlined in his book, Russia needed some allies. However, most of the European countries felt that Stalin was a greater threat than Hitler.
• 1935 – Russia signed a peace treaty with France and Czechoslovakia, but Russia and France never really trusted each other. Russia promised the Czechs that Russia will come to its defense against Germany, but only after France honored this agreement and entered the war first.
• 1935 – Italy under the command of Mussolini invaded Ethiopia. When Ethiopian leader Haile Selassie requested the aid of the League of Nations, the western powers ignored his plea.
• 1935 – The passage of the Nuremberg Laws in Germany. The Nuremberg Laws stated anyone having three or more Jewish grandparents was Jewish
• 1935 – Germans in the Saar valley vote that the Saar would become part of Germany once again. That same year, Hitler announced Germany would re-arm and he implemented a draft violating the terms of the Treaty of Versailles, but none of the Western countries do anything to stop him.
• 1936 – Hitler sent troops into the Rhineland (another violation of the Treaty of Versailles)
• 1936 – Francisco Franco (a fascist rebel) launched an attack on the government of Spain. He was supported by Italy (sent tanks) and by Germany (sent the German Luftwaffe – air force). No one supported the republican government of Spain; the French and English instituted trade embargoes for both sides.
• October 1936 – the Rome-Berlin Axis – This was an alliance between fascist Italy and Nazi Germany.
• 1937 – Japan launches a full-scale invasion of China
• November 1937 – Anti-Comintern Pact – This alliance between Italy, Japan and Berlin formed the Axis Powers of the Second World War.
• 1938 – German invasion of the Sudetenland
• 1938 – (September). The Munich Agreement or Appeasement officially gave Hitler the Sudetenland. The Czechoslovakian government was not invited to the conference. The British were willing to appease Hitler because they thought Soviet Communists were a bigger threat to Europe’s stability.
• 1939 – (March) – Germany invades Czechoslovakia
• 1939 – (August) – Germany signed a ten-year nonaggression pact with the Soviet Union.
• 1939 – (September) – Germany invaded Poland.
• 1940 – Germany invaded France. The German attack on France relied on blitzkrieg, which means “lightening war.” This strategy involved sending airforce to knock out communication then sending tanks into major towns.

Sterilization, Genocide and Holocaust

Sterilization, Genocide and Holocaust are policies used to get rid of groups within the society. The first policy which Hitler used was Sterilization of the Handicapped. Mentally and physically handicapped people were sterilized so that they could not have children usually by radiation treatments. Hitler got this idea from America, Switzerland and the Scandinavian in which doctors would perform these procedures, although sterilization was not an official government program. Hitler then began a campaign of euthanasia (killing off the elderly and handicapped) but there was so much public outrage at this program that he gave it up for a while

Genocide is the effort to destroy a national, ethnic or racial group. The first German campaign for genocide was in Southwestern Africa (Namibia) in 1904 to 1907 when Germany decided to get rid of one of the native groups there (German soldiers rounded up about 1,000 Herero and killed them). In 1905 to 1907, Germany used genocide in Tanzania. It had ordered the farmers in Tanzania to grow cotton instead of food, when they refused the German government sent troops over and killed approximately 120,000 people. However, Germany is not the only country to use genocide. Stalin killed 8 million non-Russian people living in the Soviet Union when he came to power.

The Holocaust is the systematic, bureaucratic annihilation of about 6-9 million Jews. In 1933 there were approximately 9-12 million Jews throughout all of Europe (Germany only had 500,000 Jews – 1% of the German population). By 1945, 2/3 of the Jewish population in Europe had been killed (most in death camps). Death camps also killed gypsies, mentally and physically handicapped people, Poles, Russians, Prisoners of war, homosexuals, communists/socialists, Jehovah’s Witnesses… The first concentration camp was built in 1933. In 1933, Hitler enacted laws removed all Jews from the government, universities, and legal positions. Four months later he called for the boycott of Jewish businesses. Then he enacted the Nuremburg Laws which stripped anyone of Jewish ancestry of German citizenship, banned them from schools, theaters, resorts and even walking on the sidewalks in certain areas of towns. Hitler’s “Final Solution” was to first concentrate the Jews in ghettos. By 1938, Hitler’s domestic policies had resulted in the virtual elimination of unemployment because it removed so many people from the work force. From those ghettos Jewish Germans would be moved into work camps where thousands would die from overcrowding and starvation. In 1942-4, Hitler will slowly remove the ghettos. At the Wannsee conference of 1942, Hitler made his final decision to kill the Jews. Work camps and death camps would be located in rural areas near railroads. He needed the railroads to move the people quickly to the death camps, but he knew that the German people would begin to protest if they saw the death camps (it also made it more difficult for prisoners to escape).

When Germany invaded Poland on December 1, 1939, it completely defeated the Polish army in one month and set up its own government over the conquered Polish people. Germany then began a campaign to enslave the Poles. The leaders of Polish society (government officials, priests, professors, writers, artists) were killed or forced to publicly support Hitler’s control. Hitler had gained the support of the German people for this military takeover of Poland by giving speeches in which he stated that Germany needed to create “Lebensraum” (living space) for the Germans. His plan was to remove the Polish people, so that Germans can move into Poland. Using the prejudice of the Germans against the Slavic people, he had campaigned for the enslavement and forced relocation of the Slavic people in Poland. His eventual plan was, once he had taken over Russia, to force all the Slavic people (from Poland and Czechoslovakia) to work as slaves in the mining and farming industries in Russia. Naturally, he kept quiet about this while he was still on good terms with Stalin. While the Czech people were almost completely Slavic, the Polish had some Germanic background. Hitler ordered German officers to kidnap Polish children who look Germanic (meaning blond-haired and blue-eyed) in hopes of turning them into good Germans. Sadly for these children, he later decided that their blood was too tainted by Slavic blood so that they were incapable of becoming German and sent them to the death camps.

World War II and Beyond

March 1938 Germany began its expansion with the “Anschluss.” This was the forced unification of Austria into Germany. Many Austrian officials wanted this annexation because Austria was still bankrupt from the end of World War I. They saw that Hitler had turned the German economy around, and hoped that he would do the same for Austria. However, there were many Austrians who opposed the annexation because they did not want to give up their national identity or because they opposed Hitler’s fascist government. Many opponents were imprisoned and executed. Some escaped Austria – the most famous of these was the Van Trapp family from The Sound of Music (many of the details of the musical are accurate: Colonel Van Trapp was a famous Austrian military commander from World War I, he did have seven children from his first marriage, he did marry his children’s governess who had lived in a nunnery, he did refuse to serve in the army after the annexation, his family did escape by walking across the Alps…). Austria was formally annexed to Germany against the terms of the Treaty of Versailles after World War I, and yet the Western powers do nothing to stop this.

In September of 1938, Hitler gave a moving speech about the poor Germans who were living in the Sudetenland, an area that had formerly been part of Germany but had been removed from Germany and added to the newly formed Czechoslovakia by the Treaty of Versailles after World War I. Hitler ended his speech by calling for the Sudetenland to be re-annexed to Germany. However, the Sudetenland was Czechoslovakia=s main defense; it was a barrier between the rest of Czechoslovakia and Germany. The annexation of the Sudetenland would leave Czechoslovakia was the only democratic republic left in Eastern Europe. The Czechs mobilized their army to defend themselves from a Germany attack. Then Mussolini diffused some of the tensions by calling for a Four Power Conference in Munich which included Italy and Germany on one side with England and France on the other (they did not invite Russia or Czechoslovakia). England and France agree to a plan of Appeasement (peace at any price). England manipulated France into an agreement to ignore its guarantee to protect Czechoslovakia. Since Russia’s promise to defend Czechoslovakia depended on France helping them first, this also nullified the Russian agreement. At the time there was a known plot in Germany against Hitler. If the Western powers had been willing to stand up against Hitler, then the German military would have thrown Hitler out of power.

With the support of Germany and Italy, in 1939 Francisco Franco became dictator of Spain (this will last until the 1970’s). That same year, in March 1939 Hitler moved into the rest of Czechoslovakia, and began to demand part of Poland. In April 1939 Italy invaded Albania. It was slowly dawning on the Western powers that Hitler was preparing the way for an invasion. He had annexed or allied with several powers decreasing the number of countries which could try to stop him. From March to April of 1939, England wrote guarantees promising to protect Poland, Romania, Greece, and Turkey (especially Poland). In August 1939 Germany and Russia agreed to a Non-Aggression Pact in which they promised not to fight each other and to divide Poland and Finland up between the two of them as a sign of their willingness to work together. By doing this, Hitler ensured that he would not have to fight a two-front war. On December 1, 1939 Germany invaded Poland. Poland had a large army, but Hitler used “blitzkrieg” (lightening war). First. he sent in the German Luftwaffe (air force) to destroy the communications system. Next, he sent in tanks to take over the capital. The Germans wanted to defeat Poland, before Russia had a chance to enter the war, because they were afraid Russia would take all of Poland. Russian troops do not arrive in Poland until Dec. 17, by which time Germany has virtually wiped out the Polish army. England and France declared war on Germany, but decided not to send troops to Poland since its government had already collapsed. France chose to build a huge wall of steel and fortresses so strong on its border with Germany so that it would be able to keep the Germans out (this is called the Maginot Line), but the Germans simply went around it and attacked France through Belgium as they had done in World War I. This period of the war is called the Phoney War because the English and French were not really fighting even though they had declared war on Germany. In the meantime, Stalin tried to meet with the English and French governments, but they refused to discuss an alliance with him. Germany received word of Stalin’s efforts and Hitler chose to renew his peace settlement with the Soviet Union by granting it part of Poland. With no hope of an alliance with the Western powers, Stalin felt that his best chance of escaping a war was to accept Hitler’s offer. This kept peace in the east allowing Hitler to focus his attention elsewhere. German soldiers moved on to conquer Norway, and Denmark, then Belgium, Luxemburg (which fell in 1 day) and the Netherlands (which fell in 5 days). The English and French were finally forced to send troops to defend Belgium because they had promised to defend Belgium against any outside force, but their soldiers were trapped at the battle of Dunkirk, only escaping Dunkirk in fishing boats and leaving their weapons behind.

On January 5, 1940 German soldiers went around the Maginot Line forcing the French government to surrender. Hitler was convinced that the British would simply surrender – but they did not. This is also a perfect time to mention the limitations of Hitler’s successes. While he was able to officially “conquer” countries, the nature of his military tactics have left many questions for historians. Our best understanding of his efforts is that he established temporary, collaborating (locals who were willing to work for him) governments which he intended to replace as soon as he had finished his conquest. If Hitler had lived longer, it is doubtful that he would have been able to maintain his empire as he had envisioned it. While countries like France were nominally conquered, they had strong resistance movements and once faced with the reality of German officials running the government, would have fought even harder to overthrow the government Hitler had established (in France it was known as the Vichy government). Many “collaborators” only worked for the Germans in hopes of undermining their authority. After World War II was over, many collaborators were tried and sentenced to execution or life in prison in the Nuremburg Trials.

In June 1940 Hitler turned against his old ally, Russia. Hitler’s reasons for doing this are not clear, although in part it was an effort to take over the rich oil fields in Russia. Also, Hitler’s racist policies called for the Slavic people to be used as slave labor on lands that were currently part of Russia. Russia (the Soviet Union) was not ready for a German attack. In his rise to power, Stalin had executed virtually all of the Russian generals leaving him with few military commanders who had actually seen battlefield experience. However, Stalin realized the German soldiers would have to rely on food and supplies they could scavenge from the countryside, so Stalin destroyed everything in the path of the German soldiers (burning crops so the Germans could not take the food and destroyed the railroads so the Germans could not use them). The German army slaughtered hundreds of thousands of Russian soldiers. The leader of the German army wanted to immediately attack Stalingrad (formerly Moscow), but Hitler overruled him (hoping Stalingrad would surrender on its own). This gave Stalin the time he needed to gather more soldiers. In the Battle of Stalingrad, heavy rains immobilized the German tanks, leaving them as sitting targets for Russian attack. Hitler had delayed his attack on Russia in order to send soldiers to help the Italians out in their campaign against Greece (Mussolini had attacked Greece, but the Italian army was almost wiped out by the Greeks before Hitler could send German soldiers in to help them). This delay meant that German soldiers were in Russia during the winter – it was the coldest winter in the 20th century with temperature at -40° F (cold enough that the oil in the German tanks froze leaving the tanks useless). These events had two positive side effects for the Allies. First, it became clear that Hitler was against Stalin making it easier for Stalin to ally the Soviet Union with France (the French resistance movement) and England. Neither the French resistance leaders nor the English government were enthusiastic about this alliance, but they needed all the help that they could get. Second, the Soviet Union had proven that Hitler’s forces could be defeated. Until this point, many of the resistance leaders had problems overcoming the local mindset that German was invincible. While people wanted to reclaim their independence, they secretly believed that it would not actually happen. Once they heard about the victory at Stalingrad, more people joined the resistance movements and there were new efforts to coordinated combined attacks against the Germans.

In August 1940 the “Battle of Britain” began. This was the name for Hitler’s air war over England. There were only two ways that a country could an island: navy or airforce. A naval invasion limited the attack to coastal targets until soldiers were able to invade. Air strike opened up many more areas for attack while limiting the amount of potential death on the attacking side. The British Royal Airforce lost 915 airplanes, but the Luftwaffe lost 1,730 airplanes and Hitler decided to end the air war. England was able to defeat the Germans by inventing radars (so that they could see the German planes coming in) and deciphering the German secret code (Operation Ultra, Polish spies stole one of the machines used to write the German secret code and take the machine to England; the English will then break the code, and the Germans never found out about it). In America, the President (FDR) announced that the US would remain neutral, but that it would provide weapons for the English. In order to get around the Neutrality Acts which stated that America would not sell weapons to a nation at war, FDR instituted the Lend-Lease Program (the Americans will lend about $50 billion worth of tanks and weapons to the allies).

What about the rest of the European countries? Many of the “Neutral” Countries in Europe were not as neutral as they pretended to be. In Switzerland banks absorbed Jewish bank accounts and transferred the money to Germany and financed German military purchases. In Sweden the government allowed Germany to use its railroad system and it used its own navy to protect German supply ships sailing in its waters. Spain sent 40,000 volunteers to help the German army.

The Pacific Side of the War

In 1928 there was an unauthorized assassination of Zuolin by members of Japanese military followed by an unauthorized destruction of railroad through Manchuria in 1931. The Japanese military made it look like Chinese destroyed the railroad to excuse police action against China. By 1932 the Japanese army controlled Manchuria although officially it was still known as the state of “Manchukuo” led by Qing emperor. In 1936 son of Zhang Zuolin kidnapped Jiang Jieshi (Chinese Nationalist) for no standing against Japan – forced him to agree to work with Communist. The League of Nations responded by condemning Japan’s actions to which Japan responded by leaving the League of Nations. An aborted military coup in1936 (February 26 Incident) led to military-dominated council. Later that same year Japan allied with Germany in the Anti-Comintern Pact (Italy joined 1937).

On July 7, 1937 Japan launched a full-scale invasion of China and by December it had conquered Beijing, Tianjin and Shanghai. The Chinese countered by blocking Japan at Nanjing/Nanking but was badly defeated in what became known as the “Rape of Nanking.” One of the reasons why the more populated China fell so quickly to Japan was internal political problems in China. China’s government was split between Nationalists and Communists. They spent most of their time fighting each other instead of the invading Japanese army. In 1942 Nationalist Jiang Jieshi blockaded Chinese Communists.

 

In June 1937 Prince Konoe Fumimaro became Prime Minister of Japan. He called for a program of removing the Western Influences. He promoted this in 1941 as the Greater East Asia Co-Prosperity Sphere bringing other Asian countries (willingly or unwillingly) into this union. In spite of its name, Japan dominated the economics of this group providing raw materials and munitions. The Japanese government called for national mobilization: rationing energy and food. They even asked people to reject “decadence” (consumer culture). They banned unions, women’s groups and other political parties.

Korea had become a full colony of Japan in 1910. The period from 1919 to1930 is known as “cultural rule” meaning that Japan allowed Korea to have its own political movements. In the late 1937s as part of the Greater East Asia Co-Prosperity Sphere, Japan forced Korea to send over most of its rice. In 1938 millions of Korean men forced to work in factories and mines, and between 100,000 and 200,000 women were forced to become prostitutes for Japanese military. In 1940 Japan ordered Koreans to adopt Japanese surnames. That same year, Japan moved into French Indo-China (Vietnam, Laos and Cambodia) in search of more raw materials. Since Japan did not have large sources of raw material, it had relied on the US for oil and metals. The US responded with an embargo on iron and steel in 1940 followed by an embargo on oil in summer 1941. Japan’s reaction was to invade the oil-rich Dutch East Indies while pretending to give consideration to these demands. The Japanese government informed the U.S. government that it would be given Japan’s final decision on December 7, 1941. The US believed that Japan was preparing an airstrike against the American airforce bases in the Philippines. Because of that, the Japanese attack on Pearl Harbor did not harm American aircraft carriers. On December 7, 1941 the US was surprised by the attack at Pearl Harbor, Hawaii. The designer of the Japanese plan to attack Pearl Harbor actually did not want Japan to go to war against the America, because he knew that the US had a lot more people and a lot more resources than Japan. He designed the plan so Japan could have the advantage of surprise hoping that it would be able to win a quick victory. However, the Japanese did not realize that most of the US Pacific fleet was out of Pearl Harbor (actually training for the up coming war). The US was so angry at this attack that it began to drop fire-bombs on Japanese cities – 7 million Japanese (mostly civilians) were killed by fire-bombs because Japanese towns were made out of wood. In the meantime, Japan continued its conquests taking Guam, Hong Kong, Singapore and Java. In America, Japan’s actions led the American government to intern all westcoast Japanese Americans as potential spies. Executive Order 9066 established Internment camps for Japanese Americans and gave them one weekend to sell anything they could not carry and move into the camps.

On December 14, 1941 Germany declared war on the United States. If Germany had not declared war on the US it is possible that the US would not have become involved in the European side of the war. The Soviets and French wanted the US to immediately attack Germany through France (France hoped this would help the French Resistance drive the Germans out of France; Russia hoped this would force Germany to fight on two fronts so that Germany would withdraw some of its troops from Russia to send them to fight in France). However, England and the US decided to attack German soldiers in North Africa and then through Italy into Europe. Russia believed that the US chose this plan specifically because it would take longer and that the US was secretly hoping that Germany would defeat Communist Russia before US soldiers would arrive (this was one reason for the Cold War between Russians and the US).

In 1942 American General Douglas MacArthur stopped the Japanese expansion towards Australia in the Battle of Coral Sea. He then blocked the Japanese from expansion towards Hawaii with the Battle of Midway Island. On the western front, on November 8, 1942, General Dwight Eisenhower landed US soldiers in Africa and moved into Morocco and Algeria. By May 13, 1943 his forces had captured 275,000 German soldiers stationed in North Africa. America was finally ready to invade Europe. On July 10, 1943 the US military began its attack on Sicily then moved on to Italy. Italy fell to American forces quickly, but before a peace treaty was finalized, the king of Italy returned and demanded his kingdom back (the king of Italy had been living in exile since 1922). While America debated what it should do, Italy regrouped with the help of German soldiers and continued the war. Rome fell to the U.S. a second time on June 4, 1944 finally defeated.

During the intervening years, the leaders of the four major allies (England, the French resistance government, the U.S. and the Soviet Union) met for several conferences. At the Moscow Conference in October of 1943 the allies promised to continue fighting until Germany gave an unconditional surrender (not an armistice/cease fire as had happened in World War I). They also agreed that they would form a new organization of all countries (United Nations) at the end of the war. Later that same year, they met at the Tehran Conference in which the U.S. promised to start a second war front in France in Summer 1944. In response, Stalin agreed to join war against Japan (something that the U.S. supported in 1943, but changed its mind by 1945 when Stalin made it clear he wanted to claim part of the Japanese islands). At the Teheran Conference the Allies also declared their interest in recreating Poland. Stalin wanted an additional promise to permanently divide Germany but England and the US made no promises.

On June 6, 1944 (D-Day) American and English forces finally launched the Normandy invasion known as “Operation Overlord.” They purposefully chose to land at a location that was not the closes distance between England and France knowing that German forces were waiting for them. Even with the initial element of surprise, the D-Day invasion was a blood-bath. There were 5,000 Allied losses on 1st day. Landing on a beach is one of the most difficult military maneuvers before modern military equipment (and it is still very difficult). The boats are easily visible from the shore lines, while people on shore can hide behind rocks, trees or cliffs. The soldiers must get off the boats, usually with one hand on the side of the boat while the other is holding their guns up above the water. Their fellow soldiers are on the boats behind them, unable to fire at the enemy on the shore without hitting the first landing parties caught in between. Once the soldiers were able to land, they were slowly able to push the German forces back and on August 15, 1944 American and French forces took Paris. In the meantime the Soviet Union has been angered by the delays. They felt that the U.S., England and France were taking too long (Russia was already at the German border, while the others are still only halfway through France. The situation did not improve very quickly. By the Yalta Conference (Feb. 1945), Russia was 100 miles from Berlin, but the Western forces still had not entered Germany. To appease Stalin, the Western powers made concessions to the Soviet Union in Asia. In exchange, the Soviet Union agreed to declare war on Japan once Germany was defeated. Three months later, May 8, 1945 (V-Day) Germany surrendered and the European side of the war ended. At the Potsdam Conference (July 1945), the new American President Harry Truman faced off against Stalin. The Soviet Union lost 17 million people in World War II so Stalin felt that the other allies owed the Soviet Union. First, he demanded that the USSR’s border be moved westward into what was Poland (Poland was compensated by shifting its border 100 miles into Germany). More importantly, the Soviet Union was determined that Germany would not have the ability to start World War III. Stalin demanded that Germany would be divided into occupation zones (England, France and the U.S. agree to this but saw the division as temporary). He also rejected the idea of free elections in Eastern Europe because he felt that they would bring in anti-Soviet governments. The delegates also established a Council of Foreign Ministers to draft peace treaties for Germany’s allies (Italy, Romania, Hungary, Bulgaria & Finland).

However, World War II was not completely finished. The war in the Pacific continued for four more months after Germany surrendered. When Germany agreed to a peace settlement, Stalin turned to the U.S. and issued an ultimatum – the U.S. had three months to finish the war against Japan (until August 8, 1945) or the Soviet Union would get involved. If the Soviet Union did come into the war, they had no intention of leaving Japan (the Soviet Union was still searching for a warm-water port – a port far enough to the south that it would not freeze over in the winter). President Truman turned to his advisors and asked them for options. They told him he had three alternatives: First, the U.S. could continue or increase the fire-bombs. They estimated that over 1 million Japanese would die before its government would surrender, and the increase in the number of U.S. airplanes would mean about a 50,000 death toll for American pilots). The second alternative was to conduct a D-Day style invasion of the Japanese islands, but instead of just landing on one coast, they would have to land on multiple coastlines. The advisors estimated that it would take over a million Japanese deaths before the government surrendered and the death toll to American soldiers would be close to half a million. The third option was to drop the newest weapon in America’s arsenal: the atomic bomb. The advisors told Truman that it would cost less Japanese lives (estimated about 100,000 total) and American lives (only the potential of one plane going down). They believed that the bomb would scare the Japanese government into surrendering quickly. Truman delayed the use of the bomb as long as he could, hoping that Japan would surrender without it, but on August 6, 1945 (two days before the Soviet deadline) the U.S. dropped the first atomic bomb on Hiroshima. The estimates of the death toll had been based on destroying a tiny bomb in the desert; those estimates were wrong. The bomb killed almost 100,000 people outright and almost the same amount overtime as the toxic poison slowly destroyed their bodies. The U.S. was also in for another surprise; the Japanese government did not immediately surrender. Japan assumed that the U.S. only had one bomb, so it quarantined the area telling people that the U.S. had dropped some form of biological weapon and waited. On August 8, 1945, as the Soviet Union invaded the northern islands of Japan, the U.S. dropped the second atomic bomb on Nagasaki. It had a similar death toll. Fearing that the U.S. had more bombs, Emperor Hirohito agreed to peace on September 2, 1945. Article 9 of Japan’s postwar constitution abolished its armed forces.

“I Speak of Freedom, 1961”

Type of document           Essay

1 Page Double Spaced

Subject area       History

Academic Level Undergraduate

Style      APA

References         2

Order description:

Please use this two source to answer these two questions for this assignment. Thank you

Modern History Sourcebook: Kwame Nkrumah: “I Speak of Freedom, 1961”

Modern History Sourcebook: Desmond Tutu: “The Question of South Africa, 1984”

• How are the readings from Desmond Tutu and Kwame Nkrumah similar?
• The readings from Desmond Tutu and Kwame Nkrumah were written over 20 years apart. Comparing the two, does Desmond Tutu’s “The Question of South Africa” show that any progress has been made? Why or why not?

 

Modern History Sourcebook:

Kwame Nkrumah:

I Speak of Freedom, 1961

Kwame Nkrumah (1909-1972) was the leader of Ghana, the formerBritish colony of the Gold Coast and the first of the Europeancolonies in Africa to gain independence with majority rule. Untilhe was deposed by a coup d’état in 1966, he was a majorspokeman for modern Africa.

For centuries, Europeans dominated the African continent. Thewhite man arrogated to himself the right to rule and to be obeyedby the non-white; his mission, he claimed, was to “civilise”Africa. Under this cloak, the Europeans robbed the continent ofvast riches and inflicted unimaginable suffering on the Africanpeople.All this makes a sad story, but now we must be prepared to burythe past with its unpleasant memories and look to the future.All we ask of the former colonial powers is their goodwill andco-operation to remedy past mistakes and injustices and to grantindependence to the colonies in Africa….It is clear that we must find an African solution to our problems,and that this can only be found in African unity. Divided we areweak; united, Africa could become one of the greatest forces forgood in the world.Although most Africans are poor, our continent is potentiallyextremely rich. Our mineral resources, which are being exploitedwith foreign capital only to enrich foreign investors, range fromgold and diamonds to uranium and petroleum. Our forests containsome of the finest woods to be grown anywhere. Our cash cropsinclude cocoa, coffee, rubber, tobacco and cotton. As for power,which is an important factor in any economic development, Africacontains over 40% of the potential water power of the world, ascompared with about 10% in Europe and 13% in North America. Yetso far, less than 1% has been developed. This is one of the reasonswhy we have in Africa the paradox of poverty in the midst of plenty,and scarcity in the midst of abundance.Never before have a people had within their grasp so great anopportunity for developing a continent endowed with so much wealth.Individually, the independent states of Africa, some of them potentiallyrich, others poor, can do little for their people. Together, bymutual help, they can achieve much. But the economic developmentof the continent must be planned and pursued as a whole. A looseconfederation designed only for economic co-operation would notprovide the necessary unity of purpose. Only a strong politicalunion can bring about full and effective development of our naturalresources for the benefit of our people.The political situation in Africa today is heartening and at thesame time disturbing. It is heartening to see so many new flagshoisted in place of the old; it is disturbing to see so many countriesof varying sizes and at different levels of development, weakand, in some cases, almost helpless. If this terrible state offragmentation is allowed to continue it may well be disastrousfor us all.There are at present some 28 states in Africa, excluding the Unionof South Africa, and those countries not yet free. No less thannine of these states have a population of less than three million.Can we seriously believe that the colonial powers meant thesecountries to be independent, viable states? The example of SouthAmerica, which has as much wealth, if not more than North America,and yet remains weak and dependent on outside interests, is onewhich every African would do well to study.Critics of African unity often refer to the wide differences inculture, language and ideas in various parts of Africa. This istrue, but the essential fact remains that we are all Africans,and have a common interest in the independence of Africa. Thedifficulties presented by questions of language, culture and differentpolitical systems are not insuperable. If the need for politicalunion is agreed by us all, then the will to create it is born;and where there’s a will there’s a way.The present leaders of Africa have already shown a remarkablewillingness to consult and seek advice among themselves. Africanshave, indeed, begun to think continentally. They realise thatthey have much in common, both in their past history, in theirpresent problems and in their future hopes. To suggest that thetime is not yet ripe for considering a political union of Africais to evade the facts and ignore realities in Africa today.The greatest contribution that Africa can make to the peace ofthe world is to avoid all the dangers inherent in disunity, bycreating a political union which will also by its success, standas an example to a divided world. A Union of African states willproject more effectively the African personality. It will commandrespect from a world that has regard only for size and influence.The scant attention paid to African opposition to the French atomictests in the Sahara, and the ignominious spectacle of the U.N.in the Congo quibbling about constitutional niceties while theRepublic was tottering into anarchy, are evidence of the callousdisregard of African Independence by the Great Powers.We have to prove that greatness is not to be measured in stockpilesof atom bombs. I believe strongly and sincerely that with thedeep-rooted wisdom and dignity, the innate respect for human lives,the intense humanity that is our heritage, the African race, unitedunder one federal government, will emerge not as just anotherworld bloc to flaunt its wealth and strength, but as a Great Powerwhose greatness is indestructible because it is built not on fear,envy and suspicion, nor won at the expense of others, but foundedon hope, trust, friendship and directed to the good of all mankind.The emergence of such a mighty stabilising force in this strife-wornworld should be regarded not as the shadowy dream of a visionary,but as a practical proposition, which the peoples of Africa can,and should, translate into reality. There is a tide in the affairsof every people when the moment strikes for political action.Such was the moment in the history of the United States of Americawhen the Founding Fathers saw beyond the petty wranglings of theseparate states and created a Union. This is our chance. We mustact now. Tomorrow may be too late and the opportunity will havepassed, and with it the hope of free Africa’s survival.

From Kwame Nkrumah, I Speak of Freedom: A Statement of AfricanIdeology (London: William Heinemann Ltd., 1961), pp. xi-xiv.

 

This text is part of the Internet Modern History Sourcebook.The Sourcebook is a collection of public domain and copy-permittedtexts for introductory level classes in modern European and Worldhistory. Unless otherwise indicated the specific electronic form of thedocument is copyright. Permission is granted for electronic copying,distribution in print form for educational purposes and personaluse. If you do reduplicate the document, indicate the source.No permission is granted for commercial use of the Sourcebook.(c)Paul Halsall Aug 1997

Modern History Sourcebook:

Desmond Tutu:

The Question of South Africa, 1984

Bishop Desmond Tutu (1931-) was the first Black Archbishop of Capetown, the head of the Anglican Church in South Africa. Tutu used this position to speak out against Apartheid. In 1984 he was awarded the Nobel Peace Prize. Shortly afterwards he gave following speech, attacking South Africa’s racial policies, to the United Nations Security Council. Tutu is here pessimistic about the future. As events turned out, change came peacefully..

I speak out of a full heart, for I am about to speak about a land that I love deeply and passionately; a beautiful land of rolling hills and gurgling streams, of clear starlit skies, of singing birds, and gamboling lambs; a land God has richly endowed with the good things of the earth, a land rich in mineral deposits of nearly every kind; a land of vast open spaces, enough to accommodate all its inhabitants comfortably; a land capable of feeding itself and other lands on the beleaguered continent of Africa, a veritable breadbasket; a land that could contribute wonderfully to the material and spiritual development and prosperity of all Africa and indeed of the whole world. It is endowed with enough to satisfy the material and spiritual needs of all its peoples. And so we would expect that such a land, veritably flowing with milk and honey, should be a land where peace and harmony and contentment reigned supreme. Alas, the opposite is the case. For my beloved country is wracked by division, by alienation, by animosity, by separation, by injustice, by avoidable pain and suffering. It is a deeply fragmented society, ridden by fear and anxiety, covered by a pall of despondency and a sense of desperation, split up into hostile, warring factions. It is a highly volatile land, and its inhabitants sit on a powder­keg with a very short fuse indeed, ready to blow us all up into kingdom come. There is endemic unrest, like a festering sore that will not heal until not just the symptoms are treated but the root causes are removed. South African society is deeply polarized. Nothing illustrates this more sharply than the events of the past week. While the black community was in the seventh heaven of delight because of the decision of that committee in Oslo, and while the world was congratulating the recipient of the Nobel Peace prize, the white government and most white South Africans, very sadly, were seeking to devalue that prize. An event that should have been the occasion of uninhibited joy and thanksgiving revealed a sadly divided society. Before I came to this country in early September to go on sabbatical, I visited one of the trouble­spots near Johannesburg. I went with members of` the Executive Committee of the South African Council of Churches, which had met in emergency session after I had urged Mr. P. W. Botha to meet with church leaders to deal with a rapidly deteriorating situation. As a result of our peace initiative, we did get to meet with two cabinet ministers, demonstrating thereby our concern to carry out our call to be ministers of reconciliation and ambassadors of Christ. In this black township, we met an old lady who told us that she was looking after her grandchildren and the children of neighbors while they were at work. On the day about which she was speaking, the police had been chasing black schoolchildren in that street, but the children had eluded the police, who then drove down the street past the old lady’s house. Her wards were playing in front of the house, in the yard. She was sitting in the kitchen at the back, when her daughter burst in, calling agitatedly for her. She rushed out into the living room. A grandson had fallen just inside the door, dead. The police had shot him in the back. He was six years old. Recently a baby, a few weeks old, became the first white casualty of the current uprisings. Every death is one too many. Those whom the black community has identified as collaborators with a system that oppresses them and denies them the most elementary human rights have met cruel death, which we deplore as much as any others. They have rejected these people operating within the system, whom they have seen as lackies and stooges, despite their titles of town councilors, and so on, under an apparently new dispensation extending the right of local government to the blacks. Over 100,000 black students are out of school, boycotting-as they did in 197~what they and the black community perceive as an inferior education designed deliberately for inferiority. An already highly volatile situation has been ignited several times and, as a result, over 80 persons have died. There has been industrial unrest, with the first official strike by black miners taking place, not without its toll of fatalities among the blacks. Some may be inclined to ask: But why should all this unrest be taking place just when the South African government appears to have embarked on the road of reform, exemplified externally by the signing of the Nkomati accord and internally by the implementation of a new constitution which appears to depart radically from the one it replaces, for it makes room for three chambers: one for whites, one for Coloureds, and one for Indians; a constitution described by many as a significant step forward? I wish to state here, as I have stated on other occasions, that Mr. P. W. Botha must be commended for his courage in declaring that the future of South Africa could no longer be determined by whites only. That was a very brave thing to do. The tragedy of South Africa is that something with such a Considerable potential for resolving the burgeoning crisis of our land should have been vitiated by the exclusion of 73 percent of the population, the Overwhelming majority in the land. By no stretch of the imagination could that kind of constitution be considered to be democratic. The composition of the committees, in the ratio of four whites to two Coloureds to one Indian, demonstrates eloquently what most people had suspected all along-that it was intended to perpetuate the rule of a minority. The fact that the first qualification for membership in the chambers is racial says that this constitution was designed to entrench racism and ethnicity. The most obnoxious features of apartheid would remain untouched and unchanged. The Group Areas Act, the Population Registration Act, separate educational systems for the different race groups; all this and more would remain quite unchanged. This constitution was seen by the mainline English­speaking churches and the official white opposition as disastrously inadequate, and they called for its rejection in the whites­only referendum last November. The call was not heeded. The blacks overwhelmingly rejected what they regarded as a sham, an instrument in the politics of exclusion. Various groups campaigned for a boycott of the Coloured and Indian elections-campaigned, I might add, against very great odds, by and large peacefully. As we know, the authorities responded with their usual iron­fist tactics, detaining most of the leaders of the United Democratic Front (UDF) and other organizations that had organized the boycott-and we have some of them now holed up in the British Consulate in Durban, causing a diplomatic contretemps. The current unrest was in very large measure triggered off by the reaction of the authorities to anti­election demonstrations in August. The farcical overall turnout of only about 20 percent says more eloquently than anything else that the Indians and Coloureds have refused to be co­opted as the junior partners of apartheid-the phrase used by Allan Boesak, the founding father of the UDF and president of the World Alliance of Reformed Churches. But there is little freedom in this land of plenty. There is little freedom to disagree with the determinations of the authorities. There is large­scale unemployment because of the drought and the recession that has hit most of the world’s economy. And it is at such a time that the authorities have increased the prices of various foodstuffs and also of rents in black townships-measures designed to hit hardest those least able to afford the additional costs. It is not surprising that all this has exacerbated an already tense and volatile situation. So the unrest is continuing, in a kind of war of attrition, with the casualties not being large enough at any one time to shock the world sufficiently for it to want to take action against the system that is the root cause of all this agony. We have warned consistently that unrest will be endemic in South Africa until its root cause is removed. And the root cause is apartheid-a vicious, immoral and totally evil, and unchristian system. People will refer to the Nkomati accord, and we will say that we are glad for the cessation of hostilities anywhere in the world. But we will ask: Why is détente by the South African government only for export? Why is state aggression reserved for the black civilian population? The news today is that the army has cordoned off Sebokeng, a black township, near Sharpeville, and 400 or so persons have been arrested, including the immediate ex­moderator of the Presbyterian Church of Southern Africa and Father Geoff Moselane, àn Anglican priest. As blacks we often run the gauntlet of roadblocks on roads leading into our townships, and these have been manned by the army in what are actually described as routine police operations When you use the army in this fashion, who is the enemy? The authorities have not stopped stripping blacks of their South African citizenship Here I am, 53 years old, a bishop in the church, some would say reasonably responsible; I travel on a document that says of my nationality that it is “undeterminable at present.” The South African government is turning us into aliens in the land of our birth. It continues unabated with its vicious policy of forced population removals. It is threatening to remove the people of Kwa Ngema. It treats carelessly the women in the KTC squatter camp near Cape Town whose flimsy plastic coverings are destroyed every day by the authorities; and the heinous crime of those women is that they want to be with their husbands, with the fathers of their children. White South Africans are not demons; they are ordinary human beings, scared human beings, many of them; who would not be, if they were outnumbered five to one? Through this lofty body I wish to appeal to my white fellow South Africans to share in building a new society, for blacks are not intent on driving whites into the sea but on claiming only their rightful place in the sun in the land of their birth. We deplore all forms of violence, the violence of an oppressive and unjust society and the violence of those seeking to overthrow that society, for we believe that violence is not the answer to the crisis of our land. We dream of a new society that will be truly non­racial, truly democratic, in which people count because they are created in the image of God. We are committed to work for justice, for peace, and for reconciliation. We ask you, please help us; urge the South African authorities to go to the conference table with the . . . representatives of all sections of our community. I appeal to this body to act. I appeal in the name of the ordinary, the little people of South Africa. I appeal in the name of the squatters in crossroads and in the KTC camp. I appeal on behalf of the father who has to live in a single­sex hostel as a migrant worker, separated from his family for 11 months of the year. I appeal on behalf of the students who have rejected this travesty of education made available only for blacks. I appeal on behalf of those who are banned arbitrarily, who are banished, who are detained without trial, those imprisoned because they have had a vision of this new South Africa. I appeal on behalf of those who have been exiled from their homes. I say we will be free, and we ask you: Help us, that this freedom comes for all of us in South Africa, black and white, but that it comes with the least possible violence, that it comes peacefully, that it comes soon.

 

From Bishop Desmond Tutu, “The Question of South Africa,” Africa Report, 30 (January­Febru ry 1985), pp. 50­52. Originally a statement to the United Nations Security Council, October 23, 1984.

This text is part of the Internet Modern History Sourcebook. The Sourcebook is a collection of public domain and copy-permitted texts for introductory level classes in modern European and World history. Unless otherwise indicated the specific electronic form of the document is copyright. Permission is granted for electronic copying, distribution in print form for educational purposes and personal use. If you do reduplicate the document, indicate the source. No permission is granted for commercial use of the Sourcebook. (c)Paul Halsall Aug 1997

Presidential Leadership

Type of document           Essay

1 Page Double Spaced

Subject area       Political Science

Academic Level High School

Style      APA

References         1

Order description:

The president serves many roles. Also, unlike members of Congress or the Supreme Court, the president is perceived, and in many ways functions, as a singular actor. As such, media coverage of public policy and political news often centers on them. In many ways, President Trump does not fit the traditional mold of presidents. His critics have attacked him as being unqualified and ill-suited for the demands of the office. Of course, he and his supporters think he does possess the requisite presidential qualities. For your assignment, you will be combing the media to find instances where President Trump has displayed qualities that you think would make a good fit for fulfilling one of the president’s various roles. Alternatively, you could point to examples where you think President Trump has shown himself to be lacking in some of these leadership roles.

Find a current story (within the last year) from an online media outlet that describes the actions or behaviors of Donald Trump that you think either demonstrates his strong presidential qualities or illustrates his failings as a president. Provide a hyperlink to the story you found, and write a brief summary of it.

Describe what you think the story tells voters about the presidential qualities of Donald Trump. Which presidential role (chief of state, chief executive, chief diplomat, commander in chief, and chief legislator) would be most closely affected by the story?

Evaluate how well you think Donald Trump will be able to fulfill each of the president’s roles. Which do you think he will excel at? Where do you think he will struggle? Support your position.

 

The factors that affect student motivation – Paper

Type of document           Essay

5 Pages Double Spaced

Subject area       Education

Academic Level Undergraduate

Style      APA

References         1

Order description:

Details:

Create a 10-15 slide presentation for your team of early childhood educators that explains the factors that affect student motivation.

Include the following for both the Birth to Age 5/Pre-K and K to Age 8/Grade 3 groups:

Importance of motivation in education and learning for young children

Examples of lack of motivation, two for each age group

Factors that affect motivation and how they differ for each age group

Intrinsic and extrinsic motivations and how they differ

Teacher strategies for motivating young learners and how they differ for each age group

Relationship between teacher motivation and learner motivation

In addition, create a title slide, reference slides, and slide notes that offer detailed explanations. Use 3-5 scholarly resources within your presentation.

While GCU style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

Pharmacotherapy for Hematologic Disorders- Advanced pharmacology week 9 response 2

Type of document           Essay

1 Page Double Spaced

Subject area         Pharmacology

Academic Level Master

Style      APA

References         3

Order description:

Please respond to Ruphinas post by Provide recommendations for alternative drug treatments and patient education strategies for treatment and management. Please use these readings and resources for at least 2 references or I dont get credit

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.

Required Readings

Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

Review Chapter 50, “Pharmacotherapy for Venous Thromboembolism Prevention and Treatment, Stroke Prevention in Atrial Fibrillation, and Thromboembolism Prevention with Mechanical Heart Valves” (pp. 863-886)

This chapter covers drug therapy options for three disorders requiring anticoagulants: venous thromboembolism, atrial fibrillation, and ischemic stroke. It also explains the process of initiating and managing drug therapy for patients with these disorders.

Chapter 51, “Anemias” (pp. 891-906)

This chapter examines causes of various types of anemia and associated cell alterations. It also explores types of drugs used for treatment and patient factors to consider when initiating drug therapy.

Drugs.com. (2012). Retrieved from http://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

Optional Resources

Refer to the Optional Resources listed in Week 1.

COLLAPSE

Running head: WEEK 9 DISCUSSION POST

NURS 6521N-19 (Advanced Pharmacology)

Pharmacotherapy for Hematologic Disorders

As advanced practice nurses, the importance of understanding the hematologic conditions and its treatments are crucial in early identification, recognition, and prompt referral to prevent complications. The knowledge and understanding of the disease process and its standard treatments are essential for adequate patient education and management.

Selected Hematologic Disorder: SICKLE CELL ANEMIA

Sickle cell anemia is an anemia of inherited form, an “autosomal recessive disorder” without cure (Arcangelo, Peterson, Wilbur, & Reinhold, p. 894, 2017). A condition wherein the unoxygenated red blood cells becomes non-flexible and sticky and “shaped like sickles or crescent moons” (Mayo Clinic, 2014, p. 1). The irregular shaped of the red blood cells cause vasocclusion as it gets stuck in the small blood vessels (blocking the microvasculature) and slows down or block the blood flow causing damage to the circulation of the arterial and venous endothelium, leading to sickle cell crisis (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, Mayo Clinic, 2014). With physical stress, cold temperatures, exposure to high altitudes, infection, and high fever, sickle cell crisis occur with dehydration, hypoxia, and acidosis as the underlying causes (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Sickle cell crisis usually lasts for a week but are not resolved for several weeks to months (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Symptoms of sickle cell anemia are: anemia caused by the breakage and death of RBC resulting in shortage of RBC in the circulation; fatigue caused by anemia; episodes of pain (the primary symptom of sickle cell anemia) usually in the back, limbs, and ribs are due to the blockage of blood flow to the microvasculature; hand-foot syndrome (swelling of the hand and feet) is the first sign of sickle cell anemia in babies that is caused by the blockage of blood flow out of the hands and feet; frequent infections as sickle cells can damage the spleen (an organ that fights infection); delayed growth and puberty due to shortage of healthy RBC essential for growth and development; vision problems as the tiny blood vessels that supply blood to the eyes are plugged with sickle cells leading to retinal damage (Mayo Clinic, 2014). The patients with sickle cell anemia are high risk for infection such as Streptococcus pneumonia and Hemophilus influenza; renal failure, gallstone, chronic osteomyelitis, chronic leg ulcer, aseptic necrosis of the humeral and femoral heads, priapism, heart failure, stroke, and death (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

Types of Drugs That Would Be Prescribed to Treat Symptoms

Sickle cell anemia has no cure and has no specific treatments available (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, Mayo Clinic, 2014). The goal of management is “primary prevention and treatment of complication as well as potential cure” (Arcangelo, Peterson, Wilbur, & Reinhold, p. 895, 2017).

Primary Prevention for Children with SCD: (Immunization against S. pneumoniae, H. influenza type B, hepatitis B virus, and influenza); Pneumovax is given at two months of age then two more doses six to eight weeks apart and a booster dose at the age of 12 months (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

Primary Prevention for Adults with SCD: Pneumovax immunization every five years and Folic acid 1mg daily supplementation (due to accelerated erythropoiesis) (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

Prophylaxis Treatment: (HYDROXYUREA-only to selected patients): The goal is to achieve a WBC between 5,000 and 8,000 WBCs/mm3 (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

Hydroxyurea (start dose- 15mg/kg/day and increased by 5mg/kg/day every 12 weeks until marrow suppression is present) is a prophylaxis treatment (with no optimal regimen) to decrease the number of crises, a cytotoxic agent that acts by increasing the levels of hemoglobin F and water content of RBC as well as altering the RBC adhesion to the endothelium and increase sickle cell deformability (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Serious adverse effects are “myelosuppression and risk of cancer” with side effects of alopecia, nail pigmentation, cutaneous hyperpigmentation, and xerosis (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Studies showed that the use of hydroxyurea as prophylaxis treatment for sickle cell anemia had reduced the number of chest syndromes, and transfusions and that long-term use is safe (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

Pain Management (Chronic sickle cell pain management: a combination of long-acting and short-acting opioids for breakthrough pain) (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

Acetaminophen (650 mg every 4-6 hours with the maximum dose of 4,000mg/day) an analgesic, antipyretic medication with direct action to the heat-regulating center of the hypothalamus (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Contraindicated in patients with liver problems (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

NSAIDS: Ketorolac (0.5 mg/kg IV with the maximum dose of 30mg followed by 0.5mg/kg IV every 6 hours with maximum dose of 15 mg) has anti-inflammatory, analgesic and antipyretic effects that acts at the level of nociceptors where the pain impulse originates by preventing the action of cyclo-oxygenase enzymes and decreasing the synthesis of prostaglandin (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Contraindicated in patients with renal and liver problem.

Tramadol (50-100 mg every 6 hours with the maximum dose of 400 mg/day) a synthetic analgesic that binds to the opiate receptors in the CNS inhibiting the pain pathways (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Use with caution in patients with renal and hepatic impairments (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

The management of acute painful crisis includes aggressive narcotic analgesic such as morphine, hydromorphone, and Demerol (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).

OPIOIDS acts by binding to the CNS opioid receptors with the primary analgesic effects caused by the binding of u and k receptors (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Opioids should be administered cautiously to patients with renal and hepatic impairments (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). A male requires higher opioid dose compared to females (Smith, 2014).

Morphine immediate release Oral (starting dose:10-15 mg every 3-4 hours PRN)

Morphine IV (starting dose: 5-10 mg every 3-4 hours PRN)

Hydromorphone Oral (starting dose: 2 mg every 4 hours PRN)

Hydromorphone IV (starting dose 0.5 mg every 4 hours PRN)

OxyContin Oral (starting dose: 10 mg every 12 hours)

Hydrocodone Oral (starting dose: 1 tablet (5 mg) every 4 hours PRN)

Factor Selected: BEHAVIOR

Smoking cigarettes cause vasoconstriction that lowers the oxygen level in the body that can lead to pain crises (sickle cell crisis) and acute chest syndrome (St. Jude Research Hospital, 2012). Smoking impacts the effect of SCD medications as it causes an “increase vascular inflammation, platelet aggregation, and expression of endothelial adhesion molecules, processes that would increase vaso-occlusion” (Cohen, DeBaun, & Field, 2010, p. 3). Using drugs such as cocaine/crack constrict the blood vessels and decreases the blood flow throughout the body, with the combination of sickle cell medications, it can lead to addiction, severe damage to the body’s vital organs, fatal overdose, and death (St. Jude Children’s Research Hospital, 2012). Drinking alcohol triggers pain crisis in patients with sickle cell anemia as alcohol can cause dehydration by frequent urination as well as potentiates the action of opioids medications causing increased risks for adverse events, overdose, and death (Gudin, Mogali, & Comer, 2013, St. Jude Children’s Research Hospital, 2012).

Measures to Reduce Negative Side Effects

Individuals with sickle cell anemia should maintain a healthy lifestyle that includes proper nutrition and hydration, enough sleep, and regular physical activity as well as alcohol and smoking cessation and avoiding second-hand smoke to prevent sickle cell crisis (National Heart, Lung, and Blood Institute, 2015). The patient and the family has to be extensively educated about the disease with emphasis on sickle cell crisis prevention, pain management and coping with pain, medication side effects, drug interactions as well as inheritance/reproductive implications of having a child especially for teenager and adult patients (Housten, Dadekian, & Jason, 2015). The emphasis on immunization as primary prevention is crucial as well as the sexual education that includes the use of protective barriers (Housten, Dadekian, & Jason, 2015). The importance of keeping regular doctor’s appointment will help reduce the number of acute problems that requires immediate care (National Heart, Lung, and Blood Institute, 2015). As advanced practice nurses, we should never under prescribe medications as sickle cell pain is real, we have to be vigilant for opioid misuse and addiction as well as watch for and manage side effects and potential lack of efficacy of the medications prescribed (Smith, 2014). The importance of neonatal screening for sickle cell anemia needs to be emphasized for early detection, referral and prevent complications (Housten, et al., 2015)

References

Arcangelo, V. P, Peterson, A. M., Wilbur, V., & Reinhold, J. A. (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

Cohen, R. T., DeBaun, M. R., Field, J. J. (2010). Smoking is associated with an increased risk of acute chest syndrome and pain among adults with sickle cell disease. Retrieved from http://www.ncbi.nlm.nih.gov

Gudin, J. A., Mogali, S., & Comer, S. D. (2013). Risks, Management, and Monitoring of

Combination Opioid, Benzodiazepines, and Alcohol Use. Retrieved from http://www.ncbi.nlm.nih.gov

Housten, A. J., Dadekian, J., & Jason, D. (2015). Youth with Sickle Cell Disease: Genetic and Sexual Health Education Needs. American Journal of Health Behavior, 39(6), 856-865. Retrieved from the Walden Library databases.

Mayo Clinic. (2014). Sickle cell anemia. Retrieved from http://www.mayoclinic.org

National Heart, Lung, and Blood Institute. (2015). Living with Sickle Cell Disease. Retrieved from http://www.nhlbi.nih.gov

Smith, W. R. (2014). Treating Pain in Sickle Cell Disease with Opioids: Clinical Advances, Ethical Pitfalls. Retrieved from the Walden Library databases.

St. Jude Children’s Research Hospital. (2012). Alcohol, Street Drugs, and Sickle Cell Disease:

A Harmful Combination. Retrieved from http://www.stjude.org/sicklecell