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HIST 1378- Professor Tillery
HIST 1378- Professor Tillery
Paper 2- Due Thursday April 30, by 11:59 pm (electronic submission in blackboard)
PROMPT: World War II marked a turning point in American foreign policy goals as the United States entered an enduring Cold War with the Soviet Union. In your essay, please compare major foreign policy initiatives in the interwar years (1920s and 1930s) with those that arose in the postwar years (Late-1940s, 1950s, and 1960s). Please discuss at least two policy details from each era, and defend their importance by providing and analyzing thorough examples from lecture notes and the textbook (you MUST use both).
As always, if you have ideas about possible factors and want to run them by me, feel free to reach out. However, if you reach out to me to say, “what are some factors I can use?” I will simply ignore your email. Put in some effort before reaching out to me.
In developing your paper, you must have an argument that addresses the assignment question and underline that argument. If you cannot clearly explain your position, and underline that argument, how do you expect your TA to know your argument? Your paper will be penalized if you do not underline your argument. Your thesis statement does not exist outside of your introductory paragraph, ergo you should not be underlining anything outside of your introductory paragraph.
You must also cite your evidence (material you are using from lecture or the textbook) with footnotes (< ahem, ahem, here is an example). If you improperly use footnotes, i.e. put your sources as a simple footer, you will be penalized. Any use of internet sources or texts not assigned for this course will result in a 0 on the assignment and may be grounds for Academic Misconduct.
REQUIREMENTS: Your paper must be:
900-1200 words
11 or 12 pt font
Times New Roman
double-spaced
and have 1” margins (be sure to check the default settings in your word program)
please no title pages, they are wholly unnecessary
RULES:
The Paper is due at or before 11:59 pm on Thursday April 29. You will submit this paper to the blackboard “Paper Assignment 3” link on the lecture course home page.
Be sure that you receive an emailed receipt from Turnitin confirming your submission. If you do not get a receipt- your paper is not submitted and late penalties will apply. Your electronic submission will note the time you uploaded your paper.
If you wait until 11:58 pm to begin the upload process, do not be shocked when you encounter problems with heavy internet traffic and then your paper is late. Procrastination is not a valid excuse to avoid penalties.
NO emailed papers to the TA or instructor will be accepted.
Late papers will be penalized 10 points per 24 hours, a 10-point penalty will be assigned beginning at 12:01 am May 1, 20 points, beginning at 12:01 am May 2, and 30 points, beginning at 12:01am May 3. Papers will no longer be accepted after 11:00 pm May 4.
Please read the below “Academic Honesty Pledge”. All Students are responsible for knowing the University’s Academic Honesty Policy and following the specific Academic Honesty Pledge outlined below.
Academic Honesty Pledge:
This document is intended to remind any students who wait until the last minute to work on a college assignment: Do not make a poor and regrettable decision that will tarnish your academic credentials and academic future (i.e. do not use someone else’s ideas/paper and call it your own).
I acknowledge that:
The ideas included in this paper are mine, and mine alone
I did not use any internet sources to help me write this paper
I did not seek nor provide assistance to current students in any of Tillery’s History courses while writing this paper
I did not seek the assistance of former students of Tillery’s history courses to write this paper
I did not pay someone to write this paper for me
I understand if any part of this paper is plagiarized, I will be caught
The penalty for violating the academic honesty policy in this course: 0 on assignment, F in course
All students are responsible for upholding the academic integrity of the University educational environment. Students who fail to uphold this academic integrity will be referred to the University’s Academic Affairs officer within the Provost Office.
Engineering Ethics Case Studies
Author
Tutor
Course
Date
Engineering Ethics Case Studies
1.The case presents a dilemma because I would be restricted by engineering code of ethics from partaking technical assignments without proper qualifications, as well as attempting to injure the reputation of other engineers through criticism. In this case, I would approach the engineers who were assigned the project and express my concerns or raise the issue with them. In cases where the engineers do not pay attention or adhere to the issues raised, I would raise the issue with the professional engineering body to ensure that the appropriate action is taken.
6.
While I would not accept the gift of $400, I would demand that the senior student give full credit for my contribution in designing the project. The engineering code of ethics requires that engineers give credit for any engineering work to individuals whom credit is due, and recognize other people’s proprietary interests. It requires that engineers name the person or people who may have been responsible for the inventions, accomplishments, designs and writings, whenever possible. This underlines the fact that the senior student should have given credit to me for my contribution in the design of the project. Demanding the credit would be imperative, failure to which I would push the matter to the engineers licensing body.
7.
It is worth noting that currently I do not have the academic qualifications that the company would need. As much as I have projections that I will have attained and completed the required courses, I would be misrepresenting my qualifications if I indicate that I have them as at the time of application. This is against the engineering professional code of ethics, which obligates engineers from falsifying their qualifications or even permitting the misrepresentation of facts pertaining to their qualifications or those of their associates. In addition, the code of ethics prohibits me from exaggerating or misrepresenting my responsibility for or in the subject matter pertaining to future assignments. In this case, I would have to state my qualifications as they are and point out that I am proceeding to take the subjects that they require.
12.
While it is perfectly within their powers to determine the way they want to work, it is my duty to ensure that they adhere to all guidelines pertaining to workplace safety and health. It is my duty to ensure that the working conditions safeguard the safety of the public and employees. On the same note, the workers have to handle hazardous objects and materials with care and in line with protocol. They must also know, as well as comply with the health and safety-related workplace policies and protocols. This may, therefore, call for increased supervision.
13.
As much as the information would lead to a reduction of the cost that the client would incur, it is worth noting that the contract does not expressly state the materials that have to be used in which case there is not violation. In essence, I am not obligated to inform the client as to the change of materials. In addition, the engineers professional code of ethics forbid me from disclosing confidential information pertaining to the technical processes or business affairs of former or present employers or clients which I serve without express consent from the said parties. In essence, I am obligated to ask for permission from my employer on whether I should disclose the information to the client, failure to which I cannot divulge any information.
Annotated Bibliography- Similarities and Differences between Populists and Progressives
Annotated Bibliography- Similarities and Differences between Populists and Progressives
Student’s name
Institutional Affiliation
Holloway, V. (2018). Black Rights in the Reconstruction Era. Rowman & Littlefield
Published in 2018, the article was authored by Vanessa Holloway and Rowman and Littlefield. Vanessa Holloway is a historian and philosopher of political theory, legal history, law and policy, and race and rights. The history of civil rights prior to the twentieth century is scarcely acknowledged by most observers and historians. By tracing the history of black Americans’ civil rights to the post bellum era, the book Black Rights in the Reconstruction Era offers important scholarly attention to the nineteenth-century intellectual ferment—legal and political. This work lends itself to showing that, after liberation, national and local battles for racial equality had led to the embedding of racism in the political system in the American South and the growth of racism as an American institution by revisiting its erroneous underlying history. This work lends itself to showing that, after liberation, national and local battles for racial equality had led to the embedding of racism in the political system in the American South and the growth of racism as an American institution by revisiting its erroneous underlying history. Vanessa Holloway draws on a variety of historical, legal, and philosophical studies, as well as legislative histories, to build a cohesive theory of the law’s relevance to the moment, posing questions about how the nexus of race and politics might be read during Reconstruction.
O’Donnell, M. (2021). Populism, Progressivism and Social Movements in the United States: Sanders, Trump, and Biden. In Crises and Popular Dissent. Emerald Publishing Limited
Published in 2021, the article was authored by O’Donnell. According to the article Crises and Popular Dissent, focuses on liberalism and populism in the United States, Europe, and the United Kingdom, calling for an internationalist rather than a nationalist perspective and response to turbulence. O’Donnell takes a unique, well-informed, and well-integrated perspective to the recent evolution of popular opposition. The paper looks at the broader issues raised by these incidents of dissent suppression. To what extent do the media, if they are bearers of successful, if not hegemonic ideology, silence dissent to apparent disparities and inequality by labeling it as illicit? The parallels between the 1930s and the current crises, according to the article, are more than merely suggestive; they show the systematic ideological manipulation of opposition.