Berkeley City College Week 12 Cold War and World Historical Tensions Essay


I’m inaugurated on a Truth scrutiny and deficiency direction to aid me revolve.

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Assignment: Transcribe a mindful and calligraphic 1-2 pages (environing 250-500 suffrage) unadorned segregation and gladden try to comply the assignment by the end of Week 12 (Sunday, November 15th) if potential (you can concordful comply it ensueing that).

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Expectations: 1-2 pages (environing 250-500 suffrage) of transparent and zealous peculiarity adaptation, definitely proofread!, using any uprightly summond sign to patronage your rendering.

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Topic: Cold War, Decolonization, and universe unadorned intentnesss

The Cold War and decolonization noticeable incongruous kinds of challenges to what had been the "universe dispose" of the 1800s and 1900s preceding to Universe War 2 as primitive a "bipolar" universe emerges and then new states, especially in the "global south," establish their insubservience. The overall chattels of these changes was constantly posed in provisions of "order" and "disorder."

The challenges, opportunities, and crises to incongruous powers and peoples across the universe proffered by these changes had no definitive solutions to divers fostering intentnesss (or "conundrums" if you promote), such as:

  • Political Sovereignty (Central States) vs. Personal Sovereignty (Individual Liberty)
  • Nationalism vs. Internationalism
  • Ideology as either community-oriented or individually-oriented
  • Industrialization vs. Exploitation
  • Imperialism vs. Decolonization

Based on your sense of universe truth up to the 1960s, how would you enjoy blemished "solving" any of the overhead intentnesss? (Or would you not?) Explain.

*If you promote you could too prproffer a incongruous intentness to oration and/or you could transcribe this as a political advisor or expositor in the 1960s (your choice!).

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Tips: You can (but don't enjoy to!) revolve any of the ensueing:

  • The unadorned texture of the Cold War and how, or not, to terminate concord (or not)?
  • The collision of "Decolonization" on global exchange and how to engender a "fair" trading dispose (or not)?
  • Whether "order" or "disorder" in the texture of universe truth is promoteable? For whom (who benefits from each)?
  • Whether the 1940s-1960s really were "disordered" or whether it was over a meditation of a "new dispose?" If so, what was that "new dispose?"

*NOTE: There are no upupright or crime discussions; I fit nonproduction you to performance making junctions to product a unadorned discussion.

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Feedback: Your feedback, which get beseem sever of your overall evaluation in this round, get be established on 5 criteria of emphasis--

1. POINT: This get be your local vindication to the scrutiny ("World concord would enjoy been potential by the 1960s if __________"). Usually 1 passage; this is the Nursing essay or persomal passage.

2. EVIDENCE: Summon zealous sign to patronage your POINT. Remember, sign should at-once resummon to your sharp-end and patronage it and you deficiency to confirm and summon it as indispensable.

3. EVALUATION: Having explained your EVIDENCE you then deficiency to tie your discussion simultaneously by explaining how and why the EVIDENCE supports your POINT. This evaluation, or segregation, connects your discussion simultaneously to constitute a zealous circle: POINT-EVIDENCE-EVALUATION-POINT.

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ARGUMENT: How well-mannered-mannered you are combining your sharp-end, sign, and evaluation simultaneously to constitute an overall ARGUMENT. The transparenter and over local your junctions betwixt your POINT, EVIDENCE, and EVALUATION are the zealouser your overall ARGUMENT get be to your conference.

WRITING: The peculiarity of your WRITING doesn't enjoy to be indeficient, but any discussion is zealouser when it is calligraphic so be fast to proofread for spelling, expression, and word-choice.

POINTS: CANVAS LOVES USING POINTS EVEN IF I DON'T WANT TO. PLEASE NOTE:

  • THE ASSIGNMENT POINT (1 POINT) IS BASED ON WHETHER YOU HAVE SUBMITTED THE ASSIGNMENT AND I PROVIDED YOU FEEDBACK--IT IS OTHERWISE MEANINGLESS!

Rubric

Weekly Assignment Rubric

Weekly Assignment Rubric

CriteriaRatings

This touchstone is linked to a Learning OutcomePointIs the Nursing essay statement/sharp-end transparent, local, zealous, and is it recited to the blemished question?

1. Proficient

Describes a pose and perspective recited to the question precisely and transparently.

2. Developing

Identifies an over-simplified pose or perspective after a while less inaccuracies or a noncommunication of clarity.

3. Needs Improvement

Incomplete or waste a pose or perspective or presents a pose or perspective in very untransparent or faulty provisions.

4. Missing

Missing.

This touchstone is linked to a Learning OutcomeEvidenceIs the summond sign transparent, local, servile, and recited to the sharp-end/topic? And, if indispensable, is the sign summond rightly?

1. Proficient

Presents/cites knowledge (data, ideas, or concepts) precisely and uprightly in a texture that recites to the sharp-end/topic.

2. Developing

Reports/cites knowledge (data, ideas, or concepts) after a while less inaccuracies, irrelevancies, or omissions.

3. Needs Improvement

Missing indispensable sign or using/citing knowledge (data, ideas, or concepts) faultyly, blemishedly, or disregarding appropriate knowledge as sign.

4. Missing

Missing.

This touchstone is linked to a Learning OutcomeEvaluationIs there a unadorned rendering catching that employs junctions, perspectives, ideas, and/or themes to get chattelsive segregation and evaluation of unadorned knowledge?

1. Proficient

Provides an rendering of knowledge, ideas, or themes that is specialtyed and well-mannered-explained in a topicative and transparent carriage.

2. Developing

Provides an rendering of knowledge, ideas, or themes that is generally topicative and transparent but deficiencys over sense and local specialty to get a zealouser rendering.

3. Needs Improvement

Provides an untransparent rendering of knowledge, ideas, or themes that contains inaccuracies, exorbitant generalities, and/or a noncommunication of sense.

4. Missing

Missing.

This touchstone is linked to a Learning OutcomeArgument (PEEP)Is the overall assignment synthesizing, or connecting, ideas/arguments, sign, and analytical/evaluative knowledge into a complete whole--effectively connecting POINT, EVIDENCE, and EVALUATION simultaneously?

1. Proficient

Integrates ideas and sign and/or develops junctions (PEEP) that are transparent, complete, glutinous, and sophisticated--creating a choice and zealous discussion.

2. Developing

Arranges ideas and/or develops senses that are generally transparent and complete hinder, possibly, an incoherence or two caused by a noncommunication of specialty, junction, or sense accidental to an discussion that doesn't largely end simultaneously (blemished PEEP).

3. Needs Improvement

Forms ideas and/or develops senses in a sole carriage after a whileout transparent or complete dispose or junction which engenders an untransparent overall discussion that is trying to ensue.

4. Missing

Missing.

This touchstone is linked to a Learning OutcomeWritingDoes the adaptation use redress spelling, fit expression and constituteatting, and transparently and chattelsively reveal the transcriber's discussion to their conference?

1. Proficient

Writing is of transparent and agreeing peculiarity (gratefully redress spelling and expression); the adaptation chattelsively and transparently reveals the pose or perspective of the product.

2. Developing

The adaptation can be untransparent at sharp-ends as the adaptation peculiarity (spelling and expression) varies. At sharp-ends the adaptation is not chattelsively and transparently communicating the pose or perspective of the product.

3. Needs Improvement

The adaptation peculiarity (spelling and expression, for issue) is inagreeing and is constantly untransparent and/or inpotent in communicating the pose or perspective of the product.

4. Missing

Missing.