How would you characterize key elements or tactics used by the Spanish or Portuguese to establish empire? Motives? Results?

Prepare: Read

Benjamin, Thomas. The Atlantic World: Europeans, Africans, Indians and Their Shared History, 1400-1900. New York, NY: Cambridge University Press, 2009.

  • Chapter 3: Conquests: Forging the Iberian Empires in Africa and the Americas.
  • Chapter 4: Realms: The Overseas Empires of Spain and Portugal.

Fassnacht, Max, Stephanie Fink, Robert Jackson, and Michelle Warn. “The Anatomy of a Discussion Board (Links to an external site.).” Accessed February 15, 2016. https://sites.google.com/site/anatomyofadiscussionboard/home.

Fassnacht, Max, Stephanie Fink, Robert Jackson, and Michelle Warn. “Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.).” Accessed August 15, 2016. http://www.criticalthinkingandreasoning.org/evaluating-critical-thinking-1.

Reflect:The establishment of Iberian empires in Africa and the Americas was the result of multiple processes, including, but not limited to, conquest, collaboration, cooptation, animosity, assistance, and alliance. In the different encounters between Europeans, Africans, and indigenous Americans, tactics and motivations varied widely, yet they were almost always conditioned by efforts to achieve advantage, as defined by each individual group. And while the Spanish and Portuguese established transatlantic empires in an effort to extend their home societies, their encounters with Africans and indigenous Americans meant that these new realms were the product of adaptation, whether by means of collaboration or resistance. Consult “Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)” as you formulate your response.

Write: In an initial post of at least 250-300 words, explain the impact of cultural identity as it affected the ways that specific African or indigenous American societies interacted with either the Spanish or Portuguese, as these Europeans sought to establish transatlantic empires over the course of the sixteenth and seventeenth centuries. Cite specific examples from the required and recommended readings, and address at least two of following points as you compose your response:

  • How would you characterize key elements or tactics used by the Spanish or Portuguese to establish empire? Motives? Results?
  • How would you characterize key elements or tactics used by specific African or indigenous American societies to define, defend, or advance their own interests when interacting with the Spanish or Portuguese? Motives? Results?
  • How did specific characteristics of each society coming into contact with each other shape their interactions?
  • How did imperial rule attempt to extend European norms while simultaneously being forced to adapt to African or indigenous American norms?

In what ways did each group retain elements of its culture or experience changes in its culture over the course of encounter?

What are the advantages or disadvantages of the technology or gear? What advancements or potential for advancements exist in the use of this type of technology or gear? 

Using Microsoft PowerPoint or similar presentation software, create a slide presentation that outlines at least two different types of technologies or gear that are utilized as personal protective equipment (PPE) in the prevention, response, and/or recovery for chemical, biological, radiological, nuclear, and explosive (CBRNE) weapons of mass destruction (WMD) incidents.

Your presentation should address the following. Give the specific make, model, and purpose of each type of gear or technology. Also, expand on its purpose and use in preparation, response, or recovery operations in a CBRNE incident. How is the gear or technology similar to what was available and used 10–20 years ago, and how is it different? What are the advantages or disadvantages of the technology or gear? What advancements or potential for advancements exist in the use of this type of technology or gear?

Your PowerPoint presentation should be a minimum of eight but no more than 10 slides, not counting the title and reference slides. You must utilize either the Notes or Audio Narration feature of PowerPoint to include additional context and amplify the information for each slide. Please contact the Writing Center if you need assistance with these features.

You are encouraged to use the Waldorf Online Library, as well as relevant, up-to-date industry resources to support your PowerPoint presentation. All sources used must be properly cited, and references should be formatted in APA style.

Reference: Baggett, R. K., Foster, C. S., & Simpkins, B. K. (Eds.). (2017). Homeland security technologies for the 21st century. Santa Barbara, CA: Praeger.

 Summarize the incident, to include any background information relevant to understanding its occurrence

n 1995, a terrorist organization, Aum Shimrikyo, used sarin gas in Tokyo, Japan. For this assignment, utilize the Waldorf Online Library to research the Aum Shinrikyo incident. You will then write a case study of the incident. Your case study should address, at a minimum, the following items:

Summarize the incident, to include any background information relevant to understanding its occurrence. Describe the attributes of a sarin gas attack and why sarin, when used as a chemical, biological, radiological, nuclear, and explosive (CBRNE) agent, is so dangerous. Discuss how the sarin gas was dispersed and detected. Analyze the impact of the Aum Shinrikyo attack and the potential impact had another dispersal system been used. Examine the role of emergency dispatch centers in assisting first responders to choose the correct response and protection equipment in response to this attack. What protective equipment was utilized? Analyze how the use of technology factored into the detection and response to this incident. Contrast this incident with a similar one that might occur in present day. What differences would we see in the use of technology and protective equipment in both the detection and response phases?

Your case study should be a minimum of three pages full pages, not counting the title and reference pages. Your analysis of the Aum Shinrikyo incident should present an insightful and thorough analysis with strong arguments and evidence. You must use a minimum of three sources in your analysis,  All sources used must be properly cited. Your case study, including all references, should be formatted in APA style. 

Reference:   Baggett, R. K., Foster, C. S., & Simpkins, B. K. (Eds.). (2017). Homeland security technologies for the 21st century. Santa Barbara, CA: Praeger.

Explain your views on the role of self-esteem in a child’s healthy development.

What Builds Healthy Self-Esteem?

Positive self-esteem helps children succeed in school and in life. Your course text discusses the ways that family, school, peers, mass media, and community act as socializing agents that can influence the development of self-esteem. To explore the topic of self-esteem further, review the “Influences on the Development of Self-Esteem” section of your text (pages 442-446). Also review the article by early childhood authority Lilian Katz, “How Can We Strengthen Children’s Self-Esteem?”

As you review these readings, consider the following:

  • How socializing agents can influence the development of children’s self-esteem both positively and negatively
  • The relationship between praise and self-esteem
  • Strategies that resonate with you for supporting children’s developing self-esteem

Next, read the following scenario and reflect on the influence of self-esteem on a young child’s social, emotional, and cognitive development:

Four-year-old Simone always seems willing to go along with what other children want to do but is usually timid about suggesting ideas or helping to solve problems in play scenarios. Her teacher notices that the other children let her join in, but give her the least interesting roles in dramatic play or “jobs” to do in projects that call for group effort. In turn, Simone often tires of the play quickly and wanders off by herself. During the day, Simone looks for frequent reassurance from adults in the room. Whether she’s painting a picture or working on a block building, she wants to know if she is “doing it right” and gets anxious when her efforts aren’t praised. In the mornings when Simone’s mother brings her to school, she is busy with Simone’s infant sister and so doesn’t have time to stay. A neighbor who picks up her own child in the afternoon, picks up Simone as well. Simone’s father, who works at a local “big-box” store has yet to bring Simone to school or visit. Developmentally, Simone seems in the normal range, but her teacher is concerned about how she will do next year in kindergarten, when she will be in a much larger class than her preschool group and there will be added demands on Simone.

By Day 3

With this scenario in mind and drawing on the expert information in the readings, post responses to at least two of the following:

  • Provide any insight you have regarding Simone’s self-esteem and explain your reasoning.
  • Explain your views on the role of self-esteem in a child’s healthy development.
  • Suggest two ideas that you would use as an early childhood professional to promote the development of Simone’s self-esteem and explain your reasoning.