“Premodern” history in “Afroeurasia”

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How would you describe and analyze “Premodern” history in “Afroeurasia” as we studied it this week (the period between 1300-1500 specifically)?
Tips: You can (but don’t have to!) consider any of the following:

Was this period more or less stable than your perception of world history today? Why?
What are the major similarities you see between the “premodern” world we studied this week and the world today?
What are the major differences you see between the “premodern” world we studied this week and the world today?
How do you think the “premodern” world could/should have been different? Why wasn’t it?
What lessons, in particular, do you think we can learn from studying this premodern history to apply to our lives today? Explain.

Sample Solution

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Getting Started with Pediatrics

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Review this week’s Learning Resources, and particularly Chapters 2–4 and 9 of the Burns text.
Consider the roles and responsibilities of a nurse practitioner providing pediatric primary care. Work to define
the strengths you bring to the position of Family Nurse Practitioner and the challenges you face.
Reflect on this course and what you expect to learn and do, such as by reviewing the course description,
outcomes, and course introduction. Consider how the next 11 weeks can help build your strengths and address
your challenges.
Also consider your career goals and objectives and how this course can support and/or further them. Be
detailed in your thinking.
By Day 3 of Week 1
Post a brief introduction of yourself that includes an explanation of your strengths and challenges as they apply
to pediatrics and the role of a Family Nurse Practitioner. Also explain your career goals and objectives, and
how your work in this course can help to accomplish those goals and objectives as a Family Nurse Practitioner.
Use your research to support your explanations by providing credible and scholarly sources

Sample Solution

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article of writer choice

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The purpose of this exercise is to practice a tool for overcoming writer’s block and developing ideas for essays.

Here are the details:

1. Find a magazine article that sparks a reaction in you. This reaction can be agreement, disagreement, anger, fear, happiness, etc. Any reaction is fine. Your reaction might be the notion that you want to respond or say something to the author of the article.

It does not matter what magazine you choose. It can be any magazine. It can be in print, or it can be online. It also does not matter if the article is recent or old. The main thing is just that you react to the article. After finding the article, you will read it.

2. After reading the article, you will write this exercise. This exercise is made up of three parts.

A. First, you will write a paragraph where you give the title of the article, the name of the magazine it appears in and the author. Then in that first paragraph, you will briefly summarize this article. That is, you will briefly tell what the article is about.

B. Write at least one paragraph sharing your reaction. At this point, do not be concerned with the organization. This is not a formal essay (that will come later); this is just an exercise to generate ideas.

Your reaction can be whatever you like. Just whatever thoughts are flowing out of your mind as you are thinking about the article, write those down. The thought process of this part of the exercise relates to the tools and ideas presented in the Ideas for Essays Lecture Notes in Unit 2.

This second part of the exercise where you share your reaction should be one to two paragraphs long.

C. Finally, after you write one or two paragraphs sharing your reaction, write a paragraph where you discuss possible essay topics that you see coming out of your reaction.

Urban studies

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Problem 2

A friend of yours wants to learn a foreign language quickly. He shows you a commercial for Rosetta Stone, a language learning software. The commercial promises the following:

Thanks to our software, learning a new language is incredibly easy and fast. Speak like a native speaker in a matter of months!

Knowing that you have been studying bilingualism, your friend asks for your advice.
Based on what you have learned in this course, write a detailed response to Rosetta Stone’s promise.

Problem 3 

Recently, a Connecticut university professor posted the following message on a professional listserve:

I am in need of some help thinking about a condition I am facing in my state. Connecticut has a legislative mandate for bilingual education programming. But, since 1999 the state has limited the students time in such programs to 30 months (or 3 school years). Consequently, our bilingual education programs have been forced into transitional programs, as opposed to maintenance programs.

A number of the larger districts have just reported that after 3 years in bilingual education programs, the students are performing more poorly on the standardized test (in English) than those students who declined bilingual education and enrolled in pull-out ESL and mainstream classes for the same 3 years.

I dont know how to talk to the Connecticut residents about the ultimate value of bilingual education when the legislators are claiming that their data proves otherwise at the end of 3 years.

Share your own thoughts, hypotheses, and advice with the author of this message about the situation she describes. What is your explanation for the test results? What should the state do, in your view?