The Ecological Imperialism as a Very Effective Way of Conquering New Lands.

Hello, I am looking for someone to write an article on The Ecological Imperialism as a Very Effective Way of Conquering New Lands. It needs to be at least 1250 words. These Neo-Europes are scattered around the globe but one common characteristic that they share is the attraction to the temperate zones, zones which range from warm to cool climates with an annual precipitation of 50 to 150 centimetres (p.6). Their flora and fauna bear different characteristics from that of the other countries but is the same as of the main European worlds. This is attributed to the similarity in the climates of the Neo-Europe to Europe itself. The Old World Neolithic Revolution moved steadily and at a fast pace compared to the New World Neolithic Revolution (p.20). This began when humans began developing improvements for agriculture, war and learning. These developments have benefited the European colonists as they adapted these advancements and used them in spreading their own. Also, with the fast-paced developed of the Old World, they learned and they used it to improve their own for the purposes of their expansion. The separations of the Old and New World defined the differences in the lifestyle and developments of the Hemispheres. It also paved way for more improvements on both sides, using the developments of each other. This is the basis for McNeill’s law, in which it describes the process of conquest and invasion through the microbiological aspect. One example of this is the spread of the diseases. Since the different worlds have different diseases, expansion of one nation contributes to the expansion of the disease because it is carried out from one place to another.

Personal Evaluation What are the overall conclusions of the case? What are the overall implications from the case as it relates to the subject-matter therein?

Personal Evaluation What are the overall conclusions of the case? What are the overall implications from the case as it relates to the subject-matter therein?

  

· Ashcraft v. Tennessee, 322 U.S. 143 (1944)

  • Personal      Evaluation,      by answering the following:
    • What are the overall conclusions of the case?
    • What are the overall implications from the case as it relates to the subject-matter therein? 
    • Do you agree with the conclusion of the Court? Why or why not?
    • If you disagree with the conclusion, how would you decide the issue differently and why?
    • In the cases that follow, on this issue, how has the law changed, if at all? (I.e. If your case is about searches and seizures, what other cases are discussed in the text that discuss how the law has evolved in this area?)

Please and each question below with the necessary heading concerning this case.

· Ashcraft v. Tennessee, 322 U.S. 143 (1944)

· Personal Evaluation, by answering the following:

· What are the overall conclusions of the case?

· What are the overall implications from the case as it relates to the subject-matter therein? 

· Do you agree with the conclusion of the Court? Why or why not?

· If you disagree with the conclusion, how would you decide the issue differently and why?

· In the cases that follow, on this issue, how has the law changed, if at all? (I.e. If your case is about searches and seizures, what other cases are discussed in the text that discuss how the law has evolved in this area?)

Please refer to the pages included to answer the question. Please reference

Jerold H. Israel, Yale Kamisar, and Wayne La Fave, Criminal Procedure and the Constitution: Leading

Supreme Court Cases and Introductory Text (2020)

When using the pages that’s included from the book.

Also, refer to the rubric included below.

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The purpose of this assignment is to use fundamental visualization software techniques to analyze data and tell the data story. Problem Open Tableau and connect to the

 

Assessment Description

The purpose of this assignment is to use fundamental visualization software techniques to analyze data and tell the data story.

Problem

Open Tableau and connect to the “RentalData” worksheet in the “Rental Data” file. 

The “Rental Data” file contains data on car rental activity for a specialty rental car company, whose customer base is only college students. Note for the “Insurance” field 1 = customer purchased rental insurance, and 0 = customer did not purchase rental insurance. The “InputData” worksheet provides a description of each “CarID” code. “TimeOut” is measured in hours, and “Price” is dollar amount charged for the rental. The “Note” field includes the general condition of the rented car upon its return. The remaining fields in the “RentalData” worksheet are self-explanatory.

Create the following charts/tables using Tableau. Charts/Tables will be based on the “RentalData” worksheet in the “Rental Data” file. Place each chart/table into a separate sheet in your Tableau file.

  1. Column Chart: Sum of Miles by CarID. Ensure that the column bars are purple and that the mileage values are above each column. Name the Tableau sheet “MilesbyCarID.”
  2. Pie Chart: Percentage Time out by “Standing.” Ensure that the percentage values for each pie piece are displayed on the chart. Name the Tableau sheet “TimeOutbyStanding.”
  3. Scatter Chart: Time Out by Price. Ensure “TimeOut” is the x variable, and “Price” is the y variable. Name the Tableau sheet “TimeOutbyPrice.”
  4. Horizontal Bar Chart: Time Out by Car ID by Month. Ensure that the horizontal bars are green and that the time out values are to the right of each column. Partition the chart by month. Name the Tableau sheet “TimeOutbyCarID.”
  5. Text Table: Count of Notes by Gender by Standing by Insurance. Ensure that the counts are blue. Name the Tableau sheet “NotebyGenderbyStandingbyIns.”
  6. Treemap Chart: Count of Notes by Standing. Select your own colors for the treemap. Name the Tableau sheet “NotebyStanding.”
  7. Packed Bubbles Chart: Miles by CarID by Insurance. Select your own colors for the chart (one color for each “Insurance” category). The size of the bubbles should be based on mileage for each “CarId.” Display the “CarID” inside each bubble. Name the Tableau sheet “MilesbyCarIDbyInsurance.”
  8. Area Chart: Miles by Month. Select your own colors for the chart (one color for each area). Display the “Miles” values on the chart. Name the Tableau sheet “MilesbyMonth.”

For each required item above, take note of the results. The insights gained from this information will need to be summarized in a PowerPoint presentation that will be submitted as a part of this assignment. You are required to submit the completed Tableau *.twb file and the Excel file containing the source data to your instructor. Create a .zip file that contains your Tableau file and any other supporting files.  Submit your .zip file. Ensure that your last name is in the filenames.

How does film relate to the concept of national identity Discuss in relation to British Realism.

I need help creating a thesis and an outline on How does film relate to the concept of national identity Discuss in relation to British Realism. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. This essay will try to illustrate how British cinema has played a dual role of depicting existing national identity and forging new national identity over the course of the last hundred years.

The 1940s were an interesting period in the history of English cinema. It was an era when films were produced by dedicated studio houses like Pinewood, Ealing, Shepperton, Denham and Elstree (Lay, 2002). But with Britain’s involvement in the Second World War, the role of cinema were to undergo a transformation. From being a medium of mass entertainment, it would serve as a great political tool. Some of the films made during the early years of the war were not so much works of art as mediums of political propaganda. Given the inadequacy of the RAFs in resisting the Nazi war machinery, the British High Command motivated civilian men to join the army through films. In this case, the films elucidated what it means to be British and what responsibilities citizenship entails. The movies were a call for duty addressed to young men, to keep alive the long tradition of British pride. This genre is a classic example of the second category of social realism – one of forging national identity. The involvement of government agencies in the making of these films is succinctly captured in the following lines:

“The story of the British cinema in the Second World War is inextricably linked with that of the Ministry of Information.