Discussion

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 Week 6 Discussion AttachmentCOLLAPSEOverall Rating:

Part 1: Post a Response

By the late 1930s, the US was still dealing with the Great Depression, and conflict was intensifying between powers in Europe and between Japan and its neighbors in Asia. At first, isolationist sentiments prevailed, but eventually the US entered the conflict. Besides developments of the overseas conflict, the next few years of a “war economy” had an enormous impact on the nature of work and the workforce that left a lasting legacy.

Choose and discuss one of the following two topics related to the American experiences in World War II:

  1. Focusing on American opinions and events of the late 1930s and early 1940s, discuss isolationist views and why those changed.
    • Identify two isolationist arguments for staying out of World War II.
    • Describe the events that led us into war despite the isolationist views. What lessons can be drawn from this experience for our modern day concerns about war and when to engage in it.
    • Identify the source(s) where you read about the New Deal responses.
  2. In the period 1940-1945, the US would go into a “war economy” that dramatically impacted the American economy and society.
    • Give two examples of changes during the “war economy” period
    • Describe the impact on US society and work during the war years
    • Taking the long term view, explain ways our society is different due to the wartime experiences.
    • Identify the source(s) where you read these changes during World War II. 

Part 2: Respond to a Peer

Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections.

Reference Material

Week 6 Learn materials

Chapters 23

Olandah Equino, An African Relates his First Impressions Upon Boarding a Slave Ship

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An African Slave Relates His First Impressions Upon Boarding a Slave Ship 
(1793)
Olaudah Equiano

Introduction 
Olaudah Equiano was a West African who had been sold into slavery and transported across the Atlantic Ocean to a new life of servitude. In the New World, Equiano converted to Christianity and learned to read and write. Ultimately, he was able to secure his freedom and moved to London where he wrote and published an account of his life as a slave. Equiano’s memoir is a rare piece of evidence providing us with the views of an enslaved West African.

Questions to Consider 
•Why did Equiano say he would have preferred death to continued existence on the slave ship?

• How did Equiano find himself is such a terrible predicament? Did he seem to hold any grudge against his original captors?

Source 
The first object which saluted my eyes when I arrived on the coast was the sea, and a slave ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror, which I am yet at a loss to describe nor the then feelings of my mind. When I was carried on board I was immediately handled, and tossed up, to see if I were sound by some of the crew; and I was now persuaded that I had got into a world of bad spirits, and that they were going to kill me. Their complexions too differing so much from ours, their long hair, and the language they spoke, which was very different from any I had ever heard, united to confirm me in this belief. Indeed, such were the horrors of my views and fears at the moment, that, if ten thousand worlds had been my own, I would have parted with them all to have exchanged my condition with that of the meanest slave in my own country. When I looked around the ship too, and saw a large furnace or copper boiling, and a multitude of black people of every description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted of my fate; and, quite overpowered with horror and anguish, I fell motionless on the deck and fainted. When I recovered a little, I found some black people about me, who, I believed were some of those who brought me on board, and had been receiving their pay; they talked to me in order to cheer me, but all in vain. I asked them if we were not to be eaten by those white men with horrible looks, red faces, and long hair? They told me I was not; and one of the crew brought me a small portion of spirituous liquor in a wine glass; but, being afraid of him, I would not take it out of his hand. One of the blacks therefore took it from him, and gave it to me, and I took a little down my palate, which, instead of reviving me, as they thought it would, threw me into the greatest consternation at the strange feeling it produced, having never tasted any such liquor before. Soon after this, the blacks who brought me on board went off, and left me abandoned to despair. I now saw myself deprived of any chance of returning to my native country, or even the least glimpse of hope of gaining the shore, which I now considered as friendly; and I even wished for my former slavery, in preference to my present situation, which was filled with horrors of every kind, still heightened by my ignorance of what I was to undergo. I was not long suffered to indulge my grief; I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life; so that, with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste any thing. I now wished for the last friend, Death, to relieve me; but soon, to my grief, two of the white men offered me eatables; and, on my refusing to eat, one of them held me fast by the hands, and laid me across, I think, the windlass, and tied my feet, while the other flogged me severely….

 

Source: The Interesting Narrative of the Life of Olaudah Equiano (London: 1793), in David Northrup, ed., The Atlantic Slave Trade (Lexington, Mass.: D. C. Heath, 1994) 77-78.

American History

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Background: The Progressive Movement was a complex movement with both Republican and Democratic wings. The movement addressed some of the worst domestic problems of its time, but its mainstream largely ignored widespread and worsening racial injustices. 

Required Sources:

Recommended Sources:

  • The stockyards
  • Scholarly source: Segregation, Racial Violence and Black Workers. In Black Workers Remember: An Oral History of Segregation, Unionism, and the Freedom Struggle, pp. 15-43.
  • Scholarly source: “Let Each Reader Judge”: Lynching, Race, and Immigrant Newspapers

After reading Chapter Nine from The Jungle and watching the The Progressive Era: America in the 20th Century, use these sources and the textbook to address the following questions:

  • What do you see as the most serious problem in the first decade of the 1900s?
  • Why was this problem more serious than the other problems?
  • How did Americans attempt to solve the problem?
  • In what ways were they effective?
  • In what ways did aspects of the problem still remain?

Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and properly cite any reference

 

BELOW ARE LINKS TO READINGS 

 

http://historymatters.gmu.edu/d/5727/   ( THE JUNGLE)

 

http://digital.films.com/OnDemandEmbed.aspx?Token=36215&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=  ( The Progressive Era: America in the 20th Century)

 

http://www.chicagohs.org/history/stock.html   ( THE STOCKYARD)

 

https://content.ashford.edu/books/AUHIS204.11.3  ( AMERICAN HISTORY BOOK)

History assignment 7

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HTY/SSC 110HM Assignment 7 The assignment for this module contains two parts. Carefully read the instructions and place your responses to both parts on one Word document. 1. Locate and read “Ishi: The last of His People” by David R. Collins and Kristen Bergren. You can locate and access the article on EBSCOhost as follows: a. Click the Resources link under Course Home, and then, click on the Online Library link. b. Click on Databases under “Find Info.” c. Scroll down the page and locate the EBSCO link. Click on it. (If you are not already logged on via the Saint Leo Portal, you will be prompted to logon using the same username and password as you do when entering on the Saint Leo Portal.) d. Click History Reference Center. e. Type “Ishi” in the search box at the top-left of the page and click “Search.” f. Click the “HTML Full Text” link under “Ishi: The Last of His People.” After reading the article, answer the following questions:  What events led to Ishi being the last survivor of his entire tribe?  What adjustments did Ishi need to make in order to live in a twentieth-century California city?  Why were researchers so interested in learning and writing down his language?  What valuable information other than language did Ishi provide for researchers that they would not have otherwise been able to obtain?  How does Ishi’s story refute Commissioner of Indian Affairs Dillon Myer’s statement that “Indians possessed no ‘legitimate culture’ of their own?” (First Americans, 524) 2. In addition to information from Chapter 16 of the textbook, review the article and video below to learn about issues related to “Termination.” How does the information in the textbook, in the video, and the readings about the plight of the Menominee people illustrate the problems with the government’s consideration of a termination policy? Menominee Termination Act (1954): To access this article, you will need to click the Pearson Materials link under Course Home, and then, click on “Menominee Termination Act (1954).” Television Interview with Oliver La Farge (1951): To access this video, you will need to click the Pearson Materials link under Course Home, and then, click on “Television Interview with Oliver La Farge (1951).” A transcript of the interview can be obtained from Doc Sharing. Submit Assignment 7 to the Assignment basket no later than Sunday 11:59 PM EST/EDT

 

Link to:Television Interview with Oliver La Farge (1951) https://youtu.be/RB_u9drQJf0

For Paula Hog

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April 5th  APA style

Unit II Scholarly Activity

 

 

After reading the lecture and required readings for this unit, use the knowledge you have learned to write a three page essay on one of the topics below:

 

 Bacon’s revolt on Jamestown, Va.;

 

 The Pueblo Revolt; and

 

 Salem witch trials

 

HY 1110, American History I 3

 

 

 

 

 

In order to support your discussion, you will need to select at least one outside source from the CSU Library. Your essay must address, but are not limited to, the following items listed below:

 

 Introduce the event. This may include what happened, the reason, setting, location, timeline, outcome, and casualties.

 

 Describe how characteristics of the region of Colonial America impacted your chosen conflict.

 

 Discuss the American ideals or philosophies that may have caused this event to occur. How have these ideals and philosophies changed to the way we live today.

 

 Discuss your perspective on the event, including, but not limited to, what was inevitable or avoidable, and what was beneficial or costly.

 

Again, be sure to review the required reading about what to look for in a scholarly resource, and if you have trouble locating an article, contact a librarian to assist you. Your assignment, which should be three pages total, will not be accepted if your source(s) are not available in CSU’s Online Library, and the article you choose must be completely cited and referenced.

 

 

 

Assignment 2: Project Paper – Comparative Essay

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  PLEASE PLEASE READ ALL INSTRUCTIONS!!! PLEASE NOT TO PLAGIARIZED!!!!

 

Due Week 7 and worth 200 points

This “Assignment 2” writing assignment is a comparative essay focused on topics encountered in our HUM 111 class. The project will be based on research but will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities as an organized, innovative, and critical thinker. If approached properly, it should also be fun!

Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that follows instructions and covers each part of the topic. (The title page and References list do not get included in this word count).

Note: Your instructor may require you to submit your topic choice for approval before the end of Week 5.

For the topic you choose:

  1. Establish a clear thesis about your topic as part of the introductory paragraph (often the thesis is the last thing one determines after doing the basic research and outline; however it will be placed in the first paragraph of your paper).
  2. This is a comparative essay. Comparison approached properly will require some critical thinking on your part. Use a point-by-point approach for the essay. That means, if comparing subject A with subject B, don’t do the first half of the essay on subject A and then the second half on subject B–that will seem like two (2) separate essays and comparisons will tend to get lost. Instead, you should be mentioning both subjects in most of your paragraphs as you compare them throughout the essay. Comparisons will identify similarities as well as contrasts.
  3. Do not try to do everything on your two (2) subjects. You should end up narrowing your focus to a few insights and issues about the subjects being compared. And, from those fairly specific points of comparison, you will develop a thesis and glean some lessons.
  4. Follow closely the instructions below for your specific topic.
  5. Include a concluding paragraph at the end. This paragraph will, in some way, refer back to the thesis established in your first paragraph, since now you have demonstrated and supported it. It may be here that you also include your observations relating your study to the modern workplace or society (see your topic). Try to finish with flair!
  6. Use at least three (3) good quality academic sources, with one (1) source being the class text. Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.

 

Topic Choices – Choose just one (1) of the topics below:

  • Qualities of the Hero: Comparing Gilgamesh and Odysseus. Write an essay comparing these two (2) heroic figures from ancient epics of different cultures, especially focusing your analysis on the sources about their encounters with monsters: Gilgamesh encounters the monster guarding the forest, Humbaba, in Tablets 3-5 of the Epic of Gilgamesh (see http://www.ancienttexts.org/library/mesopotamian/gilgamesh/; scroll down to the Tablet links; think of “Tablet” numbers like chapter numbers).” Odysseus encounters Polyphemus the Cyclops in Book 9 of The Odyssey (see http://www.theoi.com/Text/HomerOdyssey9.html; from line 105 to the end). Your paper should:  

a) Compare Gilgamesh and Odysseus as to their heroic qualities, noting similarities and differences, using specific examples from the epics.

b) Summarize what this indicates about differences between ancient Mesopotamian and Greek cultures in their ideals and expectations.

c) From this comparison, suggest ways that current cultural ideals and expectations shape modern notions about role models and heroes.

 

  • Confucius and Aristotle on Virtue. Write an essay comparing these two (2) ancient thinkers on the concept of virtue or good ethical character and conduct. Stay focused on the issue; keep any biographical or other information short or limited. As much as possible, analyze their writings (in translation, of course), using Confucius’ Analects (at http://classics.mit.edu/Confucius/analects.html ) and Aristotle’s Nicomachean Ethics (at http://classics.mit.edu/Aristotle/nicomachaen.html ). Your paper should:

a) Compare the teachings of Confucius and Aristotle on what constitutes virtue or good ethical character and conduct, noting similarities and differences in specific ideas or emphasis.

b) Consider what your findings suggest about differences between ancient Chinese and ancient Greek culture.

c) From this comparison, suggest ideas of virtue that can apply to ethics in a modern setting, such as a diverse workplace.   

 

  • Comparing Sculptures of Ancient India and Greece. Write an essay comparing the way gods and humans were depicted in sculpture in ancient India and Greece, and identify the cultural values and ideals that these art works reflect in each case. Your paper should:      

a) Using specific examples, compare the way gods and people were depicted in the sculptures of ancient India and Greece, noting similarities and differences.

b) Identify the cultural values and ideals that these art works reflect for each society.  

c) From this comparison, suggest a modern situation of artistic expression and the ways it reflects or counters prevailing cultural values.   

 

  • Comparing Ancient Skeptics. Write an essay comparing Lucretius and Wang Chong (=Wang Ch’ung), skeptical philosophers of ancient Rome and China. They were skeptical about popular religious and spiritual beliefs and widely-held superstitions. Lucretius was an Epicurean philosopher of Roman culture (Chapter 6). Wang Ch’ung was a thinker in ancient Chinese culture (Chapter 7). Focus your comparison on their writings as found at http://www.humanistictexts.org/lucretius.htm and http://www.humanistictexts.org/wangchung.htm#On Not Flying to Heaven. Your paper should:

a) Using examples from their writings, compare these two (2) thinkers on their views about specific subjects and on their approach in explaining and expressing their skepticism.

b) From this comparison, identify popular beliefs in each culture that seem similar and those that seem different.

c) From this comparison, suggest any modern situation in which materialist skeptics confront spiritual and religious beliefs, and comment on the considerations of free expression and cultural respect.     

 

  • Comparing Ancient Male Rulers. Take any two (2) of these rulers and write an essay comparing them: Ramses II, Shihuangdi, Constantine, Ashoka, Pericles, or Charlemagne. Select rulers from different cultures. You may also propose (for approval or not) a ruler not listed. Avoid lengthy quoting or lengthy close paraphrasing from biographical sources. Make it YOUR comparative analysis. Your paper should:

a) Compare the two (2) rulers in terms of their situation and methods of rule and their apparent ideals and practices, noting similarities and differences. Use specific examples.

b) Consider what your study suggests about the cultures over which they ruled, identifying any similarities and differences between the cultures.

c) From this comparison, suggest lessons about different types of effective leadership in the world of modern business and / or modern politics.   

 

  • Comparing Ancient Female Rulers. Compare the Tang Empress Wu Zetian (also known as Empress Wu or as Wu Zhao; ruled China around 690-705 AD) with either the Pharaoh Cleopatra (ruled Egypt around 51-31 BC) or the Pharaoh Hatshepsut (ruled Egypt around 1478-1458 BC). You may also propose (for approval or not) a female ruler not listed. Avoid lengthy quoting or lengthy close paraphrasing from biographical sources. Make it YOUR comparative analysis. Your paper should:

a) Compare the two (2) rulers in terms of their situation and ascent to power, their methods of rule, and their achievements and resourcefulness, noting similarities and differences. Use specific examples.

b) Consider what your study suggests about the cultures over which they ruled, identifying any similarities and differences between the cultures.

c) From this comparison, suggest lessons about different types of effective leadership by a female in the world of modern business and / or modern politics.   

 

  • Other topic choice using a comparative approach (proposed by student or instructor) and approved by the professor and supported by the grading rubric.

The Project Paper will be graded on:

  1. The level to which the instructions were followed for the paper generally and for the specific topic.
  2. The establishment of a clear thesis about your topic.
  3. The adequacy and relevance of information, examples, and details which support the general thesis.
  4. Covering each part of the topic as instructed, including the comparisons, the consideration of ancient cultural differences, and the reflection on lessons for modern society or the modern workplace.
  5. The quality of your research and your persuasiveness using critical reasoning.
  6. The use and acknowledgement of a minimum of three (3) required references (the class textbook plus at least two (2) other quality academic sources) documented using the APA style –including both the use of a proper References list and the use of proper in-text citations.
  7. Adherence to standard rules of grammar, punctuation, paragraphing, and mechanics, and general clarity of presentation.

 

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Both in-text citations and a References list are required. Citations and references must follow APA style format. Check with your professor for any additional instructions specific to the selected topic. (Note: Students can find APA style materials located in the course shell for guidance).
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length. For our purposes, you may omit any abstract page.

The specific course learning outcomes associated with this assignment are:

  • Explain how key social, cultural, and artistic contributions contribute to historical changes.
  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
  • Identify major historical developments in world cultures during the eras of antiquity to the Renaissance.
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics.

 

Click here to view the grading rubric.

Arctic Ocean

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What nations are interested in the Arctic Ocean and why?

Arctic exploration and the further of the Arctic Ocean- From about 1820 until 1909, there was a frenzy of exploration in the Arctic region. It involved efforts to reach the North Pole, the North Magnetic Pole, and Asia by way of the North West Passage. Read the following passage from Pierre Berton’s new book, Arctic Grail, then answer the question, why did they keep going? “On April 3, having established caches and depots, [Isaac Israel] Hayes [U.S. Navy] set off for the Open Polar Sea with twelve men, two dogsleds, and one man-hauled sledge carrying the twenty-foot metal lifeboat in which he hoped to navigate the ice-choked waters of Smith Sound. That he soon abandoned; a hundred men, he said, couldn’t have got it across those narrows. Only at this point did he realize the magnitude of the task that faced him. The great floes breaking from the glaciers and permanent pack to the north had been driven south by the winds into Kane Basin [west of northern Greenland] and were now being squeezed into the confines of Smith Sound, creating a traffic jam of terrifying proportions. Hayes measured one floe that covered 24 square miles, rose 20 feet above the sea, and reached an estimated depth of 160 feet. He guessed its weight at six thousand million tons–a floating glacier, growing and expanding year by year as the ancient ice, hundreds of years old, remained unmelted and fresh snow accumulated and congealed into new ice above it. Why did the sea not freeze solid to the ocean floor? Because, Hayes realized, the downward growth of the floating mass was arrested by a natural law: the ice itself was the sea’s protection, acting as a blanket to prevent the waters below from losing their heat.” Why did Hayes keep going? Also right now there are several nations very interested in the Arctic Ocean/ Which nations specifically and what’s up there that anybody cares about? 

M2D1 HIS 352

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Nation Building and Insurgency

 
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US President Eisenhower shaking hands with South Vietnamese President Ngo Dinh Diem, 1957. Secretary of State John Foster Dulles behind the two, 1957.This discussion addresses the following outcomes:

  • Analyze US efforts at nation-building in South Vietnam (CO#1);
  • Examine the growth of insurgency in South Vietnam as well as the links between this insurgency and North Vietnam (CO#1);

As the French vacated Vietnam, the US became the de facto sponsor of the country of South Vietnam. South Vietnam, with a smaller population than its northern counterpart, was, in effect, a Cold War experiment for the United States. As the old colonialist order unraveled after World War II and communism threatened Asia, US policymakers sought to create in South Vietnam an example of how a stable, democratic (or, at the very least, passably democratic) developing country with a market economy could flourish in the postwar world. Indeed, South Vietnam would be one of the first US attempts at nation building in the Cold War.

In this activity you will examine both the nation building and growing insurgency that characterizes the era beginning with the Geneva Accords and ending with the final year of the Eisenhower presidency. Prior to completing this discussion activity, be sure to read Chapter 2 in Herring, the Final Declaration of the Geneva ConferencePreview the document, and the Letter from Eisenhower to Ngo Dinh DiemPreview the document. In addition, make sure to view/listen to the Module 2 Notes Presentation (Links to an external site.)Links to an external site.. After doing so, consider the following questions as you craft a post of at least 250 words:

  • What were the relative strengths and weaknesses of Ngo Dinh Diem as the leader of South Vietnam and what explains the US views of Diem’s capabilities over time?
  • Was the southern insurgency more a product of concerted efforts on the part of North Vietnam or Diem’s weaknesses as a leader?
  • Contemplate the quandary facing Eisenhower during the final years of his second term with relation to Vietnam. In retrospect, what do you think the US should have done differently (if anything) leading up to the end of the Eisenhower years?

After you have posted, read through the postings of your peers. Choose two of your peers and respond to their posts by offering a substantive addition to their post and/or a thoughtful reflection on a particular aspect of their post. Each response to a peer should be approximately 100 words in length and should contribute to the discussion in progress. Be sure that your responses are respectful, substantive, and consistent with the expectations for discussion, as stated by the prompt. Please direct to me any questions you may have that are related to discussion interaction.

Choose a scenario from the University of Phoenix Material: Scenarios. Define activities for a project based on the scenario you choose. You must include the following: Identify the scope of the project. Define the needs of the stakeholders. Create a WB

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Choose a scenario from the University of Phoenix Material: Scenarios.

 

Define activities for a project based on the scenario you choose. You must include the following: 

  • Identify the scope of the project.
  • Define the needs of the stakeholders.
  • Create a WBS for the project.
  • List necessary tools and techniques.
  • List activities, activity attributes, and milestones for the project. 

Sequence the activities in a chart or diagram.

_______________________________________________________________________________________

 

 

University of Phoenix Material

 

Scenarios

 

Scenario 1: Software update

 

You work for a small shipping company and warehouse. The owners have decided to update the software used for tracking, shipping, receiving, and inventory. Fifteen computers need to be updated. Hours of operation are 7 a.m. to 7 p.m. Monday through Saturday. Each computer must be updated manually by one of two trained employees, both of whom must be borrowed from other managers. The update procedure consumes 4 hours of the updater’s time and generates an additional 1.5 hours of computer downtime. The work must be performed at a central loading station, away from the current location of the computer.

 

Scenario 2: Training on a new process

 

You are on a project management team for a medical association with three office locations. Each location has five administrative assistants, two records specialists, two transcriptionists, one office manager, three nurses, and three doctors. The Health Insurance Portability and Accountability Act of 1996 (HIPAA) recently changed the standard operating procedure for releasing patient privacy information. All personnel must be trained in the new policies and procedures. Training hours per position are as follows: administrative assistants require 2 hours, records specialists require 3 hours, transcriptionists require 1.5 hours, office managers require 5 hours, and nurses and doctors require 1 hour. All offices reside in the same metropolitan area, within a 30 mile radius.

 

Scenario 3: Create an employee incentive program

 

You work at a for-profit university. Due to strict accreditation regulations and laws related to Title IV of the Higher Education Act of 1965 for institutions offering federal financial aid, your organization cannot offer traditional sales bonuses for employees who enroll students. Recently there has been a decline in employee morale. Senior management thinks that a new employee incentive program might boost employee morale.

 

Scenario 4: Smartphones for upper management

 

Your company currently provides all executives with Internet-enabled smartphones. To save money, your company has decided to expand the smartphone program to all employees who currently have a company cell phone and laptop. Ten senior managers expect to be priority recipients of the new technology, 100 employees currently have a company laptop and cell phone, and 15 employees have not yet been assigned company equipment. Funding will be approved if the initiative will save money in the long-term.

 

Scenario 5: Adding company vehicles

 

You work for a major grocery chain. A special department handles internal investigations of employee theft and fraud. The investigators must travel to individual stores to interview suspects. Stores may be in the same city or several hours away. To protect the identity and personal property of the investigators, your company provides a company car when traveling to store locations. The four investigators share one company car. Each investigator uses the company car on average 2 days per week. Scheduling conflicts with the company vehicle often delay interviews and interfere with investigations. A recent performance analysis indicated that positive resolution to an investigation diminishes with delayed interviews. The company president is considering adding three more company cars to its fleet and changing the policy so that each investigator is assigned his or her own vehicle.

M1D2- HIS 352- Need Tuesday morning

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This discussion addresses the following outcomes:

  • Compare and contrast reasons for French and United States involvement in Southeast Asia leading up to, during, and following World War II (CO#1);
  • Connect the First Indochina War to the broader Cold War (CO#1);
  • Assess available US policy options during the First Indochina War (CO#1)

After suffering a humiliating military defeat, German occupation and proxy rule under the Vichy government, and ultimately benefitting from the “rescue” offered by the other Allied countries during World War II, the French harbored ambitions of recapturing the tangible economic benefits as well as the glory and international prestige of their prewar colonial holdings. Of course, “French Indochina” was one of the most prized of these former colonies. Restoring French rule in Indochina was thought by French policymakers as key to restoring France’s place in the world. Meanwhile, US officials were publicly in favor of general decolonization in the aftermath of World War II but nonetheless ended up supporting the French position of “recolonization” from 1945 through the end of the war that France would lose to the Viet Minh in 1954.

Prior to posting to this forum, be sure to read the first chapter in the Herring text and view Disaster at Dien Bien Phu (Links to an external site.)Links to an external site. [Video File, 23 minutes], and the Module 1 Notes Presentation (Links to an external site.)Links to an external site.. After doing this, consider the following questions in a post of at least 250 words:

  • Why did the US ultimately decide to support French ambitions in Vietnam after the end of World War II?
  • Given the choices facing both French and US policymakers during the First Indochina War, what missteps, if any, do you believe were made by both sides?
  • After considering these questions, evaluate US options during the First Indochina War and determine whether or not US policy toward Vietnam from 1945-1954 is a classic historical example of “mission creep (Links to an external site.)Links to an external site.” or not.  Be sure to explain your stance