Best Writer

Page # 1
After watching the video, Ghost of Rwanda, discuss the following questions with your classmates. There are a lot of questions for this discussion, so read through these questions, and respond to the items that you are the most interested in.

Why were the UN Peacekeepers in Rwanda in 1993?
What arrangement had been made between the RPF (Tutsi) and the government (Hutu) as a result of UN talks?
Share power
And UN forces’ role?
As the genocide began, what was the goal of the Hutu radicals toward the UN force?Why didn’t Kofi Annan (then head of UN peacekeeping section) not allow Gen. Dallaire to take a pre-emptive strike against the radicals (by raiding arms caches)? Did not want another Mogadishu
Kill some peacekeepers to encourage Belgians and other UN forces to leave?
What were the Clinton administration’s views? Its motives?
After the presidential plane was shot down, why didn’t the UN allow its forces to take action?
How is it that the UN forces and US intelligence didn’t seem to know what was going to happen? That even, to this day, they don’t know who shot down the presidential plane on which President Habyarimana (Rwanda) and President Ntaryamira (Burundi) were killed?
What was the US response to the murder of Belgian peacekeepers and the beginning of the genocide? Why?
Was Laura Lane (young US foreign service officer) right to want to stay and stand up to the Hutu extremists? What did UN forces do after the outbreak of the genocide? Rescue foreigners Why?
Why did the French and Belgians send paratroopers early in the conflict? Why were none of these forces used to evacuate ordinary Rwandans? NB: All Americans were evacuated in three days How did journalists respond?
Why did the Belgians want to leave Rwanda? –both peacekeeping force and paratroopers
Why did US support the Belgian wish?
Why was the Red Cross director the only outsider to really stand up to the Hutu extremists? What did the congressman who told Monique (the Rwandan activist who came to Washington to lobby for intervention) that the “US has no friends, just interests” mean?
Anthony Lake (NSA) said Rwanda never became a serious issue for President Clinton and himself. Why not?
How can senior administrators simply follow instructions in the face of a moral crisis like this one? Consider the statements of Prudence Bushnell, U.S. deputy assistant secretary of state for African affairs
What did the UN decision to not intervene (or further support the remaining peacekeepers) mean for Gen. Dallaire? Contrast to Red Cross
What was the explanation for not intervening? Not wanting to be involved in a civil war The RPF did not want the UN there; why not? How were safe sites secured? How could the world really “not know”?
Once the UN decided to send 5,000 more troops, why were none sent? Has anything changed since then? What about Darfur? How could the Hutus do such a thing to the Tutsis?

Page # 2
RESPOND substantially to at least TWO other students’ postings. To respond “substantially” means to actually enter into conversation with the person. You may include a variety of the following: your own opinions, your own observations, a different perspective on the same topic, questions you have for the writer, facts you have uncovered through research, comments on the value of what the person wrote. However, simply agreeing or saying you like something doesn’t count! You have to explain why and introduce new ideas into the conversation. DO NOT ATTACK. DO NOT BE MEAN. BE RESPECTFUL EVEN WHEN YOU ARE DISAGREEING WITH WHAT THEY SAY.
post # 1 Jaret
Looking through all of these questions, the one that I found to be perhaps the most interesting was regarding the Clinton administration’s response to the atrocities in Rwanda. As a leading superpower on the world stage, it is shocking that the United States took such a neutral stance on such a horrific tragedy. The main reason for the Clinton administration’s silence on Rwanda was its apprehensiveness to intervene in African affairs after the strong criticism that they received in light of the United States’ military intervention in Somalia. In 1993, the United States became involved in a UN effort to resetablish a government in the civil war torn Somalia and during their involvement several helicopters were shot down causing a major controversy that weakened the Clinton administration politically. Because of this, Clinton did little to intervene in Rwanda, fearing another unpopular and chaotic foreign police misadventure. This is perhaps the biggest failure of Clinton’s entire presidency as it allowed countless suffering in Rwanda (when the United States certainly could’ve intervened at least diplomatically if not through direct humanitarian means) and poked major holes in the United States’ reputation as a safeguard and protector of human rights around the world. It makes me wonder if Clinton’s inaction led subsequent administrations (such as the Bush administration) to be more willing to intervene (although obviously the situations in Afghanistan and Iraq were far different than Rwanda, not to mention the Bush administration did little to help in Darfur). I also wonder what the United States’ protocol is now to prevent another Rwanda type tragedy from occurring. Or are we becoming more and more detached from human rights abuses throughout the world? What does the United States’ own human rights abuses say about its inability and inaction in stopping these types of atrocities? Hopefully, more can be done to prevent anything like this from happening again.

post # 2 Anthony
Based on the documentary, Frontline Ghosts of Rwanda, the Clinton administration was very apprehensive about making statements that would allude to a genocide taking place in Rwanda. Due to the killing of American soldiers during the Blackhawk incident in Somalia a few years earlier, the US government was very weary about intervening in another African conflict. I think one of the most powerful statements in the documentary about the lack of action on the United States part, was what a congressional official told to the Rwandan activist Monique Mujawamariya. The statement goes – “Listen, Monique, the United States has no friends. The United States has interests. And in the United States, there is no interest in Rwanda. And we are not interested in sending young American Marines to bring them back in coffins. We have no incentive…”(Ghosts of Rwanda). These statements are later echoed by president Clinton when he says – “Whether we get involved in any of the world’s ethnic conflicts in the end must depend on the cumulative weight of the American interests at stake…”(Ghosts of Rwanda). This situation seems to be exactly like the Darfur conflict, with lack of action from both the UN and the United States. After the Holocaust, initiatives were put in place to ensure that ethnic cleansing’s, or genocides, never happen again. Instead, the only thing that seems to have happened, was more bureaucratic tape was put up to define a genocide situation. The fact that the UN didn’t get involved, gave the Hutu extremist the opportunity to carry out the genocide. If it wasn’t for the peace keepers, Mbaye Diagne, and those westerners who stayed back to try and help, we might have seen far worse outcomes. Even though you could tell throughout the documentary how hopeless they felt. I would like to think that in the future the UN and the US would be more inclined to set aside their interests and intervene in genocides, but unfortunately, this most likely wouldn’t be the case.

“Ghosts of Rwanda.” , directed by Darren Kemp, and Greg Barker. , produced by Darren Kemp,
and Greg Barker. , Public Broadcasting Service, 2004. Alexander Street, https://
search.alexanderstreet.com/view/workbibliographic_entity%7Cvideo_work%7C3227852.

The current Supreme Court has sent mixed messages about state’s rights. Our textbook says that Federalism is successful because it allows government to divide functions between Federal and State levels allowing some decisions/laws to be localized to meet the morality/values of the people. But does this model still apply? In a case about a New York law, the Supreme Court says that a state cannot make tougher laws about gun control, but then the Supreme Court in a case about Mississippi law also made the states can have different restrictions. While the issues in these laws are controversial, I want to discuss the specifics of the different points of view of Federalism. So in your opinion, do you think that the current state of Federailism and State’s Rights are still appropriate for today’s scoiety?

Write a 3 page paper defending your position. Use current laws/court cases and any other credible data to justify your position.

Discuss the effects of health care finance reform on nursing leadership are explored in this paper.

Write a 4-5 page essay about higher education and its financial and personal pitfalls. Offer your own perspective on what “education” is or ought to be and how you hope to confront the problem of student debt personally and/or politically. Please include how Martin Luther Kings 1947 article “The Purpose of Education” applies to your essay. Use AXES method of organization for body paragraphs.

REMINDER: Please remember for the discussion forums to read the “Discussion Forum Rubric” instructions in the Orientation Model.
Please continue to be respectful and keep it civil in these forums. Disagree with ideas, not people.
ASSIGNMENT PROMPTS/QUESTIONS:
For this discussion:
Find an actual case study / example / or ongoing debate about how a firm – an entire league – or an individual player may be positioning themselves to play the short-run versus long-run profit game. This may be as large of an item as the Case Study on the Seattle Supersonics in the book, or it may be something smaller in nature.

1. Identify your pathway and copy/paste the Problem/Solution essay prompt for that pathway.
2. Craft the following as an introductory paragraph, much like you would an essay (100-200 words):
Your effective title. A title should entice your reader into wanting to continue. Make sure your title is NOT a sentence. Your title needs to be short, yet catchy. Try to play with words, and use alliteration.
Your introduction/hook.
Your Thesis Statement. Be sure to identify the problem and the solution or solutions to that problem.
If you have one solution, you need to have three reasons why that solution will work. Those reasons need to be listed as items in a series, write them in parallel construction, and state them as succinctly as possible.
If you have three solutions, you need to list those solutions as items in a series, write them in parallel construction, and state them as succinctly as possible.
Read through your peers’ posts. Select one peer who was not yet received a response.
For your peer response, craft a response of at least 100 words that engage in conversation.
Is the other student’s title effective or interesting?
Does the introduction provide background information?
Has the introduction specifically identified and discussed what the problem is?
Does the thesis statement identify a solution or solutions to that problem?
If there is one solution, has the other student identified the reasons why that one solution will work?
Are those reasons written as items in a series, in parallel construction, and as succinctly as possible?
Has the other student identified 3 solutions?
If so, are those solutions written as items in a series, in parallel construction, and as succinctly as possible?
Is the thesis statement the LAST sentence of the introductory paragraph?
Key Takeaways
Problem/Solution essays are very similar to Proposal Argument essays.
Your Problem/Solution Essay needs to put forth a practical proposal, not a policy or opposing viewpoint.
The topic chosen should demonstrate a direct impact on the writer’s life, school, or local community.
The essay should put forth 3-5 specific, actionable solutions and why they will solve the problem.
The thesis needs to name the problem and identify solutions as the essay’s focus, possibly naming the 3-5 solutions outright.
Because this is a research essay, secondary source evidence (research) must be incorporated to support the essay’s claims.
Whenever source material is used in-text, whether as a paraphrase, summary, or quotation, proper MLA in-text citations are required.
Although the Problem/Solution essay should incorporate research, research should not make up the bulk of the essay’s content. Instead, research should be used to support claims that are fully developed, analyzed, and evaluated.
A corresponding Works Cited page must accompany the Problem/Solution Essay, cross-referencing all source material used in-text.

why do i want to go to college and how does our mission statement make you a candidate. (App state prepares students to lead purposeful lives as engaged global citizens who understands their reaponsibilties in creating a substainable future.

discuss on the interpersonal communication theory paper.Interpersonal Theory Paper (150 points): Students will write a 3-4 page paper regarding an interpersonal concept/theory discussed in one of the textbook chapters. The paper should provide a more in-depth understanding of the chosen concept/theory using scholarly articles and other sources. For an A, students should utilize no less than four sources; all of which should be scholarly. Use APA style. Below you will find stages for writing said paper.
a. I). Define the theory; II). What contexts have researchers explored using this theory in recent studies that allow us to better understand the actual happenings of interpersonal communication?; III). Answer the “So what?” question. Why is this theory important? How can it change our daily interpersonal practices?

Critical Thinking Exercise
Read and review the article closely in pairs work to identify the thesis statement.
In your own words restate the main argument and three sub claims.
Compose a counter argument, arguing against the authors claims.
Total word count not to exceed 500 words.

Write at least one to three-page paper using APA format, cite references and submit a reference page.
Observe someone doing an activity without telling them you are observing them. Write down your findings. Then observe them again doing the same activity after informing them that you are watching them. Write down your findings. Then compare the data from both observations. Identify and define how their behaviors changed in each observation. Address whether the knowledge of being observed made a difference in their behaviors and how they changed. Submit your findings from both observations with your assignment.