What were the most important elements of the U.S. military reorganization in the
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What were the most important elements of the U.S. military reorganization in the decades between the world wars? Explain.
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Week 7 Case Study
In the provided case, emphasis will be on HRIS investment justification. The HRIS tool cost and functionality will be amon ...
Week 7 Case Study
In the provided case, emphasis will be on HRIS investment justification. The HRIS tool cost and functionality will be amongst the main points to be ...
The rise of Japan
The rise of Japan, and also new developments in Korea and Vietnam, raise a crucial question about defining civilization. A ...
The rise of Japan
The rise of Japan, and also new developments in Korea and Vietnam, raise a crucial question about defining civilization. All these societies borrowed extensively from China. None, however, became Chinese. Japan, particularly, followed its own path in terms of its feudal development. Did Japan in turn share enough with China to allow the definition of a common origin? This question of defining civilization in terms of coherence applies to a number of regions, particularly when unusual levels of contact and imitation are involved. Some contend that there continue to be shared impulses between China and Japan which strongly stem from Confucianism. Is there an underlying East Asian civilization despite the incredible differences between the regional members? The challenge is to determine what definitions best fit the facts.
EN 106 PU Getting Education College Sports & Expanding the Conversation Essay
Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of thi ...
EN 106 PU Getting Education College Sports & Expanding the Conversation Essay
Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of this unit. Your portfolio should be submitted no later than 11:59pm CST on Sunday. The portfolio counts as 20% of your overall grade in the course.Final Portfolio GuidelinesRequired Components: A reflective essay (about 4 full pages, double-spaced)Your two best essays from this class, each with further revision (in most cases, these will be revisions of Essays #3 and #5)Artifacts of your writing processLength: Your reflective essay must be between 800-1200 words. Your two best essays should be as long as they need to be fully achieve their rhetorical purposes.Style/Format: The revised essays essays should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.File format: Please submit your portfolio as a single file attachment in a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Those essays that refer to outside sources must include a page of Works Cited, References, or whatever bibliography is required by the guidelines you choose. Deadline: Submit the portfolio as a single file to Submit Assignment no later than Midnight CST on Sunday at the end of this unit.Use of essays for future courses: Please understand that your portfolio may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work will only be used for educational purposes.Why This Assignment Is ImportantThis portfolio serves as the core assessment measure for EN106 at Park University. Let's consider that term for a moment. At Park, a "core assessment" is a required assignment that is common across all sections of a course, both online and face-to-face. This assignment is meant to serve as a tool for instructors to evaluate student learning across sections, terms, campus centers, and modalities. In other words, the portfolio is your opportunity to show off what you have learned in this course, and an opportunity for Park faculty to learn more about how our teaching works. Ideally, we use the lessons from your core assessments to inform changes to curriculum. As you prepare the portfolio, think about using it to make an argument: to use a metaphor from the law, you should make a case for what you have learned this term in EN106.Your portfolio should demonstrate what you know about academic research and writing. Your EN106 portfolio is a "best works portfolio”—that is, your portfolio should be a collection of your strongest, most polished academic writing. It will contain three primary pieces: a reflective essay, your two best essays from this class, and artifacts from your writing process. For most students, the two essays will be the same two essays you improved through revision and expansion in Unit Four and Unit Six.The next Canvas page will describe in more detail the expectations for your portfolio, and some of the possibilities for how you might organize it.Assessment StandardsYour portfolio will be evaluated as a whole according to the following assessment standards. Please note that while these standards are similar to those used to grade your essays throughout the course, they are not identical. Please read through these assessment criteria and ensure that your portfolio demonstrates each outcome. In general terms, significant weakness in any one of these areas reduces the grade of your portfolio by a letter grade. However, serious weakness in one area can lead to the loss of two or three letter grades or to a failing grade. We can also discuss these grading criteria in the Instructor's Office.CompetencyExceeds Expectation(A)Meets Expectation(~B-C)Does Not MeetExpectation(~C-D)No Evidence(F)Process:Apply writing processes, collaborative strategies, and effective academic research practices to participate in academic discourse.Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read.Student shows some evidence of using process and collaboration to write.Student does not demonstrate the use of process or collaboration.No portfolio submitted.Focus:Maintain a controlling idea/thesis for a variety of academic genres.The focus, or thesis, of each student essay is not only clear but insightful, memorable, and fully supported.Student's writing consistently has a clear focus, though it may not always be unique or insightful.Student essays are either unfocused or feature commonplace or generic theses.No portfolio submitted.Development: Apply strategies for developing academic arguments across the disciplines, including conducting research and incorporating culturally diverse perspectives.Student essays demonstrate successful and deliberate development strategies, especially in the use of research and culturally diverse perspectives, such that each essay seems fully argued and complete.Student essays demonstrate some use of development strategies but show room for further development in research, argument, or incorporating diverse perspectives.Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped.No portfolio submitted.Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond appropriately in both writing and research.Student consistently displays an awareness of audience, context, and genre, and responds creatively and appropriately.Student shows some awareness of rhetorical situations and responds appropriately.Student shows little awareness of rhetorical situations.No portfolio submitted.Conventions:Use common formats and conventions (e.g., research, structure, documentation, tone, mechanics) for various genres of academic discourse.Student essays make meaningful use of standard formats and conventions in structure, tone, documentation, and mechanics. Although a few mechanical errors may be present, they do not impede understanding.Student essays are relatively standard in terms of format, documentation, and mechanics. Errors may be present, but do not impede understanding.Student essays use inappropriate tone or structure, contain mechanical errors that impede understanding, or show serious deficiencies in terms of documentation (e.g., no Works Cited or References page).No portfolio submitted.RubricEN 106: First Year Writing Seminar II: Academic Research & Writing (1)EN 106: First Year Writing Seminar II: Academic Research & Writing (1)CriteriaRatingsPts This criterion is linked to a Learning OutcomeEN106.CLO.01view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.02view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.03view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.04view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.05view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations--
Argumentative Essay on femicides
Argumentative Essay on femicidesSources: 4 sources requiredStyle: MLAThis essay is on persuading the readers that femicide ...
Argumentative Essay on femicides
Argumentative Essay on femicidesSources: 4 sources requiredStyle: MLAThis essay is on persuading the readers that femicides are an important topic and that people should take them serious. Or if you have a better argument go ahead and choose that, as long as it is about femicides. I provided in the files my own work cited list, please make sure to use that. I also provided an outline guide you can use and also the rubric. Thank you!
4 pages
Climate Change
Climate change is one of the greatest threats to human life and nature (Huntjens & Nachbar, 2015). Therefore, the response ...
Climate Change
Climate change is one of the greatest threats to human life and nature (Huntjens & Nachbar, 2015). Therefore, the response to climate change should be ...
Declining Majority of Online Adults Say the Internet Has Been Good for Society Discussion
REVIEWING RESEARCH AND MAKING CONNECTIONSDue Week 4: 110 pointsFor your first assignment, you will complete a short answer ...
Declining Majority of Online Adults Say the Internet Has Been Good for Society Discussion
REVIEWING RESEARCH AND MAKING CONNECTIONSDue Week 4: 110 pointsFor your first assignment, you will complete a short answer activity in which you will analyze the article following the Ask, Research, Learn, Do process. This process was introduced in your webtext as a simplified version of the sociological research process. It’s a useful tool to help you think critically, answer questions, and solve problems.READ THE ARTICLE“Declining Majority of Online Adults Say the Internet Has Been Good for Society” http://www.pewinternet.org/2018/04/30/declining-ma...USE THE RESEARCHUse the research information presented in the article to answer the questions below. You should write four paragraphs, one for each step listed in bold. Use the Assignment 1 template to complete this assignment. Refer to Chapter 2 of the webtext as necessary.1) Ask: What was the topic of the research? Who was studied in the research? What was the research question that was answered by the information in the article?22) Research: What research methods were used? (Go to Section 2.9 in the Webtext for a list of research methods) Summarize the process researchers used to collect data.3) Learn: What were the key findings of the research? What conclusion was drawn from the research?4) Do: What are two additional follow-up questions that you have based on this research? Why did you choose these follow up questions?FORMATTING5) Your assignment must follow these formatting requirements: Use the Assignment 1 template to complete this assignment. References are not required for this assignment as you will use theassigned article and your webtext. Be sure to include your name and the date on the cover page of the template
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7 pages
Week 7 Case Study
In the provided case, emphasis will be on HRIS investment justification. The HRIS tool cost and functionality will be amon ...
Week 7 Case Study
In the provided case, emphasis will be on HRIS investment justification. The HRIS tool cost and functionality will be amongst the main points to be ...
The rise of Japan
The rise of Japan, and also new developments in Korea and Vietnam, raise a crucial question about defining civilization. A ...
The rise of Japan
The rise of Japan, and also new developments in Korea and Vietnam, raise a crucial question about defining civilization. All these societies borrowed extensively from China. None, however, became Chinese. Japan, particularly, followed its own path in terms of its feudal development. Did Japan in turn share enough with China to allow the definition of a common origin? This question of defining civilization in terms of coherence applies to a number of regions, particularly when unusual levels of contact and imitation are involved. Some contend that there continue to be shared impulses between China and Japan which strongly stem from Confucianism. Is there an underlying East Asian civilization despite the incredible differences between the regional members? The challenge is to determine what definitions best fit the facts.
EN 106 PU Getting Education College Sports & Expanding the Conversation Essay
Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of thi ...
EN 106 PU Getting Education College Sports & Expanding the Conversation Essay
Writing PortfolioOur attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of this unit. Your portfolio should be submitted no later than 11:59pm CST on Sunday. The portfolio counts as 20% of your overall grade in the course.Final Portfolio GuidelinesRequired Components: A reflective essay (about 4 full pages, double-spaced)Your two best essays from this class, each with further revision (in most cases, these will be revisions of Essays #3 and #5)Artifacts of your writing processLength: Your reflective essay must be between 800-1200 words. Your two best essays should be as long as they need to be fully achieve their rhetorical purposes.Style/Format: The revised essays essays should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.File format: Please submit your portfolio as a single file attachment in a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Those essays that refer to outside sources must include a page of Works Cited, References, or whatever bibliography is required by the guidelines you choose. Deadline: Submit the portfolio as a single file to Submit Assignment no later than Midnight CST on Sunday at the end of this unit.Use of essays for future courses: Please understand that your portfolio may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work will only be used for educational purposes.Why This Assignment Is ImportantThis portfolio serves as the core assessment measure for EN106 at Park University. Let's consider that term for a moment. At Park, a "core assessment" is a required assignment that is common across all sections of a course, both online and face-to-face. This assignment is meant to serve as a tool for instructors to evaluate student learning across sections, terms, campus centers, and modalities. In other words, the portfolio is your opportunity to show off what you have learned in this course, and an opportunity for Park faculty to learn more about how our teaching works. Ideally, we use the lessons from your core assessments to inform changes to curriculum. As you prepare the portfolio, think about using it to make an argument: to use a metaphor from the law, you should make a case for what you have learned this term in EN106.Your portfolio should demonstrate what you know about academic research and writing. Your EN106 portfolio is a "best works portfolio”—that is, your portfolio should be a collection of your strongest, most polished academic writing. It will contain three primary pieces: a reflective essay, your two best essays from this class, and artifacts from your writing process. For most students, the two essays will be the same two essays you improved through revision and expansion in Unit Four and Unit Six.The next Canvas page will describe in more detail the expectations for your portfolio, and some of the possibilities for how you might organize it.Assessment StandardsYour portfolio will be evaluated as a whole according to the following assessment standards. Please note that while these standards are similar to those used to grade your essays throughout the course, they are not identical. Please read through these assessment criteria and ensure that your portfolio demonstrates each outcome. In general terms, significant weakness in any one of these areas reduces the grade of your portfolio by a letter grade. However, serious weakness in one area can lead to the loss of two or three letter grades or to a failing grade. We can also discuss these grading criteria in the Instructor's Office.CompetencyExceeds Expectation(A)Meets Expectation(~B-C)Does Not MeetExpectation(~C-D)No Evidence(F)Process:Apply writing processes, collaborative strategies, and effective academic research practices to participate in academic discourse.Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read.Student shows some evidence of using process and collaboration to write.Student does not demonstrate the use of process or collaboration.No portfolio submitted.Focus:Maintain a controlling idea/thesis for a variety of academic genres.The focus, or thesis, of each student essay is not only clear but insightful, memorable, and fully supported.Student's writing consistently has a clear focus, though it may not always be unique or insightful.Student essays are either unfocused or feature commonplace or generic theses.No portfolio submitted.Development: Apply strategies for developing academic arguments across the disciplines, including conducting research and incorporating culturally diverse perspectives.Student essays demonstrate successful and deliberate development strategies, especially in the use of research and culturally diverse perspectives, such that each essay seems fully argued and complete.Student essays demonstrate some use of development strategies but show room for further development in research, argument, or incorporating diverse perspectives.Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped.No portfolio submitted.Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond appropriately in both writing and research.Student consistently displays an awareness of audience, context, and genre, and responds creatively and appropriately.Student shows some awareness of rhetorical situations and responds appropriately.Student shows little awareness of rhetorical situations.No portfolio submitted.Conventions:Use common formats and conventions (e.g., research, structure, documentation, tone, mechanics) for various genres of academic discourse.Student essays make meaningful use of standard formats and conventions in structure, tone, documentation, and mechanics. Although a few mechanical errors may be present, they do not impede understanding.Student essays are relatively standard in terms of format, documentation, and mechanics. Errors may be present, but do not impede understanding.Student essays use inappropriate tone or structure, contain mechanical errors that impede understanding, or show serious deficiencies in terms of documentation (e.g., no Works Cited or References page).No portfolio submitted.RubricEN 106: First Year Writing Seminar II: Academic Research & Writing (1)EN 106: First Year Writing Seminar II: Academic Research & Writing (1)CriteriaRatingsPts This criterion is linked to a Learning OutcomeEN106.CLO.01view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.02view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.03view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.04view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations-- This criterion is linked to a Learning OutcomeEN106.CLO.05view longer descriptionthreshold: 3.0 pts3.0 ptsExceeds Expectations2.0 ptsMeets Expectations1.0 ptsDoes Not Meet Expectations--
Argumentative Essay on femicides
Argumentative Essay on femicidesSources: 4 sources requiredStyle: MLAThis essay is on persuading the readers that femicide ...
Argumentative Essay on femicides
Argumentative Essay on femicidesSources: 4 sources requiredStyle: MLAThis essay is on persuading the readers that femicides are an important topic and that people should take them serious. Or if you have a better argument go ahead and choose that, as long as it is about femicides. I provided in the files my own work cited list, please make sure to use that. I also provided an outline guide you can use and also the rubric. Thank you!
4 pages
Climate Change
Climate change is one of the greatest threats to human life and nature (Huntjens & Nachbar, 2015). Therefore, the response ...
Climate Change
Climate change is one of the greatest threats to human life and nature (Huntjens & Nachbar, 2015). Therefore, the response to climate change should be ...
Declining Majority of Online Adults Say the Internet Has Been Good for Society Discussion
REVIEWING RESEARCH AND MAKING CONNECTIONSDue Week 4: 110 pointsFor your first assignment, you will complete a short answer ...
Declining Majority of Online Adults Say the Internet Has Been Good for Society Discussion
REVIEWING RESEARCH AND MAKING CONNECTIONSDue Week 4: 110 pointsFor your first assignment, you will complete a short answer activity in which you will analyze the article following the Ask, Research, Learn, Do process. This process was introduced in your webtext as a simplified version of the sociological research process. It’s a useful tool to help you think critically, answer questions, and solve problems.READ THE ARTICLE“Declining Majority of Online Adults Say the Internet Has Been Good for Society” http://www.pewinternet.org/2018/04/30/declining-ma...USE THE RESEARCHUse the research information presented in the article to answer the questions below. You should write four paragraphs, one for each step listed in bold. Use the Assignment 1 template to complete this assignment. Refer to Chapter 2 of the webtext as necessary.1) Ask: What was the topic of the research? Who was studied in the research? What was the research question that was answered by the information in the article?22) Research: What research methods were used? (Go to Section 2.9 in the Webtext for a list of research methods) Summarize the process researchers used to collect data.3) Learn: What were the key findings of the research? What conclusion was drawn from the research?4) Do: What are two additional follow-up questions that you have based on this research? Why did you choose these follow up questions?FORMATTING5) Your assignment must follow these formatting requirements: Use the Assignment 1 template to complete this assignment. References are not required for this assignment as you will use theassigned article and your webtext. Be sure to include your name and the date on the cover page of the template
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