In this project, you will select a major global issue to study. You'll learn more about the history of your chosen issue, and explain how this history can inform how the issue is approached today. You'll create a presentation (8-12 slides) to share your findings.Directions (also attached)During your first meeting, Dr. Turner was so impressed by your enthusiasm that she asked you to create part of the presentation for the United Nations.Use the following directions to guide your historical analysis and develop your presentation.Choose the issue that you want to investigate for your presentation. Select one issue from the following list to research: Climate changePollutionDeforestationResearch your issue.Read and analyze the resources about your chosen issue in the the Primary and Secondary Sources for United Nations Briefing PDF document (attached. These resources provide important historical context for current discussions about these issues that you’ll want to discuss in your presentation.Note: You can do some of your own research to add to the resources provided. If you decide to do so, make sure that you choose reliable sources.Present your issue. For this project, create 8–12 slides with speaker notes. To learn more about creating a presentation, refer to the Supporting Materials section. Remember to cite your sources.In your presentation, Dr. Turner has asked you to do the following: Describe your chosen issue.Describe your research approach. How did you analyze primary and secondary sources on the issue? What questions did you ask about the documents?How did you identify the facts to make your point? What did you learn from the documents about the history of your issue?Analyze your issue. What is the history of the issue? Describe the issue based on your analysis of the primary and secondary sources that you researched.How have historians described and interpreted this issue in the past? How has this changed over time? (Note: Be sure to discuss multiple perspectives and focus on how these perspectives changed over time.)How did various groups present the issue throughout history (including social, economic, and political interests)? Have these presentations changed or remained the same over time?Relate your issue to the present. How does the history of your issue relate to current circumstances?What are the similarities and differences between past and present?Explain how history informs current discussions about the topic. How could historical context and inquiry inform current discussion and future decisions about your issue? Historical context refers to the norms and values of a particular time in history. For example: Take the current issue of expanding voting rights to prisoners in the United States. When analyzing this issue, it’s important to consider the historical context of voting rights in this country. In 1865, the 15th Amendment to the Constitution gave African American men the right to vote. In 1920, women were given the right to vote by the 19th Amendment. Understanding this context can help inform your discussion of the issue.

1. Precisely what is microbial death?2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence to support your stance. Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill

During World War I, nearly 40% of all casualties were caused by machine-gun fire. Some historians describe the effect of the machine gun as a weapon of mass destruction (WMD). Paul Farhi (2003), in “The Soothing Sound of Fighting Words” in The Washington Post, cited a quote by historian Paul Fussell on the subject: “A machine gun, properly fired, is a weapon of mass destruction. We’re pretending that only awful and sinister people own weapons of mass destruction. We own them, too. We just call them something else” (para. 18). However, history has proven that a weapon in the hands of a well-trained sniper can cause numerous deaths and casualties. Fully automatic firearms or semiautomatic firearms can indeed inflict mass destruction, but are not classified by the FBI as WMD . Numerous forms of WMD were used throughout WWII even though no country resorted to chemical warfare, short of tear gas. Such WMD ranged from grenades, mines, artillery, and bombs to the attacks against Hiroshima and Nagasaki. Access the CSU Online Library or an outside source, and locate a scholarly journal article on the use of WMD during World War II. Using APA format, write a two-page paper summarizing the use, implications, and repercussions (i.e., side effects, sociological effects, or political effects) of the WMD. Within your paper, you must address if any of the uses of WMD may be considered acts of terrorism. (Remember that terrorism is an act against any nonmilitary target that is meant to evoke political change.) Additionally, you must address what actions could have been taken by either side in WWII to develop counteraction strategies that would have prevented the attack or would have minimized the impact of the attack. In your conclusion, please provide a summary of your findings, and include an analysis of the impact of the specific WMD introduced in your paper along with how that WMD contrasts to probable future terrorist attacks.