no copy and paste, put the answers in your own words.

QUESTION 1

5 points  

1. During the Amarna period, squares were removed from the grid system to shorten the proportion of the figures.

   True

   False

1. Kings were depicted with a protruding or sagging stomach in the _________________ period of the New Kingdom.

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1. Depictions of Osiris and the funerary iconography relating to the journey through the underworld all but disappeared under Akhenaten’s reign.

   1. Why did this occur?
   2. What scenes replaced it?

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1. Under the reign of Akhenaten, non-royal tomb depictions of hunting, fishing, and everyday life all but disappeared.

   True

   False

1. The Amarna period introduced the offering scene where the king stands below the sun disk making offerings, and the rays of the sun stream down touching the king with holding the ___________ to his nose.

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1. Pharaoh Akhenaten’s chief wife was Queen _________, with whom he had at least three daughter.

   	Hastheput
   	Ankhesenpaaten
   	Nefertari
   	Nefertiti

1. King Tutankhamun is famous today because of the discovery of his almost intact burial chamber. The typical depiction of the traveling the journey from the sun through underworld was abbreviated.

   1. What was the abbreviation depicted on the west wall of King Tutankhamun’s burial chamber?
   2. What is the likely reason for this untraditional depiction on the west wall?

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1. The ____________________________ was the location where many royal tombs were built during the Eighteenth to Twentieth Dynasty.

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1. In figure 206 in our text, a painting of a scene with Amun Ra also contains figures of lotus plants, cats, and a Hathor mask. What do each of these icons symbolize?

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1. What is the significance and meaning behind the battles scenes so often depicted on temples?

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1. Provide the name of this statue, the king depicted, its location and the dynasty it is attributed to.

   

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1. During the reign of Ramses II, illustrations of everyday life in tombs and chapels were phased out. Instead, the decoration is based up on the ___________________________, a collection of funerary texts.

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1. In King Sety’s temple, the image of the god Seth is replaced by a hieroglyph associated with Isis. What is this glyph known as?

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1. What is the image of and what was its purpose?

   

   — Font family —Andale MonoArialArial BlackBook AntiquaComic Sans MSCourier NewGeorgiaHelveticaImpactSymbolTahomaTerminalTimes New RomanTrebuchet MSVerdanaWebdingsWingdings — Font size —1 (8pt)2 (10pt)3 (12pt)4 (14pt)5 (18pt)6 (24pt)7 (36pt) User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service. Explanation & Answer Completion Status: 100% 15 Million Students Helped! Sign up to view the full answer Honor Code flag Report DMCA Review Review Honor Code flag Report DMCA Anonymous Really helped me to better understand my coursework. Super recommended. Studypool 4.7 Trustpilot 4.5 Sitejabber 4.4 24/7 Homework Help Stuck on a homework question? Our verified tutors can answer all questions, from basic math to advanced rocket science! Post question Similar Content Please look over and tell me what you think Write a paragraph describing how you went about preparing and writing. 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Begin by explaining your purpose for writing and … Women’s History In the course, we studied various expressions of American feminism, from the First to the Third Wave, and some aspects of … African American History since 1877 African-American History since 1877 Written Assignment 2 Title Written Assignment 2 Student … The Progressive Presidents writing assignment The presidential election of 1912 was the most Progressive in US history, with the two frontrunners, Theodore Roosevelt an… Discussion Quesiton Background: America’s Age of Imperialism was relatively short-lived, and somewhat anomalous in terms of overall US hist… Related Tags world war ii French revolution APA political science emancipation history assignment world history independence outline race liberalism united states Book Guides Sharp Objects by Gillian Flynn Rules Of Civility by Amor Towles The Goldfinch by Donna Tartt Communist Manifesto by Karl Marx Slaughterhouse Five by Kurt Vonnegut A Wrinkle as Time by Madeleine L’Engle Dune by Frank Herbert The Kite Runner by Khaled Hosseini Orphan Train by Christina Baker Kline Get 24/7 Homework help Our tutors provide high quality explanations & answers. Question details… Post question Most Popular Content History History 1. Ask a Question Ask a Question Ask a Question history history history  Normalcy and the New Deal Normalcy and the New Deal Background: When the First World War ended, Americans welcomed what they hoped would be a “return to normalcy.” The decades that followed, however, are ones which would rarely be described as normal in comparison to what came before or after. During these decades, a struggle ensued within the American nation regarding how best to define the nation’s essential character, as groups like the revived Ku Klux Klan fought a rearguard action to define nationhood solely in terms of white skin and Protestant religion against secularists, Catholics, flappers, “New Negroes,” and others who challenged the traditional order. Immediately thereafter, the New Deal implemented in response to the Great Depression revolutionized the role of the federal government in lives of the American people, in ways that many Americans believed violated the basic tenets of the Constitution—and others believed were not radical enough. Taken together, the decades from 1920 to 1940 may have transformed the American nation more than any other comparable time period.Resources: When responding to these questions, draw material from ONE of the following videos:Hogan, H. (Writer). (2003). The great depression. [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36219&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=Hogan, H. (Writer). (2003). The roaring twenties [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36218&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=Stone, R. (Writer & Director). (2009). The civilian conservation corps [Television series episode]. In M. Samels (Executive producer), The 1930s. Boston, MA: WGBH Educational Foundation. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44081&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=Also, draw from the material in AT LEAST TWO of the following primary sources:Bliven, B. (1925, Sept. 9). Flapper Jane. Retrieved from http://www.colorado.edu/AmStudies/lewis/1025/flapperjane.pdfForquignon. (1932).Bonus army marches on Washington, DC 1932 [Video]. Retrieved from http://www.youtube.com/watch?v=dWvCCxOUsM8&feature=youtu.beHartt, R. L. (1921, Jan. 15). “The new Negro”: “When he’s hit, he hits back!”. Independent. Retrieved from http://historymatters.gmu.edu/d/5127 Long, H. (1934, Feb. 23).Share our wealth speech. Retrieved from http://www.hueylong.com/programs/share-our-wealth-speech.phpMarshall, C. C. (1927, April). An open letter to the honorable Alfred E. Smith. Atlantic Monthly, 139, 540-544, 548-549. Retrieved from http://historymatters.gmu.edu/d/5074 Martin, T. T. (1923).Hell and high schools. Atlantic Monthly, 139, 540-544, 548-549. Retrieved from http://historymatters.gmu.edu/d/5074 McDougald, E. J. (1925). The double task of Negro womanhood.In A. Locke (Ed.), The New Negro: An Interpretation. Retrieved from http://historymatters.gmu.edu/d/5126 Roosevelt, F. D. (1933, May 7).Address of the President delivered by radio from the White House. Retrieved from http://www.mhric.org/fdr/chat2.html Shafter, L. H. (1938).I’d rather not be on relief. Retrieved from http://memory.loc.gov/cgi-bin/query/r?ammem/todd:@field(DOCID+st045) The New Deal Network. (2003). TVA: Electricity for all. [Interactive Exhibit]. Retrieved from http://newdeal.feri.org/tva/index.htmInstructions: Review the major social and economic developments in American society during the 1920s and 1930s. After reviewing your Instructor’s Guidance and completing the weekly reading assignments (Chapter_03.pdf )(including those in the resource section below), please post a substantive discussion post of at least 200 words that compares and contrasts the decades of the 1920’s with the 1930s using the following questions as the basis of your analysis: How did American society change in the two decades after the First World War? How did the federal government change in response to those changes? How did the American people respond to the changing role of the federal government? How did the New Deal change over time and what alternatives were offered to it? Which groups benefited or suffered most from these changes? Should this period be regarded as having represented a revolutionary moment in American history?Along with the general discussion, address developments across these two decades related to AT LEAST ONE of the following groups: Evangelical Protestants Farmers African Americans Women Business owners The middle classYour initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and properly cite any references. You may use additional scholarly sources to support your points if you choose. The End of Isolation The End of Isolation Background: In 1938, in Munich, the British Prime Minister Neville Chamberlain made a deal with Adolph Hitler allowing Nazi Germany to annex Czechoslovakia’s Sudetenland. Hailed as a hero for his diplomacy at the time, Chamberlain is now widely reviled for his policy of “appeasement” to Nazi aggression. Yet one year later, Chamberlain led Britain into war against Germany in defense of Poland once it became clear that appeasement had failed. By contrast, the US did little to halt Hitler’s initial expansion, and entered into the war only gradually, attempting, until attacked directly, to sway the outcome without going to war itself. Never again would the US remain so aloof for so long from such a momentous international affair. As such, the Second World War represents a turning point in American foreign affairs, and it is perhaps hard for us to understand why the US took so long to take effective action against the Axis Powers.Resources: In your response, draw from material from AT LEAST TWO of the following documents and videos:Hogan, H. (Writer). (2003). World War II: The road to war. [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36220&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref= Hogan, H. (Writer). (2003). World War II: The world at war. [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36221&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref= Lindbergh, C. (1941, Sept. 11). Des Moines speech. Retrieved from http://www.pbs.org/wgbh/amex/lindbergh/filmmore/reference/primary/desmoinesspeech.htmlUnited States Congress. (1936, Feb. 24).The Nye report. Retrieved from https://www.mtholyoke.edu/acad/intrel/nye.htm Roosevelt, F. D. (1939, Sept. 3).Address of the President delivered by radio from the White House.Retrieved from http://www.mhric.org/fdr/chat14.html United States Congress. (1936, Feb. 24). Neutrality act.Retrieved from https://www.mtholyoke.edu/acad/intrel/interwar/neutrality2.htm United States Congress. (1941).Lend-lease act. Retrieved from http://www.ourdocuments.gov/doc.php?doc=71&page=transcriptInstructions: After reviewing your Instructor’s Guidance and completing the weekly reading assignments (Chapter_03.pdf )(including those in the resource section above), please post a substantive discussion post of at least 200 words that examines the evolution of American foreign policy in the 1930s:What arguments were made in favor of isolationism? How and why did America’s isolationist stance erode entering into the 1940s? How did American foreign policy goals shape the American approach to the war? Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and properly cite any references. You may use additional scholarly sources to support your points if you choose. Civil Liberties, Habeas Corpus, and the War on Terror a 1500 word paper Civil Liberties, Habeas Corpus, and the War on Terror a 1500 word paper Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, “The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it.” Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the “great writ of liberty” because it is a prisoner’s ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President’s indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate. Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution within the American tradition should include the general meaning of the right of habeas corpus in the U.S. Constitution and its relationship to the protection of other civil liberties. Provide examples from U.S. history of the suspension of habeas corpus and their applicability to the present. Analyze the relevance of habeas corpus to the contemporary U.S. situation during the war on terror, especially with respect to persons characterized by as enemy combatants or illegal combatants. Explain the U.S. Supreme Court’s interpretation of the right of habeas corpus with respect to enemy combatants or illegal combatants (i.e., the views of the five justices making up the majority in Boumediene v. Bush as well as the views of the four dissenting justices). Evaluate a minimum of four perspectives on this topic expressed by justices of the Supreme Court, leaders in other branches of government, and commentators in both the academic and popular media. Your evaluation should consider perspectives on the following topics as they relate to habeas corpus: The role of the President as Commander-in-Chief. The role of Congress in determining when habeas corpus can be suspended. The role of the Supreme Court in protecting civil liberties, including the judicial philosophy which should guide the Court in this role, and In your evaluation, you should also include your personal philosophy, values, or ideology about the balance between civil liberties and national security in the context of an unending war on terror. Follow these requirements when writing the Final Paper:The body of the paper (excluding the title page and reference page) must be at least 1,500 words long. The paper must start with a short introductory paragraph which includes a clear thesis statement. The thesis statement must tell readers what the essay will demonstrate. The paper must end with a short paragraph that states a conclusion. The conclusion and thesis must be consistent. The paper must logically develop the thesis in a way that leads to the conclusion, and that development must be supported by facts, fully explained concepts and assertions, and persuasive reasoning. The paper must address all subtopics outlined above. At least 20% of the essay must focus on subtopic five, listed above (your evaluation of perspectives on the topic). Your paper must cite at least three academic articles (excluding the course textbook) and at least four other kinds of sources (e.g., Supreme Court opinions, magazine or newspaper articles, the course textbook, and reliable websites or videos). Use your own words. While brief quotes from sources may be used, altogether the total amount of quoted text must be less than five percent of the body of your paper. When you use someone else’s words, they must be enclosed in quotation marks followed by an APA in-text short citation (author, year, and page) to your source. The in-text citation must correspond to a full APA citation for the source on the reference page at the end of the essay. When you express in your own words someone else’s ideas, arguments or facts, your statement must be followed by an APA in-text short citation (author, year, and page) to your source. The in-text citation must correspond to a full APA citation for the source in the reference page. The form of the title page, the body pages, and the reference page must comply with APA style. Additionally, the title page must include the course number and name, the instructor’s name, and the date submitted. The paper must use logical paragraph and sentence transitions, complete and clear sentences, and correct grammar, spelling, and punctuation. For this paper you need to do research in peer-reviewed journals or other sources that are considered to have reliable information. In addition to your required course text, you need at least seven scholarly sources, three of which must be peer-reviewed journal articles from the Ashford Online Library. Academic research papers must meet university level standards of quality. What constitutes quality, academic research? Primary sources written by experts in the field of study Secondary sources supported by research in primary sources Credible sources (experts in the area of study) Relevant research (materials are pertinent to the area of study) Peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study). Educational and government websites (those ending with a web URL suffix of .edu or .gov) may be appropriate in some cases but should be evaluated carefully. Please visit the Academic Research section on your course homepage (accessible through the Student Responsibilities and Policies tab on the left navigation toolbar) to review what types of materials are not acceptable for academic, university level research. The paper must be at least 1,500 words in length and formatted according to APA style. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center within the Learning Resources tab on the left navigation toolbar. 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