What shaped Western culture in the period 1300–1550 more the Blac.docx

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What shaped Western culture in the period 1300–1550 more: the Black Death’s emphasis on the afterlife (the hereafter) or the Renaissance’s emphasis on human achievement (the here and now)? Choose one of these and explain your perspective. Start with a statement identifying your choice; this is your thesis. Then, support your choice with specific examples from at least three of the following categories: significant individuals (e.g., political or religious leaders, innovators, explorers); characteristics of worldview (e.g., philosophy, religion); social institutions (e.g., social mores, practices, hierarchies); patronage (discuss the patrons, their motives, influence, and resulting products or artifacts); the economies (e.g., changes, different economic systems, impact); and politics (e.g., forms of governance, power distributions, contests). This assignment provides you with an opportunity to practice prioritizing and using specific data to support your choice. Your example may touch on several of the above categories at once, but there should be at minimum three separate examples for which their connection to your choice is explained. Your essay must be a minimum of 500 words. Be sure to include an introduction; if necessary, review the Unit III Scholarly Activity instructions, which explain how to draft an introduction. You must use two sources written by historians in history books or journals from the CSU Online Library .

Education

Be sure to include an introduction; if necessary, review the
Unit III Scholarly Activity instructions, which explain how to
draft an introduction.
You must use two sources written by historians in history books
or journals from the CSU Online Library

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Confirming Pages Under Western Eyes | CHANDRA TA LPADE MOHANTY 53 but rather are the framework that guides all of our actions. To achieve this, we need to remind ourselves of the dual politics of possibilities in our individual and collective lives. NOTES 1. I defi ne both as plural processes, the former refl ecting the diversity of gendered realities around the world and the latter in terms of economic, political, and cultural processes. While both the multiple feminisms and globalizations are mutually constitutive, they are also distinct. 2. In addition to serving global capital through economic means, Eisenstein (2005) argues that the U.S. administration has used feminism for its imperial policies via the war on terror. 3. Cross-border traders are those who buy food and other consumer items in one country and sell it another. In some regions, women take goods from their home country to another and return with goods from the foreign country to their own. Such cross-border trade by women has been facilitated by the economic globalization that has opened borders between countries that previously did not allow such easy fl ow of people and goods across borders. REFERENCES Acker, Joan. 2006. Class questions feminist answers. The gender lens. Lanham, MD: Rowman & Littlefi eld. Beneria, Lourdes. 2003. Gender, development and globalization: Economics as if all people mattered. New York: Routledge. Desai, Manisha. 2007. The global women’s rights movement and its discontents. President’s Message: SWS Network News 24 (1): 2. ———. 2009a. From a uniform civil code to legal pluralism: The continuing debates in India. In Gender, family, and law in the Middle East and South Asia, edited by Ken Cuno and Manisha Desai. Syracuse, NY: Syracuse University Press. ———. 2009b. Rethinking globalization: Gender and the politics of possibilities. Lanhan, MD: Rowman & Littlefi eld. Eisenstein, Hester. 2005. A dangerous liaison? Feminism and corporate globalization. Science & Society 69 (3): 487–518. Nederveen Pieterse, Jan. 2004. Globalization and culture: A cultural melange. Lagham, MD: Rowman & Littlefi eld. Pearson, Ruth. 2003. Feminist responses to economic globalization. In Women reinventing globalization, edited by Joanne Kerr and Caroline Sweetman. Oxford, UK: Oxfam. Simon-Kumar, Rachel. 2004. Negotiating emancipation: Public sphere, Gender, and critiques of neo-liberalism. International Feminist Journal of Politics 6 (3): 485–506. R E A D I N G 4 Under Western Eyes Chandra Talpade Mohanty (1984) What I wish to analyze is specifi cally the production of the “third world woman” as a singular monolithic subject in some recent (Western) feminist texts. If one of the tasks of formulating and understanding the locus of “third world feminisms” is delineating the way in which it resists and works against what I am referring to as “Western feminist discourse,” an analysis of the discursive cons.

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You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples. Please create a PowerPoint presentation to assist you in your presentation. As you complete your presentation, be sure to: Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation. Proof your work Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content. Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live. APA format Length: 8-10 substantive slides (excluding cover and references slides)   Font should not be smaller than size 16-point   Parenthetical in-text citations included and formatted in APA style   References slide (a minimum of 2 outside scholarly sources within the last five (5) years plus the weekly lesson )  Title and introduction slide required weekly lesson: Political theory was born in ancient Greece. Philosophers such as Socrates, Plato and Aristotle provide us with the foundations of political theory. Plato's work, The Republic , includes the allegory of the cave. The story goes something like this: You find yourself in a cave, chained to the ground, facing a stone wall. You cannot stand. All you know are the images that play out before you which are the shadows cast by a light source from behind you. You cannot see behind you, but you know that there are others in the cave with you. This is the only state you have ever known. It is your only reality of the world. Plato goes on to explain that one day, people come and remove your chains and take you out of the cave. As you can imagine, you are scared and frightened. You fight these individuals as they drag you into this new setting. However, over time you learn to accept the larger image of the world around you and come to understand life outside of the cave. You then attempt to go back into the cave to free others. This story was Plato's attempt to explain the world around us. We only know or believe what we are exposed to. If we do not break the chains and leave our cave, we will not be exposed to anything else. What is outside our cave? Do you consistently receive your political information from one source? Did you grow up in a family that watched the same news station every night? Do you only read one news source? This allegory emphasizes the value of knowledge. Aristotle took Plato's works and expanded on them. Plato's work was abstract and viewed people as lacking reason while Aristotle's approach focused on human rationality. Aristotle was the first to define political science and became known as the father of political science.

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Political culture and three different subcultures (individualistic, traditionalistic, and moralistic). Additionally, the individualistic and traditionalistic subcultures were identified as being the predominant cultures in Texas. First, define and explain the three different types of political subcultures listed above. Next, look through newspaper articles in Texas newspapers about an issue in Texas politics that was published in the last 12 months and find an article that you believe is evidence of either the individualistic and/or traditionalistic political culture. Discuss the article in your post and explain why you believe it exemplifies one or both of these subcultures. Be sure to list all of the sources used in your posting at the bottom of your post. Use MLA citation style. You may use any Texas newspaper for this post (local papers, The Dallas Morning News, The Austin Statesman, The Houston Chronicle, etc.). .

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discussion (11)explain the concept of information stores as th.docx

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Discussion #5: How progressive was the Progressive Era? The Progressive era stands out as a time when reformers sought to address social ills brought about by a rapidly changing society. Debates surrounded issues such as political corruption, the regulation of business practices, racial equality, women's suffrage and the living conditions of impoverished immigrants overcrowded into urban slums. In order to prepare for this discussion forum: Review and identify the relevant sections of Chapter 22 that support your discussion. Read Booker T. Washington's speech The Atlanta Compromise Read W.E.B. Du Bois The Niagara Movement The Niagara Movement's "Declaration of Principles" by W.E.B.Du Bois The Women's Suffrage Movement Excerpt from How the Other Half Lives by Jacob Riis and the photography of Jacob Riis. After you have completed your readings post a response to only ONE of the following questions. Compare and contrast the ideas of Booker T. Washington and W.E.B. Du Bois. In your opinion, which of these two men had a better plan? Explain why. When it came to the issue of suffrage, did all women agree? Explain. Which social problem was Jacob Riis addressing through his work? How did he communicate the severity of this problem? .

Discussion #5 How progressive was the Progressive EraThe Progres.docx

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Discussion #4, Continued Work on Vygotsky A. Why is it important as a teacher to understand what children are: interested in? thinking about? attempting to create or problem-solve? how does this knowledge support further development? B. Note teaching strategies that enable you to learn about the child or children's thinking: decriptive language, narration waiting for the child's or children's language, response open-ended relevant questions based on the child's perspective assistance with relevant additional materials C. Vygotsky's theories of learning are based on adult: child relationships and peer:peer interactions, what is the value in learning and advancing development through: specific and meaningful grasp of what the child is focused on opportunity for further experience supported by Amplification scaffolding as assistance through the child's perspective intentional in the strategies and support to assist children in entering the Zone of Proximal Development .

Discussion #4, Continued Work on VygotskyA. Why is it important .docx

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Discussion #4: What are the most common metrics that make for analytics-ready data? Exercise #12: Go to data.gov—a U.S. government–sponsored data portal that has a very large number of data sets on a wide variety of topics ranging from healthcare to education, climate to public safety. Pick a topic that you are most passionate about. Go through the topic-specific information and explanation provided on the site. Explore the possibilities of downloading the data and use your favorite data visualization tool to create your own meaningful information and visualizations. .

Discussion #4 What are the most common metrics that make for an.docx

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