Final assignment post colonial lit
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This document outlines the requirements for a senior-level post-colonial literature assignment. Students must create an 8-10 slide presentation on the topic while researching three provided websites. Additionally, students must answer questions about the post-colonial literary movement, profile three writers featured in Global Tales, conduct an imaginary interview with one of those writers by asking and answering ten questions, and write a 150-180 word diary entry from the perspective of a character in Global Tales.
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This document discusses several academic media theories:
- Auteur Theory states that the director is the "author" of a film and it reflects their artistic vision. Alfred Hitchcock is a prime example.
- Reception Theory examines how media texts are encoded by producers but decoded differently by audiences. Readings can be dominant, negotiated, or oppositional.
- The Hypodermic Needle Model suggests media messages are directly "injected" into passive audiences' brains. Examples include Nazi propaganda films and North Korean propaganda.
- The Male Gaze theory proposes that media represents women from a sexualized, male perspective that objectifies women through techniques like nudity, body framing, and inappropriate clothing. Films like
Unidentified submersible objects uso research
Paul Stonehill has researched Unidentified Submersible Objects (USOs) for years, publishing books and articles on Soviet UFO and USO phenomena. He has focused on sightings reported by Soviet subs and the Soviet Navy's research of USOs in oceans worldwide. Stonehill's work has been published in several languages and he has appeared on History Channel, Discovery Channel, and in publications like Fate Magazine discussing Soviet subs, secret missions, and USO sightings. Along with co-author Philip Mantle, Stonehill has published several books since the early 2000s mentioning Soviet subs, UFOs, and USOs.
Group4part2
Marvel Comics is an American publisher founded in 1939 as Timely Publications. It is known for popular superhero characters such as Spider-Man, Wolverine, Iron Man, Captain America, and the Hulk. In 2009, Marvel Entertainment was acquired by The Walt Disney Company. Some of Marvel's most famous films include the Iron Man, Spider-Man, Avengers, and Guardians of the Galaxy franchises. The presentation provides a history of Marvel, descriptions of key characters like Spider-Man, Hulk, Thor, and Iron Man, and lists some popular Marvel films and fun facts.
Group4
Marvel was founded in 1939 as Timely Publications and is now a major American publisher of comic books and films. Some of Marvel's most famous characters include Spider-Man, Wolverine, Iron Man, Captain America, Hulk, Thor and others who operate in the Marvel Universe. Marvel has produced many successful films based on these characters including the Iron Man, Spider-Man, Avengers and Guardians of the Galaxy franchises. The presentation provides a history of Marvel, descriptions of some of its most popular characters, and lists some of its famous films.
Feminist criticism
Feminist criticism became influential in the 1970s and questions the orthodox literary tradition established by male critics. It aims to deconstruct patriarchal metaphysics and the privileging of masculinity. Influential early works included Simone de Beauvoir's The Second Sex (1949) and Kate Millett's Sexual Politics (1969), which distinguished sex and gender. Virginia Woolf's A Room of One's Own also analyzed the possibility of a female language. Feminist critics now draw from various disciplines to develop new models based on women's experiences.
Narrative theories
The document summarizes several narrative theories:
1) Tzvetan Todorov's theory that stories follow an equilibrium-disruption-new equilibrium structure.
2) Vladimir Propp's analysis of folk tales as having recurring character types like heroes, villains, donors that fulfill narrative functions.
3) Claude Levi-Strauss's concept of narratives being driven by binary oppositions like man vs. woman, young vs. old.
Group4
This document provides an overview of Marvel Comics and some of its most famous characters. It discusses the history of Marvel, which was founded in 1939 as Timely Publications and became known as Marvel in the 1960s. Some of Marvel's most famous characters that are introduced include Spider-Man, Hulk, Thor, Iron Man, and Captain America. Brief descriptions of each character are given. The document also lists some popular Marvel films from 2008 to 2014 and provides a few fun facts about Marvel comics.
Traditional representation of women
Here are the key details from the passage:
- In 1992, Carol Clover published her book Men, Women and Chainsaws: Gender in the Modern Horror Film, in which she introduced the concept of the "Final Girl".
- The "Final Girl" refers to the last surviving female character in a horror film who confronts the killer. Clover argued that both male and female viewers identify with the Final Girl.
- Some key traits of the Final Girl include having masculine/androgynous traits while remaining feminine, virginal and pure, and possessing intelligence.
- In 1983, Jeremy Tunstall analyzed existing research on women's roles in media texts in his book The Media in Britain. He
Recommended
Research
This document discusses several academic media theories:
- Auteur Theory states that the director is the "author" of a film and it reflects their artistic vision. Alfred Hitchcock is a prime example.
- Reception Theory examines how media texts are encoded by producers but decoded differently by audiences. Readings can be dominant, negotiated, or oppositional.
- The Hypodermic Needle Model suggests media messages are directly "injected" into passive audiences' brains. Examples include Nazi propaganda films and North Korean propaganda.
- The Male Gaze theory proposes that media represents women from a sexualized, male perspective that objectifies women through techniques like nudity, body framing, and inappropriate clothing. Films like
Unidentified submersible objects uso research
Paul Stonehill has researched Unidentified Submersible Objects (USOs) for years, publishing books and articles on Soviet UFO and USO phenomena. He has focused on sightings reported by Soviet subs and the Soviet Navy's research of USOs in oceans worldwide. Stonehill's work has been published in several languages and he has appeared on History Channel, Discovery Channel, and in publications like Fate Magazine discussing Soviet subs, secret missions, and USO sightings. Along with co-author Philip Mantle, Stonehill has published several books since the early 2000s mentioning Soviet subs, UFOs, and USOs.
Group4part2
Marvel Comics is an American publisher founded in 1939 as Timely Publications. It is known for popular superhero characters such as Spider-Man, Wolverine, Iron Man, Captain America, and the Hulk. In 2009, Marvel Entertainment was acquired by The Walt Disney Company. Some of Marvel's most famous films include the Iron Man, Spider-Man, Avengers, and Guardians of the Galaxy franchises. The presentation provides a history of Marvel, descriptions of key characters like Spider-Man, Hulk, Thor, and Iron Man, and lists some popular Marvel films and fun facts.
Group4
Marvel was founded in 1939 as Timely Publications and is now a major American publisher of comic books and films. Some of Marvel's most famous characters include Spider-Man, Wolverine, Iron Man, Captain America, Hulk, Thor and others who operate in the Marvel Universe. Marvel has produced many successful films based on these characters including the Iron Man, Spider-Man, Avengers and Guardians of the Galaxy franchises. The presentation provides a history of Marvel, descriptions of some of its most popular characters, and lists some of its famous films.
Feminist criticism
Feminist criticism became influential in the 1970s and questions the orthodox literary tradition established by male critics. It aims to deconstruct patriarchal metaphysics and the privileging of masculinity. Influential early works included Simone de Beauvoir's The Second Sex (1949) and Kate Millett's Sexual Politics (1969), which distinguished sex and gender. Virginia Woolf's A Room of One's Own also analyzed the possibility of a female language. Feminist critics now draw from various disciplines to develop new models based on women's experiences.
Narrative theories
The document summarizes several narrative theories:
1) Tzvetan Todorov's theory that stories follow an equilibrium-disruption-new equilibrium structure.
2) Vladimir Propp's analysis of folk tales as having recurring character types like heroes, villains, donors that fulfill narrative functions.
3) Claude Levi-Strauss's concept of narratives being driven by binary oppositions like man vs. woman, young vs. old.
Group4
This document provides an overview of Marvel Comics and some of its most famous characters. It discusses the history of Marvel, which was founded in 1939 as Timely Publications and became known as Marvel in the 1960s. Some of Marvel's most famous characters that are introduced include Spider-Man, Hulk, Thor, Iron Man, and Captain America. Brief descriptions of each character are given. The document also lists some popular Marvel films from 2008 to 2014 and provides a few fun facts about Marvel comics.
Traditional representation of women
Here are the key details from the passage:
- In 1992, Carol Clover published her book Men, Women and Chainsaws: Gender in the Modern Horror Film, in which she introduced the concept of the "Final Girl".
- The "Final Girl" refers to the last surviving female character in a horror film who confronts the killer. Clover argued that both male and female viewers identify with the Final Girl.
- Some key traits of the Final Girl include having masculine/androgynous traits while remaining feminine, virginal and pure, and possessing intelligence.
- In 1983, Jeremy Tunstall analyzed existing research on women's roles in media texts in his book The Media in Britain. He
Narrative theory
Narrative theory analyzes how media texts communicate meaning about events and can be applied to films, TV, photographs, and magazines. Vladimir Propp suggested there are a limited number of character types that share functions, such as hero, villain, princess, and helper. Tzvetan Todorov proposed that most narratives start with equilibrium, are disrupted by an outside force, and end with resolution of the disruption and a return to equilibrium.
Webquest
This document provides a webquest for students to learn about perspectives on slave narratives. It includes 10 online activities for students to read documents, view images, and answer questions related to slave life, narratives, and the underground railroad. The activities encourage creative writing, personal reflection, and making connections between historical sources and modern life. Students are asked to analyze images, write poetry, draft letters, compare lives, and describe symbols from slave songs and quilts. The overarching goal is for students to gain exposure to different aspects of the slave experience in America.
Assignment #7
The document discusses several narrative theorists and their theories:
- Tzvetan Todorov theorized that narratives follow a pattern of equilibrium, disruption, and restored order.
- Claude Levi-Strauss looked at narrative structure through binary oppositions like good vs evil.
- Vladimir Propp analyzed Russian folk tales and identified 8 character roles and 31 narrative functions that recur across stories.
Textual analysis narrative theories
Todorov's narrative theory analyzes the basic structure of narratives into five parts: equilibrium, disruption, recognition of disruption, attempt to repair, and resolution/return to equilibrium. Propp's theory suggests all fairytale characters can be categorized into seven roles including the villain, dispatcher, helper, princess/father, donor, hero, and false hero. Levi-Strauss developed the idea of binary opposition, where the plot of a narrative is based on opposites such as human vs supernatural working against each other.
Narrative Theory
The document discusses several influential narrative theorists and their contributions:
1) Vladimir Propp analyzed Russian fairytales and identified character archetypes like the hero, villain, donor.
2) Tzvetan Todorov proposed most narratives have an initial state of equilibrium, a disruption, then resolution to a new equilibrium.
3) Roland Barthes identified five codes that structure narratives: action, enigma, symbolic, semic, cultural.
4) Claude Levi-Strauss studied how myths unconsciously reflect a culture's beliefs through binary oppositions like civilized/savage.
Character narrative theory
The document discusses three theorists - Vladimir Propp, Erving Goffman, and Claude Levi-Strauss - and their theories on character narratives. Propp noticed similarities in folk tales and argued that the order of characters and events are restrictive. Goffman identified four main character types in a text: protagonist, deuteragonist, bit player, and fool. Levi-Strauss found that narratives are arranged around the conflict of binary opposites such as good vs evil or life vs death.
Narrative theorys
The document discusses several narrative theories and how they are portrayed in film openings. It explains Tzvetan Todorov's theory of narrative equilibrium, Vladimir Propp's 8 character types, Roland Barthes' 5 codes including enigma and action codes, Chris Vogler's 12 stages of the hero's journey, and Claude Levi-Strauss' concept of binary oppositions. Examples are given of how Terminator 2 and American Beauty use elements of Barthes' and Levi-Strauss' theories in their openings through enigma codes and binary oppositions.
MED316 - Narrative Construction
This lecture breaks down the idea of narrative into 4 sections, looking at plot, setting, themes and charaters. It has a focus on Aristotals poetics.
(thanks goes to @vee_uye for her work with narrative)
Narrative Theory
This document discusses key concepts in narrative theory, including the idea that people understand the world through stories and make decisions based on narrative frameworks. It introduces theorists like Vladimir Propp, who identified narrative structures in Russian folktales, and Tzvetan Todorov, who described narratives as having an initial equilibrium disrupted and resolved. The document also mentions Roland Barthes' five narrative codes and how classical narrative conventions are used in moving image texts through techniques like editing and camerawork.
Vladimir propp reseach
Vladimir Propp was a Soviet scholar born in 1895 who analyzed Russian folktales and separated them into 31 basic plot functions or sequences, such as struggle between the hero and villain. He is considered important because his work in the 1950s influenced theorists like Levi-Strauss and Barthes and was used in literary and anthropological studies. Propp viewed folktales as having standardized, recurring patterns of narrative elements.
Vladimir propps theory
Vladimir Propp analyzed Russian folk tales and identified that they follow a common pattern of 31 narrative functions within an initial situation, including functions like trickery, where a villain deceives a good character, and transfiguration, where a hero receives a new identity. Propp also found that tales typically include 8 character types, such as villains, helpers, heroes, and donors. His theory was that most stories adhere to a structure of these recurring functions and character types within the overall plot.
Space odysseys
This document summarizes Arthur C. Clarke's body of work and contributions to science fiction during the mid-20th century. It discusses Clarke's early career proposing communication satellites, his influential Space Odyssey series published from 1968-1997, and important space exploration milestones from the 1950s-1990s that helped establish the "Golden Age of SF." The document also analyzes Clarke's work in the context of utopian/dystopian visions and the intersection of science fiction, technology, and mythology during this era.
Narrative theory
This document introduces several theorists of narrative structure, including Tzvetan Todorov, Vladimir Propp, Roland Barthes, and Claude Levi-Strauss. It summarizes some of their main contributions: Todorov proposed narratives follow a structure of equilibrium, disequilibrium, and new equilibrium. Propp identified 31 narrative functions that follow a sequential order. Barthes described codes like the hermeneutic code that establish narrative mysteries. And Levi-Strauss viewed narratives as based on binary oppositions that reveal deeper ideological meanings.
Media narrative theory
This document discusses three theories of media narrative:
1. Propp's theory argues that all stories share the same internal structure of 8 character roles and 31 functions.
2. Levi-Strauss studied how primitive societies functioned and argued they shared elements with advanced societies. He looked at binary oppositions between groups.
3. Equilibrium theory says all stories are about returning to normality after an event disrupts the equilibrium. It examines what event caused the disruption and how the narrative works to restore balance.
Narrative theorists
The document discusses several narrative and textual analysis theories. It describes Roland Barthes' idea that a text can have multiple meanings and his definition of narrative codes like action and enigma. It also outlines Jacques Derrida's expansion on Barthes and Levi-Strauss' concept of binary oppositions in texts, and Vladimir Propp's analysis of elements in fairy tales. Additionally, it summarizes Tzvetan Todorov's five-step model of narrative structure involving equilibrium, disruption, recognition, attempt to repair, and new equilibrium.
Narrative Theory
This document summarizes several narrative theories proposed by different theorists. Vladimir Propp analyzed Russian folktales and identified 8 common character archetypes. Tzvetan Todorov suggested narratives follow a 5 stage structure of equilibrium, disruption, realization, restored order, and new equilibrium. Rolland Barthes identified 5 codes that make up a narrative: hermeneutic, proairetic, semantic, symbolic, and cultural.
Black Panther: Postcolonialism in Marvel Comics
The emergence of black superhero characters offers a window on how comic creators balanced changing race relations, new political ideas, and market demands. Superhero comics offer a way to understand changing ideas about race, power, and society. The presentation examines the Black Panther, the first black superhero in U.S. comics and his home, the mystical land of Wakanda. In creating an African country untouched by European imperialism, Stan Lee and Jack Kirby began a dialogue about postcolonialism in Marvel Comics that continues to this day. This presentation explores the placement, evolution, and depiction Black Panther and his homeland since its creation in 1966. Both the hero and his homeland have grown in complexity as creators seek to explore power, identity, and agency linked to the African Diaspora.
Narrative theory (2)
This document discusses several narrative theories, including:
- Todorov's theory that narratives follow an equilibrium-disruption-restoration structure
- Barthes' theory that narratives employ codes like hermeneutic (raising questions), proairetic (anticipating actions), semantic, symbolic, and cultural
- Levi-Strauss' theory that narratives use binary oppositions like good vs evil
- Propp's analysis identifying character types like hero and villain, and narrative functions like lack, mediation, struggle, and return in folk tales
Collage of Core and Secondary Audiences
The document discusses the 2005 British horror film "The Descent" directed by Celador Films. It follows six women on a spelunking trip who become lost and hunted in an unmapped cave system by mysterious creatures. The film targets horror fans as its core audience but also aims to attract women due to its all-female cast. Additionally, it targets audiences interested in extreme sports given the film's focus on spelunking, as well as fans of the director and film's actors.
Narrative Theory
This document summarizes four major narrative theories:
1) Todorov's theory proposes five stages that structure narratives: equilibrium, disruption, recognition, attempt to repair, new equilibrium. This structure applies to the film "Life Is a Journey" but in a different order.
2) Propp analyzed Russian fairytales and identified character types like villains and heroes, but these don't apply to "Life Is a Journey" which only has two characters.
3) Levi-Strauss saw narratives as reflecting cultural beliefs through binary opposites like poor/rich. "Life Is a Journey" may show this through the relationship between its male and female characters.
4) Mulvey's "male gaze"
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
Essay Section Answer the following essays in great detail. Pa.docx
Essay Section
: Answer the following essays in
great detail
. Pay special attention to
what
the question is asking. In other words, make sure your essay is on target.
I’m looking for a
detailed analysis
. (Your essays should be several paragraphs)
1)
Discuss the
history of movie-going
from the early 1900s to today.
Make note of the cultural forces (including technology) that shaped this history.
2)
What is
Hollywood?
What is its relationship to our understanding of
Classical Cinema?
What do we mean by
economy
in film, what is
mis-en-scene
, and how do these two terms relate to Hollywood and Classical Cinema?
3)
Explain the relationship between
Classical style
,
Modernism
, and
Postmodernism
.
4)
Explain the
culture and issues
surrounding the
HUAC and Hollywood-10
in America,
film trends
during the
1960s
, the
new wave of directors
in the 1970s.
.
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Narrative theory analyzes how media texts communicate meaning about events and can be applied to films, TV, photographs, and magazines. Vladimir Propp suggested there are a limited number of character types that share functions, such as hero, villain, princess, and helper. Tzvetan Todorov proposed that most narratives start with equilibrium, are disrupted by an outside force, and end with resolution of the disruption and a return to equilibrium.
Webquest
This document provides a webquest for students to learn about perspectives on slave narratives. It includes 10 online activities for students to read documents, view images, and answer questions related to slave life, narratives, and the underground railroad. The activities encourage creative writing, personal reflection, and making connections between historical sources and modern life. Students are asked to analyze images, write poetry, draft letters, compare lives, and describe symbols from slave songs and quilts. The overarching goal is for students to gain exposure to different aspects of the slave experience in America.
Assignment #7
The document discusses several narrative theorists and their theories:
- Tzvetan Todorov theorized that narratives follow a pattern of equilibrium, disruption, and restored order.
- Claude Levi-Strauss looked at narrative structure through binary oppositions like good vs evil.
- Vladimir Propp analyzed Russian folk tales and identified 8 character roles and 31 narrative functions that recur across stories.
Textual analysis narrative theories
Todorov's narrative theory analyzes the basic structure of narratives into five parts: equilibrium, disruption, recognition of disruption, attempt to repair, and resolution/return to equilibrium. Propp's theory suggests all fairytale characters can be categorized into seven roles including the villain, dispatcher, helper, princess/father, donor, hero, and false hero. Levi-Strauss developed the idea of binary opposition, where the plot of a narrative is based on opposites such as human vs supernatural working against each other.
Narrative Theory
The document discusses several influential narrative theorists and their contributions:
1) Vladimir Propp analyzed Russian fairytales and identified character archetypes like the hero, villain, donor.
2) Tzvetan Todorov proposed most narratives have an initial state of equilibrium, a disruption, then resolution to a new equilibrium.
3) Roland Barthes identified five codes that structure narratives: action, enigma, symbolic, semic, cultural.
4) Claude Levi-Strauss studied how myths unconsciously reflect a culture's beliefs through binary oppositions like civilized/savage.
Character narrative theory
The document discusses three theorists - Vladimir Propp, Erving Goffman, and Claude Levi-Strauss - and their theories on character narratives. Propp noticed similarities in folk tales and argued that the order of characters and events are restrictive. Goffman identified four main character types in a text: protagonist, deuteragonist, bit player, and fool. Levi-Strauss found that narratives are arranged around the conflict of binary opposites such as good vs evil or life vs death.
Narrative theorys
The document discusses several narrative theories and how they are portrayed in film openings. It explains Tzvetan Todorov's theory of narrative equilibrium, Vladimir Propp's 8 character types, Roland Barthes' 5 codes including enigma and action codes, Chris Vogler's 12 stages of the hero's journey, and Claude Levi-Strauss' concept of binary oppositions. Examples are given of how Terminator 2 and American Beauty use elements of Barthes' and Levi-Strauss' theories in their openings through enigma codes and binary oppositions.
MED316 - Narrative Construction
This lecture breaks down the idea of narrative into 4 sections, looking at plot, setting, themes and charaters. It has a focus on Aristotals poetics.
(thanks goes to @vee_uye for her work with narrative)
Narrative Theory
This document discusses key concepts in narrative theory, including the idea that people understand the world through stories and make decisions based on narrative frameworks. It introduces theorists like Vladimir Propp, who identified narrative structures in Russian folktales, and Tzvetan Todorov, who described narratives as having an initial equilibrium disrupted and resolved. The document also mentions Roland Barthes' five narrative codes and how classical narrative conventions are used in moving image texts through techniques like editing and camerawork.
Vladimir propp reseach
Vladimir Propp was a Soviet scholar born in 1895 who analyzed Russian folktales and separated them into 31 basic plot functions or sequences, such as struggle between the hero and villain. He is considered important because his work in the 1950s influenced theorists like Levi-Strauss and Barthes and was used in literary and anthropological studies. Propp viewed folktales as having standardized, recurring patterns of narrative elements.
Vladimir propps theory
Vladimir Propp analyzed Russian folk tales and identified that they follow a common pattern of 31 narrative functions within an initial situation, including functions like trickery, where a villain deceives a good character, and transfiguration, where a hero receives a new identity. Propp also found that tales typically include 8 character types, such as villains, helpers, heroes, and donors. His theory was that most stories adhere to a structure of these recurring functions and character types within the overall plot.
Space odysseys
This document summarizes Arthur C. Clarke's body of work and contributions to science fiction during the mid-20th century. It discusses Clarke's early career proposing communication satellites, his influential Space Odyssey series published from 1968-1997, and important space exploration milestones from the 1950s-1990s that helped establish the "Golden Age of SF." The document also analyzes Clarke's work in the context of utopian/dystopian visions and the intersection of science fiction, technology, and mythology during this era.
Narrative theory
This document introduces several theorists of narrative structure, including Tzvetan Todorov, Vladimir Propp, Roland Barthes, and Claude Levi-Strauss. It summarizes some of their main contributions: Todorov proposed narratives follow a structure of equilibrium, disequilibrium, and new equilibrium. Propp identified 31 narrative functions that follow a sequential order. Barthes described codes like the hermeneutic code that establish narrative mysteries. And Levi-Strauss viewed narratives as based on binary oppositions that reveal deeper ideological meanings.
Media narrative theory
This document discusses three theories of media narrative:
1. Propp's theory argues that all stories share the same internal structure of 8 character roles and 31 functions.
2. Levi-Strauss studied how primitive societies functioned and argued they shared elements with advanced societies. He looked at binary oppositions between groups.
3. Equilibrium theory says all stories are about returning to normality after an event disrupts the equilibrium. It examines what event caused the disruption and how the narrative works to restore balance.
Narrative theorists
The document discusses several narrative and textual analysis theories. It describes Roland Barthes' idea that a text can have multiple meanings and his definition of narrative codes like action and enigma. It also outlines Jacques Derrida's expansion on Barthes and Levi-Strauss' concept of binary oppositions in texts, and Vladimir Propp's analysis of elements in fairy tales. Additionally, it summarizes Tzvetan Todorov's five-step model of narrative structure involving equilibrium, disruption, recognition, attempt to repair, and new equilibrium.
Narrative Theory
This document summarizes several narrative theories proposed by different theorists. Vladimir Propp analyzed Russian folktales and identified 8 common character archetypes. Tzvetan Todorov suggested narratives follow a 5 stage structure of equilibrium, disruption, realization, restored order, and new equilibrium. Rolland Barthes identified 5 codes that make up a narrative: hermeneutic, proairetic, semantic, symbolic, and cultural.
Black Panther: Postcolonialism in Marvel Comics
The emergence of black superhero characters offers a window on how comic creators balanced changing race relations, new political ideas, and market demands. Superhero comics offer a way to understand changing ideas about race, power, and society. The presentation examines the Black Panther, the first black superhero in U.S. comics and his home, the mystical land of Wakanda. In creating an African country untouched by European imperialism, Stan Lee and Jack Kirby began a dialogue about postcolonialism in Marvel Comics that continues to this day. This presentation explores the placement, evolution, and depiction Black Panther and his homeland since its creation in 1966. Both the hero and his homeland have grown in complexity as creators seek to explore power, identity, and agency linked to the African Diaspora.
Narrative theory (2)
This document discusses several narrative theories, including:
- Todorov's theory that narratives follow an equilibrium-disruption-restoration structure
- Barthes' theory that narratives employ codes like hermeneutic (raising questions), proairetic (anticipating actions), semantic, symbolic, and cultural
- Levi-Strauss' theory that narratives use binary oppositions like good vs evil
- Propp's analysis identifying character types like hero and villain, and narrative functions like lack, mediation, struggle, and return in folk tales
Collage of Core and Secondary Audiences
The document discusses the 2005 British horror film "The Descent" directed by Celador Films. It follows six women on a spelunking trip who become lost and hunted in an unmapped cave system by mysterious creatures. The film targets horror fans as its core audience but also aims to attract women due to its all-female cast. Additionally, it targets audiences interested in extreme sports given the film's focus on spelunking, as well as fans of the director and film's actors.
Narrative Theory
This document summarizes four major narrative theories:
1) Todorov's theory proposes five stages that structure narratives: equilibrium, disruption, recognition, attempt to repair, new equilibrium. This structure applies to the film "Life Is a Journey" but in a different order.
2) Propp analyzed Russian fairytales and identified character types like villains and heroes, but these don't apply to "Life Is a Journey" which only has two characters.
3) Levi-Strauss saw narratives as reflecting cultural beliefs through binary opposites like poor/rich. "Life Is a Journey" may show this through the relationship between its male and female characters.
4) Mulvey's "male gaze"
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Similar to Final assignment post colonial lit
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
Essay Section Answer the following essays in great detail. Pa.docx
Essay Section
: Answer the following essays in
great detail
. Pay special attention to
what
the question is asking. In other words, make sure your essay is on target.
I’m looking for a
detailed analysis
. (Your essays should be several paragraphs)
1)
Discuss the
history of movie-going
from the early 1900s to today.
Make note of the cultural forces (including technology) that shaped this history.
2)
What is
Hollywood?
What is its relationship to our understanding of
Classical Cinema?
What do we mean by
economy
in film, what is
mis-en-scene
, and how do these two terms relate to Hollywood and Classical Cinema?
3)
Explain the relationship between
Classical style
,
Modernism
, and
Postmodernism
.
4)
Explain the
culture and issues
surrounding the
HUAC and Hollywood-10
in America,
film trends
during the
1960s
, the
new wave of directors
in the 1970s.
.
HUM 2590 – 20th21st Century Humanities .docx
HUM 2590 – 20
th
/21
st
Century Humanities
Instruction Sheet for Major Essay Assignment
DUE NO LATER THAN WEDNESDAY, MARCH 19
TH
LATE PASSES DO NOT PERTAIN!!!
Instructions: Choose one of the two choices provided below to write your paper assignment.
Your paper should:
Have a title (no cover page necessary)
Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and
conclusion)
Have a minimum of 8 sentences in each body paragraph
Be word-processed, double-spaced, size 12 font (hand written papers will not be
accepted), to be handed in as a hard copy
Include a word count of 1,250 - 1,500 words at the top corner of the first page of your
paper, along with your name, date and course title
Grading Rubric (located on page 3) must be attached to final copy of your paper
assignment
THIS IS NOT A RESEARCH PAPER!!!!!
1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry,
architecture, philosophy/religion, and either or performing arts) discussed in our course from
the 20
th
century that detail the change in the medium influenced by one of historical contexts
discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution,
Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct
similarities and either or contrasts between these two works and reflect on how they each
represent the time period from which they emerged. As you write your essay in which you
address each of these comparisons, refer specifically to key points in our readings,
films, and discussions to help you formulate and justify your arguments. You may use
any of the course material uploaded on Blackboard to help develop a more in depth
discussion on the two works of art you have chosen. Use the three comparisons and
either or contrasts to help organize the content of your essay (Argument1 =
Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 =
Comparison/ Contrast3). In your conclusion address how these two specific works of art
are important to the culture of the 20
th
/21
st
century. THIS IS NOT A RESEARCH PAPER!!!
2. Social Realism: Choose one titled piece of social realism modern art that is in your
textbook. Really try to find something that evokes thought and either or feeling,
whether positive or negative. Thoroughly discuss your piece: Be specific and use
descriptive language through applying all of the steps of the art critiquing process;
Describe, Analyze, Interpret, and Judge. You must address the following questions in
depth while you are critiquing your chosen piece of .
Postcolonial literature
Postcolonial literature often addresses the problems and consequences of the decolonization of a country, especially questions relating to the political and cultural independence of formerly subjugated people, and themes such as racialism and colonialism. A range of literary theory has evolved around the subject.
Lecture 20 - Cyberpunk and Biopunk
Twentieth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Baroque Style Please respond to one (1) of the following, u
The document provides several prompts for students to respond to using sources on various artistic styles and periods. The prompts ask students to analyze works from the Baroque era, Classical era, Romantic era, and modern works. They are asked to compare features of works from different eras and discuss the purpose and impact of art in different historical contexts.
MIDTERM ESSAY EXAMENGLISH 2328DAIGLEPLEASE ATTACH YOUR ESS.docx
MIDTERM ESSAY EXAM
ENGLISH 2328
DAIGLE
PLEASE ATTACH YOUR ESSAY TO THE ASSIGNMENT FILE ON THE HOME PAGE. PLEASE ATTACH AS A WORD FILE (OR .RTF).
General Instructions:Write an essay of at least 750 words (including quotations from the poems and short stories that you use as support) on ONE of the numbered topics below. If you use sources in your response (even those I have provided for you), be sure to cite them, using MLA format. Quotations from the textbook require only a page number. You should choose different poems or short stories than those you used in your reading responses for Volume D. The three examples should be by different authors.
All stories and poems must come from Volume D of the textbook.
To prepare for the midterm, you will need to read the introduction to Volume D, "American Literature Between the Wars: 1914-1945," especially the following sections: "American Versions of Modernism" (D: 13-16) and "Modernism Abroad and On Native Grounds" (D: 16-18).
The midterm will require you to apply ideas from the introduction to specific short stories (fiction) or poems written during this time period (1914-1945).
You may choose short stories or poems by the writers that I assigned for the reading responses, as long as you choose different poems or short stories (fiction) than you chose for your reading responses.
Here are a few of the writers (from Volume D) I would have included in the course if there had been more time: Amy Lowell (imagist poet), Wallace Stevens (poet), T. S. Eliot (poet--short poems only), E. E. Cummings (poet), John Dos Passos (fiction writer), Ernest Hemingway (fiction writer), Thomas Wolfe (fiction writer), John Steinbeck (fiction writer).
To help you choose, you may find it useful to read the biographical introductions to the writers since most of these introductions discuss the author's work in a general way
Although you may use authors that you have already responded to, reading other authors is a good way to expand your knowledge and create original responses. If you use some of the same authors, be sure to choose different poems or stories.
All reading selections must come from Volume D. If you do not have the textbook, please check the table of contents provided on the home page.
· The paper should be in essay form with an introduction, body paragraphs, and a conclusion (not a collection of reading responses--no sub-headings).
· You should use quotations from the reading selections as support for your general ideas. Your examples must show that you have read the literature that you are discussing, not just the author's biography.
· Do not use long poems or novels as examples, since I want you to discuss the reading selections specifically, not just a short part of a longer work. Do not use The Waste Land by T. S. Eliot.
· A brief overview isn't adequate. Again, you must show that you read the selection (poem or story) carefully.
WRITE ABOUT ONLY ONE OF THE FOLLOWING TOPICS.
1 Defin ...
Week 3 American Abstract Expressionism Question 1 1. Imagi.docx
Week 3 "American Abstract Expressionism"
Question 1
1. Imagine you are a docent or visitor’s guide at an art museum. You are responsible for conducting an international tour of foreign visitors and students through a museum exhibit exploring American Abstract Expressionism. Write a minimum two paragraph summary of what you would say to them about the overall movement and artworks of American Expressionism.
Question 2
1. Name an artist that is considered an ‘other’ in typical Abstract Expressionist history?
Question 3
1. According to our reading, select the true statements below that illustrates how Abstract Expressionism was not a unified ‘school’ of art?
A.
The artists didn’t know each other
B.
The artists varied between realism and abstraction
C.
The artists valued personal autonomy and had different styles
D.
The artists rarely exhibited together
Question 4
1. Give a brief description of Clement Greenberg’s critical idea where he emphasized "pure" form?
Question 5
1. According to our reading, select the true statements below that contribute to the idea that American Abstract Expressionism was not a ‘unified school’ of art? (select all that apply)
A.
The artists didn’t know each other
B.
The artists varied between realism and abstraction
C.
The artists valued personal autonomy
D.
The artists rarely exhibited together
E.
The artists had different styles
Question 6
1. This style of painting, created by the Chromatic Expressionists, represents one of the two distinct styles of Abstraction Expressionism called .
Question 7
1. Read the text on 136-137, and then give a formal analysis of Williem de Kooning’s Woman I, 1950-1952, including a personal interpretation.
Question 8
1. What were some of the adjectives that Robert Motherwell used to describe Abstract Expressionist painting?
Question 9
1. In your own words, write an essay analyzing the meaning behind the painting Subway, 1950, by George Tooker?
Question 10
1. Which artist said “The modern painter cannot express this age, the airplane, the atom bomb, the radio, in old forms of the Renaissance or of any other past culture. Each age finds its own technique”.
A.
Jackson Pollock
B.
Clement Greenberg
C.
Thomas Hart Benton
D.
Norman Lewis
Week 3 "American Abstract Expressionism"
QUESTION 1
1.
Imagine you are a docent or visitor’s guide at an art museum. You are
responsible for conducting an international tour of foreign visitors and
students through a museum exhibit exploring American Abstract
Expressionism. Write a minimum two paragraph summar
y of what you would
say to them about the overall movement and artworks of American
Expressionism.
QUESTION 2
1.
Name an artist that is considered an ‘other’ in typical Abstract Expressionist
history?
QUESTION 3
1.
According to our reading, select the true statements below that illustrates
how Abstract Expressionism was not a unified ‘school’ of art?
A.
The artists didn’t know each othe.
2fl exam
1. The passage describes Orson Welles' famous 1938 radio broadcast of "The War of the Worlds" by H.G. Wells and imagines how the broadcast could have been adapted.
2. It suggests Welles could have set the story in present-day New Jersey and interrupted dance music with "news bulletins" reporting a Martian landing, with actors providing realistic-sounding live reports of an invasion.
3. This likely would have shocked and frightened many Americans, with some attempting to flee or defend themselves, believing the invasion was real. The passage speculates on the reaction that may have occurred if a Martian attack was truly happening.
Write an essay using one of the 32 topics below. This assignment is .docx
Write an essay using one of the 32 topics below. This assignment is to be at least 2000 words in length, no more than 2500 words, then upload as a
PDF DOCUMENT ONLY
, and will be turned in using their blackboard access. Your assignment will be scanned for plagiarism. This assignment is worth up to 100 pts toward your final grade.
Here are the topics to choose from.
*In ancient Egypt, what happens to a Pharaoh, a rich person, a poor person, and a slave, when they die?
*What weapons were used in (pick one):
(Please incorporate pictures)
-Ancient China
-Ancient Egypt
-Ancient Rome
-Mycenae
-The Aztecs
*Write an overview of (pick one):
-Hinduism
-Confucianism
-Buddhism
-Islam
-The Socratic Method
Write about the life of its founder, the life changing event(s) that spawned the beginning of their faith, and what their life is like, as well as what happens after death.
*
Pick One
of these Renaissance artists, write a summary of their life, and then write about four of their works of art.
-Leonardo di Venice
-Rafael
-Leon Battista Alberti
-Michelangelo
-Sandro Botticelli
-Donatello
-Carravaggio
-Brunelleschi
*Write about the Architecture, daily life, and leaders of the ancient civilization of Babylonia.
*Write about the life of Beethovan, and make sure to include these topics:
-his relationship with his father.
-who was Beethovan's Immortal Beloved?
-how and when did he become deaf?
*Write about the life of Qin Shi Huang.
*Compare different structures of society, including, Monarchy, Constitutional Monarchy, Egalitarian, Democracy, Representative Democracy, Socialism, Facism, and Dictatorship.
*Compare the use, the building techniques and challenges, and the architectural innovations of these four structures:
-The Great Pyramid of Egypt
-The Ziggurat of Ur
-The Palace of Knossos
-Aztec Temple-Pyramids
*Write a summary of these three literary works, and why they are significant.
-The Odyssey
-The Epic of Gilgamesh
-The Canterbury Tales
*Pick three chapters from
The Decameron
and summarize them.
*Pick three chapters from the
Canterbury Tales
and Summarize them.
*Write about the source of The Black Death, as well as the symptoms, the percentage of people killed, and the effect it had on Europe.
*Compare Romanesque vs. Gothic architecture, including stainless glass windows, walls, layout, vaulted ceilings, arches, window placement, and use of light.
*Discuss the different types of Gothic Art in the Middle Ages, including fresco, panel painting, illuminated manuscripts, and stain glass windows.
*Write the history and evolution of both the violin and piano.
*Write about five musical instruments in the ancient world.
.
Elit 48 c spring 2015 revised
This document outlines the weekly schedule, in-class activities, and homework assignments for an American Literature course covering works from 1914-1945. Over the 12-week quarter, students will read and discuss major modernist texts like The Great Gatsby and My Antonia, as well as poems by Pound, Williams, Hughes and others. In-class activities include lectures, discussions of the texts, and introductions to relevant historical contexts and literary theories like New Criticism, Feminism, and African American Criticism. Homework includes weekly reading assignments, posting discussion questions on the texts, and two response essays analyzing selected works through the lens of different critical theories. The schedule culminates in a final exam on the last day of
Ch.5 extension activity ush
This document provides options for a class activity on transportation in the US during the Industrial Revolution. Students can choose to: 1) Model and present on a mode of transportation, explaining construction materials and how it worked. 2) Write a 1-2 page biographic profile on a key figure and their impact. 3) Create a marketing pamphlet advertising the beliefs of nativist groups. 4) Write a first-person letter from the perspective of a 1800s factory worker describing working conditions. 5) Create a video or skit depicting the life of a 19th century slave.
Answer TWO of the following questions.Each answer should.docx
Answer
TWO
of the following questions.
Each
answer should be a minimum of 750 words (double-spaced, 12 point font, & one inch margins).
In other words, each paper must be around 750 words for a total of 1500 words.
Your answers should reflect information from the class lectures, readings, videos, and class discussions.
You do not have to conduct outside research.
Use APA for citations.
1) Review and critically discuss the problem of population growth.
Who would you side with in the debate between Ehrlich and Simon and why?
What are some ideas for slowing population growth?
2) Review and critically discuss the problem of immigration as presented by Steven Gold (
Immigration Benefits America
.
Society,
September 2009) and class lectures, discussions, and videos.
3) There are two parts to this question.
First, who was Kitty Genovese and what happened to her that came to be known as the “bystander effect.”
Second, review the urban theory of Marx, Durkheim, or Weber as discussed in the article, “Classical Theories.”
4) Review and critically discuss the “Great Migration” of African-Americans out of the southern states and into the urban north during the first half of the 20
th
century.
Due Sunday, 10/9/16, by 1:00 p.m.
PLEASE UPLOAD ON MOODLE.
I will make two links available.
.
Hnc2302
This document discusses several topics in a disorganized manner, including:
1) Cult films, cult followings, and icons that garner devoted fan followings.
2) Concepts of etiquette, civility, and courtesy and how displays of manners have changed over time.
3) Different categories and genres of popular culture such as highbrow, middlebrow, and lowbrow.
1. This assorted assignment consists of primary sources - letter f.docx
1. This assorted assignment consists of primary sources - letter from soldiers on the front home and articles discussing soldiers' everyday lives on the front.
Please choose one or two of the letters from the given link: https://worldwar1letters.wordpress.com/ (Links to an external site.) and do a write up, incorporating information from two (of the three articles on soldiers' intimacy, food, and realities back home: BBC Maganzine - WWI Story.pdf
Actions
and then look up to find relevant information from the period in your textbook (Sherman, and or Paxton). Use the sources (letter, magazine articles, and textbook material to discuss an aspect of soldiers' everyday life on the front lines.
Your essay is to be three to four paragraphs long, containing some 400 words.
Please cite in-text and also in separate 'works cited' section at the end following, utilizing examples given (see Course Information module with details on Originality, Citation, and Format, and MLA).
2. View the YouTube video The Russian Revolution 1917 by Epic History TV (13 min 41 sec):
The Russian Revolution 1917 (Links to an external site.)
Is it easier to understand why there was a revolution in Russia that toppled the tsar then why the Bolsheviks came to power several months later in ta second revolution?
*200-word
3. In which ways is Bauhaus a Workshop of Modernity in Europe, and Beyond?
Please research the topic, provide a definition of the term (movement), describe the founders and principal artists from various aspects of the world of art and architecture, and locate museums/galleries that deal with images and artifacts from the period.
Choose two diverse artifacts/structures from two different sources (museums/galleries, from the links below, or your own choice), and present a report in about 500 words, using the general historic questions/answers. Include two images of your artifacts/structures (and sources of those images) in your report.
Start with this video - The Bauhaus Turns 100 (4 min 29 sec): The Bauhaus movement turns 100 | Modern Art | Showcase
Visit the Bauhaus-Dessau Museum: https://www.bauhaus-dessau.de/en/architecture/bauhaus-museum-dessau.html (Links to an external site.)
Check out to see if there is anything in NYC that addresses this period (yes, there is, plenty)!
Please use and cite (in-text citations and have a work cited section) our textbook, the Bauahus-Dessau Museum, and your two different locations (museums/galleries of your choice) that deal with the two artifacts which you will contrast and compare to answer the question of In which ways is Bauhaus a Workshop of Modernity in Europe, and Beyond?
4. Post your 200 word postcommenting on the video and the issues raised by SundayMidnight, 11:59pm.
You are encouraged to use your textbook and reputable online resources, but you must give your answers in your own words. Do give reference to your source (book, article, web link), as this is how you will showcase your scholarly research, but ...
Answer TWO of the following questions. Each answer should b.docx
Answer
TWO
of the following questions.
Each
answer should be a minimum of 750 words (double-spaced, 12 point font, & one inch margins). In other words, each paper must be around 750 words for a total of 1500 words.
Your answers should reflect information from the class lectures, readings, videos, and class discussions. You do not have to conduct outside research. Use APA for citations.
1) Review and critically discuss the problem of population growth. Who would you side with in the debate between Ehrlich and Simon and why? What are some ideas for slowing population growth?
2) Review and critically discuss the problem of immigration as presented by Steven Gold (
Immigration Benefits America
.
Society,
September 2009) and class lectures, discussions, and videos.
3) There are two parts to this question. First, who was Kitty Genovese and what happened to her that came to be known as the “bystander effect.” Second, review the urban theory of Marx, Durkheim, or Weber as discussed in the article, “Classical Theories.”
4) Review and critically discuss the “Great Migration” of African-Americans out of the southern states and into the urban north during the first half of the 20
th
century.
.
Imagine that you are selected as the screenwriter for a new Back t.docx
The document provides instructions for a screenwriting assignment to continue the Back to the Future film series. Students are asked to select a modern popular culture figure, excluding politicians, and write a short story placing that person in the American Revolutionary era. They must describe who the person is today and their role in the Revolution, then discuss how they would respond to two specific historical events from the perspective of someone from modern times experiencing the 18th century. The assignment should be 500-750 words and cite the course textbook as a source using APA style formatting and essay structure.
Marxist approach to film
Marxism depicted through the art of motion pictures. Marxism in the themes and connotation in the dramatic structure of the film story
Answer TWO of the following questions. EACH answer should be a mini.docx
Answer TWO of the following questions. Each answer should be a minimum of 750 words (double-spaced, 12 point font, & one inch margins). In other words, each paper must be around 750 words for a total of 1500 words.
Your answers should reflect information from the class lectures, readings, videos, and class discussions. You do not have to conduct outside research. Use APA for citations.
1) Review and critically discuss the problem of population growth. Who would you side with in the debate between Ehrlich and Simon and why? What are some ideas for slowing population growth?
2) Review and critically discuss the problem of immigration as presented by Steven Gold (Immigration Benefits America. Society, September 2009) and class lectures, discussions, and videos.
3) There are two parts to this question. First, who was Kitty Genovese and what happened to her that came to be known as the “bystander effect.” Second, review the urban theory of Marx, Durkheim, or Weber as discussed in the article, “Classical Theories.”
4) Review and critically discuss the “Great Migration” of African-Americans out of the southern states and into the urban north during the first half of the 20th century.
.
Hst 175 Believe Possibilities / snaptutorial.com
For more classes visit
www.snaptutorial.com
HST 175 Week 1 Assignment American Society in the Cold War Era (2 Papers)
Similar to Final assignment post colonial lit (20)
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom 1. Thesis 2. Quotes.docx
Essay Section Answer the following essays in great detail. Pa.docx
Essay Section Answer the following essays in great detail. Pa.docx
Baroque Style Please respond to one (1) of the following, u
Baroque Style Please respond to one (1) of the following, u
MIDTERM ESSAY EXAMENGLISH 2328DAIGLEPLEASE ATTACH YOUR ESS.docx
MIDTERM ESSAY EXAMENGLISH 2328DAIGLEPLEASE ATTACH YOUR ESS.docx
Week 3 American Abstract Expressionism Question 1 1. Imagi.docx
Week 3 American Abstract Expressionism Question 1 1. Imagi.docx
Write an essay using one of the 32 topics below. This assignment is .docx
Write an essay using one of the 32 topics below. This assignment is .docx
Answer TWO of the following questions.Each answer should.docx
Answer TWO of the following questions.Each answer should.docx
1. This assorted assignment consists of primary sources - letter f.docx
1. This assorted assignment consists of primary sources - letter f.docx
Answer TWO of the following questions. Each answer should b.docx
Answer TWO of the following questions. Each answer should b.docx
Imagine that you are selected as the screenwriter for a new Back t.docx
Imagine that you are selected as the screenwriter for a new Back t.docx
Answer TWO of the following questions. EACH answer should be a mini.docx
Answer TWO of the following questions. EACH answer should be a mini.docx
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This document outlines the content and schedule for a senior language arts class. Over the course of three trimesters, students will review grammar topics like tenses, conditionals, and wishes. They will read and analyze several short stories and novels which explore themes of bullying, discrimination, and women's issues. Students will practice writing opinion essays, diary entries, and complete IGCSE exam practice questions. The course aims to improve students' literary analysis and writing skills through the study of various texts and genres.
Plan oral senior 2.
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Plan writing senior 2.
El documento presenta el plan de trabajo para el período de orientación, evaluación y promoción del curso de Writing en el Colegio Las Cumbres. Detalla las fechas y actividades de las dos semanas, incluyendo la presentación de actividades pedidas, la evaluación de tres contenidos nodales adeudados y las condiciones para aprobar cada contenido como entregar el libro completo y tener al menos el 75% de asistencia.
Esquema de contenidos writing senior 2
This document outlines the content plan for a senior-level writing class at Colegio Las Cumbres taught by Professor Pilar Pando. Over the course of three trimesters, students will work on revising for coherence and cohesion, writing summaries, crime reports, diary entries, crime stories, reports on starvation, letters, dialogues, short stories, interviews, opinion essays, and informal letters. They will also analyze famous speeches, news reports, and crime stories while learning about clauses of result, manner, contrast and purpose as well as vocabulary related to crimes, the legal system, and noises.
Plan oral senior 2.
El documento detalla el plan de trabajo para la asignatura de Speaking en el Colegio Las Cumbres. Se llevarán a cabo dos evaluaciones de contenidos nodales adeudados el 9 y 16 de diciembre. Para aprobar cada contenido nodal es necesario presentar el blog completo con booktubes y asistir al menos al 75% de las clases. La nota mínima para aprobar es 6.
Esquema de contenidos language s2.
Colegio Las Cumbres is a secondary school located in Argentina. The document outlines the content and sub-topics to be covered in the senior 2 Language course taught by Professor Pilar Pando over the school year. The curriculum includes reviewing past, present and future tenses, conditional sentences, subjunctive mood, reading comprehension exercises and short stories. Students will also study the passive voice, reported speech, verb patterns, and practice for the IGCSE exam. In the third trimester, they will analyze famous speeches and crime stories, as well as discuss hypothetical meanings.
Jacob monkey
This 3 sentence summary provides the essential information from the 7 paragraph document:
The document introduces W.W. Jacobs' short story "The Monkey's Paw" and summarizes the plot up to the first wish being made. It describes how Sergeant-Major Morris shares a dried monkey's paw with the White family that is said to grant three wishes to its possessor, and Mr. White makes his first wish for £200 after being pressured by his son, causing the paw to twist in his hands like a snake.
My lesson based on series
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2) It outlines pre-watching, watching, and post-watching tasks focused on acquiring film terminology, feelings vocabulary, and use of the structure "used to" to describe past habits.
3) Key tasks involve describing scenes and characters from a film clip, analyzing film techniques, and writing a diary entry from the perspective of the main character Saroo who gets separated from his family.
Rubric oral ppt senior 2
This document provides a rubric for assessing group work presentations. It evaluates presentations based on 4 criteria: content, organization, opinion, and visuals. Each criteria is scored on a scale of 1 to 4, with 4 being outstanding and 1 needing improvement. The rubric also provides descriptors of what a score of 1, 2, 3 or 4 would look like for each criteria. For example, a score of 4 for content means the students covered all topics in perfect detail, while a 2 means the topics were only partially covered with some contents not explained. The rubric additionally evaluates individual oral skills, body language, and has questions for self-assessment.
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