Description
Share Our Wealth information by Huey Long. Once all reading is complete, respond to the following items:
- What were the most radical aspects of Long’s plan?
- Did any of his ideas become reality?
- Upon whose law did Long base his ideas?
- Do you think this assertion increased or diminished support for his ideas?
- What did Long predict would be the consequences if the nation failed to adopt a program such as his?
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Running Head: SHARING OUR WEALTH DISCUSSION.
Sharing Our Wealth Discussion
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1
SHARING OUR WEALT DISCUSSION.
One of the most fundamental facets of Long’s plan was the stipulation of a respectable
standard of living to all American people by sharing out the nation’s wealth amongst...
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week 6 HU 240 Pictures for your story
Unit 6 Assessment - Pictures for your StorySubmit AssignmentDue Sunday by 10:59pm Points 85 Submitting a text entry box or ...
week 6 HU 240 Pictures for your story
Unit 6 Assessment - Pictures for your StorySubmit AssignmentDue Sunday by 10:59pm Points 85 Submitting a text entry box or a file uploadInstructionsDescribe: Works of ArtEvaluation Title: Pictures for your StoryCompile, describe, and cite at least 15 works of art that you will use in your final project, and write 3 to 5 sentences about each one.Why did you choose that specific work of art or picture?What does that picture mean to you?What did that picture or work of art mean to society in general during the time the artist was creating that work of art?How does each picture contribute to your final project?Estimated time to complete: 3 hoursRubricHU240 Unit 6 Assessment - Pictures for your StoryHU240 Unit 6 Assessment - Pictures for your StoryCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContent27.0 ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.24.0 ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.22.0 ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.19.0 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.16.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions27.0 ptsThis criterion is linked to a Learning OutcomeAnalysis27.0 ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.24.0 ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.22.0 ptsLevel 3Constructs concepts related to course content, demonstrating analytical skills with some evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.19.0 ptsLevel 2Constructs concepts related to course content, demonstrating weak analytical skills with minimal evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0 ptsLevel 1Constructs concepts related to course content, demonstrating inadequate evidence of analytical skills. There is minimal or no evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.0.0 ptsLevel 0The assignment was not completed or there was no evidence of constructed concepts that are supported by professional and personal subject knowledge through details, supporting evidence, and idea differentiation.27.0 ptsThis criterion is linked to a Learning OutcomeTechnology15.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.14.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.12.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.11.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.9.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. The assignment submitted does not meet requriements.15.0 ptsThis criterion is linked to a Learning OutcomeWriting10.0 ptsLevel 5The assignment exhibits a excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.6.0 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication.4.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication2.0 ptsLevel 2The assignment exhibits a limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.1.0 ptsLevel 1The assignment exhibits little command of written English language conventions. 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ARTH 334 University Maryland Strangers on a Train Film Discussion
You will be responsible for watching a film and writing a 3-5 page essay in which you respond to prompts which will be pro ...
ARTH 334 University Maryland Strangers on a Train Film Discussion
You will be responsible for watching a film and writing a 3-5 page essay in which you respond to prompts which will be provided for each paper. (This means at least 3 pages include the "My Criteria for Quality in Film" page and no longer than 5 pages. These assignments are reaction papers, not plot summaries or research papers. The key element here is that you will be telling the instructor what you have to say about the film, not what others have said. In this 300-level course, you are expected to explain why you think the way you do about the film, and to justify your explanation on (using references to subjects found in the weekly content in the LEO classroom. You will be responsible for turning in these assignments to the proper assignment folder in LEO.Putting these assignments off until the last possible moment probably will not work very well. 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The papers will be graded based on such elements as evidence that you are reading and viewing the material, the course content, references, and comparisons to other films you have seen (in or out of class and throughout your lifetime as a movie watcher), and especially to films you have previously written about; use of the film vocabulary introduced in class; clear presentation of your opinions; reasonable explanations and justifications to support those opinions; and college-level writing skills (spelling, punctuation, and grammar). Other criteria will be presented to you as appropriate. You are better off watching these films on the largest possible screen, and at the highest possible resolution. Paper One Assignment for Film one (F1) Part 1: View a feature film made between 1940–1970 you have not seen before (or will see later in this class) by a great director. If you would like to see an American film, consider seeing something directed by Frank Capra, George Cukor, John Ford, George Stevens, Preston Sturges, Billy Wilder, or William Wyler. If you would like to try a foreign film consider Ingamr Bergman (Swedish), Luis Buñuel (Spanish), Claude Chabrol (French), Frederico Fellini (Italian), Akira Kurosawa (Japanese), Lina Wetmuller (German) or the British team known as "The Archers" made up of Michael Powell and Emeric Pressburger. These are suggestions but not a comprehensive list of possibilities. For a much more extensive list, you may want to visit http://www.filmsite.org/directors.html. (Note that many directors were active both before and after 1970. Make sure you see a pre-1970 film, Make sure it's a film you have not seen before, and make sure it is a feature. Don't, for example, see Buñel's UN CHIEN ANDALOU, which is a short, not a feature.) Comment on the specific film you saw. Pay particular attention to the camerawork,(cinematography) the editing (montage) and the sound (this can include the music). What did you like, and what did you dislike, about what you saw? Why do you like the things you like, and why do you dislike the things you dislike? Is the film a good film, or is it not? (Note: This is not the same question as whether or not you liked it. It is entirely possible to like a film that you are aware is not very good.) You should comment on the film both as a representative of its genre and as a film. Part 2: Now that you have commented on the specific film you viewed, see if you can draw some general conclusions about the work of the director and of the main actors or actresses. For example let us say you watched the 2012 film Prometheus (no this is not a film you can watch for this paper). Did you like Ridley Scott as a Filmmaker? Did you like Michael Fassbender in the roll of an emotionless android? Why, or why not? 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(For example, if you commented in the body of your essay that you liked the acting because it was realistic and you liked the script because it had a happy ending, you could propose these two statements as criteria for quality: "(1) Excellent movies feature realistic acting. (2) A movie is more likely to be good if it ends happily." Do not jut put something like "Good movies feature good acting." The point here is for you to think about—and then explain—what such quality words as good, excellent, and effective actually mean. Be sure to save your "My Criteria" page to your hard drive—you will be adding more items to this list and resubmitting an expanded version of it for the second paper later in this course.
HUS3110 Rasmussen College Roberts Case Study Written Assignment
Watch the following video from the perspective of a Human Services professional.After viewing the case study, complete the ...
HUS3110 Rasmussen College Roberts Case Study Written Assignment
Watch the following video from the perspective of a Human Services professional.After viewing the case study, complete the following analysis. For each section, give complete details related to what is being asked for using objective language. Each section should be a minimum of 2 paragraphs.Presenting InformationDiscuss the basic information on parties involved including ages, sex, living conditions, education level, health status, et cetera. This section can ONLY be factual information that can be gathered through viewing the case study and should not have opinions or possible deductions.State the ProblemDiscuss what is currently being presented, not what might happen.Possible Areas of ConcernWhat do you think are the main problems? Use the information presented to discuss some possible issues that might be occurring or could occur. Think of this as a brainstorming session by discussing a variety of ways this scenario might play out. Discuss in terms of physical, cognitive, emotional, and social development.Theoretical FoundationApply developmental theory/theories that help relate a general path the client should be on, and discuss some common outcomes that should be occurring at this age/stage based on theory.Possible SolutionsWhat are some things that might help this client? Again, regardless of outcome, discuss a variety of ways the issue might be handled.Possible ResourcesWhat other types of Human Services organizations should be involved in this case? List the types of services needed.
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Love Is A Fallacy
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Odessa College House on Mango Street Discussion
This week we are examining and analyzing readings by Sandra Cisneros and a critical chapter by Walter Benn Michaels. “A ...
Odessa College House on Mango Street Discussion
This week we are examining and analyzing readings by Sandra Cisneros and a critical chapter by Walter Benn Michaels. “A Rice Sandwich,” “Hips,” “No Speak English,” “Boys and Girls,” “My Name,” and “Born Bad” are included in House on Mango Street, and “Aboriginal America” appears in Our America by Benn Michaels. Read the required chapters or narratives, not the entire books.The above readings are grouped for two specific reasons: The works do any excellent job of addressing the individual Chicana from the double minority status, and in many cases, they present a more realistic view of women of color and their communal lives and concerns via art, rather than mainstream versions of history.In “A Rice Sandwich,” Cisneros sets up the narrative by focusing on both class and race. For example, she depicts her classmates with “working” parents as able to eat in the canteen, a prized social action and interaction. However, we must question the notion of work and what it actually entails: Is it activity one is paid for, or is it time, energy, and effort? Second, she is careful to convey that her brothers’ heroes are not their own; they are an idealized product of Western civilization: Spartans. How does the subsequent outcome reflect both types of disconnection from the reality of her situation?In “Hips,” Cisneros addresses the coming of age of her protagonist, but more than that fact, she specifically tackles gender and how it is categorized or fetishized by distinct traits that offer both power and new avenues of oppression. Think about the cadence and aesthetics of the piece. From both a visual and imagined audible perspective, Cisnero “sings” her audience into pacification, but why? On one hand, she is direct about hips and their relation to childbirth and rearing, but on a broader level, those ideas linked to sexuality and, in turn, the “use” of women within both Cisnero’s culture and larger society. Thus, what is a women’s power and is relegated to procreation or at least the potential for it or activity?In “No Speak English,” Cisnero’s broaches the subject of linguistics within the context of translation and social judgments. Now, I use the term translation to address how the phrase “no speak English” is used in two ways: first, it is a coping mechanism for the character that is utilized to avoid contact with the outside world, but second, it is also a request: She literally does not want her son to speak English because it is outside the realm of what she believes is her “home” tongue. Therefore, the texts begs specific questions about diasporic communities and peoples who must re-conceptualize their ideas about home within the scope of new places and spaces (including language) that are unfamiliar to them. Cisnero is then not advocating either regression into older views of culture or society or assimilation; she is pointing out the problems with the reality of the situation: one can never go backward, and forward presents them with a new set of cultural and social constraints.“Boy and Girls” sets-up a clear dichotomy between world of boys and girls, but what is most significant is Cisnero’s focus on her narrator role with the family dynamic. Her brothers are not responsible for anyone, yet she is tasked with the care and proper upbringing of her younger female sibling. Thus, she is a mother (or in the role of mother) simply because of her social consignment as a female.“My Name” links the message of “Boys and Girls” and “Born Bad” together by emphasizing how gender discrimination (even within the context of one’s own race) is oppressive. Cisneros not only noted that women are subject in other minority groups, but that she literally does not want to be “born” to “inherit” her grandmother’s “place at the window”: destine to look out at the world but never to participate in it as an equal to men or the majority. In long line of Women’s writing, the notion of affliction is associated with their position in the world. For example, Charlotte Perkins Gilman and Kate Chopin speak of the struggle against women’s oppression as wrongly classified as mental illness, and Silvia Path argues that the desire for social equality for women is tantamount to being in the throws of a hallucinogenic fever. (“The Yellow Wall Paper,” “The Story of an Hour,” The Awakening, and “Fever 103”.)_“Born Bad” is poignant in a different type of fashion, but nevertheless, poverty and gender issues play into its larger interpretation. On a personal level, Cisnero’s (the child) and family must deal with her aunt’s disease, but they do so by normalizing its debilitating elements. Viewed from a cultural perspective, the text implies that most minorities are receptive to their placement and oppression in society in much the same fashion. How many times have you heard someone say, “that is just the way it is, or we cannot change the world.” First, according to Nietzsche, the end of the world as we know it is dependent on our own acceptance of subject and apathy towards the ability to change life for ourselves and people around us. His treatise in this regard is literally titled The Antichrist, and his overall claim revolts around the fact that modern Judeo-Christian beliefs promote a New Testament version of religion that hinges on the idea of an unproved afterlife as a reward for suffering and struggling in this life. As a counter to such believes, Nietzsche champions the advantages of Old Testament self-reliance and conqueror. Now, both are specifically Western ideas, but the latter can be applied to contemporary minority struggle in both theme and historical context. First, the narrator and her aunt are trapped in traditional gender roles: they do dishes, and the husband simply wants his wife back, not a person, and all the narrator desires is the freedom and strength to not be born “bad.” Second, African American traditionally embraced Christianity because of the “God created man in his own image” clause that implies equality. However, the New Testament was used by both the dominant and minority to excuse worldly suffering—i.e. one should not complain about their plight on earth because it is temporary. For example, Stowe’s Uncle Tom fails to act against his master because of his piety. Cassie, on the other hand, fights against Simon Legree in variety of ways, becoming a hero of sorts to both African Americans and women of the time period. In “Aboriginal America,” Benn Michael’s addresses the same general time period as Whippman’s article and argues that the rise of minorities in the United States (especially due to immigration and attempts at post-Civil War integration) threatens Anglo-Saxon dominance in three different ways: biologically through breeding, economically through replacement, and psychologically via disruption of social and cultural norms. Yet, the views on how each Anglo-Saxon gender is endangered are on opposite sides of the spectrum. Minority men are view as animalistic, who take by force, but minority women are seen as seductresses, who provoke animal like sexual reactions white men. Furthermore, the only vestige of purity left for white women who can only choose from impotent white men (Jake Barnes—war injury still makes him a hero) and minority men is becoming a lesbian—another minority, ironically, that can be cataloged, oppressed, and controlled by white men because they no longer fit within the scope of social standards. Thus, what we see from the fields of literature, art, science, etc. are depictions of minorities as both less than human and not as any clear sub-group with their own external or internal self-identification: they are the all-encompassing “foreigner” in their land—the aboriginal African, the Plumed Serpent Mexican/Indian, the savage Native, the fallen woman, and the Jew who rejected Christ.These people are then, in fact, erased from society and culture by discourse and rhetoric that disseminated the notion that American was a type of blank space (Conrad’s Heart of Darkness and Achebe’s Things Fall Apart) before the arrival and thoughts of Franklin, Jefferson, Adams, Jackson, etc. As Benn Michael’s makes so exceedingly clear in his example of Eliot’s “Tradition and the Individual Talent,” the “whole” of literature consigned to British and American compositions. Eliot does, in his criticism and faction, advocate the study of other art, but they too are linked directly to “classically” western interpretations of the world (Greek, Roman, etc.) and, as Benn Michael later notes, aligned directly to modern “Civilization.”This notion is then transferred to the entirety of America and defines all peoples within it as “American,” while simultaneously discounting and discriminating against those who do not share Anglo-Saxon characteristics by deeming them “Un-American” in their own country. Thus, a paradox is created where peoples from the Americas are viewed as foreign, and those who colonized the continents are accepted Native and their philosophy and practices regarded as Nativism or Nationalism. When Benn Michaels cites Cather’s statement that “The Mexican where always Mexicans, the Indians were always Indians,” he is emphasizing how colonizers use such labels to exclude and diminish minority indigenous rights and contributions to the collective United States. They are simply an afterthought, with no culture, customs, beliefs of their own; they are there to be exploited and used, dead or objectified in the same sense that Silko describes the conqueror’s version of land and animals. Economic terminology and ideology then replace any commitment to specific sections of humanity based on the idea that the “good of nation” is more important than right or wrong or ethics and morals for the majority, making both minorities and the dominant inhuman.Discussion Board Question: For your discussion board assignment this week, you are required to respond to one of the readings and evidence your argument with ONE other scholarly source. You simply must explain how or why traditional interpretations of minorities has affected current circumstances and/or perceptions them from a political, historical, economic, etc. standpoint.HouseOnMangoSt_PDF-Sandra Sisneros.pdf Our America--Walter Benn Michaels.pdf CHOOSE ONE TOPIC
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week 6 HU 240 Pictures for your story
Unit 6 Assessment - Pictures for your StorySubmit AssignmentDue Sunday by 10:59pm Points 85 Submitting a text entry box or ...
week 6 HU 240 Pictures for your story
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Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.19.0 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.16.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions27.0 ptsThis criterion is linked to a Learning OutcomeAnalysis27.0 ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.24.0 ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.22.0 ptsLevel 3Constructs concepts related to course content, demonstrating analytical skills with some evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.19.0 ptsLevel 2Constructs concepts related to course content, demonstrating weak analytical skills with minimal evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0 ptsLevel 1Constructs concepts related to course content, demonstrating inadequate evidence of analytical skills. There is minimal or no evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.0.0 ptsLevel 0The assignment was not completed or there was no evidence of constructed concepts that are supported by professional and personal subject knowledge through details, supporting evidence, and idea differentiation.27.0 ptsThis criterion is linked to a Learning OutcomeTechnology15.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.14.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.12.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.11.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.9.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. The assignment submitted does not meet requriements.15.0 ptsThis criterion is linked to a Learning OutcomeWriting10.0 ptsLevel 5The assignment exhibits a excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.6.0 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication.4.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication2.0 ptsLevel 2The assignment exhibits a limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.1.0 ptsLevel 1The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.10.0 ptsThis criterion is linked to a Learning OutcomeAPA6.0 ptsLevel 5In-text citations of sources and references in proper APA style are included with no errors.5.0 ptsLevel 4In-text citations of sources and references in proper APA style are included but have 1-2 minor APA errors.4.0 ptsLevel 3In-text citations of sources and references in proper APA style are included but have 3 - 4 minor APA errors.3.0 ptsLevel 2In-text citations of sources and references in proper APA style are included but have more than 4 errors.2.0 ptsLevel 1The errors demonstrate limited understanding of in-text citation and reference requirements0.0 ptsLevel 0There are no in-text citations AND/OR references.6.0 ptsTotal Points: 85.0
ARTH 334 University Maryland Strangers on a Train Film Discussion
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ARTH 334 University Maryland Strangers on a Train Film Discussion
You will be responsible for watching a film and writing a 3-5 page essay in which you respond to prompts which will be provided for each paper. (This means at least 3 pages include the "My Criteria for Quality in Film" page and no longer than 5 pages. These assignments are reaction papers, not plot summaries or research papers. The key element here is that you will be telling the instructor what you have to say about the film, not what others have said. In this 300-level course, you are expected to explain why you think the way you do about the film, and to justify your explanation on (using references to subjects found in the weekly content in the LEO classroom. You will be responsible for turning in these assignments to the proper assignment folder in LEO.Putting these assignments off until the last possible moment probably will not work very well. Each of them requires you to view an additional film besides the ones you will be watching for the week's discussion, so you should be sure to leave yourself enough time to view the necessary film, think about it, write a first draft, and then edit and revise. Part of your responsibility in this course is to make any and all arrangements necessary to allow you to view the films, think and write about them, and turn your assignments in by their respective due dates. Some of the films you watch may be available for streaming via Netflix or another online content provider; others may be available for checkout from your local public library, while others may need to be rented. Be sure to spell the names of the directors, actors, screenwriters, and other people correctly (this can cause "points" to be taken off the final grade for that paper). Any name that is not listed in the credits that begin or end in the film is a name you do not need to mention. The papers will be graded based on such elements as evidence that you are reading and viewing the material, the course content, references, and comparisons to other films you have seen (in or out of class and throughout your lifetime as a movie watcher), and especially to films you have previously written about; use of the film vocabulary introduced in class; clear presentation of your opinions; reasonable explanations and justifications to support those opinions; and college-level writing skills (spelling, punctuation, and grammar). Other criteria will be presented to you as appropriate. You are better off watching these films on the largest possible screen, and at the highest possible resolution. Paper One Assignment for Film one (F1) Part 1: View a feature film made between 1940–1970 you have not seen before (or will see later in this class) by a great director. If you would like to see an American film, consider seeing something directed by Frank Capra, George Cukor, John Ford, George Stevens, Preston Sturges, Billy Wilder, or William Wyler. If you would like to try a foreign film consider Ingamr Bergman (Swedish), Luis Buñuel (Spanish), Claude Chabrol (French), Frederico Fellini (Italian), Akira Kurosawa (Japanese), Lina Wetmuller (German) or the British team known as "The Archers" made up of Michael Powell and Emeric Pressburger. These are suggestions but not a comprehensive list of possibilities. For a much more extensive list, you may want to visit http://www.filmsite.org/directors.html. (Note that many directors were active both before and after 1970. Make sure you see a pre-1970 film, Make sure it's a film you have not seen before, and make sure it is a feature. Don't, for example, see Buñel's UN CHIEN ANDALOU, which is a short, not a feature.) Comment on the specific film you saw. Pay particular attention to the camerawork,(cinematography) the editing (montage) and the sound (this can include the music). What did you like, and what did you dislike, about what you saw? Why do you like the things you like, and why do you dislike the things you dislike? Is the film a good film, or is it not? (Note: This is not the same question as whether or not you liked it. It is entirely possible to like a film that you are aware is not very good.) You should comment on the film both as a representative of its genre and as a film. Part 2: Now that you have commented on the specific film you viewed, see if you can draw some general conclusions about the work of the director and of the main actors or actresses. For example let us say you watched the 2012 film Prometheus (no this is not a film you can watch for this paper). Did you like Ridley Scott as a Filmmaker? Did you like Michael Fassbender in the roll of an emotionless android? Why, or why not? Be sure to comment on the overall impression you had on the film, including how you see it as an example of its genre and time period. Remember, this is not a research paper. I am interested in what you have to say, not in what you can learn by reading up on the film or the filmmaker. Part 3:On a separate page, insert the heading "My Criteria for Quality in Film." Under that heading, use your comments about this film and its filmmaker as guidelines towards proposing five general statements indicative of your personal taste in movies. These statements should be numbered (1) through (5) and they should be written as complete sentences or a short paragraph. It might be useful to introduce each statement with such language as "Excellent movie feature," or "A movie is more likely to be good if," or "A characteristic of high quality cinema is." (For example, if you commented in the body of your essay that you liked the acting because it was realistic and you liked the script because it had a happy ending, you could propose these two statements as criteria for quality: "(1) Excellent movies feature realistic acting. (2) A movie is more likely to be good if it ends happily." Do not jut put something like "Good movies feature good acting." The point here is for you to think about—and then explain—what such quality words as good, excellent, and effective actually mean. Be sure to save your "My Criteria" page to your hard drive—you will be adding more items to this list and resubmitting an expanded version of it for the second paper later in this course.
HUS3110 Rasmussen College Roberts Case Study Written Assignment
Watch the following video from the perspective of a Human Services professional.After viewing the case study, complete the ...
HUS3110 Rasmussen College Roberts Case Study Written Assignment
Watch the following video from the perspective of a Human Services professional.After viewing the case study, complete the following analysis. For each section, give complete details related to what is being asked for using objective language. Each section should be a minimum of 2 paragraphs.Presenting InformationDiscuss the basic information on parties involved including ages, sex, living conditions, education level, health status, et cetera. This section can ONLY be factual information that can be gathered through viewing the case study and should not have opinions or possible deductions.State the ProblemDiscuss what is currently being presented, not what might happen.Possible Areas of ConcernWhat do you think are the main problems? Use the information presented to discuss some possible issues that might be occurring or could occur. Think of this as a brainstorming session by discussing a variety of ways this scenario might play out. Discuss in terms of physical, cognitive, emotional, and social development.Theoretical FoundationApply developmental theory/theories that help relate a general path the client should be on, and discuss some common outcomes that should be occurring at this age/stage based on theory.Possible SolutionsWhat are some things that might help this client? Again, regardless of outcome, discuss a variety of ways the issue might be handled.Possible ResourcesWhat other types of Human Services organizations should be involved in this case? List the types of services needed.
1 page
Love Is A Fallacy
The story, if well-read and understood, is not antiwoman. The story is empowering the woman. The essay begins with the aut ...
Love Is A Fallacy
The story, if well-read and understood, is not antiwoman. The story is empowering the woman. The essay begins with the author belittling the woman, ...
Odessa College House on Mango Street Discussion
This week we are examining and analyzing readings by Sandra Cisneros and a critical chapter by Walter Benn Michaels. “A ...
Odessa College House on Mango Street Discussion
This week we are examining and analyzing readings by Sandra Cisneros and a critical chapter by Walter Benn Michaels. “A Rice Sandwich,” “Hips,” “No Speak English,” “Boys and Girls,” “My Name,” and “Born Bad” are included in House on Mango Street, and “Aboriginal America” appears in Our America by Benn Michaels. Read the required chapters or narratives, not the entire books.The above readings are grouped for two specific reasons: The works do any excellent job of addressing the individual Chicana from the double minority status, and in many cases, they present a more realistic view of women of color and their communal lives and concerns via art, rather than mainstream versions of history.In “A Rice Sandwich,” Cisneros sets up the narrative by focusing on both class and race. For example, she depicts her classmates with “working” parents as able to eat in the canteen, a prized social action and interaction. However, we must question the notion of work and what it actually entails: Is it activity one is paid for, or is it time, energy, and effort? Second, she is careful to convey that her brothers’ heroes are not their own; they are an idealized product of Western civilization: Spartans. How does the subsequent outcome reflect both types of disconnection from the reality of her situation?In “Hips,” Cisneros addresses the coming of age of her protagonist, but more than that fact, she specifically tackles gender and how it is categorized or fetishized by distinct traits that offer both power and new avenues of oppression. Think about the cadence and aesthetics of the piece. From both a visual and imagined audible perspective, Cisnero “sings” her audience into pacification, but why? On one hand, she is direct about hips and their relation to childbirth and rearing, but on a broader level, those ideas linked to sexuality and, in turn, the “use” of women within both Cisnero’s culture and larger society. Thus, what is a women’s power and is relegated to procreation or at least the potential for it or activity?In “No Speak English,” Cisnero’s broaches the subject of linguistics within the context of translation and social judgments. Now, I use the term translation to address how the phrase “no speak English” is used in two ways: first, it is a coping mechanism for the character that is utilized to avoid contact with the outside world, but second, it is also a request: She literally does not want her son to speak English because it is outside the realm of what she believes is her “home” tongue. Therefore, the texts begs specific questions about diasporic communities and peoples who must re-conceptualize their ideas about home within the scope of new places and spaces (including language) that are unfamiliar to them. Cisnero is then not advocating either regression into older views of culture or society or assimilation; she is pointing out the problems with the reality of the situation: one can never go backward, and forward presents them with a new set of cultural and social constraints.“Boy and Girls” sets-up a clear dichotomy between world of boys and girls, but what is most significant is Cisnero’s focus on her narrator role with the family dynamic. Her brothers are not responsible for anyone, yet she is tasked with the care and proper upbringing of her younger female sibling. Thus, she is a mother (or in the role of mother) simply because of her social consignment as a female.“My Name” links the message of “Boys and Girls” and “Born Bad” together by emphasizing how gender discrimination (even within the context of one’s own race) is oppressive. Cisneros not only noted that women are subject in other minority groups, but that she literally does not want to be “born” to “inherit” her grandmother’s “place at the window”: destine to look out at the world but never to participate in it as an equal to men or the majority. In long line of Women’s writing, the notion of affliction is associated with their position in the world. For example, Charlotte Perkins Gilman and Kate Chopin speak of the struggle against women’s oppression as wrongly classified as mental illness, and Silvia Path argues that the desire for social equality for women is tantamount to being in the throws of a hallucinogenic fever. (“The Yellow Wall Paper,” “The Story of an Hour,” The Awakening, and “Fever 103”.)_“Born Bad” is poignant in a different type of fashion, but nevertheless, poverty and gender issues play into its larger interpretation. On a personal level, Cisnero’s (the child) and family must deal with her aunt’s disease, but they do so by normalizing its debilitating elements. Viewed from a cultural perspective, the text implies that most minorities are receptive to their placement and oppression in society in much the same fashion. How many times have you heard someone say, “that is just the way it is, or we cannot change the world.” First, according to Nietzsche, the end of the world as we know it is dependent on our own acceptance of subject and apathy towards the ability to change life for ourselves and people around us. His treatise in this regard is literally titled The Antichrist, and his overall claim revolts around the fact that modern Judeo-Christian beliefs promote a New Testament version of religion that hinges on the idea of an unproved afterlife as a reward for suffering and struggling in this life. As a counter to such believes, Nietzsche champions the advantages of Old Testament self-reliance and conqueror. Now, both are specifically Western ideas, but the latter can be applied to contemporary minority struggle in both theme and historical context. First, the narrator and her aunt are trapped in traditional gender roles: they do dishes, and the husband simply wants his wife back, not a person, and all the narrator desires is the freedom and strength to not be born “bad.” Second, African American traditionally embraced Christianity because of the “God created man in his own image” clause that implies equality. However, the New Testament was used by both the dominant and minority to excuse worldly suffering—i.e. one should not complain about their plight on earth because it is temporary. For example, Stowe’s Uncle Tom fails to act against his master because of his piety. Cassie, on the other hand, fights against Simon Legree in variety of ways, becoming a hero of sorts to both African Americans and women of the time period. In “Aboriginal America,” Benn Michael’s addresses the same general time period as Whippman’s article and argues that the rise of minorities in the United States (especially due to immigration and attempts at post-Civil War integration) threatens Anglo-Saxon dominance in three different ways: biologically through breeding, economically through replacement, and psychologically via disruption of social and cultural norms. Yet, the views on how each Anglo-Saxon gender is endangered are on opposite sides of the spectrum. Minority men are view as animalistic, who take by force, but minority women are seen as seductresses, who provoke animal like sexual reactions white men. Furthermore, the only vestige of purity left for white women who can only choose from impotent white men (Jake Barnes—war injury still makes him a hero) and minority men is becoming a lesbian—another minority, ironically, that can be cataloged, oppressed, and controlled by white men because they no longer fit within the scope of social standards. Thus, what we see from the fields of literature, art, science, etc. are depictions of minorities as both less than human and not as any clear sub-group with their own external or internal self-identification: they are the all-encompassing “foreigner” in their land—the aboriginal African, the Plumed Serpent Mexican/Indian, the savage Native, the fallen woman, and the Jew who rejected Christ.These people are then, in fact, erased from society and culture by discourse and rhetoric that disseminated the notion that American was a type of blank space (Conrad’s Heart of Darkness and Achebe’s Things Fall Apart) before the arrival and thoughts of Franklin, Jefferson, Adams, Jackson, etc. As Benn Michael’s makes so exceedingly clear in his example of Eliot’s “Tradition and the Individual Talent,” the “whole” of literature consigned to British and American compositions. Eliot does, in his criticism and faction, advocate the study of other art, but they too are linked directly to “classically” western interpretations of the world (Greek, Roman, etc.) and, as Benn Michael later notes, aligned directly to modern “Civilization.”This notion is then transferred to the entirety of America and defines all peoples within it as “American,” while simultaneously discounting and discriminating against those who do not share Anglo-Saxon characteristics by deeming them “Un-American” in their own country. Thus, a paradox is created where peoples from the Americas are viewed as foreign, and those who colonized the continents are accepted Native and their philosophy and practices regarded as Nativism or Nationalism. When Benn Michaels cites Cather’s statement that “The Mexican where always Mexicans, the Indians were always Indians,” he is emphasizing how colonizers use such labels to exclude and diminish minority indigenous rights and contributions to the collective United States. They are simply an afterthought, with no culture, customs, beliefs of their own; they are there to be exploited and used, dead or objectified in the same sense that Silko describes the conqueror’s version of land and animals. Economic terminology and ideology then replace any commitment to specific sections of humanity based on the idea that the “good of nation” is more important than right or wrong or ethics and morals for the majority, making both minorities and the dominant inhuman.Discussion Board Question: For your discussion board assignment this week, you are required to respond to one of the readings and evidence your argument with ONE other scholarly source. You simply must explain how or why traditional interpretations of minorities has affected current circumstances and/or perceptions them from a political, historical, economic, etc. standpoint.HouseOnMangoSt_PDF-Sandra Sisneros.pdf Our America--Walter Benn Michaels.pdf CHOOSE ONE TOPIC
10 pages
Color Use In Art And Industry And Its Underlying Concepts
Color Use in Art and Industry, and its Underlying Concepts from a Virtual Tour to Dali The art gallery visited virtually i ...
Color Use In Art And Industry And Its Underlying Concepts
Color Use in Art and Industry, and its Underlying Concepts from a Virtual Tour to Dali The art gallery visited virtually is the Dali Museum. The ...
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