Category: Humanities Homework Help

The purpose of this assignment is to encourage you to ask questions about artwork you experience in your daily life. Consider the questions we have discussed in class when investigating what is art, and how we interact with art in our lives. What questions can help you better understand how to view, experience, and interact with artwork in your own environment? You will also be asked to compare your selected artwork to a work in the online text book or a work shown in class.

Please submit on Page, double space about the dark and light of Evita’s Legacy:

1- Please identify and discuss the on the text what is the contradictions of Evita writings and feminist on Maria Flores

2- Please identify and comment the legacy of Evita on Nicolas Fraser and Marysa Navarro.

Following the example provided in the chapter, develop a mastery-learning unit based on three objectives. Make sure the unit includes the following:

1. A table of specifications
2. Two learning activities for each objective
3. Two correctives for each objective, and
4. Two enrichment activities for each objective. Make sure to use Webb’s Depths of Knowledge for this assignment (Figure 7-9, pg. 198).
5. Then, construct six activities, two for each category.

I’m working on a social science practice test / quiz and need guidance to help me understand better.

• Reflect on your time in the course and provide two examples that describe the manner in which your own theories of instructional design and development have matured or changed since the beginning of this course.

I’m working on a humanities discussion question and need support to help me learn.

Imagery is so important in poetry. Poems are like stories but are not always as long or have as many words. The more ways they can show you what they are trying to say, the better. A poet will use a METAPHOR in order to try and paint a photo in your mind. In the poem, “far memory,” Lucille Clifton states “their sweet music the voice of the universe at peace.” That paints vivid picture of a peaceful melody, calming and sweet. Something that would put you at ease. She painted a whole photo in your brain with a few simple words. They were carefully put together, in a specific way for you to understand how the sisters were able to sing together. Anne Sexton uses PARADOX in her poem “you, Doctor Martin.” She states “ “prince of all the foxes,” this is a paradox because, a person cannot be a price of all the foxes. However, this to me is talking about someone who is able to have it all. She makes shoes for a living and sews fur into the inside of the shoe. She’s saying that the person who is in charge of her is the prince of all the foxes because he owns all the fox fur that she has to sew into these shoes. Even if her hands hurt and she feels lost. This paints such a powerful picture in your mind. In “A Bride in the Thirties” by W. H. Auden, he states “When hatred would proffer her immediate pleasure,” this specifically states that anger is what fueled her and gave her joy. He was didn’t really have to use any special way to paint this photo because each word gave you what you need to know. Each of these authors uses something different to their advantage. Each poem has its own personality, but each get its point across. Just because you use less words, or use them in a different way, does not mean you lose meaning or impact. All three of these were a good read and made me feel something. As well as picture what they were talking about. This is one!

“Young Goodman Brown” by Nathaniel Hawthorne.

The short story Young Goodman Brown, set during the Salem Witch Trials, sheds light on the disillusionment of Young Goodman Brown, as he parts from his young wife and on a journey through the forest. The story is told from the narrative perspective of a third person omniscient point-of-view; a Historical allegory that ultimately tells the story of a man and his meeting with the devil. During the walk through the forest and amongst fellow travelers/sinners, Goodman states:

“My father never went into the woods on such an errand, nor his father before him. We have been a race of honest men and good Christians, since the days of the martyrs. And shall I be the first of the name of Brown, that ever took this path and kept–” (Hawthorne).

In a strange twist situational irony, it was the devil who helped the Brown family commit their sins of burning an Indian (indigenous) village and lashing a woman in Salem. He discovered that the good Christian men of his family have walked the same path with the devil, and Goodman begins to take interest. I believe the author is suggesting a form of religious conformity.

Secondly, I believe the evil forest is interchangeably a metaphor for Hell. As it was described as “…dreary road, darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind.” (Hawthorne). Furthermore, he began to gaze at the sky above seeing an arch of the firmament (vault of the heavens), while below in hell. In the same moment, Hawthorne attributed a pathetic fallacy, by stating: “sometimes the wind tolled like a distant church-bell, and sometimes gave a broad roar around the traveler as if all Nature were laughing…” (Hawthorne). However, it was not until Goodman was proselytized that he became comfortable with the forest.

In conclusion, I think the story of Young Goodman Brown is an allegory of suspected corruptions during the Salem Witch trials and the murder of innocent women in the view of villagers. Also, the author is potentially giving a realistic depiction of his opinion of his great-great-grandfather, John Hawthorne. The elder Hawthorne was a judge that oversaw the trials (Britannica). Nathaniel later changed the spelling of his last name to dissociate from the lineage. This is two!

Compose a focused paper that explains and describes your healthcare issue or topic from a cultural and ethical perspective of inquiry. (You will cover two perspectives in one paper.)

Form and answer two levels of research questions for each inquiry to address your chosen topic.

• Choose a “Level 1 Research Question/Writing Prompt” from both of the lists below to answer in the paper.
• Compose a “Level 2 Research Question/Writing Prompt” for each kind of inquiry that provides detail, specificity, and focus to your inquiry, research, and writing.
• State your research questions in your paper’s introduction.
• Form the body of your paper by answering each research question and support your assertions with evidence (research).
• In the conclusion of the paper, briefly review the issues, research questions, answers, and insights.

Level 1 Research Questions/Writing Prompts
ETHICAL Perspective of Inquiry

• What laws govern or pertain to the issue?
• What ethical obstacles affect how the medical community addresses the issue?
• How do ethical theories apply to the issue?
• How do money, power, and control matters relate to the issue and its treatment?

Level 1 Research Questions/Writing Prompts
CULTURAL Perspective of Inquiry

• Which cultural values and/or norms influence the issue?
• How is the issue addressed differently in varying cultural contexts and situations?
• Which cultures or societies are most affected by the issue? Why?
• Which cultural traditions affect the treatment(s)?

I need an explanation for this Education & Teaching question to help me study.

Discussion Prompts

What is the definition of an English Language Learner? What are 3 teaching methods that support English Language Learners? What strategies would you use in your own classroom?

How is multiculturalism defined? Is it important to implement into an Early Childhood classroom? Why or why not? Explain how you would develop multicultural awareness in your own classroom.

Background:

Gender is a basic category of social life. Modules 3 and 4 help us understand how gender and sex shape our everyday lives and manifest in ways that appear normal and natural. Our module readings push use to consider the everyday performative nature of gender (“doing gender”) from a social constructivist perspective. We also covered how WGSS scholars reject these essentialist and/or biological deterministic understandings of gender. From our readings and discussion, we have awareness that social institutions, particularly culture, health, and legal, compel or restrict particular gender performances. 

Gender, sex, and sexuality norms are continuously policied and surveilled. We can consider how gender is inhibited and restricted by our cultural definitions of masculinity and femininity. Modules 4 explored the ways in which transgressions or violations of gender and sex norms reveal the social construction of these constructs. Disrupting the sex/gender/sexuality system and sex and gender binaries calls into the question the very “naturalness” of gender and sex.

Prompt: In this assignment, you will create a digital photo essay and critical analysis of “doing gender” in everyday life, from a performative and social constructivist perspective, as well as document gender and sex transgressions (“undoing gender”). Capture 6-8 original photographs in public, private, and digital spaces. Be sure to capture photos that document 1) gendering and gender performativity in our everyday life and 2) gender and sex transgressions (“undoing gender”). Next, write a 750-800 word short essay that engages in a critical analysis of the images, provides contextualization, and draws on Modules 3 and 4 concepts/terms to deconstruct the images. Please embed the images and captions in the appropriate section of your essay.

What is a photo essay and critical analysis?

A photo essay is a series of photos with captions and accompanying text that critically explores an overarching theme/topic. Students produce their own images, caption the image, and create a critical analysis of the images. The critical analysis may address the historical or cultural context and consider the following questions:

How do I take effective photographs? Apply Rule of Thirds!

A image is split into nine equal blocks to form a grid. Your goal is to get the most interesting parts of your image near the corners of these line segments. Your smartphone camera app comes equipped with these grids in the settings. You can learn more about rule of thirds in the Resources section below.

Assignment Directions:

• Capture 6-8 original photographs in public, private, and digital spaces. Our private spaces are rife with evidence of how we “do gender” and strive for ideal femininity and/or masculinity. You might also use childhood photos. Be sure to capture photos that document 1) gendering and gender performativity in our everyday life and 2) gender and sex transgressions (“undoing gender”).  
  • If navigating a public space, be sure to prioritze your safety and adhere to COVID-19 safety guidelines. 
  • If taking photos of people, please obscure the subjects’ identity and request explicit permission to use the photo for a class assignment.
  • For each image, create a detailed, explicit caption and corresponding arabic numeral (no bold or italics), followed by a period, e.g. “Fig. 1. XXXXXXXXXX”. Capitalize “Figure” and “Fig.”
• In a Word document, please write a 750-800 word short essay that engages in a visual critical analysis of the images, provides contextualization, and draws on Modules 3 and 4 concepts/terms to deconstruct the images.
  • Identify a central argument/thesis in the introductory paragraph.
    • Be sure to avoid overly broad (or not specific enough) thesis statements.
      • Example of a weak thesis: [Broad Noun] + [Weak Verb] + [Vague Adjective]  (“Gender norms are bad.”)
      • Example of a strong thesis: [Specific Noun] + [Active Verb] + [Assertive Prediction] (“Gender norms related to ideal femininity are oppressive and limiting to many women but can be challenged by resisting beauty norms.”)
  • Embed the images and captions throughout your body paragraphs.  
    • When referencing the images in your essay, use “see fig. X” and do not capitalize fig., e.g. “Toy companies reproduce gender binaries by rigidly ascribing to feminized and masculinized professions (see fig. 1).”
    • It is appropriate to use first person “I” when discussing your images.
  • Contextualize the images and critically analyze its underlying meanings: 
    • Is there a story behind this image?
    • Where did these meanings come from?
    • What is the historical context in which this social reality was created?
    • Why did I choose this particular piece of evidence?
    • Why do these images/artifacts matter to my argument?
  • Be sure to discuss and cite Module 3 & 4 learning materials; no outside sources necessary. 
    • How does the image and its meanings relate to Module 3 and/or 4 concepts/topics?
    • MLA Citations from Module 3 & 4
      • Kang, Milian, Donovan Lessard, Laura Heston, and Sonny Nordmarken. Introduction to Women’s, Gender, and Sexuality Studies. University of Massachusetts Amherst Libraries, https://openbooks.library.umass.edu/introwgss/front-matter/introduction-to-women-gender-sexuality-studies. Access date.
      • Killermann, Sam. “Breaking through the Binary: Gender Explained Using Continuums.” It’s Pronounced Metrosexual, https://www.itspronouncedmetrosexual.com/2011/11/breaking-through-the-binary-gender-explained-using-continuums. Access date.
      • Lorber, Judith. ““Night to his day”: The social construction of gender.” Race, class, and gender in the United States: An integrated study, 2004, pp. 54-65.
      • Fausto?Sterling, Anne. “The Five Sexes.” The Sciences (New York), vol. 33, no. 2, Blackwell Publishing Ltd, 1993, pp. 20–24.

OPTIONAL: Rather than submit a Word doc, you may chose to use a website creation tool such as Microsoft Sway, Adobe Spark Page, Wix, etc. and submit a URL link in Blackboard.

Examples of “Doing Gender” Photos

Fig. 1. Image from [store] of a boy and girl toy set. The boy toy set reads “Jr. Doctor” and the girl toy set is for “Li’l Nurse”. Photo taken on 09/01/2021. Fig. 2. Image of kids t-shirts sold at [store]. A black t-shirt reads, “Lock up your daughters” and a pink t-shirt reads, “Does this diaper make my butt look big?” Photo taken on 09/01/2021. Fig. 3. A product image of a popular skin-whitening beauty product sold throughout Latin America. The label reads “La Original Concha Nacar de Perlop, Creme Aclarante con Ingredientes Naturales.” Screenshot taken on 09/01/2021. Fig. 4. A childhood image of me, the author, sitting beachside in the shade. I am wearing a long-sleeved blouse and hat illustrating the measures I was encouraged to take by extended family as a dark-skinned Latina. Photo taken circa 1990.

Notes:Population: Incarcerated Women in Jail

post at least one recent (published in the past 5–10 years) peer-reviewed journal article in APA format that supports the rationale for the group. Provide a brief summary (one to three sentences) for your article(s), explaining why it supports your rationale. 

• select the resources that best support your rationale.
• Refine and clearly state your group objectives in measurable terms. (What can group members expect to change as a result of participating in your group?)
• Outline the practical considerations for your group. This should include group size, screening procedure, location of meetings, and necessary informed consent. Determine if the group is to be an open or closed group, how you plan to recruit members, the number of expected sessions, and the group structure.
• Consider potential inclusion and diversity themes, such as how diversity may impact early group process or how you might address bias.  
• Consider any proposed curriculum or theoretical underpinning that would be appropriate for your group. You will explore strategies for the termination of the group. You also examine ways to measure both the subjective experience and the level of goal attainment by the members of the group.
• Attached you will find direction and information

REQUIRED READINGS

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage.

Chapter 4, “Theories and Techniques of Group Counseling”

Chapter 5, “Forming a Group”