research paper based on Susan Douglass book, Where the Girls Are.

Specifications for the Written Component

For the written section, you must write a research paper based on Susan Douglas’s book, Where the Girls Are.  This book is 25 years old now, and we need to see whether the same patterns of media portrayals of women from the twentieth century are still used in the twenty-first. The paper must be at least five pages long and must contain the following elements:

A summary of the book which is approximately 2 ½ pages long.

Four items from today’s popular culture that deal with women or women’s issues.  Describe them.  Examples of things that could be used are advertisements, music, political advertisements, media coverage of the Me Too movement, television shows, movies, media coverage of Hillary Clinton or Sarah Palin or Elizabeth Warren.  

 Analyze those items applying ideas from Douglas’s book.  For example, do the things that Douglas concluded about television shows such as Bewitched or I Dream of Jeannie still hold for situation comedies today?

Assess the impact that the media has on women’s position in society today.

 

This piece is worth 100 points.

 

RESEARCH PAPER ONLY ABOUT CANADA!!!

Whoever wants to take this order on will be a life saver.

Another writer severly plagerised so I just need the highlighted yellow stuff to be fixed so it is no longer plagerized it should not be too hard to do but I just do not have time.
the highlighted document is labled the research paper. 

Thinking with Media

Please write a one-page think piece in which you engage with the week’s readings. You might try to define analytical threads that run through the different readings or you can provide a critique of the ways in which the authors use these ideas. There is no one perfect way to write a think piece. Please do not simply provide summaries of the readings. For this assignment, you need to write about the following authors and put their ideas in conversation with one-another: Gitelman, and Hull. 

Queen Elizabeth’s role in the English Renaissance and Her Time as ruler.

No specifics on how to go about this paper, here’s what I wrote for my proposal if it helps.  I will add some sourced I found in the files feel free to use or find other ones. Also the paper must include a bibliography 

My topic is focused on Elizabeth’s role in the English Renaissance and Her Time as ruler. I’m going to start off by discussing the background on Elizabeth and how she came to be ruler. After I will listen some accomplishments during her timeline as ruler which eventually led to the English Renaissance. Lastly I drive into more details on how Queen Elizabeth played a huge role in the English Renaissance and how it impacted the history of England. Some discussion will contain how she became known at “virgin queen”, how she encouraged expansion, established Protestantism in England and more. 

Thind v. United States

1. Who created/authored/produced the source, and who was the audience? What does this suggest about the point of view reflected in the source? You may consider the social status, age,  and race/ethnicity, and/or gender of the author (if it is discernible). When analyzing the author’s social identities, do not analyze their identities using today’s definitions of race/ethnicity, gender, class, etc. Consider how the author(s) would think about race/ethnicity, gender, class, etc. in their time period. 
2. Where/when was the primary source created/authored/produced? Situate the source in its historical context. Be as detailed as possible! I expect you to draw connections to  our readings and to quote them. 
3. Describe the source and analyze it. What is interesting, strange, and notable about this source. I expect you to show how you are engaging with and interpreting the source, and I expect this section of your paper to be the longest. Provide quotes and explain their importance. Again, be as detailed as possible. A generalized summary is not enough.
4. Why is this source important to our understanding of Asian American history? What does this source teach us? 

Book of Ages

Historians ask how evidence is being used and whether that evidence is convincing. In this assignment, you’ll demonstrate you can do that clearly and an interesting fashion.

 

Choose one place where Lepore in Book of Ages examines a single document from Jane Franklin’s life and analyze the way that Lepore treats that document, asking yourself: Does the primary source illustrate what Lepore suggests? Is her use of that evidence convincing? Why or why not? You can pick your own moment from Book of Ages but you must pick one that gives you something interesting, original, and significant to say. Begin with your argument: your argument should not be a fact—if all scholars would agree with it, it is probably not an argument. Do not include any additional resources or references. If you use them and cite them, you’ll get a zero. If you use them and don’t cite them, you’ll be referred for plagiarism

  • Use prose, with paragraphs, as if in an essay
  • Between 750 and 1,000 words (include a word count)
  • State an argument in the first sentence of the paper; that’s your thesis.
  • Include at least 3 quotes from the Lepore book.
  • Organization should be clear, with transitions between paragraphs
  • Include a bibliography that lists Book of Ages and footnote each paragraph that has a quote or paraphrase in Chicago Style and citing the proper page number.

history presentation of impactful historical americans

Quality Enhancement Program (QEP) AssignmentThis assignment requires the student to choose a historical American figure from the list providedand record a video presentation/speech about the figure. Students will analyze and interpretsecondary sources (as well as primary if the student sees fits) and then create an argument throughthe use of historical evidence. Students will use at least two secondary sources for this assignment.The sources need to be books, articles, or comprehensive web sites. Web pages like Bio.com,History.com, and others of that sort will not give students the requisite information neededand are unacceptable. It should go without saying that Wikipedia is also not an acceptablesource. There will be points off for using unacceptable sources. The whole assignment willhave a value of 5 total points. The presentation will consist of two parts: an oral presentation andvisual aids.Presentation: Students will then present their research findings in a 3-5 minute, recorded, oralpresentation in front of at least four people. All presentations must pass the 3 minute mark,otherwise the student will be docked 2 points. Any presentation that exceeds the 30 second graceperiod at the end of 5 minutes will be docked 2 points per 30 seconds over the time. The studentwill also develop a creative visual in conjunction with the oral presentation. Dr. Smith suggestsPowerPoint, but also does not want to limit student creativity. Students need to have a copy oftheir bibliography to turn in as well. Any presentation that involves the student readingdirectly from any form of notes or their visual aid is not truly meeting the oral presentationrequirements, and will be docked 1 to 3 points, depending on the severity of the infraction.The Presentation will be graded according to the following formula:Verbal and Nonverbal Communication – 2 pointsContent – 1 pointsArgument – 1 pointsVisual Aid – 1 points 5 pointsThe deadline for submission of the presentation is May 17, 2019. No late presentations willbe accepted.ALL aspects of the presentation should adhere to common grammatical rules (correctpunctuation, capitalization, spelling, verb tense, etc.). Failure to do this will result in theoverall grade being docked at Dr. Smiths discretion.If a student is having a difficult time with any portion of the assignment, please contact Dr. Smithas soon as you can so that we can resolve any problems. This assignment is meant to be fun andeducational, so have some fun with it, be creative, and do a good job!The Presentation Assignment will also address the following Core Objectives: Critical ThinkingSkills, Communication Skills (CS1), Communication Skills (CS2), Communication Skills (CS3),Social Responsibility, and Personal Responsibility.2Examples of bad arguments:1. George Washington was a good president.2. Mark Twain was a famous writer and impacted America.3. James K. Polk made many decisions that made history.Examples of good arguments:1. George Washington was the only practical choice to be the United States first president.2. Mark Twains hometown, with its steamboat culture and racial attitudes, was the maininfluence on his novels featuring Huck Finn and Tom Sawyer.3. James K. Polk was a savvy diplomat that used threats of force as his main bargainingtool.List of Figures in American History to 1877

 If you would like to do a presentation on a figure not listed here, you must get approvalfrom Dr. Smith. This list is not meant to be inclusive of every presentation option Age of European ExplorationJuan de Oate: Spanish explorer that founded New MexicoHernn Corts: Spanish explorer that conquered the Aztecs in Mexicolvar Nez Cabeza de Vaca: Spanish explorer that walked from Texas to MexicoSamuel de Champlain: French explorer that mapped much of North America; founded QuebecJean Baptiste Bnard de La Harpe: Frenchman that explored from Galveston Bay to ArkansasRobert La Salle: French explorer that met a rather unfortunate demise in TexasJohn Smith: English explorer and governor of JamestownWalter Raleigh: English entrepreneur and founder of Roanoke colonyAmerican Colonial EraRoger Williams: Puritan dissenter and founder of Rhode IslandAnne Hutchinson: Puritan dissenter and leader of a movement against the establishmentWilliam Penn: Founder of Pennsylvania and advocate for religious freedom and Indian rightsMetacomet (King Philip): Wampanoag war chief; led the uprising against English colonistsJohn Williams and the Williams Family: Abducted by a French and Indian war partyJames Oglethorpe: Founder of Georgia; renowned as a philanthropist and social reformerJonathan Edwards: New England preacher and theologian; leader of the First Great AwakeningMary Rowlandson: Captured and ransomed during King Philips WarAmerican RevolutionBenedict Arnold: American general and most famous traitor in American historyDaniel Morgan: American general that was a military genius and pioneerBenjamin Franklin: American statesman, inventor, experimenter, newspaper publisher, diplomatBetsy Ross: Patriot and creator of the first flag of the United StatesJohn Hancock: Patriot and one of the wealthiest men in the colonies; governor of MassachusettsSamuel Adams: cousin of John Adams, political activist, associated with the Boston Tea PartyBenjamin Tallmadge: American colonel and leader of the United States first spy ringJohn Paul Jones: British pirate, officer in the United States Navy, later officer in Russian NavyGeorge Washington: aristocrat, Virginian, General of the Continental Army, first President3Early National PeriodJohn Adams: Second President, statesman, diplomat, lawyer, from MassachusettsAbigail Adams: Wife of John Adams, political activist and intellectualThomas Jefferson: Virginian aristocrat, wrote Declaration of Independence, Third PresidentAlexander Hamilton: First Sec. of Treasury, wrote Federalist Papers, known for wit and charmTecumseh: Shawnee leader that opposed the United States and allied with Britain in War of 1812John Jay: Wrote Federalist Papers, First Chief Justice of the Supreme Court, lawyer from NYCJames Madison: Virginian, fourth President, wrote Federalist Papers, Father of the ConstitutionJames Monroe: Fifth President, Revolutionary War vet, founder of the Monroe DoctrineMeriwether Lewis and William Clark: Sent by Thomas Jefferson to explore Louisiana PurchaseSacajawea: Shoshone woman that served as Lewis and Clarks guide and interpreterNat Turner: Slave in Virginia that led a revolt that killed 55+ people, executed when caughtJacksonian AmericaAndrew Jackson: Seventh President, helped found Tennessee, War of 1812 heroJohn Marshall: Chief Justice of the Supreme Court, made numerous influential decisionsJohn Ross: Leader of the Cherokee Nation, fought Indian Removal, led people to OklahomaMartin Van Buren: Eighth President, first President born as US citizen, against Texas annexationJohn Quincy Adams: Sixth President, son of John Adams, diplomat, first US Minister to RussiaWilliam Lloyd Garrison: abolitionist, radical, founder of abolitionist newspaper The LiberatorHenry Clay: Represented Kentucky in both the House and Senate, orator, compromiserJohn C. Calhoun: South Carolinian, political theorist, supporter of states rightsAmerican Frontier and Manifest DestinyDaniel Boone: American explorer and frontiersman in Kentucky, served in Revolutionary WarKit Carson: Missourian mountain man, trail blazer, guided John Fremont to OregonDavy Crockett: Politician and frontiersman from Tennessee, fought in Texas Revolution, AlamoJim Bowie: Pioneer, slave trader, smuggler, Texas Revolutionary, had a huge knifeSam Houston: Leader of Texas Revolutionary Army, President of Texas, lived with CherokeeJames K. Polk: 11th President, pro-annexation and Manifest Destiny, started Mex-Am WarBrigham Young: Mormon leader, pioneer to Utah, founder of Salt Lake City, founded BYUJames Grizzly Adams: Mountain man in California, famous for bear trapping and trainingAntebellum PeriodStephen A. Douglas: Politician from Illinois, wrote Kansas-Nebraska act, debater, very shortDred Scott: Slave in Missouri that sued for his freedom under the Missouri CompromiseSojourner Truth: Former slave that advocated for abolition and womens rightsHarriet Beecher Stowe: Wrote Uncle Toms Cabin which fueled anti-slavery in US NorthHarriet Tubman: Former slave, main conductor on the Underground Railroad to free slavesJohn Brown: Abolitionist, killed pro-slavery people, tried to start a slave revolt at Harpers FerryCivil WarRobert E. Lee: Virginian, Col. in US Army, Superintendent of West Point, Confederate generalThomas J. Jackson: Confederate general, professor at VMI, gifted at war, killed by own menJefferson Davis: US Secretary of War, former soldier, first President of the Confederacy4Abraham Lincoln: 16th President, from Illinois, orator, lawyer, first Republican presidentUlysses S. Grant: Union general, 18th President, mixed legacy in US HistoryWilliam Tecumseh Sherman: Union general, burned Georgia to the ground, Indian fighterDorothea Dix: Nurse and advocate for mental health patients, founded American mental asylumsStand Watie: Leader of the Cherokee Nation in Oklahoma and Confederate GeneralJames Longstreet: Confederate general, close advisor to Lee, disagreed with Lee at GettysburgReconstruction EraAndrew Johnson: 17th President, continued Lincolns Reconstruction plan, impeached by HouseElizabeth Cady Stanton: Leader of the Womens Rights Movement,supporter of 19th AmendmentFrederick Douglass: Former slave, writer, advocate, abolitionist, oratorRutherford B. Hayes: 19th President, honest politician, Civil War veteran, ended Reconstruction

Olympic Games

I- The assignment:

  • For this assignment, we offer a choice of three topics as found in online news magazines, newspapers, journals, etc. Choose only ONE of these topics and answer the corresponding questions.
  • Before choosing a topic, you might want to read all the articles pertaining to the topic you chose, as well as the questions that you will have to answer.
  • Only complete assignments will be graded. We will uphold this rule! If you skip a question, you get zero for the whole assignment.
  • Each question must be answered separately. Do not write a long essay that attempts to answer all the questions in one text. Indicate clearly the question you are answering by copying it on your assignment.
  • Unless otherwise indicated, always answer the questions with reference to class material. All this information is at your disposal to help you build strong and well-supported responses. This means that you have to integrate in your answer concepts, ideas, arguments, and/or examples presented in the lectures and the assigned readings. This is your way of showing that you understand the relevance of what you study in class to understand the world in which you live.
  • Be careful when reading these articles. As with all media, these documents have their own political and ideological perspectives on information and on the representation of knowledge. At times, the language and the arguments used in these texts may be shocking to some of you. Keep a critical eye while reading them. Use what you have learned in this class, and be critical.
  • You are free to disagree or agree with the arguments in the articles, but whatever position you take needs to be supported with material from the course. You are also free to make an argument about something that you found interesting or problematic in the article.
  • You can use one outside source only for the whole assignment. It must be an anthropological source from a professional journal or book.

The Olympic Games

(Prepared by Annabelle Gendron)

 

 

 

Read all these articles:

 

Niesen, Joan. (2021, July 28). In a divided US, its no surprise some see Simone Biles as a villain. The Guardian. https://www.theguardian.com/sport/2021/jul/28/simone-biles-withdrawal-olympics-gymnastics-tokyo-media-reaction

 

Ronay, Barney. (2021, August 2). Masilingi and Mboma racing against Olympic elite and complex cruelty. The Guardian. https://www.theguardian.com/sport/2021/aug/02/masilingi-and-mboma-racing-against-olympic-elite-and-complex-cruelty

 

Ronay, Barney (2021, August 8). Tokyo says goodbye to the Games with grace and sense of relief. The Guardian. https://www.theguardian.com/sport/2021/aug/08/tokyo-says-goodbye-to-the-games-with-grace-and-sense-of-relief

 

Park, Alice. (2021, August 8). How the Tokyo Olympics Changed the Conversation About Athletes’ Mental Health. Time. https://time.com/6088078/mental-health-olympics-simone-biles/

 

Murley, Jack. (2021, October 5). Raven Saunders: Olympic shot putter on the pandemic, mental health, and taking a stand in Tokyo. BBC. https://www.bbc.com/sport/athletics/58783761

Please answer all five questions below:

 

Question 1: Keeping in mind what you have learned in Lesson 5, and reflecting on what you know from the Olympic Games, identify at least two ritual elements present in this sporting event? Please describe and analyze them using concepts of Lesson 5 and examples from the articles.

 

Question 2: What links can you make between globalization and the Olympic Games? What role do the Olympics play in the world, where different cultures are more and more in contact with each other? Try to support your answer with concepts from Lesson 3 and/or from the articles.

 

Question 3: Which types of symbols are prevalent in the Olympic Games? Please describe and analyse at least three symbols that you recognize from this sporting event. You may try to answer the main question by reflecting on the following: do these symbols carry the same meaning for athletes, coaches and viewers?

 

Question 4: What is the type of language that is used to discuss mental health (vocabulary, expressions, codes, etc)? What meaning does this language use carry in the context of the Olympic Games? Please focus on the concepts taught in Lesson 4 to help you answer this prompt.

 

Question 5: How do cultural conceptualizations of gender and ethnicity affect women in sports? What challenges do athletes sometimes have to battle in order to compete? Can you identify some stereotypes that may hinder an athletes participation in competitions? Please refer to the articles of Masilingi and Mboma, and Simone Biles to answer these questions.

 

 

Requirements for the presentation and preparation of the assignment

  • Length: about 400 words per question (minus or plus 50 words) unless otherwise indicated (. There are pedagogical reasons behind the space limit (concision, precision, structure), and I insist that you respect them. That is about 2000 words for the whole assignment (the bibliography and the cover page are not included in the word count).
  • Each question in every topic is worth 20 marks, for a possible total of 100 marks.
  • You are responsible for ensuring that your name and student identification number appear at the top of your assignment. With 250 students in the class, we cannot go guess the identity of your assignment. You will lose 5 points if you forget to write you name and Id on your paper.
  • Please do not forget to incorporate reference to class material in your answers to each questions (concepts, authors, examples) (unless otherwise indicated).
  • Because you will be using material from the class (articles, class notes, and one outside source) it is important to cite them properly and to include them in a bibliography at the end of your assignment. Please use proper academic referencing style (whichever you prefer: MLA; APA; Chicago, etc). If you have any doubts or questions, please contact us.
  • Your grade will depend on your ability to analyze these articles by using the tool kit of concepts and ideas you are being presented within this course.

Essay that evaluates US support for World War I before and after the United States entered the war.

  •  Make sure the essay has an overall argument and uses specific and thoughtful details (key terms)

Write an essay that evaluates US support for World War I before and after the United States entered the war. How did Americans and Woodrow Wilson feel about the war between 1914-1917? How did this change after the US declared war? In what ways did Wilson try to mobilize the US to win the war? THE ARGUMENT MUST ANSWER THE FOLLOWING QUESTION: In what ways did the government restrict civil liberties during the war, and was it justified? You must include the ALL following key terms in your essay: 

(1) Woodrow Wilson / Moral Diplomacy 

(2) Lusitania / Zimmerman Telegram 

(3) Selective Service Act / Emma Goldman 

(4) Committee on Public Information 

(5) Espionage and Sedition Acts

why is anthropology a useful discipline through which to study humanity?

I need this term paper to be written in English (CA) even the five scholarly resources!
 I have chosen my topic and wanted to talk about poverty. I have attached what I wanted the paragraphs to have included. I have also attached what the teacher wants.
You are asked to reflect on the many issues and concepts (both theoretical and applied) that are presented throughout the course. This can be in lecture material and/or readings. You may also draw from media sources, literature, and experience.The remainder of your paper can focus on content and should all relate in some way, to the paper topic stated above. 
References page does not count towards your five pages.
– You are required to write five pages including an introduction with thesis statement and a conclusion. 
Chicago style is needed. 
foot notes are needed.
– Five peer reviewed anthropological academic references are need or google scholar. It just needs to be “academic” sources. 
– please include the five academic sources that was used.
I found some sources to help with the topic that I wanted.
1. Frerer, K., & Vu, C. M. (2007). An anthropological view of poverty. Journal of Human Behavior in the Social Environment, 16(1-2), 73-86.
2. Green, M. (2006). Representing poverty and attacking representations: Perspectives on poverty from social anthropology. The Journal of Development Studies, 42(7), 1108-1129.