Over the years, Rap and Hip-hop music and culture have helped give a voice to disadvantaged populations. So how can Rap and Hip-hop give a voice to influence climate change and social sustainability?

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Thesis Statement Activity

PART 1:

Rewrite the following statement below. Then, very briefly explain what you changed in the rewrite to make it a better thesis statement. So, if there isn’t an argument, then make one up for the statement. These are all Crash (Movie) thesis statements.

1. One of the biggest cracks in America’s foundation is stereotypes. The film Crash shows how stereotypes tear apart community.

PART 2:

In the second part, write your current working thesis statement for your research paper. This can be a rough early draft.

Research question

Over the years, Rap and Hip-hop music and culture have helped give a voice to disadvantaged populations. So how can Rap and Hip-hop give a voice to influence climate change and social sustainability?

Search Terms:

Rap/Hip-Hop music, Climate Change, Culture, Sustainable Environment, Social Change, Empowerment, Philanthropy, Community.

How vulnerable to coercion, or open to cooperation, is the target state? Is the objective one of changing intentions, capabilities, or regimes? How many instruments should be used? Should instruments be used overtly or covertly? Should the target be the other state’s society or its government? Should their use be threatened or actual?

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Middle East Foreign Policy

Overview:
In the final assignment, you are to select a foreign policy issue that affects the Middle East, and write a research paper that evaluates the most promising foreign policy instruments or tools for addressing this issue, making a final recommendation on which instrument to use.

Step 1: Select an issue to write about.

• Sudan
• Turkey/ PKK
• Afghanistan
• Pakistan
• Syria and Lebanon
• Iraq

Step 2: Use the exercise below to select two instruments that could be used to address this issue, and answer the questions that follow as part Section 2 of your final paper.

On the sim¬plest level, the instruments or tools of statecraft may be classified as political, economic, or mili¬tary in nature (see Table 1 below). The main politi¬cal instruments are negotiations, public diploma-cy (which could include informational, cultural, and exchange programs), international law, organizations, and treaties, and alliances. Economic instruments include foreign aid, financial and trade policy, and sanc¬tions. The military instruments can be used either for persuasive purposes (usually short of combat) or in outright warfare, and also include deterrence, and foreign military aid.

TABLE 1.

POLITICAL
ECONOMIC
MILITARY

NEGOTIATIONS FOREIGN ECONOMIC AID USE OF FORCE (ACTUAL OR THREATENED)
PUBLIC DIPLOMACY (UNILATERAL, BILATERAL, MULTILATERAL) FINANCIAL AND TRADE POLICY (TRADE RESTRICTIONS, ETC.) DETERRENCE
INTERNATIONAL LAW, INTERNATIONAL ORGANIZATIONS, AND TREATIES SANCTIONS FOREIGN MILITARY AID
ALLIANCES

The various tools of statecraft also can be distinguished by the manner in which they are used by foreign policymakers.
·
First, an instrument may be used private¬ly or publicly; that is, its primary target may be either the govern¬ment of another country or its influential public (includ¬ing non-state actors). Virtually all economic instruments work publicly, by having effects on the target state’s economy and people, to which (it is hoped) the government will respond. Among politi¬cal instruments this charac¬teristic is so important that it gives rise to a sepa¬rate tool called public diplo¬macy, whose purpose is to affect the public and elite opinion of a foreign society in ways that will facili¬tate changes in its government’s policies.
·
Second, instru¬ments may be overt or covert; that is, used in ways that either are or are not attrib¬ut¬able to the originating govern¬ment. Again, covert action is so distinctive in its characteris¬tics that it is often considered a separate instrument in itself, but it actually encompasses the hidden forms of all three categories noted at the outset: politi¬cal, economic, and military.

The following dimensions of use have to do with whether an instrument is employed in a positive or negative way and whether its use is actual or just proscriptive (see Table 2 below). Although some instruments (like sanctions) may seem to be entirely nega¬tive in nature while others (like foreign aid) seem posi¬tive, virtually all the instruments can be used in either way.

Table 2

POSITIVE
NEGATIVE

PROSCRIPTIVE PROMISE THREAT

ACTUAL REWARD PUNISHMENT

Since instruments are used as part of a specific policy that is executed in a broader policy context, their use should be conceptualized and planned within a broader strategy. In fact, most of the questions decision-makers need to ask about instruments relate to how they fit within a particular strategic context.

Strategy in any field of endeavor has to do with how something is done. More specifically, it is about how resources can be applied to achieve objectives, and therefore about the relationship between means and ends. Deciding on instruments requires reference to the whole strategic setting, including interests, threats to and opportunities for advancing those interests, and the international context in which those threats and opportunities are found; and good sense of the nation’s power and influence, the domestic context which generates, sustains, and makes available the instruments of statecraft, as well as their relationship to each other.

In your research paper, you should address the following overarching questions for each instrument. There are sub-questions included below each question to help guide you along. You should address them, but you need not address every sub-question in the research paper. They should inform your thinking on the overall questions.

1.
Which instruments are available?
a. What instruments exist?
b. Are they in use elsewhere?
c. Can decision-makers control them?

2.
Which instruments will work?
a. How vulnerable to coercion, or open to cooperation, is the target state?
b. Is the objective one of changing intentions, capabilities, or regimes?

3.
How should they be applied?
a. How many instruments should be used?
b. Should instruments be used overtly or covertly?
c. Should the target be the other state’s society or its government?
d. Should their use be threatened or actual?
e. What is the optimal timing and sequencing of instruments?

4.
How much would they cost?
a. What are the opportunity costs of using the instrument?
b. Are the objectives worth the cost of the instrument?

5.
What risks do they pose?
a. What actions and reactions are likely if this instrument is used?
b. What are the effects on third parties?
c. How will the use of the instrument affect the future domestic and international environment?
d. What moral or ethical issues are involved in using this instrument?

Choose your essay topic: personal growth or language identity. Can you think of a personal example for at least one of the main points? Find at least three quotes from the readings that resonated with you for one reason or another. Which of your main points does each quote most relate to?

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Introduction to College Writing

Read or reread the essays and poems from this unit:

Personal Growth

  • On Being a Trans Woman, and Giving Up Makeup, by Meredith Talusan
  • Learning to Swim Taught Me More Than I Bargained for, by Jazmine Hughes
  • The Crossing, by Jhumpa Lahiri
  • blessing the boats, by Lucille Clifton

 Linguistic Identity

  • How to Tame a Wild Tongue, by Gloria Anzaldúa
  • Mother Tongue, by Amy Tan
  • Professional Spanish Knocks at the Door, by Elizabet Velasquez

Review the assignment for Essay #2.

  • Choose your essay topic: personal growth or language identity
  • Brainstorm about your topic and try to generate 3 ideas/examples that you could write about as part of your essay.
  • Try to think of details and evidence for each of your 3 main points.
  • Can you think of a personal example for at least one of the main points?
  • Also, note passages from the readings that you might want to include. Find at least three quotes from the readings that resonated with you for one reason or another.  Include them in your outline.  Which of your main points does each quote most relate to?

Write a short humor piece that takes the format of either a satirical monologue or letter. Discuss different examples of this type of piece, but it is essentially a fictional imagined speech or letter.

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Satirical monologue

For this assignment, you will write a short humor piece that takes the format of either a satirical monologue or letter. We will discuss different examples of this type of piece, but it is essentially a fictional imagined speech or letter. This should not be a nonfiction personal essay from your point of view, but will instead be a fictional speech or letter from a character. Sometimes the character can be an inanimate object (e.g. Trader Joes’ parking lot or it can be an imagined character like a man in an REI ad).

Provide a socio-historical context for their entrance into English (i.e. during what period of English were they borrowed? In what domain? Was this type of borrowing typical of the period?).

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Data analysis and commentary

Using a good etymological dictionary (e.g. OED), find the etymology of the underlined words in the following passage:

Hint: in the case of loanwords, provide a socio-historical context for their entrance into English (i.e. during what period of English were they borrowed? In what domain? Was this type of borrowing typical of the period?). For example, xxx might have been borrowed from French during the ME period. You might have a date for this, so go ahead and give it e.g. 1252 It might belong to the domain of government or law and you can probably now see that is was typical of the period.

There were flowers: delphiniums, sweet peas, bunches of lilac; and carnations. There were roses; there were irises. Ah yes-so she breathed in the earthy-garden sweet smell as she stood talking to Miss Pym who owed her help, and thought her kind, for kind she had been years ago; very kind, but she looked older, this year, turning her head from side to side among the irises and roses and nodding tufts of lilac with her eyes half closed, snuffing in, after the street uproar, the delicious scent, the exquisite coolness. And then, opening her eyes, how fresh, like frilled linen clean from a laundry laid in wicker trays, the roses looked; and dark and prim the red carnations, holding their heads up; and all the sweet peas spreading in their bowls tinged violet, snow white, pale-as if it were the evening and girls in muslin frocks came out to pick sweet peas and roses after the superb summer’s day, with its almost blue-black sky, its delphiniums, its carnations, its arum lilies, was over and it was the moment between six and seven when every flower-roses, carnations, irises, lilac-glows; white, violet, red, deep orange; every flower seems to burn by itself, softly, purely in the misty beds; and how she loved the grey white moths spinning in and out, over the cherry pie, over the evening primroses!From Mrs Dalloway by Virginia Woolf, 1925)

This passage was first published in 1925 and its author, Virginia Woolf, died in 1941.

a.Give 20 words which have been borrowed into English between 1940 and the present day.

b.In each case, state in which decade the word was borrowed and which language it was borrowed from. NB American English does not count. Your borrowings must come from languages such as French, Japanese, Yoruba etc.

Guidance

For part 1, it is very important that you try to find a date (where possible) when a word was borrowed into English. However, if the word can be traced back to OE, then you should treat this as ‘an original’. So, you are looking for ‘originals’ and ‘borrowings’.

If the word was borrowed, it is essential that you indicate the donor language. For example, it may be clear that a word was borrowed from Latin in 1566. It is very common to find that a word was borrowed from French in 1400s, for example, but came originally from Latin. Sometimes you will be told that it is not certain which European language was the immediate donor (it could have been French, Spanish, Portuguese or Italian), but the word came from Persian via Arabic. This kind of language detail is vital and you must record it in your answer.

You do not need to focus on meaning. The examiners are not interested to hear that the word has something to do with the shape of a toucan’s bill. Fascinating though that may be, it is not going to help you get a good mark.

For part 2, it is essential to state the donor language and the decade during which it was borrowed into English. The decade can be from the 1940s onwards and you must not include any words borrowed prior to this date. If you give 20 words borrowed during an earlier period of history,

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Referencing: All secondary sources used should be referenced within the body of your work and at the end provide a full bibliographical reference. This is a dictionary based assessment but it is unacc

What is “Black Death”? According to the Christians what is Black Death? Who leads the Bishop’s envoy to the Godless village past the marsh? What forms of occult practices and rituals are rumored to be in the village? What is a Necromancer? Name the different alternative belief systems that are found in the film?

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Black Death Active Viewing Sheet

By: Mr. Sette

Questions
Answer on a separate sheet of paper please  

  • What is “Black Death”?
  • According to the Christians what is Black Death?
  • Who leads the Bishop’s envoy to the Godless village past the marsh?
  • What forms of occult practices and rituals are rumored to be in the village?
  • What is a Necromancer?
  • Name the different alternative belief systems that are found in the film?
  • Explain the myth story told by the Bishop’s envoy of how death was invited onto earth?
  • In what type of condition is the church found in the Godless village?
  • What did the convoy do before having dinner with the people found in the Godless village?
  • How is the Bishop’s envoy betrayed by the people in the Godless village?
  • What does the Necromancer want the Christian envoy to do for their freedom?
  • Which 3 things were included in the oath to renounce God?
  • Which of the Ten Commandments were mentioned in the film?
  • After his long journey did Osmund the monk ever return to God?

Have you ever been put into a position of defending your faith? If so explain how it made you feel. If not, explain why you think your faith has never been challenged?

Choose your essay topic: personal growth or language identity. Can you think of a personal example for at least one of the main points? Find at least three quotes from the readings that resonated with you for one reason or another. Which of your main points does each quote most relate to?

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Introduction to College Writing

Read or reread the essays and poems from this unit:

Personal Growth

  • On Being a Trans Woman, and Giving Up Makeup, by Meredith Talusan
  • Learning to Swim Taught Me More Than I Bargained for, by Jazmine Hughes
  • The Crossing, by Jhumpa Lahiri
  • blessing the boats, by Lucille Clifton

 Linguistic Identity

  • How to Tame a Wild Tongue, by Gloria Anzaldúa
  • Mother Tongue, by Amy Tan
  • Professional Spanish Knocks at the Door, by Elizabet Velasquez

Review the assignment for Essay #2.

  • Choose your essay topic: personal growth or language identity
  • Brainstorm about your topic and try to generate 3 ideas/examples that you could write about as part of your essay.
  • Try to think of details and evidence for each of your 3 main points.
  • Can you think of a personal example for at least one of the main points?
  • Also, note passages from the readings that you might want to include. Find at least three quotes from the readings that resonated with you for one reason or another.  Include them in your outline.  Which of your main points does each quote most relate to?

What is leadership? What are different perspectives of leadership? What perspectives would facilitate the work of health and human services organizations? What is management? In what ways are management and leadership similar or different? What is collaboration? What factors facilitate collaboration? Prevent collaboration? Are teams and groups similar? Different? In what ways?

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Discussion post

1. As a health and human sciences professional, how in the future will you engage in leadership, management, and/or collaboration? Group and/or teamwork? How can you improve your skills in these areas? What impact will these skills have on you? Others in the workplace? Clients or patients under your care?

2. What is leadership? What are different perspectives of leadership? What perspectives would facilitate the work of health and human services organizations?
What is management? In what ways are management and leadership similar or different? What is collaboration? What factors facilitate collaboration? Prevent collaboration? Are teams and groups similar? Different? In what ways?

As a health and human sciences professional, how in the future will you engage in leadership, management, and/or collaboration? Group and/or teamwork? How can you improve your skills in these areas? What impact will these skills have on you? Others in the workplace?

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Discussion post

1. As a health and human sciences professional, how in the future will you engage in leadership, management, and/or collaboration? Group and/or teamwork? How can you improve your skills in these areas? What impact will these skills have on you? Others in the workplace? Clients or patients under your care?

2. What is leadership? What are different perspectives of leadership? What perspectives would facilitate the work of health and human services organizations?
What is management? In what ways are management and leadership similar or different? What is collaboration? What factors facilitate collaboration? Prevent collaboration? Are teams and groups similar? Different? In what ways?

What kind of environmental damage are you investigating? When and how did the problem first start? (Its etiology—the beginnings). 3. Where is the problem located: are its effects concentrated in certain geographic areas of its city? Describe the demographic characteristics of the population which was most affected. Why were/are city citizens worried about the effects of the problem?

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Flint, Michigan/Environmental problem: lead in drinking water.

1. What kind of environmental damage are you investigating?
2. When and how did the problem first start? (Its etiology—the beginnings).
3. Where is the problem located: are its effects concentrated in certain geographic areas of its city?
4. Describe the demographic characteristics of the population which was most affected.
5. Why were/are city citizens worried about the effects of the problem?
6. Why were/are public health officials and city professionals concerned about this particular environment-related problem? What did they do about it? Are they still working on the problem?
7. Has the same problem reoccurred at any point since the problem was first “fixed”?
8. Describe the role of the EPA and any activist local environmental groups in and around the city you chose to profile which weighed in on the issue.
9. Is this problem still a public health threat for the city? Why or why not?
10. Do you think the city you picked learned anything from this experience?