Compare and contrast TWO (2) of the following pairs of images, in order to demonstrate that you have absorbed, understood, and engaged with the material in your readings and lectures.

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Writing Question

Contemporary Art and Design

PART 1
Compare and Contrast (5 points each = 10% total):
Compare and contrast TWO (2) of the following pairs of images, in order to demonstrate that you have absorbed, understood, and engaged with the material in your readings and lectures. Some works are in your readings and some we’ve seen in class; some are entirely new.

Your answer will be graded in terms of how well you discuss these works in relation to each other vis–a–vis the material that we have covered in class and/or your readings. The purpose is not to do focused or heavy research on these works, though you are free to do so – as long as you remember that the point is to discuss the works in relation to each other and the course material.
• There is no grade for identification; the images have been identified for you.
• You will be graded on your comparative analysis of the works and how well you relate your discussion to artists/themes we’ve discussed in class and that come up in your reading.
• Your responses should discuss aspects of style and representation, along with considerations of the political, social, economic and/or other factors that may have affected the creation of each image in their respective contexts.
• Your response should be approximately 250 words, about 1 full page of text. But feel free to write more if you’d like.
• Answer in full sentences and paragraphs.

 

PART 2
Image Analysis (5 points = 5% total):
Analyze ONE (1) of the artworks below. Do your best to discuss the work intelligently. Begin by describing what you see, then work your way towards proposing what issues/themes it seems to address. Support your thoughts by comparing the work to others we’ve seen in class or that you’ve read about in your readings. Your response should be approximately 250 words, about 1 full page of text. But feel free to write more if you’d like.

Describe the Great Migration. Why did African Americans move from the South to Philadelphia in such large numbers during World War I and the 1920s? How did they find work and places to live in their new homes? What kinds of freedom were they seeking? How did white Philadelphians respond to the Great Migration?

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Writing Question

Assignment Description. The overall goal of this assignment is to demonstrate your understanding of the mass migration of African Americans from the rural South to the urban North during and after World War 1 using your assigned textbook and primary sources. Specifically, this assignment requires you to use Chapters 19 and 20 in Give Me Liberty! and to use resources from the Goin’ North website that describes the migration of African Americans to Philadelphia. Choose primary sources from the “Oral Histories” and “Archive” tabs at the top of the screen. If you use primary sources from other parts of the website, please keep in mind that primary sources are accounts left by participants or contemporary observers of historical events, not later commentary about them by those who did not participate or directly observe these events. The website is at: https://goinnorth.org/.

1. Describe the Great Migration. Why did African Americans move from the South to Philadelphia in such large numbers during World War I and the 1920s? How did they find work and places to live in their new homes? What kinds of freedom were they seeking? How did white Philadelphians respond to the Great Migration?

2. Use primary evidence. Use evidence from the Goin’ North website to evaluate how the Great Migration changed the lives of black southerners who moved to Philadelphia. Choose 3 to 5 primary documents. These documents must be different types of sources—for example, newspaper articles, photos, letters, oral history interviews, etc. For each document, explain how the document enhances your understanding of the Great Migration, such as why African Americans decided to move north, what opportunities they found in Philadelphia, what hardships or challenges they faced, and how they adapted to life in a Northern city. Be specific and use well-chosen evidence. Do your chosen primary sources confirm, contradict, or complicate Foner’s account of the Great Migration in chapters 19 and 20 of Give Me Liberty?

What do you think is their significance within the poem? How do they contribute to the poem’s representation of Mexican-American history and its legacy?

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Writing 250 words discussion

Read your classmates’ responses to Discussion #3 and choose 2 figures/topics mentioned in their posts. Then, look in the poem for where those figures/topics are referenced. What do you think is their significance within the poem? How do they contribute to the poem’s representation of Mexican-American history and its legacy?

HERE IS THE POEM:

Watch the video and write a lone page double spaced summary here. Write a one page double spaced summary essay based on the video.

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Watch the videos and write a summary on it

This assignment is for 2 different videos/topics. Watch the video and write a lone page double spaced summary here. This assignment requires you to write a one page double spaced summary essay based on the video. A summary is an essay the restates, in your own word, what you understood of the presentation. Afterwards watch the other video and do the same

Each summary must be at least 200 words.

For each, explain why they are examples of that particular form of learning. Identify your unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.

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Writing Question

In this response paper, you need to identify new real world examples that aren’t mentioned in my lecture or the textbook of:

  1. Habituation
  2. Classical Conditioning
  3. Operant Conditioning
  4. Observational Learning

For each, explain why they are examples of that particular form of learning.

For your example of classical conditioning, make sure to identify your unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.

For operant conditioning, note if your example includes a positive or negative reinforcer or punishment and/or a learning schedule.

For habituation and observational learning, you just need to describe why your examples fit these types of learning.

Ideally, your examples will be drawn from your own life. The goal of the assignment is to help you notice how wide spread, relevant, and universal these learning principles are!

It needs to be 750 words, any formatting you like.

Write two different professional communications, and analyze the different contexts, strategies, and processes required to complete the tasks.

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Professional Memo/Letter Writing

Assignment

Write two different professional communications, and analyze the different contexts, strategies, and processes required to complete the tasks. One communication should be to an internal audience. The second communication should be to an external audience. The third piece a Cover Letter, Self-Analysis, or Reflection in which you describe in detail your design choices, strategies, and specific audience and context considerations for each memo. You may draw ideas from the options provided below. However, I highly recommend you adapt/invent your own situation.* See below for audience and “rhetorical situation” considerations.

Requirements

  • The 3 parts to this assignment should be submitted with page breaks as one single document (PDF or Word only)
    • 2 professional communications (business memo or letter), in real-world formatting. These must be at least 300 words each (closer to 400 is recommended).
    • Part 3: Self-reflection (2-3 pages or 600-900 words) that describes in detail your design choices, strategies, and specific audience and context considerations for each memo. You may also include reflections on their pre- or post-writing process, or other similar observations. One good question to consider answering in this Part 3 is, what is it about your memos that will make them effective and successful toward their audience, and why?

Relevant Learning Outcomes from Class Syllabus

  • Craft effective business messages for specific audiences and purposes
  • Place professional communication within generic and cultural contexts
  • Assess business communication for quality of content and design
  • Demonstrate a clear, concise and appropriate writing style to summarize issues and support decision making by others

Possible Memo Tasks

(internal = from an organization member, to their colleagues)

(NOTE: These are just ideas, that should be built upon, not used without development)

  • Write a memo (or appropriate written document) to HR to report harassment and/or microaggressions in the workplace. Learning how to articulate and describe these incidents, how to recognize and act upon them, would be some of the goals for this type of document. Attention to audience, establishment of credibility, appropriate conventions of writing this kind of document would be delicate and important to focus on.
  • Write a persuasive letter to your workplace advocating that they do more to stand up for anti-racism and advocate for people of color. For example, consider the practice of displaying Black Lives Matter support signs in stores, or campaigns to support Black-Owned Businesses. Think carefully about your audience, corporate culture, plain language, and ethos/pathos/logos. The New York Times article “What Do I Do if My Employer Does Something I Can’t Abide shows the difficulties an employee faces in such situations. Other sources to consider for ideas include those that examine the gap between companies’ words and their actions regarding racism and anti-racism, for example, “Corporate Hypocrisy on Racism by Robert Reich.
  • To increase productivity: Your workplace has decided to address the use of social media and personal cell phone use during business meetings and work hours. While you are not proposing banning all personal communication, the productivity on a certain project has stalled. You need to address your colleagues and report the rising concerns, inspire more focused productivity at important meetings, and warn of possible measures in the future.
  • To join a committee: You need more people to join a task force to restructure the workflow. The problem is that your co-workers are already overwhelmed with their workplace procedures and the last call for committee work yielded no results. Draft an effective internal memo to the workplace that will garner a positive reaction from your audience.
  • Create your own scenario, audience, situation within a company or organization. Come up with a situation that would require you to address people within the workplace, addressing them professionally, bringing them awareness of an ongoing/important issue, or urging them to take a particular action. You may construct an audience and context for this: Perhaps you could write from the perspective of someone at the job you built Project 1 around.

Possible Memo Tasks

(external = from within an organization, to outside recipients)

  • To recruit guest speakers: You are in charge of a professional development day and need to recruit guest speakers from the local university to address your coworkers. The position will not be paid, but the department has demonstrated interest in working with your company in exchange for increased internship and recruitment opportunities for their students. This will be read widely by both your superiors/coworkers and will be distributed widely in the school. Expect the news to be received positively by your audience.
  • To inform of policy change: You need to inform existing clients of a policy change in communication. Your office has eliminated all administrative assistant positions and asks all clients to contact their representative directly. Create a form letter that could be sent to all clients explaining the reason/benefits of the change and how the new process should work. Expect backlash of negative feelings about the change from your audience.
  • Statements of Support: A document similar to one or more messages/statements that businesses issued in 2020 in response to BLM, police brutality, and anti-racism. Craft a statement of your own for a business within your chosen industry. This may require industry research. See the Business Insider article, “Companies like Netflix, McDonald’s, and Target are speaking out …” for a few ideas and background.
  • To reconnect: Write an email intended to be sent in bulk to a group of clients, in which you address the goals of the new quarter. This can be from any perspective of business (marketing, accounting, management, finance, etc.). The goal is to not only inform your clients of what to expect in the upcoming months but inspire further business or communication with them.
  • To update: Write a message to be posted on your company blog/public site, explaining the benefits of the blogging platform to replace inter-office memos and mass mailings to clients and customers. This will be the first blog post in your company blog, and you must assume that some readers will be unfamiliar and resistant to the change.
  • Create your own scenario, audience, situation directed from within a company or organization, toward an external person or persons. Consider a circumstance where a company might need to address a person, group, organization, community, etc., and how to write effectively to address that circumstance.

Part 3 (Self-Analysis, Cover Letter, or Reflection)

Address parts of the Rhetorical Situation in detail, such as the audience context considerations for each memo. Describe your process, too: How you arrived upon your idea and why, how you drafted and revised, who offered you feedback and guidance, and how the memos evolved from your initial idea.

Self-Analysis content should include:

  1. How do your memos reflect your knowledge/assumptions about your audience? Their education, expertise, and values? What evidence is there for this in the memos’ text?
  2. Where and how do you write with an outcome, or purpose, in mind? How do you emphasize your audience’s connection to that outcome? What’s the “so what?” Where and how are outcomes described in Specific, Realistic or other “SMART” terms?
  3. Look through your work, and identify instances where you suggest outcome/course of action, emphasize the importance of the issue to your audience’s interests, or consider their education, expertise, and values. If these elements are unclear, or need to be incorporated, then try to revise to include them.

If we agree that he is correct, the whole idea of culture seems to slip through our fingers. How could we ever know if it were present or absent? If all of its elements are replaceable, what is it, and where is it?

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Lomawaima’s article

WHAT IF MY GRANDMA EATS BIG MACS? 81

So strict and unforgiving a linkage of culture and identity often leaves Indian people with a pervasive legacy of insecurity and pain. Admitting to such sentiments, moreover, may only create more “evidence” of one’s insufficient Indianans for others to attack. Young people do not learn well when they are frightened — nor do adults or elders. The judgment that “he is not one of us” is a severe enough price that many people of Indian heritage with the potential to make significant contributions to Indian communities may choose not to participate in their traditional cultures at all, rather than risk the effort and be rejected for demonstrated lack of competence. There is probably no surer recipe for extinguishing a culture than this. This is not to say that Indian communities should abandon culture as a standard of identity. But perhaps they would do well to remember their histories — and their futures — as they think about how they use culture to define the boundaries of their communities in the present.

In reviewing cultural definitions of identity, it sometimes appears that they present an insoluble dilemma. One the one hand, many Indian people agree that their identities are closely bound up with distinctive ways of being in the world. Yet this is a position that easily edges over into an unrealistic demand that “authentic” Indian life ways must embody the farthest, most exotic extreme of otherness (such that no Indian person could ever satisfy the requirements). And there are good reasons why Indian communities might want to forgive themselves, and others, for the cultural losses they have suffered.

On the other hand, unless one is willing to surrender cultural definitions altogether, one must still ask: just how closely can Indian groups resemble their non-Indian neighbors and still embody a separate people, an Indian people? James Clifford, following his observations at the Mashpee trial, concluded that “all the critical elements of identity are in specific conditions replaceable: language, land, blood, leadership, reli-gion. Recognized, viable tribes exist in which any one or even most of these elements are missing, replaced, or largely transformed.”‘”

If we agree that he is correct, the whole idea of culture seems to slip through our fingers. How could we ever know if it were present or absent? If all of its elements are replaceable, what is it, and where is it? If all the ele-ments that compose a culture can disappear, while the cultural identity somehow remains, is there anyone who is not Indian? These are questions with no obvious answers, and to which we must return in a later chapter.

How were risks allocated between the project owner, sponsors, and contractors on the Heathrow T-5 Project, and what impact did that have on the governance of the project?

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Heathrow T-9 Project

Discussion

How were risks allocated between the project owner, sponsors, and contractors on the Heathrow T-5 Project, and what impact did that have on the governance of the project?

How consistent were your questionnaire answers with those obtained by other students in your class and with the statistical data you were presented with in class and the articles you were assigned for this module?

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Writing Question

You have now completed a questionnaire asking you about your first working experiences and someone who is about 20 years older than you. We also had a discussion in class about what other students reported on their questionnaires. After that, we reviewed the statistics surrounding teen labor force participation and how it has changed from the past both during the academic year and in the summer months. Finally, we explored the ongoing debate (Mortimer reading and others) regarding whether adolescents should or should not work while in school.

For this assignment, you will write a 2-3 page paper (double spaced) about past work experiences examining the information you collected with your questionnaire as well as the responses your fellow students discussed in class and how this informal survey responses compare to the statistical data presented in class and the articles you read in the module. You should write a well-written essay with an introduction, body paragraphs and a conclusion. Ideas to help you frame your essay include:

• What did you learn about yourself and the person you interviewed about how similar/different your first work experiences were?

o How consistent were your questionnaire answers with those obtained by other students in your class and with the statistical data you were presented with in class and the articles you were assigned for this module?

▪ What was the same or different? Do you have a theory as to why?

▪ Did anything surprise you?

• Based on you and your interviewees responses – how did your thoughts compare to the debate described by Mortimer whether adolescents should work? What do you think are the most compelling arguments for both sides of the argument and which side did you agree with?

Based on Book 1 of the Nicomachean Ethics, what does Aristotle mean by good? What does Aristotle say is the chief good (best or highest good)? Why can’t this chief good consist in pleasure? Why can’t this chief good consist in money? Why can’t this chief good consist in honor or in fame? In what does this chief good then consist for Aristotle?

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Nicomachean Ethics

Note: This OD is based on the Aristotle reading (Nicomachean Ethics, Book1 & Book 2) from your Cahn text (pp. 275-290).

  1. Based on Book 1 of the Nicomachean Ethics, what does Aristotle mean by good? What does Aristotle say is the chief good (best or highest good)? Why can’t this chief good consist in pleasure? Why can’t this chief good consist in money? Why can’t this chief good consist in honor or in fame? In what does this chief good then consist for Aristotle?
  2. For Aristotle, what is the proper function of human life? Does that proper function consist in a life of nutrition and growth? Why so? Does that proper function consist in a life of sensation and perception? Why so?
  3. Aristotle says in Book 2 of the Nicomachean Ethics that there are 2 kinds of virtue. What are these? Are these virtues innate or are they acquired? If acquired, how so for each kind of virtue?
  4. Aristotle says that the virtue of character (or moral virtue) lies in the mean (NOT ‘MEANS’). What does Aristotle mean by mean? How does Aristotle relate this mean to happiness or eudaimonia? Is this mean the same for all? Why so? For Aristotle, is there a mean for every action and every passion? Why so?