This past school-year, SMC students curated a show of Matika Wilbur's photographs, called Project 562: Changing the Way we See Native America at the SMC Barrett Art gallery. Although the show is now closed and traveling to different locations in the U.S., Matika's work is so important to think about and engage with critically. Matika Wilbur is a member of the Swinomish and Tulalip Tribes from the Pacific Northwest. About 10 years ago, she sold all her possessions and bought an RV to travel around Turtle Island (the United States) to visit the 562 federally recognized Tribes (now there are currently 574) and make portrait photographs of some of those Tribal members. The subjects in the photographs were active participants and chose what to wear, what questions to answer and where to be photographed. This portraiture practices conveys a true sense of partnership between artist and sitter. This exam has three parts. Important! Please be sure to answer all parts for full credit. Before you get started, watch this 10 minute interview featuring Matika Wilbur.Links to an external site. It is helpful to put a face to her work and this interview gives a preview into some of her perspectives that you will explore further in the assignment. Part 1: (30 points) Matika is a photographer and educator. She co-hosts a very successful podcast called All My Relations. Choose one podcast episode from the list below. Listen to the podcast and summarize what it is about 200-250 words. Black Native History with Dr. Tiya Miles:Podcast and Show Notes Part 2: (30 points) Choose one of Matika's photographs. They are split into two PDFs. Each image has accompanying text to help explain what is going on. Perform a portrait analysis by answering the following questions of your chosen work: The PDF's are attached. Pick any :) 1. What part of the photograph catches your attention first? Why? 2. What is the person wearing?3. What can you say about the pose: casual, playful, formal?4. Is the sitter pushed up against the picture plane or further back into the picture space?5. Is the sitter facing forward (frontal), three quarter, or profile? 6. What beside the portrait is in the picture: animals, tools, etc.?7. Is the portrait a full-body portrait, half body, or just the face?8. Is it an individual portrait, a couple, or a groups such as a family?9. What does the person’s clothing indicate? 10. By looking at the face or the pose, what can you tell about the personality of the sitter? 11. Does the portrait tell a story? Does it suggest a lesson to be learned? If so, what is it?12. How does the portrait make you feel about the subject? Part 3: (40 points) Put it all together with a deep, critical analysis. Analyze the image you chose in Part 2 based on what you learned from the podcast in Part 1. Each image has a quote that provides some background context for the story of the person in the photo. Relate the two together - podcast themes with photograph's themes. How can the larger ideas of the podcast be used to understand someone's specific story? (200-250 words)
Write a 4 page essay with a citation page an only use whats provided below. Review the ENGL 2111 assignments for directions. Dont use any ai an put on a word doc so i can see it. For the second question on the ENGL 2111 use a american author when you compare an cite it an use foot notes throughout the whole paper etc . Pick a author around 2024-2025 autobiography . reference the reading below an only use what i have provided below outside of the comparison for the auto biography. Read the Tao reading below for an understanding of tao an his life an read his master 5 willows inside. Times new roman 12point font an double spaced. The paper must flow an answer question 1 an 2 from the directions below. Please take your time an provide a great paper. This is a brief back story on Tao. No 7 The Life of Tao Ch’ien/Qian (365-427) Reading: Textbook: The Norton Anthology of World Literature (P. 960-961) Tao Ch’ien was born in 365 and lived most of his life in Eastern Jin dynasty. He was born in a scholar-official family. His grandfather and father were local magistrates. Since his father passed away when he was only nine, his family became very poor after that. At that time, the civil service recruitment system was abolished. Many (especially, high rank) official positions were unavailable to intellectuals of commoners’ origin. Thus, although Tao was a talented and knowledgeable person, he was unable to get a good official position. Because his mother was old and his family was poor, Tao Ch’ien accepted a minor official job when he was young. Since Tao did not like the formalities and burdens of this career, he soon quit his post and returned home. When he was 35, he was again too poor to support his family. His uncle helped to get him appointed as the magistrate of Peng Ze (a small town). But he was not happy in his duties and resigned again. After he had resigned his job again, he went back home and lived a simple life in his hometown. He was often poor and sometimes his family did not have enough food. To make things worse, his house was once burnt down by fire and the family had to stay on a boat for a while. Even though, he declined the summons of Emperor An to be a secretary in the Imperial government. Thus he lived among the peasants, leading a simple, humble, yet independent life. He passed away in 427 at an age of 62.
TOPIC--> The one requirement is that you choose a topic that relates directly to the theme of race and resistance in post-apartheid South Africa. Think about an issue that sparked a significant resistance movement; hopefully one that piques your interest. We discussed some possible examples in class. Think about the larger economic, political, and social context of the issue: Who are the players (both the activists and the people/institutions they are protesting against)? When and why are they protesting this issue? What ideologies and strategies do they incorporate to achieve their intended results? What outcomes did they achieve? What are the prospects for the future? The narrower you make it, the stronger your essay will be. A research draft reflects your progress on your paper. It may be close to a final version or it may leave room for progress but it must show a clear direction to your research, significant bibliographical development, and an understanding of the important issues and arguments associated with your topic. It should also, at the very least, show an organizational map (i.e.. where the is project going?). The more work you put into this, the more feedback I will be able to give you and the less you will have to do over the last month. The draft will utilize the same rubric as the final paper. See below. Final Paper a) Research Paper (at least 3000 words): Writing a research paper shows your ability to manage a variety of sources, evaluate them, and synthesize them into a clear analytical argument. Your paper should consider a question, problem, or theme drawn from any aspect of African popular culture that interests you. You might get ideas from any of the course materials and should consult with me throughout the process, from selecting a topic and exploring sources, to the preparation of a draft and the completion of your final version. However, topics should not duplicate the themes that we covered during the semester. Papers must demonstrate original thought on your part and present an analysis of different sources; they may not simply summarize or report on a collection of sources. » Your final paper should show your ability to manage a variety of sources (including South African voices), evaluate them, and synthesize them into a clear analytical argument. Your papers should not simply summarize a collection of secondary sources. See the rubric below. MY CHOSEN TOPIC--> The #TotalShutdownMovement SA, initiated in South Africa, is a movement demanding an end to gender-based violence, with women and gender non-conforming people calling for concrete action from the government. Here's a more detailed breakdown: Focus: The movement centers around ending gender-based violence in South Africa. Participants: The movement is spearheaded by women and gender non-conforming people, who organize marches and other forms of protest. Demands: The movement calls for the government to take concrete action to address and end gender-based violence. Example: On August 1, 2018, women and gender non-conforming people marched in solidarity with their sisters across the country, demanding action from the government. Sources: https://www.unwomen.org/en/news/stories/2018/8/news-in-south-africa-women-call-for-totalshutdown-of-gender-based-violence https://genderjustice.org.za/article/sonke-gender-justice-will-march-in-the-thetotalshutdown-will-you/ https://www.fordfoundation.org/news-and-stories/stories/ending-gender-based-violence-in-south-africa-one-march-at-a-time/ https://www.aljazeera.com/news/2018/8/1/south-african-women-march-against-gender-based-violence https://iawrt.org/thetotalshutdown/
POS 301 Final Assessment Purpose of this Assessment Throughout this competency, you have learned about European Governments and the European Union. The purpose of this summative assessment is for you to demonstrate your ability to apply this knowledge by writing a paper on recent or current significant issues confronting the European Union and NATO. The project will have two components that will be combined together to create one project. These include: (1) identify one recent issue confronting the European Union and another confronting NATO, including the historical background(s) of those issues, and (2) apply your understanding of the institutions and politics of the countries concerned to formulate a solution to the problems which would be politically acceptable, along with explanations. See Final Assessment Guide for more information. Step 1: Items Required for Submission A 1500 word essay that includes the following: A summary of significant recent or current issues confronting NATO and the European Union. An analysis of the historical background of those issues. A description of, and rationales for, solutions to the problems presented by those issues.
Do Marxist theories help to explain, or otherwise inform, developments concerning workers employed by Amazon, Walmart/Sam's Club, and others? Why or why not? You should refer to Marxist theories in your (yes or no) response. Feedback Your milestone was well written and well organized. You discussed worker concerns and issues of groups and individuals employed by large corporate retail chains. Your discussion included past revolutions, classless society, welfare systems, worker rights, and economic inequality, worker exploitation and alienation, low wages, employee surveillance, productivity quotas, job insecurity, unpredictable schedules, anti-union tactics, unannounced store closings and layoffs, structural demotions, few and timed breaks, few to no benefits, production monitoring, unsafe working conditions, and job insecurity. After carefully reading the course materials, please resubmit using the examples, listed above.
To what extent did the cultural, social, and economic changes of the Roaring Twenties represent a continuation or split of earlier reform movements? How did the Roaring Twenties mark a departure from previous values? How did these shifts set the stage for the economic challenges of the Great Depression? Make an argument. Explain at least three reasons to support your answer. Must use three or more lectures. You can only use significant/critical events presented in lectures. Significant/critical events include historical events, people, concepts, or ideas. You may use information from the textbook only lightly, the bulk of your paper must be based on material presented in lectures. All evidence must be cited using footnotes. One citation per paragraph is a good rule to follow. And NO ARTIFICIAL INTELLIGENCE. Our class textbook is = U.S.: A Narrative History, 9th Edition, By James West Davidson, Brian DeLay, Christine Leigh Heyrman, Mark Lytle and Michael Stoff I will attach the assignment rubric, as well as the lectures
The American Yawp Textbook Chapter 16-23 Topics should address content covered in Chapters 16 - 23 in the textbook. This activity will consist of 10 separate journal entries; it will have a total of 10 entries Each separate entry should: Be titled as Entry 1, Entry 2, Entry 3, etc. Contain a minimum of 120 words. Consist of a summary, paraphrase, and synthesis of material you are reading/studying in this course. Discuss the subject matter - do not simply agree/disagree. Direct quotations should not be used; citations are not necessary. Do not copy/paste information from any source. No citations No plagiarism Reference: https://www.americanyawp.com/
before you start please read the instruction first use the link below to answer the three parts and also provide which page NB you take the question from it and answer it . Topic: Harlem Renaissance/Jazz Age/New Negro Movement Discussion of readings Powell, Becoming Motley, Becoming Modern. In: Archibald Motley: Jazz Age Modernist. Durham, N.C.: Duke University Press, 2014, pp. 19-46.Download Powell, Becoming Motley, Becoming Modern. In: Archibald Motley: Jazz Age Modernist. Durham, N.C.: Duke University Press, 2014, pp. 19-46. For each set of readings, you will be asked to submit discussion questions for the class. Instructions: 1-Submit at least two discussion questions (per reading) for the class to talk about (make sure to bring these to class) (not just questions see below) 2-Explain why these questions are important and relate to one or more of the author’s main argument(s) in the text(s). 3-Provide a summary of the discussion
