Need Help ?

Expert Answers

Description City: Rockford IL. Do not copy and past from AI you can do any thin ...

Description City: Rockford IL. Do not copy and past from AI you can do any thing else to humanize the writing. Delivery Time 3hours 1 attachments Slide 1 of 1 attachment_1 attachment_1 UNFORMATTED ATTACHMENT PREVIEW Community Based Learning Project Typically, students would do 10 hours of community based learning (volunteer work) during the semester. However with the current state of things most places are not accepting volunteers. Also for your safety I do not want to encourage any face to face volunteer work at this time. So, for this project, students are going to think about the needs of their community. Students will consider needs in their community and write proposal addressing a way that need can be alleviated. For example, have you seen a big increase in homelessness? What about child abuse? Or crime? Or Poverty? ANYTHING that you determine is a social need or social problem in your community can be addressed in this project. Pease make sure that you watch the video on Canvas that explains this project. This is an involved project, one that you cannot complete successfully last minute Please follow the instructions below and type this project up in the order of the topics. Students can choose to do this as a word document OR as a power point if you wish. As long as I see the answers and parts to the project, the format is up to you. If you do a word document you do NOT have to write it in paper form, so to speak. You CAN number as you go. 1. Think about the current state of things in your community. What are some problems people in your community face in your community? Poverty? Crime? Transportation issues? Please list at least 5 areas of concern that you have for your community. Feel free to talk to family and friends (please observe your local social distancing, face covering ordinances etc. per the current WCHD recommendations) about what they feel are issues. Keep in mind we are looking for areas of concern but ones where a group might be able to make an impact and lessen the effect of the issue. 2. Pick one of those areas of concern that you mentioned. Tell me more about it. For example, if you said people do not have access to bathroom tissue, tell me more about that (Don’t use that! That is just a crazy example) What is the problem? Why is it a problem? How are people reacting to the problem? What is felt by people because of this problem? Feel free to talk to family and friends (please observe your local social distancing. face covering ordinances) about how they feel about it. Really THINK about what is going on. Think deeper than just surface issues (for example with the lack of bathroom tissue example, is it REALLY lack of it or is it something that is a bigger concern). MANY times the issue or area of concern is outside of the topic in front of you. THINK it through. This should be a fairly long section – at bare bare minimum a page but more like 2 + pages is definitely a possibility ( but DON’T ramble!) 3. Now, think about what a group, you etc. could do to help FIX or temporarily make this situation better. This will be a challenge for you. REALLY THINK about what would make this better. Think outside of resources at hand. For example think about it as if you had a little bit of money and people and time you needed to make something work, what would you do. Do NOT plan this as if you have a million dollars and 500,000 volunteers. Go at this as if you are broke but see a need and that you will be able to recruit several people to help plan and implement your event. Again for example if the bathroom tissue issue lead you to the conclusion that people are afraid of lack of supplies what could you do to HELP with supplies ( Not just purchasing things ). What could a group do to say get donations, distribute them etc. 4. Plan that event. As you plan what is your goal? What is your mission statement? This will help to keep focus on what your intention is of the event. What is the issue? What is the solution as you see it? What needs to happen? Donations? Purchases? Where is the money coming from? Who is your target group that you will serve? How will you get information out to those who need it? If something tangible how will you get, say that bathroom tissue, to people? Where will you hold your event? Do you need permission from say a property owner to hold your event there? What are you going to do about traffic? Can people get out of their cars or are you going to require that people stay in their cars? What about masks and social distancing? Safety of customers/clients as well as volunteers? Where will you get volunteers? REALLY think about this as if you are actually going to hold this event. Think about ALL avenues, ALL issues, etc. etc. etc. Go as FAR out of the box as you like. Be completely creative. Come up with a new idea. Take bits and pieces of other events you may know of to create a new one. This will be the longest section – multiple multiple pages. 5 or more is definitely a possibility. I might suggest that you list each question, say in bullet format, and address each one, as part of your grade will be did you answer everything but also did you do more than just answer the above questions. 5. If you happen to have been involved in some sort of event since COVID 19 shelter in place, etc. issues you can use it BUT I want to see what you would change, what would have made it better, what were some issues or areas of concern. Really delve into improving something that has happened already. Have fun with this but also really think about the impact you are able to have on your community. Be creative. Be specific. REALLY plan this as if, say, a group on Rockford University campus wants to help the community and they asked you to plan it. Hey you never know! Maybe your group CAN implement your idea, when it is safe! As long as you clearly have thought this out, you have all parts (numbers 1-4 above plus all questions answered), you are giving me more than just a blanket simple answer etc. you will earn all of the points. Don’t forget that you need to upload your completed project (whether a word document or power point- or something else? Let me know!) by the due date. Creativity is 10000% encouraged! Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

READ MORE >>

Description use the template provided and make the rubric in a table format rel ...

Description use the template provided and make the rubric in a table format related to the objective and the standard with some evidence to monitor students progress. UNFORMATTED ATTACHMENT PREVIEW NJCU Lesson Plan Template/Form Lesson Title: Subject Area Emphasis and Grade/Age Level: Central Focus: Learning Standard (NJSLS): (Choose one standard from subject area) Interdisciplinary Standard: (Choose one from another subject area that will be integrated into the lesson such as Science, Social Studies, Art, Music, Play, etc) Student Learning Objective for Subject area (only one): Interdisciplinary Student Learning Objective (only one): Student Assessment: a. Informal assessment: (How will you monitor progress during the lesson activities?) b. Formal assessment (at end of lesson): 1. What content are you looking for in your assessment? (This must be the same as your objectives above) 2. How will you collect the assessment information (one-on-one discussion, graphic organizer, writing sample, drawing, activity sheet, observation, etc. 3. How will you score or evaluate the assessment? What is the “passing” score? Instructional and Learning Tasks a) Anticipatory Set: b) Modeling and Direct Teaching (this can be whole group or small group) a. List what you and the students will do step by step. b. How will you make interdisciplinary connections? c. How will you keep students actively engaged in multimodal learning? c) Guided Practice (This can be in large group, small group or in centers) d) Independent Practice: (This should be when your students complete the formal assessment listed above. Can be large group, small group or centers) What vocabulary words will you teach in the lesson? How will you get the students to use the vocabulary words during the lesson? Modifications and Accommodations for students with special needs: (List the specific students with special needs in your Context for Learning form and how you will help each of them.) Instructional Resources and Materials: Include a copy of your blank assessment with directions (or describe the assessment directions) and evaluation criteria here: Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

READ MORE >>

Description Research Proposal on Reconceptualizing Relationships Surrounding Pr ...

Description Research Proposal on Reconceptualizing Relationships Surrounding Professional Sport and Labor Issues Why did you select the sport organization (or business) and what is the main issue of the organization (or business)? Professional sports have strong affiliations with labor concerns and are a perfect target for such a study; therefore, it is an ideal one. The most important issue regards relations between governing boards, player unions, and sporting organizations, namely in terms of collective bargaining, fair pay, and working environments. In the last several years, owner-professional confrontations have mounted, many of them culminating in lockouts, strikes, and contentious negotiations (Woods & Butler, 2020). In an effort to comprehend and redefine such relations in a form that will yield a fairer and lasting professional sporting sector, such a study will direct its inquiry at labor relations in this work. Why is the topic important in terms of sport governance and administration? Sport governance and administration depend heavily on labor relations because these relations determine how players get paid and how revenue gets distributed. League stability emerges from effective labor policies which establish both financial sustainability and equitable athlete treatment. Labor disputes without resolution result in strikes and lockouts alongside legal conflicts, which damage professional leagues and drive away fan support (Simmons, 2021). The research into professional sports labor relations will help develop better governance systems which focus on transparency and fairness as well as sustainable practices. The proper management of labor issues remains crucial because poor handling produces financial instability and mental health issues among players. How will you conduct SWOT analysis (e.g., interview, survey, experiment, observation, etc.)? Multiple qualitative and quantitative approaches will be used to perform the SWOT analysis for this project. The research team will conduct stakeholder interviews with active and retired professional athletes, together with sports agents and league administrators, to collect information about current labor issues. A survey distribution method targeting both players and fans will measure their understanding of professional sports labor relations. The research will use content analysis to study collective bargaining agreements alongside labor disputes and media coverage in order to detect recurring themes and important issues. Observational studies of high-level negotiations and analysis of past labor confrontations will then inform the SWOT analysis. What are expected results of your project? The project aims to prove that sports labor relationship reform will create financial security while improving athlete wellness and strengthening league management systems. The research indicates that transparent collective bargaining practices combined with fair revenue distribution systems and better player advocacy systems lead to improved labor relations. The research seeks to discover effective labor agreement practices from successful implementations, which will guide recommendations for multiple professional sports leagues. What are potential impacts of your project on sport fans, sport organizations, and local communities? This project's results produce important effects which affect multiple interested parties. Sport fans will benefit from enhanced labor relations because it reduces lockouts and strikes which enables uninterrupted seasons and superior competition. Sports organizations achieve financial stability through fair labor practices that build strong connections between athletes and management teams, which leads to better team performance. What are some challenges that might occur on the project and how will you overcome those challenges? The main obstacle in this research involves gaining unrestricted access to important stakeholders such as league executives and professional athletes because they maintain strict schedules and confidentiality agreements. The researcher will use alternative sources, including publicly available interviews and past labor negotiations, to address this challenge. The interpretation of data becomes distorted by the potential media bias that emerges during labor dispute coverage (Woods & Butler, 2020). The analysis includes multiple sources between legal documents and direct statements from players’ unions to achieve balanced perspectives. (That is my proposal ) User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

READ MORE >>

Description Question Write a 700- to 1,050-word evaluation of credible economi ...

Description Question Write a 700- to 1,050-word evaluation of credible economists’ unbiased opinions on the benefits, costs, and results of current US trade and tariff policies. Complete the following in your evaluation: Evaluate how US trade policy changes in the last 2 years affect global trade activities by multinational corporations. Discuss credible economists’ opinions on the long-term effects of trade and tariff policy changes in the last 2 years. Explain the effect recent changes to trade and tariff policies have had on your employer, you, or someone you know. Cite at least 2 academically credible sources. Promoting international trade is not a zero-sum game. It is a win-win proposition; both parties gain from trade. Consider the following: Tariffs are paid by the citizens of the country imposing tariffs, not by the citizens of the country producing the products upon which the tariffs are levied. The term “trade deficits” is a misnomer. Every country’s trade is always in balance. Trade deficits do not mean the US no longer produces anything to export. The US is the world’s second-largest manufacturer and the world’s second-largest exporter of manufactured goods. Trade deficits reflect a strong economy. Trade deficits rise during economic expansions and fall during economic contractions. Unemployment falls as trade deficits rise and rise as trade deficits fall. Imports and exports are complements, not competitors. Both are necessary and both contribute to economic growth. Roughly one-third of all US imports and exports is traded between US multinational companies and their overseas subsidiaries. Foreign-owned companies operating in the US number in the thousands and provide directly or indirectly jobs for more than 13 million US workers (roughly, 10% of the US workforce). The US trade deficit in goods in 2018 (as a % of GDP) was the same as it was 5, 10 and 15 years earlier. The rise in the US goods trade deficit with China has not increased the US total goods trade deficit. It has been offset by reduced goods imports from other trading partners. There is a strong correlation between the rise in world trade and: The rise in world GDP The dramatic fall in the world’s extreme poverty rate The rise in world life expectancy For every US manufacturing job lost to trade between 2000 and 2010, seven US jobs were lost to domestic productivity improvements. Those seven jobs cannot be brought back from overseas because they never left the US. User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

READ MORE >>

Description Remember to support your claims with some specific evidence from th ...

Description Remember to support your claims with some specific evidence from the literary text. The Grandmother’s death in "A Good Man Is Hard to Find." Flannery O'Connor was a devout Catholic who in her own life suffered intense pain from the disease Lupus, which caused her death at the relatively young at age 39. She is famous for creating characters who are hard to root for and difficult to love, and she often subjects these characters to intense suffering, humiliation, and violence, often as means of showing the character some kind of religious epiphany (enlightenment) or redemption. Consider the grandmother in O'Connor's "A Good Man Is Hard to Find." Does her final confrontation with the Misfit help her find any kind of redemption at the end of the story? your opinion, is O'Connor's depiction of the violence inflicted on the grandmother and her family justified as a way for O'Connor to show the grandmother's redemption, or is the violence gratuitous? The Good Guys in The Road. Throughout the novel, the man and the boy define themselves as "the good guys." What seem to be the qualities that make someone a "good guy" according to the two characters' implicit definition? Do Papa and his son seem to be operating under the same definition of "good guy"? Do either one of them meet your own definition of a good guy? User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

READ MORE >>

Description Recruiting, hiring, and managing a great team is one of the key ste ...

Description Recruiting, hiring, and managing a great team is one of the key steps in launching a successful entrepreneurial venture. In this collaborative project, students will use human resource concepts and theories learned in the class and readings to develop a step-by-step plan for recruiting, training, managing, and retaining a team to enact the leader’s vision. DIRECTIONS Please use the sample outline below as a guide for your plan development. Overview Provide a brief, clear, and concise overview of your entrepreneurial vision and your vision for HR Recruitment and Hiring Section State your recruitment and hiring goals and explain the reasoning and rationale for this goal Discuss how you plan to accomplish this goal Discuss how will you measure your success Training Section State your training goal(s) and explain the reasoning and rationale for this/these goal(s) Discuss how you plan to accomplish this/these goal(s) and the types of training you will implement Discuss how you will evaluate your training programs Discuss why this training will be valuable to your entrepreneurial or intrapreneurial venture Discuss how will you measure your success Managing and Performance Section Outline your plan for managing your team’s performance and your accountability goals Discuss the core components of the plan and accountability structure Discuss how will you measure your success Retention Section State your retention goal(s) and explain the reasoning and rationale for this/these goal(s) Discuss how you plan to accomplish this/these goal(s) Discuss how you will measure success DELIVERABLES: Students will work on this Human Resources Plan with their assigned class team/venture. As a team, you will divide up the plan components and complete them independently while working as a team to ensure that the plan is complete and meets the assignment requirements. Your HR Plan should be no more than 7 pages. Students will also present a 10-15-minute oral presentation as a team. Please prepare a slide presentation (PowerPoint or similar program) using the written narrative submitted. Please upload a digital copy of your team presentation to Blackboard. The assignment should follow the standard guidelines for American Psychological Association (APA) formatting for paper organization and references and use Times New Roman, 12-point font, 1-inch margins, and double-spaced text. The page limit does not include figures, graphs, tables, charts, and references. This is a group project myy part only number 3 trainning section and u only need help me write 2 page content. I also send u what we want do we got model u need read it and follow the request do my part. so we try to use Ai trainning. Requirements: 2page UNFORMATTED ATTACHMENT PREVIEW TechHorizon Organizational Chart 1. • • • 2. • • • Executive Lead (CEO/COO) Business Development & Partnerships o Partnership Manager Builds and manages relationships with educational institutions, identifies collaboration opportunities, and oversees partnership agreements. o Sales & Outreach Specialist Drives client acquisition, conducts outreach to potential schools and institutions, and supports sales efforts. Marketing & Outreach o Marketing Coordinator Develops and executes marketing campaigns, manages promotional materials, and ensures brand consistency. o Content & Social Media Manager Creates engaging content for social media and other digital platforms, manages community engagement, and drives audience growth. HR, Finance & Administration o HR & Operations Coordinator Handles recruitment, employee relations, and administrative tasks to support smooth operations. o Finance & Compliance Officer Manages financial planning, budgeting, compliance, and ensures adherence to industry regulations. Technology & Training Lead (CTO) Client Project Development o Instructional Designer Creates training materials, designs AI-integrated teaching strategies, and ensures alignment with educational best practices. Teacher Training & Implementation o Training Specialists Conducts workshops and training sessions for teachers, providing hands-on guidance for integrating new technologies. Ongoing Support & Consultation o Client Success Manager Maintains relationships with schools, provides ongoing support, and ensures effective implementation of training programs. Visual chart to be created. TechHorizon Human Resources Plan Empowering Educational Transformation, Reshaping the Future of Teaching 1. Overview Corporate Mission: TechHorizon empowers teachers to transform their teaching methods and communication strategies through cutting-edge technology training (including AI integration). By deeply collaborating with the education community, we build more competitive teaching teams and drive academic excellence. Human Resources Vision: To establish a diverse team that combines educational insight with technological expertise, becoming a global enabler and innovation engine in the field of educational technology. 2. Recruitment & Talent Selection Objectives: • • Recruit 30% of team members with a background in the education industry (e.g., curriculum design, teacher training). Ensure 80% of technical position candidates have experience in EdTech projects. Rationale: The integration of educational context understanding and technology implementation is key to addressing teachers' pain points. Implementation Plan: Targeted Recruitment Channels: • • Collaborate with teacher training institutions (e.g., Columbia University’s Teachers College, Beijing Normal University) to establish a “Joint Educational Technology Talent Development Program.” Proactively recruit senior professionals from leading EdTech enterprises (e.g., Coursera, New Oriental). Selection Strategy: Dual-Dimensional Evaluation: • • • Technical aspect: Hands-on AI teaching tool development test (e.g., designing a 10-minute AI interactive lesson plan). Educational aspect: Simulated teacher training workshops (assessing communication and knowledge transfer capabilities). Cultural fit: Prioritize candidates with a commitment to “educational inclusivity” values. Diversity Goals: • • At least 15% of team members should be former teachers. At least 20% of employees should have work experience in education within developing countries. Success Metrics: • • Key position fulfillment cycle ? 35 days. New hires contribute ? 90% to projects within six months (measured by customer satisfaction and training effectiveness). 3. Training & Development Objectives: • • 100% of new employees complete the “Education Context-Technology Solutions” Mapping Training within the first month. Provide employees with at least three immersive learning opportunities per year to work alongside frontline teachers. Rationale: Understanding the real-world education environment is fundamental to designing effective training solutions. The tech team must continuously grasp evolving teaching needs. Implementation Plan: Tiered Training System: Foundational Level: • • Educational Psychology Basics (e.g., Adult Learning Theories). Global Education Policies & Benchmark Cases (e.g., Finland’s AI Teaching Assistant Project). Technical Level: • • AI Teaching Tools Development Certification (in collaboration with Microsoft Education). Education Data Privacy & Ethical Compliance Training. Practical Level: • • “Education Field Week” – Employees serve as “tech teaching assistants” in partner schools. Quarterly Education Hackathons – Develop prototype tools to address real classroom challenges. Leadership Development: • Establish the “Educational Technology Innovation Research Fellow” program, funding employees to lead interdisciplinary research (e.g., “LowCost AI Applications in Rural Teacher Training”). Evaluation & Impact: Effectiveness Verification: • • Teacher adoption rate of employee-designed tools ? 60% post-training. Customer repurchase rate positively correlates with employee training participation (target r ? 0.7). Strategic Value: • Ensure technology solutions remain teaching-effective rather than “technology for technology’s sake.” Success Metrics: • • Employee-led educational innovation proposals increase by 40% annually. Teacher Net Promoter Score (NPS) ? 80. 4. Management & Performance Management Framework: Dual-Helix Goal System: • • Educational Impact Metrics: e.g., “Helping partner school teachers reduce lesson preparation time by 20%.” Technical Reliability Metrics: e.g., “AI-generated lesson plans achieving ? 95% accuracy.” Agile Response Mechanism: • • Direct feedback channel from teachers to the tech team via a “24-hour Needs Categorization Portal” (urgent needs get a prototype iteration within 48 hours). Monthly “Education-Tech Roundtables” where teacher representatives engage directly with product teams. Incentive Mechanisms: • • Educational Value Bonus: Quarterly bonus based on teacher customer ratings (20% of salary). Impact Equity: Additional stock options for employees contributing to educational equity projects (e.g., special needs school adaptations). Success Metrics: • • 95% of customer requests enter the development pipeline within two weeks. Cross-department collaboration satisfaction ? 85%. 5. Employee Retention Objectives: • • Core EdTech expert retention rate ? 90%. Employee mission alignment (measured via annual survey) ? 95%. Rationale: Educational technology requires long-term commitment; talent stability directly impacts partner schools' trust. Implementation Plan: Mission-Driven Retention Strategy: • • Educational Impact Visualization: Every employee can track their project’s long-term effects (e.g., “The teachers you trained have impacted 2,300 students.”). Paid Social Impact Leave: Five days per year for participating in educational non-profit initiatives (e.g., digital literacy training for rural teachers). Career Development Ecosystem: • • Horizontal Expansion: Tech experts can apply to become “Educational Innovation Ambassadors” and attend global education summits. Vertical Specialization: Establish advanced “Chief Education Architect” roles that blend tech and pedagogy. Unique Benefits Package: • • Employees’ children receive priority admission to partner innovation schools. Education Publishing Support: Financial assistance for employees writing educational technology books (e.g., “Instructional Design in the AI Era”). Success Metrics: • • Average employee tenure ? 4 years (above the EdTech industry average of 3.2 years). “Mission Alignment” as a reason for leaving ? 5% in exit interviews. Conclusion TechHorizon’s human resources strategy embeds educational value throughout the entire talent management lifecycle: • • • • In recruitment, we seek hybrid talents who are passionate about both education and technology. In training, we break down technological arrogance through immersive education experiences. In evaluation, we measure success by teaching effectiveness, not just lines of code. In retention, we ensure every team member witnesses how their technology ignites classrooms. This is not just a human resources plan—it is a social contract to drive educational evolution through technology. 4o Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

READ MORE >>

Description presentation Details:be a PowerPoint, • it should be 5 slides â ...

Description presentation Details:be a PowerPoint, • it should be 5 slides • The presentation should: o summarize the paper o share the main idea o present any interesting findings UNFORMATTED ATTACHMENT PREVIEW 1 The New York City Hip-Hop Revolution Student’s name Institution affiliation Professor’s name Course name Date 2 The New York City Hip-Hop Revolution Introduction New York City is widely known as the cradle of hip-hop culture. Starting in the Bronx and then disseminating across the five boroughs, hip-hop evolved from a local cultural phenomenon to a global sensation. This chronology reviews the period between 1973 and 1985, highlighting the milestones that modified the genre's evolution and influence. From Jeff Chang and Dave Cook's Can't Stop, Won't Stop (Young Adult Edition), this paper delves into the sociopolitical environment, cultural shifts, and key people that defined the early years of NYC hiphop. Timeline and Analysis 1973 – The Birth of Hip-Hop: DJ Kool Herc's Back-to-School Jam. August 11, 1973, is also called the birthday of hip-hop. That was when DJ Kool Herc hosted a party at 1520 Sedgwick Avenue in the Bronx and used two turntables to extend the instrumental "breaks" in funk records. This invention—now known as "breakbeat DJing"—helped shape things. Herc's approach allowed dancers, the "b-boys" and "b-girls," to showcase their steps during the break, thereby creating breakdancing. 1974–1977 – The Rise of the DJ and the Four Pillars of Hip-Hop With the development of the genre, DJs like Grandmaster Flash fine-tuned tricks like cutting and backspinning, refining the music foundation. MCs (rappers) began to gain importance as the voice of the people in the meantime (Heinilä, nd, pg 6-7). Afrika Bambaataa, who was once a gang leader with a vision, formed the Universal Zulu Nation to promote peace, information, and the four core pillars of hip-hop: DJing, MCing, breakdancing, and graffiti. The 3 move from gang culture to cultural leadership by Bambaataa marked hip-hop as a response to official neglect and inner-city decay. 1977 – The NYC Blackout and the Spread of Hip-Hop Culture The 1977 blackout started looting across the city. Many aspiring DJs and MCs tapped into equipment from these gatherings, opening up a boom of hip-hop parties in the Bronx and beyond (Chang & Cook, 2021, p. 308-319). This is the democratization of hip-hop—it went from minority to majority, setting the stage for its rapid expansion. 1979 – Hip-Hop Becomes Popular: "Rapper's Delight" The Sugarhill Gang's "Rapper's Delight" broke the first rap record onto the charts as a commercially viable record. Despite the fact that the group itself was not a part of the original scene, the song's commercial breakthrough indicated that hip-hop was no longer local (Gomez, 2021, pg 131-132). Commercialization meant trouble to some inventors—the commercialization gave rise to popularity, but the authenticity was sacrificed. 1981–1983 – Media Acknowledgment and Cultural Legitimation Hip-hop began hitting television screens around the country in the early '80s. Shows like Graffiti Rock and Yo! MTV rap segments introduced mainstream audiences to this previously underground staple. At the same time, groups like Grandmaster Flash and the Furious Five released socially aware tunes like "The Message" (1982), which attacked poverty, crime, and city conflict (Chang & Cook, 2021, p. 302-305). This crossover illustrated that hip-hop could be a celebration anthem as well as a protest vehicle. 1984 – Beat Street and Hollywood Films such as Beat Street and Breakin' created hip-hop's visual culture with breakdancing and graffiti imagery. It brought the culture before global communities and cemented its cross- 4 disciplinary roots. While critics lament that Hollywood used hyperbole to distort the reality of the scene, the publicity contributed significantly to the culture's worldwide spread. 1985 – The Beginning of the Golden Age By 1985, hip-hop was no longer just music—it was a movement with its reach in fashion, language, and politics. Groups such as Run-D.M.C. were pushing the boundaries of hip-hop with other styles, working with rock groups such as Aerosmith on songs such as "Walk This Way" (1986, just outside of this period). This began a transition into what is widely referred to as the "Golden Age of Hip-Hop," an era marked by creativity, lyrical depth, and social significance. Conclusion The decade of 1973–1985 was transformative for the world and New York City. Hip-hop was a grassroots response to violence, abandonment, and social injustice, creating new paths of resistance, identity, and self-expression. The inventions of pioneering leaders, including Kool Herc, Afrika Bambaataa, and Grandmaster Flash, and the accelerative events like the 1977 Blackout and the release of "Rapper's Delight," demonstrate how hip-hop matured from Bronx street block parties into a global phenomenon. As Chang and Cook (2021) eloquently put it, hiphop was never anything less than music—it was "a blueprint for surviving and thriving in the face of destruction." 5 References Chang, J., & Cook, D. (2021). Can’t stop, won’t stop (Young adult edition): A hip-hop history. New York: Wednesday Books. https://notestomypastself.wordpress.com/wpcontent/uploads/2017/05/cant-stop-wont-stop-a-history-of-the-hip-hop-generation.pdf Gomez, S. M. (2023). Form in Hip-Hop Music: Sections, Songs, and History. https://academicworks.cuny.edu/gc_etds/5546/ Heinilä, H. 50 Years of Hip Hop? https://www.musiikkiarkisto.fi/oa/_tiedostot/julkaisut/50years-of-hip-hop.pdf Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

READ MORE >>

and this ‘impulse to memorialize the dead’ (Maddrell ...

and this ‘impulse to memorialize the dead’ (Maddrell

READ MORE >>

Description Reflection 1: Please submit a well-written reflection upon the rea ...

Description Reflection 1: Please submit a well-written reflection upon the readings. Please keep in mind, I have read the articles so you do not need to provide an overview of each article. Rather, think about the ideas that have been conveyed and share your thoughts about these ideas. Tell me something that intrigued you from the readings and why it caught your interest, for example. As you read, keep in mind when and where the article was published. Who is the audience? What is the state of the field at the time of the writing? A good reflection integrates the messages and contributions of the readings. Reminder- Do not ask AI for any assistance with this task. Reading for Reflection: - McGeachen+2014 - McGeachen+2018 Reflection 2: Please submit a well-written reflection upon the readings. Please keep in mind, I have read the articles so you do not need to provide an overview of each article. Rather, think about the ideas that have been conveyed and share your thoughts about these ideas. Tell me something that intrigued you from the readings and why it caught your interest, for example. As you read, keep in mind when and where the article was published. Who is the audience? What is the state of the field at the time of the writing? A good reflection integrates the messages and contributions of the readings. Reminder- Do not ask AI for any assistance with this task. Reading for Reflection: - Additional 3 readings attached UNFORMATTED ATTACHMENT PREVIEW Four Generation Pedigree Chart PAT E R N A L G R A N D FAT H E R YO U R FAT H E R PAT E R N A L G R E AT- G R A N D FAT H E R Name William S Hastings Name William Shepherd Hastings Birth Date / Place Birth Date 21 April 1853 Death Date / Place Virginia Birth Place Indiana PAT E R N A L G R E AT- G R A N D M O T H E R Name Julia Wolf Name Harry Clater Hastings Death Date 28 September 1933 Birth Date 11 July 1888 Death Place Seattle, King, Washington Birth Place Carlisle, Sullivan, Indiana Marriage Date 10 October 1885 Death Date 6 December 1966 Marriage Place Sullivan Co., Indiana Death Place Seattle, King, Washington PAT E R N A L G R A N D M O T H E R Marriage Date 27 June 1923 Name Rebecca Luella Lisman Birth Date / Place Birth Date 25 Oct 1863 Death Date / Place North Carolina Birth Place Carlisle, Sullivan, Indiana PAT E R N A L G R E AT- G R A N D M O T H E R Death Date 4 September 1933 Death Place Seattle, King, Washington Marriage Place Seattle, King, Washington YO U Name Lois Jane Hastings Birth Date 3 Mar 1928 Birth Place Seattle, King, Washington Marriage Date 22 November 1969 Marriage Place Seattle, King, Washington Birth Date / Place Death Date / Place Indiana PAT E R N A L G R E AT- G R A N D FAT H E R Name Name Wiilam Perry Lisman Eliza Jane Hart Birth Date / Place Death Date / Place Indiana MATERNAL GREAT- GRANDFATHER M AT E R N A L G R A N D FAT H E R YO U R M O T H E R Name Joseph Pugh Name Samuel Arthur Pugh Birth Date / Place Birth Date 19 August 1868 Death Date / Place Kentucky Birth Place Missouri M AT E R N A L G R E AT- G R A N D M O T H E R Death Date 1 January 1911 Name Amelia Rainwater Name Amelia Matilda (Camille) Pugh Death Place Youngstown, Mahoning, Ohio Birth Date / Place Birth Date 25 July 1897 Marriage Date March 1896 Death Date / Place Kentucky Birth Place California Marriage Place Los Angeles, Los Angeles, California? M A T E R N A L G R E A T - G R A N D F A T H E R Death Date 3 May 1989 M AT E R N A L G R A N D M O T H E R Death Place Seattle, King, Washington Name Bessie Belle Bishop (Farms) Birth Date / Place Birth Date 27 July 1876 Death Date / Place Ohio Birth Place Ohio Death Date 29 Jan 1969 Name Death Place Seattle, King, Washington Birth Date / Place Name William Bishop M AT E R N A L G R E AT- G R A N D M O T H E R Matilda Bowman Death Date / Place Ohio © 2018 National Genealogical Society. For personal use only. Cannot be reproduced for commercial purposes. L. JANE HASTINGS Here is where your story begins BIOGRAPHICAL RESOURCES Locating some initial background information: ? Wikipedia ? Docomomo Wewa PEDIGREE CHART Father's Paternal Grandfather Father's Father Father's Paternal Grandmother Father Father's Maternal Grandfather Father's Mother Father's Maternal Grandmother YOU Mother's Paternal Grandfather Mother's Father Mother's Paternal Grandmother Mother Mother's Maternal Grandfather Mother's Mother Mother's Maternal Grandmother MILESTONES MARCH 3, 1928 Born in Seattle, Washington UW GRADUATION Received a degree in architecture; 8th Washington woman to be licensed. NOVEMBER 22, 1969 Married fellow architect Norman J. Johnston in Seattle, Washington MARCH 25, 2024 Died at the age of 96 after a brief illness 1928 1952 1969 2024 JOHNSTON-HASTINGS HOUSE 3905 NE Belvoir Place, Laurelhurst ARCHITECTURAL RESOURCES Locating some initial background information: ? Native Land – native-land.ca ? Land records – federal and local ? Maps ? City Directories ? Photographs ? Seattle Times overview Progress report Historical geography I: What remains? Progress in Human Geography 2014, Vol. 38(6) 824–837 ª The Author(s) 2014 Reprints and permission: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0309132514546449 phg.sagepub.com Cheryl McGeachan University of Glasgow, UK Abstract This report uses the First World War as a way to open up current debates into issues of bodies, selves, battlefields, memory and death in historical geography and beyond. Sweeping through a range of scales, from the global nature of imperialist practices to the intimate spaces of the psyche, this report highlights the contributions that historical geographers are making to these studies and the creative approaches taken. The aim is to expose the need for historical geography to engage with the darkest corners of human experience, in relation to conflict, so as to learn from the past in present insecure times. Keywords bodies, conflict, death, First World War, historical geography, memorialization, scale A grisly tableau was the first thing to greet them – mangled bodies were strewn around, many of them no more than limbless torsos, like tailor’s dummies, their clothes blown off . . . . A stretcherbearer, lacking as yet any live casualties, was picking up limbs – arms and legs that were sticking out of the rubble. He looked as if he was intending to piece the dead together again at a later date. Did someone do that, Ursula wondered? In the mortuaries – try and match people up, like macabre jigsaws? Some people were beyond re-creation, of course . . . (Atkinson, 2013: 389) felt strongly in the present day, haunting lives and landscapes. During the First World War, almost nine million men were killed in action, six million civilians died in incidents relating to conflict, and nearly 20 million individuals suffered injuries (Kramer, 2008: 251). This overwhelming scale of death, destruction and despair fundamentally changed the way that individuals viewed bodies, selves and landscapes.1 The above description of the gruesome aftermath of bombing in London, taken from Kate Atkinson’s novel Life After Life (2013), forces the reader to consider the difficult question of ‘what remains?’ – a haunting shadow that hangs over all historical geography research. In relation to war, this is often most August 2014 marks the hundredth anniversary of the outbreak of the First World War, a time when worlds were destroyed and remade, and lives were changed forever by the force of the conflict. Reverberations of this event are still Corresponding author: School of Geographical and Earth Sciences, University of Glasgow, Glasgow G12 8QQ, UK. Email: Cheryl.McGeachan@glasgow.ac.uk Introduction Few years can justly be said to have transformed the Earth: 1914 did. (Ham, 2014: n.p.) McGeachan pertinent to those who have lost their lives in battle and their deathly shadows that sweep across a range of commemorative landscapes. However, it is also present in the bodies and minds that, despite their best efforts, travel through the different spaces of their worlds battered, bruised and sometimes broken by the conflict they have felt and/or encountered. As the world remembers and commemorates the First World War, through a series of high-profile events (see: www.1914.org), the sub-field of historical geography continues various quests of critical reassembly (relating to conflict) which, just as Atkinson’s ‘macabre jigsaws’ suggests, work within the boundaries of what gets left behind and at the limits of historical re-creation. In the first of these three reports outlining current endeavours in historical geography and related fields, I will review published work relating to three intertwining research themes: bodies and battlefields, minds and institutions, and memory and memorialization. Using the centenary of the First World War as a pivot, and in line with a ‘new wave’ of First World War studies adopting a multidisciplinary agenda to address the multitude of experiences and perceptions of the many individuals involved in adjusting to and enduring conflict (see Wilson, 2011), this report demonstrates the ‘kaleidoscopic complexity’ (Saunders and Cornish, 2014: 6) of this area of study with reference to historical geography and beyond. Distance and scale In his ‘memoiristic’ essay discussing 50 years of Canadian historical geography, Wynn (2012) asks for the sub-field, once again, to push back ‘against the idea that historical geography has neither contemporary relevance nor something distinctive to say about a world we have lost’ (p. 21), insisting instead upon the importance of engaging with the past in various ways. Historical geography, Wynn (2012: 21) notes, is 825 ‘neither a thing of the past, nor a field facing life-threatening crisis’, but it is changing and there are fresh issues requiring consideration. Using the work of intellectual historian Mark Phillips (2011), Wynn suggests that developing a more nuanced view of ‘historical distance’ can chart a route-way to a more varied and inclusive historical practice. For Phillips (2011: 14): Scientific time may be measured by abstractions, but history’s movements are neither neutral nor uniform. Though time is often compared to a river . . . it might equally be imagined as a city street, where the traffic changes its rhythms at different times of the day, and where the flow of present purposes rubs up against structures built by earlier generations. In narrative, as in a streetscape, heterogeneity produces a variety not reducible to a single optimum viewpoint – what some have wanted to call a truly historical perspective. Rather, historical distance emerges as a complex balance that has as much to do with the emotional or political uses of the past as with its explanatory functions or its formal design. (quoted in Wynn, 2012: 22) Historical distance, if thought in these terms, is intimately bound to the ways in which people and worlds collide (Phillips, 2011: 22) over time and space, often in the most spectacular of ways, and a range of historical geography work has recently sought to investigate these collisions in relation to war, conflict and their devastating aftermaths. As historical geographers address the force of such collisions in increasingly insecure times (see Philo, 2012a), recent focus has turned, once again, to the importance of scale for drawing out networks of power across particular times and places. In a feature issue of the Journal of Historical Geography, on the historical geographies of moral regulation, Legg and Brown argue ‘that geographies of moral regulation can be both intellectually and empirically extended by work that carefully traces the temporal and spatial scales of moral regulation’ (2013: 134). 826 Using Foucauldian theory, the papers in this issue explore the latent possibilities for exposing the scalar networks of moral regulation (Legg and Brown, 2013: 134). Beckingham’s (2013) paper highlights two such scalar trajectories – the imaginative, or discursive, and the practical – in his exploration of the emergence of child protection work in Victorian Britain, while Mooney (2013) demonstrates the underexamined consequences of shifting geographies of risk in relation to the treatment and prevention of tuberculosis in Edwardian England. In Howell’s (2013) summary, he argues that, rather than giving up on the insights generated by moral regulation, we should ‘recognise that moral regulation does not define and map out specific ‘‘moral terrain’’ so much as it creates – and dynamically recreates – spaces, places and scales as a necessary consequence of its being just such a mode of regulation’ (p. 201; emphasis in original). The importance of scale in human geography is retained in this work and, for Howell (2013: 193), it is the active production of scale in the particular moral projects suggested in the papers that captures how the practice of moral regulation is not simply a concept to consider in the past but one that is with us strongly in the present. As Legg (2009: 237) has noted previously, scale becomes far more than ‘a narrative for describing the world’, but rather a way of looking at how people connect to their place and discipline their bodies in relation to broader scales of belonging (see Beckingham, 2013: 141) over which individuals often have very little control. The centenary of the First World War creates an opportunity to foreground precisely this scalar politics and vulnerability by considering the force of conflict through a variety of scales, also highlighting the role of ‘geography’ in understanding the complexities of experience. This report aims to use the First World War as a way to open up current debates into issues of bodies, selves, battlefields, memory and death in historical geography and beyond. Sweeping through a Progress in Human Geography 38(6) range of scales, from the global nature of imperialist practices to the intimate spaces of the psyche, this report highlights the contributions that geographers are making to these studies and the creative approaches taken. The aim is to expose the need for historical geography to engage with the darkest corners of human experience, in relation to conflict, so as to learn from the past in present insecure times. Bodies and battlefields In their introduction to the edited collection Bodies in Conflict (2014), Saunders and Cornish note that ‘in war, bodies are put at hazard’ (p. 2), while recent work into ‘military landscapes’ (see Woodward, 2014) has sought to explore the material and experiential effects of conflict (e.g. Pearson et al., 2010).2 Fluri (2011: 282) notes that ‘[b]odies represent the most immediate and delicate scale of politics as corporeal sites and markers of gender and national identity’, and attention has been given to a range of bodies involved with the living in, fighting for and producing of such military landscapes. Connections between solider and landscape have been seen as reassembled in the construction and articulation of military identities in specific times and places (see Atherton, 2009; Woodward and Winter, 2007). Wilson (2011) discusses the varied processes by which British soldiers on the Western Front gave meaning to the war-ravaged landscapes that they encountered. Using soldiers’ letters, diaries and recollections, Wilson (2011) shows that, by attributing new names and associations to the areas experienced, a new geographical understanding was formed that became critical to the soldiers’ lives and identities. Flintham (2014) reflects upon the complex connections between military and civilian space. Drawing upon fieldwork on the island of Foulness, Flintham (2010: 82) questions ‘how militarised space is conceived and produced in three dimensions and how it exists in parallel with civilian space’, and in doing so recognizes the agency McGeachan of the civilian body (human and social) in defining the limits of military space and being controlled by it. While focus has been placed on the figures traditionally associated with conflict, such as soldiers and civilians, Forsyth (2013, 2014) has used an historical-cultural lens to investigate the role of camoufleurs in the militarization of particular environments. Through her study of The Desert War and of the work of prominent zoologists Professor Graham Kerr and Dr Hugh Cott, Forsyth shows how camouflage should be interpreted as simultaneously a creative and a violent (indeed ‘offensive’ and not merely ‘defensive’) technology. For Forsyth (2014: 261), ‘the study of desert camouflage reveals how knowledges are enrolled by the military to recreate spaces to become sites of military geographies’ (see also Clayton, 2013) and the space of the desert therefore becomes transformed from ‘a natural environment to a dangerous and deceptive battlefield’ (2014: 250). Similarly, Gough’s (2010) work seeks to expose the battlefield as a ‘phantasmagoric’ place. By examining the Western Front through the lens of artists such as Stanley Spencer, Gough (2010: 280) suggests that ‘the battlefield was in fact a crowded emptiness, crowded with soldiers hidden in noisome labyrinths and ‘‘occupied’’ forever after by the bones and bodies of the dead’. The battlefield has also become an important focus in discussions surrounding national identity construction. Using the memory scape Reflections at Bukit Chandu in Singapore, Muzaini and Yeoh (2005) highlight the contentious nature of such sites as they are appropriated and ‘read’ by those ‘outside’ and ‘within’ the state. Such landscapes, the authors argue, ‘not only commemorate war sites but are themselves ‘‘fraught battlefields’’ of collective memory’ (Muzaini and Yeoh, 2005: 360). Yet what can often be forgotten in the consumption of such landscapes is that in these sites and spaces bodies have experienced intense pain 827 and injury; they have been bleeding, bruised, fractured, and broken. For Scarry (1985), this human pain is central to war and yet its affects are incredibly difficult to communicate and comprehend, and for those working on the battlefield of the past it becomes an increasingly difficult element to trace. In order to explore the often ‘unspeakable geographies’ of the body (see Davis and Dwyer, 2007: 259), some geographers have moved towards more interpretive approaches to research, such as engaging with literary texts (e.g. Pile, 2011).3 Noxolo (2014) highlights how literature can be not only an expression of experience but offer meanings for that experience (p. 296). In relation to postcolonial fiction, particularly the African novel, Noxolo, using Eze (2008), notes that ‘literary texts ‘‘extend the problem of truth in history from questions about recovered facts of the past to the issue of tradition as in itself a form of historical experience’’’ (quoted in Noxolo, 2014: 296). A range of bodies (and body parts) returned from the battlefields of the First World War, and human geography has begun to focus more explicitly on engaging with one particular type: the corpse. Young and Light (2013) argue that the corpse is a neglected form of ‘the body’ in geographical inquiry, forming an important link between the living and the dead. In their exploration of the mobilities of the corpse of Dr Petru Groza between 1958 and 1990, Young and Light (2013) highlight the various forms of agency displayed by the corpse and the ‘dead body politics’ involved in its treatment. For the authors, ‘corpses play a significant role in broader processes as parts of complex assemblages of memories, representations, embodied performances and the material culture of death’ (Young and Light, 2013: 144), which have the potential to reveal a set of underexplored geographies of war and conflict. Yet for some individuals, their corpses were unable to be returned from the battlefield or the civilian rubble due to the horrifying force of modern industrialized warfare, and geographers must 828 also extend their scope to consider the fragments or absence of human bodies (see Moshenska, 2014) and their significant geographies. Minds and institutions For the many living individuals who do return from battlefields of war, their sense of belonging is often intimately bound to a range of institutional spaces and their particular practices. Historical geographers have long paid attention to these institutions, from those created to repair the bodies of the wounded to those specifically existing to treat the mind (e.g. Ogborn and Philo, 1994). For example, Hyson and Lester (2012) investigate Indian military hospitals, specifically the Royal Pavilion complex in Brighton, during the early years of the First World War, asking how the awareness of connections and movements within the networks linking hospitals, their staff and patients to India affected British imperial actions and representation. Recent attention has also turned to the specific micro-spaces of the larger institutions designed to treat those encountering the differing wounds of war. Carden-Coyne (2014) examines soldiers’ agency within the unique system of military medicine during the First World War through their diary entries recounting physical pain, and highlights the networks of exchange that occur between individuals, spaces and institutions (see also Moss and Prince, 2014). McGeachan (2013), in her geographical biography of the Scottish psychiatrist RD Laing, traces the distinctive space of the insulin coma ward at the Royal Victoria Military Hospital in Netley during the 1950s. In the darkened wards of this military hospital, bodies and minds were subjected to experimental treatments designed to ‘cure’ ‘diseases’ of the mind in carefully demarcated hospital spaces. By opening up these experimental spaces for further examination, McGeachan (2013) argues that new insights into the interpersonal relations Progress in Human Geography 38(6) between patients, psychiatrists and the hospital can be illuminated. These psychotherapeutic relationships are taken further by Callard (2014), in her work on the historical and geographical specificity of psychoanalytic consulting rooms. In this piece, Callard suggests a turn towards examining a historical geography of the psychoanalytic setting, asking ‘[w]hat would it take to fill out the historical geography of the psychoanalytic consulting room?’ (2014: 78). Centring on the multiple dualisms between mind/body interactions, these studies spy, through an historical lens, a variety of scalar spaces, from the grandest of institutional locations through the most mundane of consulting sites to the most intimate inner spaces of fear and despair. Philo (2014), in a theme issue of Social & Cultural Geography addressing ‘insecure bodies/ selves’, discusses the ‘alternative spatialities of being-in-the-world for someone experiencing extreme body/self fragmentation’ (p. 285; see also McGeachan, 2014).4 For many who experience war – first-hand or otherwise – the inescapability (and sometimes the uncontrollability) of their traumatic recollections forces alternative ways of navigating and occupying the spaces and places of their inhabited worlds. A figure often used to highlight these shifting terrains is the shell-shocked soldier. Cases of shell-shock first began to appear in late-1914 in the troops of the British Expeditionary Force during the retreat from Mons (Howorth, 2000: 225) and changed how mental illness, particularly in relation to psychological medicine, was not only treated therapeutically but also institutionally. For many encountering the shell-shocked soldier, they recall the ‘veritable hell’ (Smith and Pear, 1918: 13) of their worlds and the painful structure of their nightmares: ‘it was absolutely terrifying when he woke up, screaming and screaming and screaming’ (quoted in Howorth, 2000: 225).5 Bonikowski (2013: 14) discusses the ‘trace’ of war that attempts to somehow capture an experience that repeatedly marks the body and mind. McGeachan Soldiers experiencing shell-shock were often viewed as inhabiting a space between the living and the dead, with photographs appearing from the battlefields showing the twisted limbs and blank faces of men scarred by conflict experiences, suggesting ‘a haunting excess written on the surface of the body but pointing to a deeper, invisible disturbance’ (Bonikowski, 2013: 2). Shell-shock is often defined as a traumatic event that inscribes itself and becomes stored in the body, returning through the mechanisms of flashbacks, repetition compulsions and psychosomatic illnesses (Kaes, 2009: 4; see also Howorth, 2000), and recent geographical work has focused on trauma of varying kinds (see Tamas, 2011, 2014; Pain, 2014).6 Traumatic experience, notes Bondi (2013: 13), has an ‘intrinsically unchangeable quality to it and feels forever in the present . . . locking the sufferer into a world of unchangeable repetition, trauma estranges and isolates the traumatized, rendering them unable to fully inhabit the world of ordinary human connections’. Through investigations into Freud’s early work on trauma, specifically through a patient called Emma, Blum and Secor (2014) identify and illuminate the centrality of spatiality in understanding trauma. For Blum and Secor (2014: 105), trauma is topological, ‘which is to say that the ‘‘origin’’ of trauma is not a single event localizable in time and space, but rather a topological constellation in which ordinary ideas of space (such as distance or location) are distorted and subject to ongoing transformations’ (see also Pile, 2014). It is therefore this complex erasure of time and distance, between the then and now, in trauma and its aftermaths that historical geographers have sought to investigate in relation to conflict through various guises. In many ways ‘trauma is . . . the history that keeps on happening’ (Gutorow et al., 2010: 4), and work on imperialism and its legacies shows this insight most profoundly. Wood (2014), in his examinations of Jean-Baptiste Debret’s visual poetics of trauma, explores the subjects 829 of time and urban slavery. Wood (2014) argues that Debret was fascinated with what slaves did with themselves when they were forced to do nothing: ‘the horrifying and almost wholly neglected aspect of slave life-waiting’ (p. 41). The life of the urban and domestic slave is often imagined as somewhat easier than the hard physical slog of the sugar plantations and mills, but Wood (2014: 42) argues that, ‘viewed from another angle [,] this existence might be worse, indeed might amount to a living death’ due to their lives being so intimately bound to the temporal and spatial routines of their owners (see also Stewart, 1995). By examining the visual archive of Debret, Wood (2014: 43) exposes the ‘full force of the terror of waiting’ for enslaved individuals. In Memories of Empire, Volume I: The White Man’s World (2011), Schwarz demonstrates that the afterlives of empire remain strongly felt and experienced long after rule itself has gone. Bailkin (2012) also tracks the afterlives of empire through a collection of everyday stories that attempt to recast the genealogy and geography of welfare. Colonial memories are shown in these works to return as ‘disruptive shocks’, and the ‘spectral reappearances’ of once pertinent figures, places and ideas (Craggs, 2013: 61) demonstrate the continued reverberations of past trauma on the present. Memory and memorialization The elusive nature of memory, as seen in the previous section, can be its alluring quality in historical studies. Yet the intrinsic spatiality of memory has led many geographers to explore its expansive domains (e.g. Meusburger et al., 2011; Jones and Garde-Hansen, 2012). Morin (2013: 5) reminds historical geographers that they must keep issues surrounding ‘the psychic or psychoanalytic costs of remembering and forgetting traumatic events (at individual, familial, and social scales)’ as a key concern in the sub-field; and in relation to war and 830 conflict this caution can be viewed most profoundly in the increasing attention given to memorials and commemorative practices. The enormity of lives lost in the First World War changed the cultural landscape of grieving dramatically, with a diverse range of memorials erected to honour and remember the ‘fallen’. Memorials and other commemorative practices bring together bodies and battlefields in death, as in many ways ‘memorials were markers for absent bodies’ (Scates and Wheatley, 2014: 530) that have often perished on various battlefields. However, questions remain over the afterlives of these presences in a range of landscapes and the multiple ways in which the living continue to confront the dead (see Horne, 2014). Memory is often explored through the social and cultural practices, enactments and activities that demonstrate emotional bonds connecting communities to their landscapes and environments (see Meusburger et al., 2011: 4). In relation to war and conflict in the geographical literature, memory is often connected to repeated commemorative processes and through the (re)creation of different types of monuments. Johnson’s work (see 1999, 2003) broadly examines the role of space in the expression and performance of public memorials, and recently she has sought to examine closely the role of memory, reconciliation and forgetting in a post-conflict society where acts of extreme violence are still temporally close in public consciousness (Johnson, 2012). Using philosopher Paul Ricoeur’s (1999) framework for understanding the ethics of memory, Johnson (2012) focuses upon ‘the actions, or the ‘‘uses and abuses’’ to which memory is put’ (p. 239) to explore the dialectical relationships between memories and acts of remembrance in relation to the 1998 bombing of Omagh. Similarly, McCarthy (2012), in his analysis of the multiple ways whereby Dublin’s 1916 Easter Rising has been (re)interpreted over the last century, tracks how memories (and myths) shape Ireland in the present through an Progress in Human Geography 38(6) intriguing interplay between historiography and commemoration. The difficulties inherent in commemorating violent acts and the death and/or destruction of people and places are well documented in the geographical literature, as shown above, but further attention to the control and restriction of such practices has been recently illuminated (see work relating to the ‘anti-monument’ movement, e.g. Carr, 2003). Work on cemeteries and their subsequent transformations (see Brown, 2013) demonstrates that the resting places of the dead and their relationship with the living is not always an easy one to navigate. Philo (2012b), for example, highlights the ‘troubled proximities’ associated with on-site asylum cemeteries. Through a specific focus on the often neglected asylum cemetery, Philo (2012b) recognizes the unease that can arise ‘between asylums and cemeteries when thrown into proximity’ (p. 93; emphasis in original). Changing perceptions and valuations of the dead due to specific commemoration practices can also be viewed here, since many cemeteries have become lost, forgotten or left to ruin in the contemporary landscape (see Gandy, 2012).The affective power of ruin landscapes (see Ross, 2014) and their ability to serve as ‘emblematic sites at which to re-examine and recast our relationship with the past, and our understandings of temporality’ (DeSilvey and Edensor, 2013: 471), have been explored at length by a range of geographers (see Edensor, 2011; Garrett, 2011). In relation to war and conflict, geographers have examined restored sites with grave histories, such as the ruins of an Auschwitz gas chamber (Trigg, 2009), and the ambiguous remains of the Second World War and Cold War military infrastructures (Davis, 2008). Attention to these ruins and their afterlives comprises a challenge to dominant modes of thinking of the past, exploring the abject aspects of human experience so often hidden beneath the hegemonic heritage narratives of such sites and historical events (DeSilvey and Edensor, 2013). McGeachan While critical attention has been given to particular sites that commemorate the dead in multiple guises, such as cemeteries, it has also focused inwards on the emotional and affective aspects of such material memorial scapes (Maddrell and Sidaway, 2010). Therefore, turning the attention to the complex fluxual relationships between the living and the remains of the dead, Maddrell (2013: 503) notes that ‘we all experience the absence of the deceased and negotiate living with that absence in different ways, in and through a variety of place-temporalities’. There are multiple functions of memorials, especially in relation to

READ MORE >>
QUICK ORDER

Place a Quick Order

Our verified writers got you covered. Let us help you balance between studies, work, and family.

We provide our assistance to the numerous clients looking for a professional writing service.

Order Now
Designed and developed by Brian Mubichi (mubix)
WhatsApp