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Writing Assignment #1  Sociology of Gender  Make sure to reach out to the videos and PDF’s provided for the information https://radiolab.org/podcast/gonads-xy https://www.pbs.org/independentlens/content/two-sp... 1) Using any popular, class-appropriate, template make a meme1showing something you  have learned in class so far. You must make your own meme or alter an existing meme.  One way to find a meme to alter is to google “meme” and then select “images.” The  meme must be an image, not a video. You must put the image into your assignment that  you upload onto Canvas. We will not click on a link to get to your meme2.   Please put two images into your assignment in the following order: (1) the original meme  or image that you altered to make your meme (2) your meme showing something you  learned in class so far. Please label both images clearly so we know which is which. (Made your own meme or altered an existing meme and have clear documentation of  both steps: 0-10 points; Class appropriate template: 0-5 points; Clear image, easy to  read: 0-5 points)  2) Your meme must be relevant to class content in an interesting way. Your meme must  reflect an understanding of class material and must not, itself, reproduce gender  inequality or the gender binary. (Meme is relevant to class content: 0-10 points; and in an  interesting way that does not reproduce gender inequality or the gender binary: 0-10  points)  3) Write a 1-3 paragraph description of how to interpret your meme’s template. Please be  detailed in the description. Do not assume that your reader is familiar with the meme, or  the meme’s concept. Professor  and the TA are older than you and do not share many  of your cultural references. Pretend you are explaining the template to your parent, or  even your grandparent. There is no word count in each paragraph, but the number of  words you use should be reasonable and use college-level writing. The paragraphs should  be clear, well-written, and address a complete thought or idea. (Has a description of the  meme’s template at all: 0-10 points; Excellent description of the meme’s template: 0-5 points)  4) Write a 5-8 paragraph discussion of the course-related concept expressed in your meme.  Your discussion must draw on class concepts, theories, and terms. There is no word count  in each paragraph, but the number of words you use should be reasonable and use     1Internet “memes” are images, sometimes combined with text, shared between internet users with the purpose of  inspiring a particular response—usually involving humor. “Successful” meme exchange can be understood as  occurring when the sentiment or recognition intended by the distributor is, in fact, experienced – or at least  comprehended – by the recipient. This typically requires both 1) a shared understanding of any meanings  represented in the meme template (i.e., the layout of the image demonstrating its belonging to such a template), and  2) a shared understanding of the content matter laid upon this template.  2If your meme is behind a link, we will not click on your link. Instead, we will grade your assignment as if you did  not submit a meme at all and you will get a very poor grade. college-level writing. The paragraphs should be clear, well-written, and address a  complete thought or idea. These paragraphs should be written so that a sociology  undergraduate student or professor NOT in our class could read them and understand  them perfectly. Therefore, you should fully define terms learned in our class (for  example, “gendered”, the “multi-level model of gender”, “deceptive differences”, etc.).  When you define these terms, make sure you cite them in the proper ASA style. (Has any  discussion of course related concepts, theories and/or terms at all: 0-5 points; excellent discussion of course related concepts, theories and/or terms: 0-10 points).  5) Imagine that you are going to post the meme on Instagram and you want the meme to be  educational for viewers who have not taken the class. Write a 50-125 CHARACTER caption for your meme that would explain the meme, and its associated class concept, to  someone who is not in our class. This caption should be a caption that you could imagine  posting as a caption, with the meme, on social media. It is ok if the content of the caption  overlaps with the content of the previous paragraphs. Do not use ASA citation style, since  you would not do so in a social media post. (Has any 50–125-character explanation of the  meme that could plausibly explain the class concept to someone not in our class: 0-5 points; excellent 50-125-character explanation of the meme to explain the class concept  to someone not in our class: 0-5 points).  6) You must have a list of references after the assignment. All ideas and evidence that are  not originally your own should be properly cited using the American Sociological  Association citation style, each time you use such an idea in #4 of the assignment (that is, in the 5-8 paragraph discussion). You must use the ASA citation style in the text in the #4 part of your assignment as well as in the reference section. You do not need any outside  references, but you must properly reference class materials. To see how to properly do  references and citation using the ASA style see the PDF called “How To Do ASA  Citations” at the top of our Canvas page. (Cites material in text where appropriate using  ASA style: 0-2.5 points; Has a correct list of references using ASA style: 0-2.5 points)  7) Write a one sentence note at the end of your assignment, letting us know if it is ok to,  anonymously, share your meme with others. We may use it for future class lecture slides if you give us permission. It is ok if you don’t want it shared, just let us know one way or  the other. (5 points for letting us know one way or the other).  8) Other criteria you will be graded on:  a. Follows the formatting instructions excellently (proper font size, number of  paragraphs, etc.): excellent spelling, grammar, and punctuation and has page  numbers: 0-5 points  b. Assignment is excellently written: it is clear, cohesive, interesting, and easy to  read and understand. There are no awkward, confusing, or overly informal  passages. Assignment is well-organized, concise, and written for a college-level  audience: 0-5 points 9) You must refer to class readings and concepts, however, you do not need to refer to  sources outside of what we read in class (though you can if you want to).  10) Extra points can be earned for particularly insightful thinking, superior writing, or a  really great meme or caption. We reserve the right to deduct points for problems with  your assignment that are not listed above, but will almost never do so.  11) Your meme cannot be sexist, racist, transphobic, ableist or otherwise discriminatory. If  your meme is discriminatory in any way, we will deduct points from your grade.   12) Please turn in a double-spaced, document, using Times New Roman Font, size 12. Create  a word document that has your full name at the top, your meme, your discussion of your  meme’s template, your discussion of your meme, the caption for your meme, and your  list of references—in that order. Each section of the assignment must have a heading,  and each heading must be bolded. You do not need a title or a title page. Please upload  a word or a PDF document onto Canvas. Please have the file named like this:  YourLastName_YourFirstName_Assignment2_SOC155. There is no page length  maximum or minimum, as long as you follow the rest of the instructions of the  assignment.   Some examples of memes students have made for this assignment in the past are below.

Dear Social Problems Students, This week during lecture we began looking at one particular public issue: Poverty. Based on the ideas presented in the course readings and the points made during lecture, here are twelve questions for you to write about (you are required to answer all twelve questions): 1. If a person doesn’t feel poor, are they still poor? Who gets to decide?  2. If somebody can afford a flat screen TV or loan payments on a new car, are they really living in poverty? 3. Can poverty be eliminated through Federal Programs and via cash transfers to the poor?  4. The poverty experienced by the poor in America is primarily psychological. Agree or disagree? 5. According to the Federal Definition, approximately 12.3% of adults currently living in America are poor. If only 12.3% of adults are poor, is that really a problem?  6. Why are the poor less likely to vote than their middle class and upper class peers? 7. Are anti-poverty programs corrupting? Do anti-poverty programs (i.e. Food Stamps, Cash Welfare, Unemployment Insurance) stifle initiative and create dependence on government aid? 8. Suggesting that some poor people are just lazy…Why is that a politically incorrect thing to say? 9. Providing people with adequate funds to purchase necessities such as food, education, healthcare, and education... is that socialism?  10. Why does poverty seem to cripple some  people and inspire others? In other words, why is that some people who grow up in poverty achieve tremendous economic success and others stay in poverty throughout their lifetimes? 11. People living in poverty should not have to pay income taxes. Agree or disagree?   12. Will poverty ever be eliminated? Should it be?

Deliverable 3 - Examining the Digital World Through the Use of Sociological Theory Assignment Content COMPETENCY This competency will allow you to demonstrate your understanding of prominent sociological theories and how they impact the digital world. STUDENT SUCCESS CRITERIA View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane. INSTRUCTIONS You are working for a local department store in the Operations Department. You notice that their business practices and use of technology are not up to date. The Human Resources Department does not have adequate computer access and often requires employees to complete some business at home. They also require prospective employees to apply from home. You recognize that not all people have personal computers, and some might be accessing business and personal records from a public computer. There are two prominent sociological theories that can be used to easily examine computer usage for individuals and organizations. Those theories are Conflict Theory and Symbolic Interaction Theory. At a staff meeting, you and your team are engaged in a discussion about the use of technology on both an individual and organizational level. You cite the digital divide as a major concern. Your store is considering an upgrade in some or all of their technological resources. Recognizing that you are technologically savvy, your supervisor asks you to generate a visual comparison that considers the use of public computers versus a personal computer. You will rank concepts such as ease of use, time, and comfort in completing tasks, security factors, email management, and safety in conducting business that is typically completed on a computer that may lead someone to experience the digital divide (a difference between groups of people and their use of digital technology). You will also need to consider the sociological theories named above and explain how from a sociological perspective, it would benefit or hinder the store you work in to upgrade their technology. Your comparison should consider various factors identified below and will illustrate the benefits and some potential limitations of utilizing technology. Your presentation will be presented to your supervisor and other members of the Operations Department in order to determine which, if any, components of the store's current technological operations will be updated. The visual comparison can be in any engaging format that you select. For this comparison chart, you are to reflect upon and address the following sets of questions/information. Define conflict theory. Define symbolic interaction theory. Discuss how each of these theories would explain the use of technology and the development of the digital world we now live. Consider multiple ways that society has changed in the past several decades and what contributed to that change. Provide examples of technological growth and change over the past several decades. Make direct correlations between the technologies that exist and the changes that have occurred at the organizational and societal levels in the past several decades. Define digital divide. Consider factors that create the digital divide, such as access to technology, socioeconomic status, age, personal interest, location of residence, etc. Based upon factors that cause the digital divide, suggest ways that this divide can be combated. How does the digital divide apply to the store that you work in for this scenario? Which theoretical perspective can best be applied to your store in the above scenario to help explain and counter the impacts of the digital divide?

Description LINK TO TEXTBOOK:  https://library.lol/main/10C82D0D35FE260F3B2240ABF... This is the homework for Module Five. Exercise Set 5.2, Part I, pp. 245-246. We are examining argument validity. The statements in a deductive argument do not have to be true in order for the argument (the argument form) to be valid. We are only examining form--deductive form of the categorical syllogism. Does the conclusion follow from the premises is the question--not are the conclusion and premises true. Do your work offline.  When finished, then just copy and paste it into the submission device. You don't need to copy these instructions here. You can use them as an outline and then eliminate everything that is not part of your answers. Make sure that you include each item number. Separate each item by a space or two, and place each element of your answer for an item on its own line. Use my example below as a guide. I have done item #2, so you will start with #3, then #5, etc. (skipping the starred items). You don't need to copy and submit the diagrams. The diagrams are inside the homework assignment anyway, so if you need to do a last minute check before clicking submit you can check inside. Just do the following: Label the terms of the argument Present the argument symbolically, i.e., using the labels State which diagram applies Explain whether the argument is valid or not valid--how you can tell We will use only the Boolean standpoint.  (for example, in this exercise All A are B does not imply that there are some A and they are B. In the diagrams, then, All A are B would not be understood to introduce an X into the picture. Only statements that begin "Some A are..." or "Some A are not..." introduce an X representing a something that is there.   Use these labels: S: M: P: Display each argument in standard form using the S,M,P labels (instead of xyz) all x are y all y are z, ------------ all x are z etc. NOTE: in each exercise problem I have started the labelling process for you. The selected diagram should match your argument display. You do not need to draw a diagram. Just select the appropriate diagram by its designated letter from the ones displayed below (e.g., Diagram A, Diagram B, etc.). They are jumbled, so you will have to look them over to find the one that matches for each item. Instructor Example for item #2 (so you will start with #3) Diagram Z (for #2) S: fossil fuels M: renewable forms of energy P: combustible gasses No S are M              some P are S         --------------------- Some P are not M  Diagram Z Validity: the argument is valid. - X is clearly inside both P and S, but not inside M. So there is something, some combustible gases, which are not M (are not renewable forms of energy). Select from the following Venn diagrams (select "Diagram A", or "Diagram B", etc). There should be one that fits each of the non starred numbered items, 3, 5, 6, 8, 9, 11 Be sure you label the terms (the subject and predicate expressions of the premises) and include that in your answer. Your labeling must match the diagram you select in order to make any sense. Remember,  the labels represent terms, not sentences.  A sentence (a premise or a conclusion) combines two labels like "All S are P" or "Some P are not M" -- your premises and conclusion will look like that. S, P, and M represent the key content terms of the premises and conclusion., "All dogs are barking animals" , then with S  labeled for dogs and P for barking animals would be All S are P. So, your argument display will express sentences (e.g., All S are P,  Some T are U) Diagram ADiagram BDiagram CDiagram DDiagram EDiagram F Start here with: #3 S: individuals truly concerned with the plight M: people motivated primarily by self interest P: ________ Copy the labelling assignments above and fill in for P, and then... Display the argument (in standard form) using the S, M, P symbols. Indicate diagram selection from the above six Validity: Valid or invalid? Explain #5 S: engineering majors M: candidates for nightly hookups P: _______ Argument displayed (in standard form) using the S, M, P symbols. Indicate diagram selection Validity: Valid or invalid? Explain #6 S: impulse buyers M: consumers with credit cards P: _______ Argument displayed (in standard form) using the S, M, P symbols. Indicate diagram selection Validity: Valid or invalid? Explain #8 S: individuals prone to violence M: Men who treat others humanely P: ________ Argument displayed (in standard form) using the S, M, P symbols. Indicate diagram selection Validity: Valid or invalid? Explain #9 S: ATM machines M: places criminals lurk P: _______ Argument displayed (in standard form) using the S, M, P symbols. Indicate diagram selection Validity: Valid or invalid? Explain #11 S: circular triangle M: plane figures P: _______ Argument displayed (in standard form) using the S, M, P symbols. Indicate diagram selection Validity: Valid or invalid? Explain

Description This is our last weekly discussion. Our long journey has come to an end, and hope you have enjoyed most of it.  This week we wrap up the psychological studies of causal reasoning, and hope you now have some good ideas about the ERCs Woodward has emphasized. Please address the following questions:  Cheng's Power PC model gives a very interesting and empirically successful measurement of causal strength p =[Pr(e/c)-Pr(e/~c)]/[(1-Pr(e/~c)]. What is the most persuasive experiment for you to support her theory, from some experiments we have discussed?  Woodward tries to use the notion of invariance to account for psychological discoveries concerning causal strength, preemption, and double prevention. Yet the invariance concept connected to these experiments may not be the same kind of invariance. Do you think Woodward's approach is successful or not? What is your thought on this issue -- can invariance play a fundamental role in explaining psychological discoveries? (Remember in the last chapter invariance explains very well our intuitions about absent causation and double prevention).  (Optional) Now we can look back at the three methodological approaches to the studies of causation: intuition (arm-chair), X-phi, and ERC. What do you think is the best method to study causation, and why?  

Description Research for Self-Care ...we do possess two lists of spiritual exercises. They do not completely overlap, but they do have the merit of giving us a fairly complete panorama of Stoico-Platonic inspired philosophical therapeutics. One of these lists enumerates the following elements: research (zetesis), thorough investigation (skepsis), reading (anagnosis), listening (akroasis), attention (prosoche), self-mastery (enkrateia), and indifference to indifferent things. The other names successively: reading, meditations (meleta), therapies of the passions, remembrance of good things, self-mastery (enkrateia), and the accomplishment of duties. With the help of these lists, we shall be able to give a brief description of Stoic spiritual exercises (Hadot, Philosophy as a Way of Life, p. 84). This exercise will ask that you do some research, reading, and writing with one philosopher from our work together. Choose one philosopher we have studied and read beyond what has been offered in our PDFs. You can purchase such works as The Obstacle is the Way by Ryan Holiday, or any of Holiday’s other books, or feel free to purchase a book by Alain de Botton or The School of Life. If you would like more suggestions, please feel free to reach out! Many of the ancient texts are available with a simple Google search. Such titles include but are not limited to, Meditations by Marcus Aurelius (Gregory Hays translation), The Art of Living by Epictetus, and Enchiridion by Epictetus. I will provide options in the "Files" section on Canvas as well. In the essay, choose 1-3 topics that the philosopher focuses on. Spend time reading the text and find examples of how the philosopher discusses the topic(s). Using the reading questions from the syllabus as guides, write how the philosopher understands that topic. Some examples might include an essay discussing Marcus Aurelius’ ideas on the importance of focusing on what you can control, his thoughts on serving the human community, or his writing about the nature of time. Find where in Meditations he discusses these things and establishes how his ideas might help develop your philosophy as the art of living. This exercise aims to deepen your understanding of a philosopher’s work that has connected with you this semester on topics of your interest. Here is a link to a potential book that is referenced heavily in our Bibliotherapy by Epictetus: The Art of Living: http://michaelpetralia.com/the%20art%20of%20living_epictetus.html If you do not purchase the book, please cite this version in the following way: (Epictetus, "Name of the Section," 1995).

Description Exam 2  Question 1.  I would like you to answer some questions in connection with another film I would like you to watch. The film is Mometo, which you can access through Netflix and numerous other internet download services (e.g., Movieberry at http://movieberry.com/memento/Links to an external site.). Besides being the work that launched Christopher Nolan’s directorial career (thus allowing him to go on to turn the Batman mythology into high cinematic art), it is also a wonderfully dramatic exploration of many of the personal identity related themes that we have dealt with in this course (no sci-fi splitting or fissioning cases, you may be happy to know). In 4-5 pages (double-spaced, one-inch margins on all sides, 12-pt. font) I would like you to do a number of things: Describe the film. Provide a clear and coherent description of the events in the film. You need to do this before you can tackle any other part of this assignment, since the action of the story is both episodic and non-chronological. In this connection, cover a number of things: Clearly articulate in detail the nature of Lenny’s condition.  Describe the two separate narratives in the film. One is in color and the other is in black and white. How are these narratives related and at what point do they converge? Who are the major characters and what roles do they play in the action? What is supposed to have taken place prior to the events that transpire in the film (before and immediately after Lenny’s injury) Above all, enjoy the movie. It is a brainy and imaginative piece of film noir which not enough people have seen. Question 2 Describe whether or not Lenny is has unitary personal selfhood according to the psychological continuity theory.  Referring to your analysis in 2(a) above, describe what, if anything, you take this to demonstrate regarding the acceptability of the psychological continuity theory. That is, do you take it to show that the theory is acceptable or unacceptable? Why? Question 3 What does the psychological continuity theory imply about the moral culpability of Lenny. That is, is the character “Lenny” whom you see at the end of the film (i.e., the beginning of the chronological action) responsible for the killing you see at the beginning of the film (i.e., the end of the chronological action) according to the psychological continuity theory? Referring to your analysis in 3(a) above, describe what, if anything, you take this to demonstrate regarding the acceptability of the psychological continuity theory. That is, do you take it to show that the theory is acceptable or unacceptable? Why? Exam 3  Question 1 In Chap. 13 of his book Death, Kagen describes three possible “interaction effects,” all resulting from the fact that death follows life.  In about one paragraph, say what an “interaction effect” is. Now devote about one double-spaced, 12-point font, one inch margins all around) page to each of these three interaction effects, describing it in detail and giving concrete examples from literature or real life of its occurrence and relating it to the material on “the absurd” we discussed in lecture set #17 concerning life shapes.  Organize your answers in the following way.       a. Interaction effect 1. (on page 1)       b. Interaction effect 2. (on page 2)       c. Interaction effect 3.  (on page 3)           Describe which (if any) of these “interaction effects” you find to be most compelling (to the issue of whether or not mortal lives are “absurd.” Think about this hard, and explain why? You should devote one to two pages to this task. Question 2 In lecture sets 17 and 18 and the first part of discussion assignment #18, we discuss (or you are invited to discuss) life narratives (unifying life stories) and hedonistic life geometries (patterns of distribution of pain and pleasure over the course a personal existence). In the second part of discussion assignment #18, moreover, I ask you to consider possible relations between these two things. Referring back to this stuff now, I’d like you to do the following: Read the very short novella by Leo Tolstoy, The Death of Ivan Illych (which we’ve had occasion to mention in lecture and which I have included in the “Readings” folder accessible from the “Course Content” page). This is a very short, very engaging and very readable novella. It shouldn’t take you longer than a couple of hours to complete. Answer the following questions: In what way(s), if any, do you think that Ivan manages to render his life meaningful before his death? Perhaps in light of the novella, answer the question, “Do you really, truly believe that you are going to die.” Try to understand this as something other than a silly question, and write up a reflective response.  What form does this question take for Ivan? Why does he have problems wrapping his mind around it? How does he manage to ultimately respond to it (if he does)?

Description Assignment - The Play Review Overview Seeing a play in person with a live audience is a fantastic experience and unique to the artform. You are an active participant as an audience member and there is an exchange of energy when you are in the room with the actors. Never been to a play before? No problem! I am here to guide you through the process. Included here is information for you to complete your play review worth a large portion of your grade. It includes an attached form for you to complete as well as due dates and helpful "how-to's"  Since you will be seeing a play and including a plot summary and general critique of the production, you will want to use your own words based on the experience. If you feel you need to include some history on the play and are including research, simply cite it by giving credit to any ideas other than your own. Instructions View One in-person play  from the Plays Accepted for the Play Review tab and write one play review including proof of program and ticket with play review form for 200 points or View Two Online Plays Through Digital Theatre Plus from the Plays Accepted for the Play Review Tab and write two play reviews including screenshots of your viewing along with the play review forms for 200 points. As a student, you can often get discounts on tickets. Some places offer a "lottery" or "under 25" or "rush" discounts on tickets. Calling the box office or checking the website can often save you some money.  Goldstar Events WebsiteLinks to an external site.  has all of these plays. Visit this website and become a member (FREE) to receive tickets at a reduced rate. Make sure the ticket you purchase is before the  deadline for your play review.  Submission Use the play review form and submit as a PDF attachment document or paste the text/form through CANVAS. You may include a screenshot in your document or as a separate upload as proof of attendance, program, and ticketing. To submit your assignment, click on "Submit Assignment" on the top right corner of the page and provide your response. You may type your response in a word document first and then copy-paste it into the text box. For more information on submitting discussions and other assignments, follow this link: How to Submit Assignments Links to an external site.Links to an external site. Late assignments are accepted with a penalty.  Grading & Feedback For assignments, I will be leaving individualized and general class comments on your post. Please refer to the Regular & Effective Communication Plan page for information on how I will be communicating with you and providing feedback.  This assignment is weighted with a total of 200 points and will go towards your Participation and Assignments percentages For grades, point breakdowns, and comments left on assignments, please make sure to check the grading rubric (found at the bottom of the assignment page) along with the comments section of the gradebook.  Review the Syllabus for class point totals. At any time in the course, you may view grades to the left of the page. If you need assistance, here is a brief tutorial on How To View Your Grades in CANVASHow to Write a Play Review Guidelines: A critique as defined by the Webster’s New Collegiate Dictionary as “an act of criticizing; a critical estimate or discussion; the art of evaluating or analyzing with knowledge and propriety works of art or literature.” TIP: Read examples of critiques through the Los Angeles Times, Burbank Leader, New York Times, Variety, and other sources to see what critics focus on. Also, Review Chapter 15 “Viewpoints” of the Barranger text, Theatre A Way of Seeing 7th edition outlines a critic’s job when approaching a play review. A Rubric for Grading What your assignment should contain and the percentages for success! Review the rubric for this assignment below for specifics. Examine the play review questions prior to going to the theatre. ?Thought Questions: Writing the Review Content and Analysis Is there a mature approach to subject matter? Was there use of slang incomplete sentences? Is this college level work? Class concepts/general theatre Are there specifics on acting, directing, theme, technical theatre The critique and does the essay present conclusions based on class concepts? Grammar/Spelling/Sentence Structure Does the critique present adequate support of opinions and does it have good grammar and spelling? Following Directions/Proof of Attendance Include a screenshot of your video screen or a picture of your program as proof of attendance Utilize the Play Review Form Frequently Asked Questions: Q: How does one write a critique? A: First place to start is research. Either a newspaper or internet server can help you here. Do not “cut and paste” the synopsis from a website. Use your own ideas and critical thought. Q: What is contained in a critique? A: What was your experience like?  Was this your first time seeing this particular play?  What were your expectations? Did those expectations change?  Since you are “analyzing” as stated in the definition above, how would this compare to other works that you have experienced.  How was the acting? The story? The technical elements (such as costumes, set design, sound design)? Q: What if I completely disliked the experience? A: I would like to know about it. A particular production isn’t for everyone, but I would like to know why. You are analyzing it from a critical point of view, which means explaining to an “audience” who hasn’t been to the play or film about the experience and why or why they shouldn’t attend. ??Writing in "third person" and Other Helpful Tips Write in “third person” – rather than “I really liked this show”, state your opinion so you are giving a general perspective: “PCPA’s production clearly depicted the playwright’s intention through the directorial concept and portrayal of the complex characters” Have a pad and pencil/pen with you while watching the performance  to jot ideas down Use the names of the actors, director, and designers in your critique (information that is found in the program or the credits). Be specific as possible. Where can I find the names of the performers? Producer? Designers? Playwright? These can be found in the program. For the filmed performances, they may be as a part of “credits”. This may involve some research to find. Do not leave these things blank. Plays Accepted for Play Review Live Theatre is a wonderful experience - theatre is meant to be experienced together with a community for its full effect. However, there are options for this course that can guide you to appreciate Theatre as an artform, while being able to enjoy in the comfort of your own home at a lower cost, provided by GCC. Experience a play from one of the following performed LIVE with and in front of an audience. Note: dates for when these productions run and purchase your tickets prior to the play review due date. You can find these on the website of the Theatre listed or www.goldstar.comLinks to an external site. for a reduced ticket rate. Many Theatres will have tickets at a reduced rate for students. If you choose this option, you will only need to submit 1 play review, but it does take a little more effort in acquiring the tickets. These are professional-level or touring productions, and will be at a higher cost.  Local (Los Angeles) Theatre I Love You, Because (Musical) at Glendale CollegeLinks to an external site. Peter and the Starcatcher at Glendale CollegeLinks to an external site. Funny Girl (Musical) at Ahmanson TheatreLinks to an external site. The Wiz Pantages Theatre, HollywoodLinks to an external site. Chicago Pantages Theatre HollywoodLinks to an external site. Black Cypress Bayou at The Geffen PlayhouseLinks to an external site. Fat Ham at The Geffen PlayhouseLinks to an external site. One of the Good Ones Pasadena PlayhouseLinks to an external site. King Hedley II at A Noise WithinLinks to an external site. Nora at Antaeus Theatre Company (Glendale)Links to an external site. Singularities or the Computers of Venue at The Road Theatre (North Hollywood)Links to an external site. There may be others and some terrific pay what you can student deals that I will post in Announcements as they come up. Choosing the two-play online/digital option? If choosing this option, you will be viewing and experiencing two plays from Digital Theatre Plus - the viewing platform provided by GCC Library Database. To access Digital Theatre Plus, watch the following video: Digital Theatre Plus Productions - Choose 2 of the Following: True West Pipeline The Last Train to Nibroc Into the Woods (Musical) Things I Know to be True Allegiance (Musical) An American in Paris (Musical) Closer Than Ever (Musical) Forever Plaid (Musical) Funny Girl (Musical) Medea Red Long Day's Journey Into Night Play Review Format the following for your play review form questions to cut and paste and save as a PDF file.  Once you submit the assignment, attach the PDF as a file, and any other supporting materials (such as a jpeg of your program).  ??Tip!  - Include the image in your Word Document so you won't have to upload two files.  You can also type in if you’d prefer, just make sure you answer all of the questions listed in order to receive full credit. Again, don't just list the names, but rather, give specifics. ?? Important Note:  This is not an essay.  For the ratings – you may highlight or simply include your rating. Copy and Paste the following play review questions into a word document.  Highlight the following from "Play Review #" through to the end "Actor's Name" Open a word document, and paste the information into a new word document.  When you have completed all of the questions, save as a PDF. (Keep the word document just in case you need to make additional adjustments).  How to Cut and Paste Into a DocumentLinks to an external site. Begin Play Review Form  ------ General Information Play Review # Date: First Name: Last Name: Play Title: Author: Producer: Theatre Venue (Name and Location): Show Date:  Would You Recommend This Production for Others to See? Why or Why Not? Explain.  Specific Questions About the Production Overall Reaction to the Show: Explain your Overall Reaction (using critical thought) Give a brief justification as to why you rated your overall reaction as you did : Briefly Outline to the Storyline of the Play (Play Summary in your Own Words):  What Was the Theme of the Play? (What was the playwright want you to walk away with upon the play’s conclusion?) : Describe the Two Most Compelling Aspects of the Production. Explain Your Choices (Aspects of the production include direction, set design, lighting design, costumes, sound design, make up, acting, dance, music, stage combat, etc.); Back up your responses with specific evidence.  Were there least successful Aspect of the Production? Explain and Justify the choices:  What Do You See As the Play's Most Relevant Topic in Regard to Your Life? (TIP: All stories are relatable to the human condition in one way or another – go deep to explore this through your critical analysis to help find the answer) Ratings and Specifics Below is a scale system 1 -5 (which you may highlight, circle, or indicate how you wish. Remember to use your program to find the names of the artists responsible. ??TIP: Have you included names and details in your answers above? Back up evidence, which include designer, actor, director names and details from the show will help you be most successful for this assignment and give the reader a sense of attending. Again, ask yourself “WHY?” you rated them as you did. Go beyond one word conclusions to describe (e.g. “boring”) RATE DIRECTION 1 = BAD; 2= SO-SO; 3= OKAY; 4 = GOOD; 5 = WOW DIRECTOR’S NAME: RATE SET DESIGN 1 = BAD; 2= SO-SO; 3= OKAY; 4 = GOOD; 5 = WOW SET DESIGNER’S NAME: RATE LIGHTING DESIGN 1 = BAD; 2= SO-SO; 3= OKAY; 4 = GOOD; 5 = WOW LIGHTING DESIGNER’S NAME: RATE COSTUME DESIGN: 1 = BAD; 2= SO-SO; 3= OKAY; 4 = GOOD; 5 = WOW COSTUME DESIGNER’S NAME: RATE MAKE-UP DESIGN: 1 = BAD; 2= SO-SO; 3= OKAY; 4 = GOOD; 5 = WOW MAKE-UP DESIGNER’S NAME: RATE OTHER TECHNICAL AREAS (as applicable) RATE ACTING: 1 = BAD; 2= SO-SO; 3= OKAY; 4 = GOOD; 5 = WOW ACTOR’S NAME: ACTOR’S NAME: ACTOR’S NAME:

Description Develop a summary of the main concepts from the article  Be sure to include core points from the article. In your own words interact with the article. Appropriate comments for the journal article  should include but not be limited to, insights gained from reading the article, thoughts you may have that may enhance the discussion of the article, your subjective comments in this section must be clearly tied to main points from the article, not peripheral ideas. You are highly encouraged to consider any other information from previous articles or textbooks youmay have read in previous courses, or in other places you have encountered information relating to the themes in the article you are reviewing, be sure to cite and reference your sources.

Description The movie Crimes and Misdemeanors seems almost obsessed with injustice in the world. Some of this has to do with the fact that the universe seems morally indifferent: the wicked flourish. Some of it has to do with personal relationships; things can work out in painful ways that make no sense. In the Seder scene (roughly begins at the 1:10:21 mark), Aunt Mae and Judah’s father argue about whether the universe is morally indifferent [Background note: Judah visits the old house where he grew up and then begins reminiscing]. Citing various scenes in the movie, explain what you take to be Judah’s opinion on the matter. (It may not be that Judah has one simple stance on the issue. It may even be that his view is fluid and changes throughout the film.)