English

Cambodia essay assignment: 25%Write an essay of no longer than four pages (approximately 1000 words) on the following question: Drawing on (among other things) McLuhan’s metaphor of the ‘Global Village,’ Fawcett argues, in his book Cambodia, that the practices of the Khmer Rouge in Cambodia in the 1970’s are somehow being repeated or mirrored by elite groups in North America today. Do you think that this is a reasonable parallel to make? In answering this question, make sure that you cover three stories from the book: one from the beginning (stories 1-6), one from the middle (stories 7-10) and one from the end (stories 11-13). In the course of your essay you should try to connect the stories that you choose to the subtext of the book. When you are quoting from the book, use the following format for showing page numbers at the end of your quotes: (33) or (subtext 33). You can write in first person (‘I’) if you want to. You are not required to introduce any academic research into your essay, but should you do so you will need to follow MLA or APA citation; in this case, please make it clear at the top of your essay which you are electing for. Your ‘Works Cited’ or ‘References’ page can in this case, if you want, constitute a fifth page to your essay. Due date: as given in the email I am sending you accompanying this text.

The Interpretive BrochureInterpretive brochures are used by park rangers, state archaeologists, museum curators, and tribal governments to communicate with the public. Interpretive brochures are used for two important reasons: they convey important interpretive messages to various publics, and they enhance the public’s perceptions of recreation and tourism resource agencies and organizations.In this assignment, you will assemble pictures, drawings, and text to create a tri-fold, 8.5 x 11, two-sided brochures. Illustrations can be copied out of books and magazine articles, downloaded from the web, be computer generated, or be hand drawn. Regardless of how the illustrations are generated, they should be neat and presentable, and appropriately credited (e.g. include the source of the image in parentheses at the end of the figure title). Please submit your brochure as a Word document (preferred) or a PDF.Topics to ConsiderEach of the following topics should be covered either by one or two sentences, or by a meaningful figure. Here are a set of guiding questions for each topic, but each of these questions does NOT need to be answered. The topic simply needs to be addressed.a) Map. This figure should show the location of the site. In some cases, you may want to show the location on a world map as well as on a local map. Ask yourself how important was the topography and setting to the site.b) Chronology. What time period does your site belong to? What came before and after? What changes occurred during the use of the site? When was the site discovered?c) Discovery and Methods. Who discovered the site? How was the site investigated? Was any advanced technology used or was the excavation standard for the period?d) Mobility and Population Density. What is known about how the inhabitants of your site organized themselves over space? Are there different kinds of settlements and special-use sites (such has hunting camps) in the surrounding area? What does the site look like? A map illustrating the layout of the site and labeling different structures or areas is ideal. What did their houses look like? Who lived in each house? How many people lived in each house?e) Economy. How did the inhabitants of your site support themselves (foragers, horticulturalists, agriculturalists, pastoralists, industrialists)? What foods were traditionally eaten and at what times of year? How and where was this food collected? Were there any specific technologies or tools that were used by your cultural group for their specific subsistence techniques?f) Technology. What was the range of common tools used at your site? How many of these tools were associated with subsistence? What, other than subsistence, were tools used for? What resources were needed to produce various types of tools, and how far did people have to travel to collect these resources? How much control over the environment did their technology allow them to have?g) Social Complexity. What can be said about the social organization of the people at your site? Did they have leaders, chiefs, queens, respected elders? How was social inequality obtained (were people “born” into it, or was it achieved)? How was power maintained? What was the role of religion? What was the role of wealth? What was the role of kinship?h) Significance of the Site. What did the site tell archaeologists that no other site had told them? Was it the fist, largest, oldest, or some other superlative? What do the current inhabitants or descendant community think of the site? Do their beliefs differ from those of archaeologists? Basically, why should a reader be excited about the site and why did I assign the site?h) Something Unusual. Is there something particularly neat about your site or its inhabitants? Were son-in-laws and mother-in-laws never allowed to speak? Did they believe they could be reincarnated as a stink bug? What was their origin myth? Did they eat their neighbors? Choose one unusual thing that is unique to your site and discuss it.Guidelines for Creating the Brochure1) Keep in mind that the target audience for your brochure is the general public, so this brochure is the sort that would be available at a Ranger Station for hikers and campers, or at the Cultural Heritage Center, in the area of your site.2) Create a good title for your brochure. The title does not have to be a complete sentence, but must convey your topic in a meaningful and preferably exciting manner.3) Decide upon the main points that you wish to convey. Write the body of the brochure – at least three paragraphs of up to 60 words that address the topical issues listed above. Write a brief introduction and a conclusion that help carry the theme through your brochure. Include sub-titles to attract readers’ attention, and be sure that they are also thematic (instead of “Technology” you might use a subtitle such as “Breaking Rocks and Making Pots”). You may add bullets with additional information if it is appropriate to your site, in order to grab attention and better relate to your readers.CAUTION: Even though you are obtaining factual information from web pages or publications, be careful that you do not plagiarize. The text that you write for your brochure must be your original wording and phrases. Most on-line and published information is factual in nature, while your writing for this brochure will be informal and filled with your understanding of the topics. Since we are pretending that this brochure is being developed for actual tourist sites, use the real address or other factual information where appropriate, but do not take entire descriptive sentences from prior publications. If you have any doubt about what is appropriate, please ask! You do have permission to use photos from the internet as long as you include the web address on the brochure.4) Develop a tri-fold brochure that is 8.5 inches tall and 11 inches wide, using both sides of the paper. Select graphics and other design elements that make your brochure attractive and easy to read. Be sure to include contact information/address, etc. CAUTION: Do not leave the computer lay-out until the last minute, as every program seems to have annoying quirks related to moving photos, wrapping text, column layout, etc.5) Provide, on a separate piece of paper from your brochure, a “for further reading” list for those pesky tourists who always want more information. This bibliography need not be lengthy, but should include at least 5 sources other than your textbook. It should also include at least one published source (this includes JStor, EBSCO, and others available from the Library Databases) and only websites that have .edu or .gov extensions, or National Geographic or Archaeology Magazine. Published books are, of course, acceptable.

Complete a critical researched essay of a minimum of 5 pages on a text from this module. Choose one of the assigned poems or short stories to write an essay about a theme you have identified in the chosen work. The analysis should follow the classic essay structure: an introduction, body paragraphs, a conclusion, and a Works Cited page. Make sure to use the Writing Resources under the Resources tab before submitting the final draft.Introduction: Your introduction should identify the poem or story under consideration, its author, and a central argument or theme – your thesis. A thesis is one sentence of no more than 25 words, so choose your words carefully as you must address more than one aspect of your topic in this one sentence. Provide a summary of the text in 1-2 sentences.Body: Body paragraphs must support your thesis argument with specific examples from the poem or story, analysis of relevant textual evidence, and additional information from credible secondary sources. To develop your analysis:Synthesize key points from the poem or story with your thesis. You must cite at least 3 brief quotes/paraphrases (no more than 2 lines long) with specific page numbers from the assigned primary texts: proper MLA in-text and bibliographic citation is required.State specifically how at least one literary device adddresses your main argument. For a poem: diction, imagery, figurative language, tone, form, or symbol; for a story: point of view, character, setting, plot, symbol, or tone.You are required to obtain at least 3 secondary sources from the CPCC Library databases. Wikipedia, History, Biography, Shmoop, Spark Notes, and Khan Academy are not credible sources for academic writing. One of these must be a Merriam-Webster (link here) definition of a word or literary term that is a part of your chosen text.Conclusion: Besides summarizing your main ideas, your conclusion should place your text and argument within a larger, meaningful context for your reader.Works Cited: The final 5th page will be the Works Cited page containing your primary sources and all secondary sources (including Merriam-Webster) used within the essay in proper MLA 8th edition format.Length: At least 5 pagesDue: 4/10/21Worth: 25 pointsSuggested Topics:Twain’s Use of Humor & Regionalism in “The Notorious Jumping Frog of Calaveras County”Gilman’s “The Yellow Wallpaper” as a Portrayal of FeminismLondon’s “To Build A Fire” as Naturalist FictionDu Bois’s Use of Political Discourse & Literary Style (“Of Our Spiritual Strivings”)Typographical Presentation of Imagist Poems (assigned poem by Pound, Lowell, Moore, or William)Moore’s “Poetry” as How to Read a PoemFrost’s Use of Traditional Form in “Mending Wall”Prufrock as Symbol of Alienation in Eliot’s poemRole of Jazz in Poetry (assigned poem by Hughes, McKay, or Culle

Think about Davis’ claim on page 5 that “Since women [under slavery], no less than men, were viewed as profitable labor-units, they might as well have been genderless as far as the slaveholders were concerned.” This is a remarkably different view than that presented by Stowe and Child in their fiction, in which the enslaved female characters Eliza and Rosa were highly gendered. Take a moment and think through this split. Why might Stowe and Child written such highly gendered characters? Why is it important for Davis to be arguing something different, in the context of her historical study?12 3 4 5 6 7 8 9 10 11 122. Read articlePlease choose one female character in Incidents (not including Harriet Jacobs/ Linda Brent) and write a character analysis of her. Where and how does she hold power in her life? What are her motivations? How is she described, and what values are assigned to how she looks? What does Jacobs/Brent think of her? Is she a “good” character, a bad one, or something more complicated than that? How so? How would you connect this character back to the question raised in Part 1 – how and where do constructs of “womanhood” play into this person’s character?01 02 03 04 05

This assignment asks you to summarize, analyze and compare ONE of the readingsfrom Week 7 – Sound & Television with ONE OTHER SCHOLARLY SOURCE youwill find on your own. The summaries should encapsulate the author’s mainarguments and illustrative examples, the analysis should provide a cogentassessment of these arguments, and most importantly the comparison shouldexamine how their ideas or arguments of the two readings relate to and connectwith each other in light of class discussions.The reading of your choice should be directly relevant to the week’s topic andshould illuminate one of the key points you are making about the summarized andanalyzed course readings. This source MUST be a scholarly journal article sourcedfrom the University of Toronto’s E-Resource collection. Therefore, sources that areNOT acceptable include articles from news magazines, trade journals, chaptersfrom popular books, or articles sourced from academic web databases such asResearchgate or academia.edu. Please note that the appropriateness, quality andrelevance of your chosen source will be a factor in the grading of this assignm

For this week’s forum, we are exploring websites that check information for bias, misinformation, and possible fake news misinformation. Go to the following websites and review the methodology they use to test information for accuracy.Our Process at https://www.factcheck.org/our-process/Methodology at https://mediabiasfactcheck.com/methodology/Transparency at Snopes.com https://www.snopes.com/transparency/After you have looked over these websites and reviewed the methodology of each website, please answer the following in 250 words or more:Which website do you find has the best way to review information for accuracy?Do any of these websites have any gaps in their methodology?Why is it important for everyone to be able to evaluate information?

)How does Hughes use dialect and the first person point of view to develop a singular persona that expresses a broader comment on general experiences about race, class, economic structures and their influence?POST 2 & 3: Respond to at least two other student posts.Each post should be a MINIMUM of 250 words. This grade will be based on the quality and depth of analysis as well as the level of participation.Link to articles: https://drive.google.com/file/d/1sslEUxSf9GA3mVPAL…Articles to read: Langston Hughes “The Negro Speaks of Rivers,” “Mother to Son,” “I, Too,” pg 2121Richard Wright “The Man Who Was Almost a Man” pg 2244Respond to this students responses:Wendy DiazgranadosRe: Discussion #4-AIn the story of “The Man Who Was Almost A Man,” Dave is not a man. He is 17 years old, and he still lives and answers to his parents. Dave works plowing the fields for Mr. Hawkins; his mother collects his pay and holds onto his money. Although Dave is close to being of legal age, he is treated as a child, and his parents feel that he is not responsible enough to make good decisions with his money.Dave’s parents are the force that prevents Dave from becoming a man. Dave is intrigued with learning how to shoot. Dave’s action demonstrates his immaturity in using the weapon near the mule and doing so on Mr. Hawkins’s land, as he has never fired a gun. Dave does not overcome the issue of him becoming a man. In the end, he gets discovered because of the gunshot wound to Jenny that ultimately causes her death, and he tried to hide the incident. Dave is held responsible and must pay for the mule but his irresponsible actions do not stop at the shooting of Jenny.To add more issues to Dave’s recent conduct, he sneaks out that same night and reshoots the gun. After he shoots his final bullet, he even thinks of breaking into Mr. Hawkin’s house to scare him. His thoughts are not of a level-headed, responsible person or a man. His mind frame has shifted once he feels comfortable having the gun, and he states that he will not let anyone control him any longer as long as he has the gun.ReferenceWright, R. (2017). The Norton anthology of American literature. (R. S. Levine, Ed.; 9th ed., Vol. 2, pp. 1059–1067). W.W. Norton & Company.Wendy DiazgranadosRe: Discussion #4-BIn the poems of Langston Hughes, “The Negro Speaks of Rivers,” “Mother to Son,” “I, Too,” and “Democracy.” The significant similarities in these poems would be the race, financial, and class struggles the people of color have experienced for centuries. In the poems, Langston Hughes talks about not giving up, fighting for what you believe in, and not giving in to what the white men put upon people of color.Langston Hughes believes that people of color have waited long enough for change to happen, but his central idea is that change will not occur if people of color do not stand up for themselves and their loved ones. That by sitting back and waiting for the people of color’s struggles to disappear on their own, that is not going to happen.If they do not speak up and bring awareness to the issues people of color want to change, then the white people will continue treating non-white people as they have been doing for decades or even centuries. In his poem, Langston Hughes states that his people have been around long enough and have earned the same rights just as everybody else. The people of color have put in a lot of work and effort to be on their land. They want the same things as the white people get, such as economically, socially, and class status based on their progress.Finally, Langston Hughes’s poem is based on rights of people of color, and how people should not be looked down on based on the color of someone’s skin.

I spoke in the previous chapter on Metaphor the difference between metaphor and symbolism. Make sure to work on establishing that difference while reading about symbolism. Also, make sure that you understand symbolism as revolving around symbols. Don’t tell me the symbolism active in an entire poem or even an entire line. When identifying symbolism, focus on particular symbols, people, places, things that are turned into symbolism based on the context in which they are used. Start with the specific symbolic item and move out into the context within which the symbol works. You can then speak about separate symbols working together. For instance, “The heroic men move into the burning building.” Say that the poem is about different kinds of heroes, you can focus on the men themselves as being symbolic of a type of hero. Then you can look at the burning building as a specific kind of danger or the moving into the building a specific kind of heroic activity. Then you can look at them together. Build your symbolic analysis piece by piece.Also, notice how there are two different types of symbols pointed out, conventional and literary. A conventional symbol is a symbol that already has a clear symbolic meaning outside of the contextual, or literary, symbolism being built by the author. For instance, take my previous example. Perhaps the line says “The heroic men move into the burning building with American Flag patches on their sleeves.” Outside of all of the symbolism of the men, the burning building, and the moving into the burning building, you can analyze the American flag as a conventional symbol, which has all kinds of symbolic resonance.Irony is also broken into categories, dramatic irony, verbal irony, and situational irony. Make sure you pay close attention to the differences between each type so that you can classify any irony that you find into one or the other.Choose a poem and analyze it with one of the bold words/literary elements.

For this assignment, analyze Hamlet’s famous “To be or not to be” soliloquy beginning at 3.1.57 and ending at 3.1.89. Explain as fully and clearly as you can the events and circumstances he’s reacting to, as well as what his words mean.There are two parts to your assignment:Part 1: Paraphrase it. That means “translate” what he says into your own words (not No Fear Shakespeare’s words or anybody else’s). Make sure you capture anything and everything he may be implying or suggesting. Don’t just include what he says, tell us as much as you can about what is implied, what’s between the lines, where he’s coming from, etc. Don’t assume that what seems obvious to you is obvious to your readers. When in doubt, spell it out.Part 2: Analyze it. Explain why what he says is important for us to understand him as a character, and how it gives us insight into his reaction to what has already happened, and how it helps us to understand his actions as the play develops.Some things to think about as you analyze it: What prompts him to launch into this speech? What has been happening to him, and how is he reacting to it? What is his mental and emotional state, and why is he thinking and feeling that way? What issues is he trying to work out? What ideas is he speculating on? What do we learn about his outlook, his fears, his personality? How does what he says here give us insight into his motives in events in the play that come after this speech?Give us as good a character sketch of Hamlet as you can, using this soliloquy as a guide to his mindset and actions. Feel free to psychoanalyze the melancholy young Dane, but back up what you say with evidence from the text. The better you explain what he means, why he’s feeling the way he does, and how it all relates to what happens in the play, the better your grade will be. As always, use short but effective quotations from the text to point to significant words and events, but focus mainly on your explanations of what we learn from his words mean and actions. To cite the text, place Act, Scene, and Line numbers in parentheses at the end of your quotation. Example: “Your quotation here” (1.3.5).Note: If you make an honest effort to tell me in your own words what the most important things to know about this character and this play are, in at least five hundred words (~two pages), you will probably get most of the points available.This Assignment is worth 90 points.Late papers not accepted. Don’t let that be you.2 pages (500 words) minimumIf you have any issues with Turnitin tool below, you can send your paper to me in a Canvas message, but you must type or copy and paste it directly into the message if you do. Do not send links or attachments. If I can’t read the paper in the message itself, I can’t accept the paper. Thanks for your cooperation.There is no Final Exam in this class. This paper is due Wednesday of Finals Week, April 7, by 11:59 pm. LATE PAPERS NOT ACCEPTED!

A. This assignment should be no more than one page.B. Identify the water solutions topic you are interested in pursuing (1pt). The topic is at the bottom on REDC. With that topic in mind, define the water problem you are trying to solve (2 pts).D. Identify the direct and indirect drivers that are making that problem better or worse in Oregon now, and in the future (2 pts).The sustainability of dams// how to determine cost/benefit of clean energy/ vs environmental impact (specifically thinking of Bonneville, Oregon)