Category: ethnic studies

Based on the cw2 – portofolio (answer 9) i want someone to answer the red questions inside ethical form.
NO AI OR CHATGPT

You must ask one question about this week’s readings on this discussion board AND you must respond to TWO questions that have been posted by other students.  All questions must be posted by Tuesday at 11:59 PM, and all responses must be posted by Thursday at 11:00 AM.  Please note that there may not be more than three answers per question (if three students have already responded to a question, you must choose a different question to respond to).
Before completing this assignment, be sure that you have read the Discussion Board Instructions assignment sheet, Discussion Board Grading Rubric, and course information on academic integrity and plagiarism, including the use of Artificial Intelligence (AI) in this course.
You also should view this video about posting on Canvas Discussion Boards:  videoLinks to an external site.
Also, please keep in mind that you may sometimes find it helpful or even necessary to do some brief internet research when writing questions or responses on the Discussion Boards.  In addition to always providing citations for any outside sources of information that you use in your posts, it is your responsibility (and part of your Discussion Board grade) to make sure that any information that you find on the internet is reliable and appropriate for the academic discussion in which you are participating.  If you haven’t already done so, you should be sure to view the following materials (along with the Discussion Board Instructions assignment sheet) before making any posts on the discussion boards:
Evaluating Sources for CredibilityLinks to an external site.
“The Trap MethodLinks to an external site.” 
“Internet Searching” (note: you do not need to fill out this page, but you do need to read it and keep it in mind when using any outside sources of information in this course)
Other Important Notes: 
Please do not upload posts as file attachments.  All posts should be made as text on the discussion board itself (if you prefer to type out a post in a Word document, please type out the post in a Word document and then cut and paste the final text of that post directly onto the discussion board).
Your posts for all discussion boards will appear as zero or as missing in the Canvas grade center until I have had the opportunity to review all posts and enter grades for everyone.  When I have completed this process, I will post an announcement and/or send out an email to let you know that grades have been posted.  If Canvas still incorrectly characterizes your posts as missing or with zero points after I have made that announcement, please contact me.
I do strongly recommend that you keep copies of your posts in a saved file on your computer, just in case they do not save properly on the discussion boards themselves; however, you only need to post the written text of your posts onto the discussion board itself in order to complete the discussion board assignments.

Writing a term paper is not just about copying and pasting text nor summarizing facts. It requires a blend of organization, research, and the art of presenting your findings in a way that’s both clear and analytical. And it must also be presented in your own voice. Also, select each source to suit your information, perspective, and credibility as if having its own voice. This means structuring your arguments logically, citing relevant sources, critically evaluating the information you’ve gathered, and write much of it in your own words, especially when connecting the thesis statement and/or research question(s) (found in your in your introduction) to the point, information, and explanation in each body paragraph (“PIE Paragraphs” video). Avoid frequently writing “I feel” and “I think” as indicators when this is already your term paper, which must be a presentation of supporting what you think and feel with reasons and evidence. In your conclusion, you must revisit your thesis and/or research question; summarize key points; emphasize your argument, comparison, or exploration; offer a thoughtful reflection; and end with impact.
In your term proposal, you were asked to think of ideas for your topic and narrow it down to one that is specific enough to fit the scope of your term paper. Now, in your term paper, hone your topic; hook your readers; craft your argument and/or research questions; provide in-text citation (author last name and page number, where can find information); use a citing style (whether MLA, APA, Chicago Style, or whatnot, include all the information in your full citation of a source); delve a bit deeper into your research; and write your term paper. All this must be structured in an essay format: Title, Author Name (you), Course Name and Number with Section Number, and Date centered at top—this would be in your Cover Page if you were writing a bigger term paper or research paper; Introduction with a clear and compelling statement of your chosen topic and explain its relevant, outline your approach to addressing it; Body is where you present the primary findings from your research, provide in-text citations to credit the sources from which you have gotten the information, as well as analysis, points, information, and explanation (PIE); Conclusion is where you wrap it up; and List of References, Works Cited, or Bibliography in which you properly and fully cite your sources (not my slides but the references).Writing a term paper is not just about copying and pasting text nor summarizing facts. It requires a blend of organization, research, and the art of presenting your findings in a way that’s both clear and analytical. And it must also be presented in your own voice. Also, select each source to suit your information, perspective, and credibility as if having its own voice. This means structuring your arguments logically, citing relevant sources, critically evaluating the information you’ve gathered, and write much of it in your own words, especially when connecting the thesis statement and/or research question(s) (found in your in your introduction) to the point, information, and explanation in each body paragraph (“PIE Paragraphs” video). Avoid frequently writing “I feel” and “I think” as indicators when this is already your term paper, which must be a presentation of supporting what you think and feel with reasons and evidence. In your conclusion, you must revisit your thesis and/or research question; summarize key points; emphasize your argument, comparison, or exploration; offer a thoughtful reflection; and end with impact.
In your term proposal, you were asked to think of ideas for your topic and narrow it down to one that is specific enough to fit the scope of your term paper. Now, in your term paper, hone your topic; hook your readers; craft your argument and/or research questions; provide in-text citation (author last name and page number, where can find information); use a citing style (whether MLA, APA, Chicago Style, or whatnot, include all the information in your full citation of a source); delve a bit deeper into your research; and write your term paper. All this must be structured in an essay format: Title, Author Name (you), Course Name and Number with Section Number, and Date centered at top—this would be in your Cover Page if you were writing a bigger term paper or research paper; Introduction with a clear and compelling statement of your chosen topic and explain its relevant, outline your approach to addressing it; Body is where you present the primary findings from your research, provide in-text citations to credit the sources from which you have gotten the information, as well as analysis, points, information, and explanation (PIE); Conclusion is where you wrap it up; and List of References, Works Cited, or Bibliography in which you properly and fully cite your sources (not my slides but the references)
What happened? What led up to this? Who made a significant impact on it?  
How did the event change or impact history? Why is it important? 
VIDEO/ WEBSITE LINKS 
https://www.youtube.com/watch?v=1Ch-7rQ8X0c  
https://www.youtube.com/watch?v=06UxXJ3yJ-E  
https://direct.mit.edu/daed/article/146/1/24/27138/The-Face-of-Battle-without-the-Rules-of-War  

For this short essay assignment, you’ll be graded on your ability to demonstrate comprehension and critically reflect on the film.
Most students who do their work on time don’t need extra credit. Having said this, it’s a lot easier to get an “A” in this class when you do the extra credit. I’ve seen hundreds of “B” students earn a higher grade because they did the extra credit early on. Just make sure to follow directions and submit on time. They get easier to do the sooner you finish your first one.
Only one attempt per student. I don’t allow for late work when it comes to extra credit – it’s in our Late Work Policy.
B. Literary Essay Guidelines (20 Points)
You are writing a literary/media analysis in the form of an essay. Your essay is worth up to 15 points. It should have all of the following, and up to how many max points you can lose if you don’t add it to your essay:
Up to -2 Points | short intro (2-3 sentences) with highlighted thesis statement.
Up to -2 Points | proper grammar and free of spelling errors,
Up to -4 Points | use proper citations with timestamps,
Up to -9 Points | based on the assigned media (e.g. film),
Up to -2 Points | apply and highlight a course concept to argue your theme/thesis,
Up to -9 Points | directly address all aspects of the prompt(s). Up to -2 Points | concise conclusion (2-3 sentences) C. Media Source in Context
The Western (Male) Gaze
The “gaze” is a term that describes how viewers engage with visual media. Originating in film theory and criticism in the 1970s, the gaze refers to how we look at visual representations. These include advertisements, television programs and cinema. In the male gaze, woman is visually positioned as an “object” of heterosexual male desire. When film critics talk about the gaze, they are often referring to the “male gaze”. But what does that really mean? The “male gaze” invokes the sexual politics of the gaze and suggests a sexualized way of looking that empowers men and objectifies women. In the male gaze, woman is visually positioned as an “object” of heterosexual male desire. A female’s feelings, thoughts and her own sexual drives are less important than her being “framed” by male desire. The use of “Western” refers to countries who colonized and divided most of the world into nation-states. Historically, the cultural logic of these Western countries assume the role of savior, expressed in an attitude, approach and framing to foreign relations, global chains of production, trade policy, international law, and sovereignty. Orientalism
Western countries and cultures enact cultural imperialism through “Orientalism.” Coined by Edward Said in 1978, the concept of orientalismdescribes how western culture (literature, art, cinema, etc.) constructs images of the Orient or the East in such a way that validates the preference for Western civilization and culture. In other words, the word “Orient” does not describe a people or countries. Instead, the term is a construction of the Western gaze toward people east of the invention of Europe. In short, there is no such thing as an Oriental person but there is such a thing as an “Orientalist” (Western gaze).
Orientalism can be discussed and analyzed as the corporate institution for dealing with the Orient — dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as a western style for dominating, restructuring, and having authority over the Orient (Said 1978: 3).
The image of Asians in U.S. society is constructed and generally utilized in three ways, according to Said. Orientalism can be found in academia and English literary tradition. It is also found in the worldview, representation, and “style of thought” of Western countries. Third, orientalism is a powerful political instrument of domination. The documentary highlights the role of racial ideas saturating American popular culture through the medium of cinema to influence the American Psyche in believing and reinforcing Asian stereotypes and “Yellow Threat.”
Reparations
There is long history surrounding reparations for slavery. If you’re unfamiliar, “reparations” simply means making amends by paying money to those wronged. Historically, the use of the term refers to countries who pay money for committing wrongs, and for the damage, injuries, etc. that it has caused. In the early days of 1865, Union General William T. Sherman and Secretary of War Edwin M. Stanton met with black leaders in Savannah, Georgia. Inspired by the ideas of abolitionist proposing land redistribution and prospects of limiting the power of southern states, an order was released four days later on January 16 with the Special Field Order No. 15 of self-governing communities and waterfront property along the eastern coastline spanning multiple states. The Order would stay a promise, unfulfilled. Many scholars explain the gap between White Americans and Black Americans as a failure by the government to do the right thing when given the chance to do so. Sherman’s order is commonly referred to as the promise of “40 acres and a mule.” To date, the U.S. government or corporations have not made amends with the tremendous wealth made from supporting slavery. The 117th U.S. Congress approved H.R. 40 in 2021. This bill establishes the Commission to Study and Develop Reparation Proposals for African Americans. Officially, “The commission shall examine slavery and discrimination in the colonies and the United States from 1619 to the present and recommend appropriate remedies for decedents of U.S. slaves.
While the order to pay reparations to African Americans remains unseen after nearly 160 years, it only took fifty (50) years for the U.S. government to pay reparations for the interment (unlawful imprisonment) of Japanese Americans during World War II. By 1992, the U.S. government disbursed more than $1.6 billion (equivalent to $3.67 billion in 2021) in reparations to 82,219 Japanese Americans who had been interned. Reparations have improved the class status and wealth of future generations of hundreds of thousands of Japanese Americans, but cultural stereotypes and hate crimes against Asians persist.
Film: Hollywood and the Yellow Threat
If you have trouble watching the video here, click here to watch in a new window. If it doesn’t work, then you can watch an alternative documentary: Yellowface (2023).
In the late 1980s, Tomita acts in the film based on a true story. Experts discuss Asian American representation in Hollywood; film may be the only source of world education for some people. Asian stereotypes have been long-lasting and their perception as a “Yellow Threat” is still pertinent today. D. Critical Reflection / Media Analysis
In an essay, provide your response to the question(s) or prompts below according to the film. You can also add what you’ve learned thus far in class about Asian American history as part of your critical analysis.
From whose point of view is the film “Hollywood and the Yellow Threat” speaking?
Who has racial power in the film and how do we know this to be true?
Discuss and apply the concept of “Yellow Threat” in relation to Asian Whitewashing and racism in Hollywood.
Discuss unlawful, domestic military action by the U.S. government, and the living conditions of Japanese Interment as a violation of human rights. Does the $3.67 billion in reparations received by Japanese Americans in the 1990s justify or make amends for interment camps?
Discuss and analyze the release of Japanese Americans and transfer of property during WWII as racism.
Discuss “Falling in Love” and the historical representation of Asian women in U.S. cinema. *No external sources. Base your response on the author’s conversation in the assigned book and, as an add-on, you can tie in your own personal experiences, stories, and examples.

After reading the article behind the Japanese American Memorial Monument (on Venice and Lincoln Boulevards) and watching the short video about the Ralf Lazo story, answer the following questions (1 paragraph each minimum); use the texts and video to support your answers. Here is the link to the video video link and here is the link to the text text link. I have attached a photo of the questions below, please answer each one carefully and use the links i provided to support your answers. please make sure this is all written in your own words, no ai. Do not use any other sources other than the ones i have provided.

“Empowering Immigrant and Disenfranchised Communities Through Accessible Healthcare Services” 
This short essay should explain why this material is meaningful to you and how it implicates your community. I’m writing about San Francisco.
Hi! I need 5 pages essay (5 page works cited) on this topic. I’m going to submit research below. Please write based in them. Format MLA. Please use all of the links provided. 
1. https://pubmed.ncbi.nlm.nih.gov/33778797/
2. https://www.researchgate.net/publication/344220919_HEALTH_CARE_SYSTEM_FOR_IMMIGRANTS_ACCESSIBILITY_QUALITY_COST
3. https://jamanetwork.com/journals/jamanetworkopen/article-abstract/2809604
4. https://www.thelancet.com/journals/landia/article/PIIS0140-6736(19)30035-2/abstract
5. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446276/
6. https://onlinelibrary.wiley.com/doi/abs/10.1002/hec.4270

For this short essay assignment, you’ll be graded on your ability to demonstrate comprehension and critically reflect on the film.
Most students who do their work on time don’t need extra credit. Having said this, it’s a lot easier to get an “A” in this class when you do the extra credit. I’ve seen hundreds of “B” students earn a higher grade because they did the extra credit early on. Just make sure to follow directions and submit on time. They get easier to do the sooner you finish your first one.
Only one attempt per student. I don’t allow for late work when it comes to extra credit – it’s in our Late Work Policy.
B. Literary Essay Guidelines (20 Points)
You are writing a literary/media analysis in the form of an essay. Your essay is worth up to 15 points. It should have all of the following, and up to how many max points you can lose if you don’t add it to your essay:
Up to -2 Points | short intro (2-3 sentences) with highlighted thesis statement.
Up to -2 Points | proper grammar and free of spelling errors,
Up to -4 Points | use proper citations with timestamps,
Up to -9 Points | based on the assigned media (e.g. film),
Up to -2 Points | apply and highlight a course concept to argue your theme/thesis,
Up to -9 Points | directly address all aspects of the prompt(s). Up to -2 Points | concise conclusion (2-3 sentences) C. Media/Literary Analysis
How to use a social lens to watch media
First, it’s important to watch the film carefully with a critical eye. Consider why you’ve been assigned to watch a film and write an analysis. How does this activity fit into the course? Why have you been assigned this particular film? What are you looking for in connection to the course content? Here are some tips on how to watch the clip critically, just as you would an entire film:
Give the clip your undivided attention at least once. Pay close attention to details and make observations that might start leading to bigger questions.
Watch the clip a second time. For this viewing, you will want to focus specifically on those elements of film analysis that your class has focused on, so review your course notes. For example, from whose perspective is this clip shot? What choices help convey that perspective? What is the overall tone, theme, or effect of this clip?
Take notes while you watch for the second time. Notes will help you keep track of what you noticed and when, if you include timestamps in your notes. Timestamps are vital for citing scenes from a film! Critical Reflection / Media Analysis
In an essay, provide your response to the question(s) or prompts below according to the film. You can also add what you’ve learned thus far about the UFW in readings and lectures as part of your critical analysis.Identify and discuss the power relations during the 1960s in California’s economy and political system.
Discuss the contributions of Filipino Americans in improving farmworker conditions.
Analyze worker participation, labor organizing, and UFW leadership.
Discuss the impact and significance in collective struggle by Filipino and Mexican Americans.
*No external sources. Base your response on the author’s conversation in the assigned book and, as an add-on, you can tie in your own personal experiences, stories, and examples.https://www.pbs.org/video/kvie-viewfinder-delano-manongs/

Paper can include copies of photos of the subject. You’ll be graded on your ability to reflect on your foreign-born interview subject as part of the Oral History project.
*No external sources. Base your response on the author’s conversation in the assigned book and, as an add-on, you can tie in lectures, multimedia, and your own personal experiences, stories, and examples.
B. Essay Guidelines (40 Points)
THE FORMAT (40 Points)
Introduction (80+ words) (5 points)
– Who is your foreign-born subject? Why did you chose him/her/they?”
– Present your thesis: overall argument or main concept(s) reflected in the person’s story.
Short Oral History (400+ words) (15 points)
– Give brief narrative – can be autobiographical or biographical.
– Identify any key themes, chronology, or topics
– Present subject’s origin/birth country.
Reflection & Analysis (220+ words) (20 points)
– Place narrative in historical perspective. Do some research on the birth country during the decade the parents gave birth to subject in order to help you gain perspective and context for the person’s story, constraints, and needs.
– What does this story tell us about certain themes in marginalized or disenfranchised communities in U.S. History?
– Link to course material and concepts.
You can combine or intertwine section #2 and #3. Another way is to write section #2 as an overview or big picture and when I start section #3 go into more detail into specific aspects of their story using course concepts to organize each paragraph. In short, most students write the essay in the order presented above (1, 2, 3). C. Non-Essay Alternative
Tired of writing? How about you submit a video?
In lieu of a paper, you can submit a video recording.
The video submitted must:
Meet all guidelines stated above.
Include a 10+ slide presentation.
Uploaded and submit a YouTube link.
See example video (different class, different assignment)
Some important information:
Students don’t need to be seen (show face) in the video.
Slides must be viewable and readable in the video.
Professor is unavailable to assist with troubleshooting.
Do NOT upload video to Canvas.

Activity Description:
Create a Public Service Announcement (PSA) script aimed at promoting the importance and value of Ethnic Studies to a general audience. Your PSA should be concise, engaging, and informative, using only the content provided in the unit to support your message.
Alongside the script, submit a written justification that explains the choices you made in your PSA and how they are supported by the unit content.
Purpose of a PSA:
A Public Service Announcement (PSA) is a message designed to raise awareness about an issue and influence public attitudes and behavior towards a more informed and proactive stance. PSAs are typically short, powerful, and meant to reach a wide audience with clear and impactful messages. They are valuable educational tools because they distill complex information into accessible and actionable insights that can prompt societal change.
Evidence Requirements for the PSA Script:
Key Definitions: Incorporate a clear and succinct definition of Ethnic Studies and its purpose as presented in the Unit.
Interdisciplinary Nature: Highlight the interdisciplinary approach of Ethnic Studies and its relevance in understanding societal issues as presented in the Unit.
Geohistorical Impact: Mention the significance of geohistorical macroscales in shaping our understanding of historical and current societal dynamics as presented in the Unit.
Call to Action: End with a compelling call to action that encourages further engagement with Ethnic Studies.
Written Justification Instructions (click or tap to reveal)
Rationale: Explain why each element of your PSA (definition, interdisciplinary nature, geohistorical impact, call to action) is essential and how it reflects the content from the unit.
Support: Use specific references from the unit content to justify your choices in the script. For instance, quote the section of the unit that discusses the importance of understanding BIPOC perspectives and how this supports the message in your PSA.
Impact: Discuss the intended impact of your PSA on the audience and how it aims to enhance understanding or change perceptions about Ethnic Studies.
UnGrading Criteria (click or tap to reveal)
Content Alignment: Ensures all components of the PSA script are directly supported by unit content.
Clarity and Conciseness: The PSA script must be clear, concise, and focused, suitable for public dissemination.
Persuasiveness and Engagement: Measures the effectiveness of the script in engaging and persuading the audience of the importance of Ethnic Studies.
Depth of Justification: The written justification must thoroughly explain and link the script choices to the unit content.
Checklist to Meet Criteria (click or tap to reveal)
Definition of Ethnic Studies included and supported by unit content.
Explanation of the interdisciplinary approach linked to specific unit details.
Geohistorical impact discussed with direct references to the unit.
Clear and compelling call to action.
Justification is detailed, with explicit connections to unit content.