This semester we have examined the overarching question(s) of “What is the meaning of life?” “How do we achieve happiness?” and “Is happiness the ultimate meaning or purpose of life?” To me, it seems as though these are all inter-related questions. And, so far, we have explored several texts, each of which has attempted to answer these inter-related questions: The History of Rasselas: Prince of Abissinia, Everyman, and The Poetry of Sappho. Now, we come to The Consolation of Philosophy by Boethius.
At first, it would seem these various texts may lead up to the study of Boethius. However, except for Sappho’s writings, Boethius’s text predates the others since it was written around 524 A.C.E. So, these disparate texts may have, in fact, been influenced by Boethius.
It is an interesting text, at once espousing philosophies from ancient Greece (most often Plato and Aristotle) and mingling them with early medieval Christian beliefs. All in all, the five books of The Consolationweave together a series of logical arguments. To what end? Perhaps to make the author feel better as he approached his doom. In any case, his writings became a major influence on Western thought for the subsequent millennium, partly because he was able to support Christian beliefs with Classical Greek philosophy, all the while never mentioning anything overtly Christian!
So what shall we do with this text? For this essay, I will give you some choices. Please choose ONE of the following to respond to:
Choice #1
Consider showing the relationship between The Consolation and EITHER Rasselas or Everyman or Sappho.
How do the two texts compare? How do they contrast? What ideas in Boethius are reflected in the other work?
Choice #2
Clearly explain – and follow Boethius’s entire train of logical argument – of ONE of the following discussions:
Providence and Fate
Free will and foreknowledge
Chance
Good and evil, reward and punishment
Fortune
True goodness and true happiness
Choice #3
Why and/or how did The Consolation of Philosophy appease Boethius in his dreaded time awaiting his doom?
Please DO NOT USE ANY OUTSIDE SOURCES for this essay. Your Works Cited page should include only the text or texts we have read and discussed in class. The usual formatting applies:
4+ pages in length
Plus a Works Cited page
MLA style, formatting
ON TOP WAS THE INSTRUCTION MY PROFESSOR WANTS/ YOU WILL DO CHOICE 1
remember to not make the essay wordy or use a higher level vocabulary. keep it straighfroward and creative. use academic words that most knows. don’t announce things in the essay like ” in this essay we will explore” my teacher hates that. have a smoother transition. keep the introduction interesting and your ideas to make sense.
i also have an outline for the essay if u need it
If you choose the following prompt:
OUTLINE OPTION #1 — COMPARISON-CONTRAST
Consider showing the relationship between The Consolation and ONE of the following texts: Rasselas or Everyman or Sappho.
How do the two texts compare (similarities)?
How do they contrast (differences)?
What ideas in Boethius are reflected in the other work?
You are really writing a comparison-contrast essay. There are two basic ways to organize this type of essay, either the one-side-at-a-time method (for shorter, simpler discussions) or the point-by-point method (for longer, more complex discussions).
We always write a comparison-contrast essay for a reason: to explain, to argue, to clarify, to entertain, and so on. So, you need to figure out your focus or purpose for this essay. That will determine what you say and how you say it.
Remember that when you are discussing your first topic (BOETHIUS), you are informing the reader.
You are presenting information – via quotations and explanations – about your first text.
Then, when you discuss your second text (either RASSELAS or EVERYMAN or SAPPHO), you are doing two things:
Informing the reader about the second text, via quotations
Explaining to the reader about the relationship between this text and Boethius. So, this is where you are making your comparison or contrast between the two texts.
Whether we make a “pros” and “cons” list about a major life event or try to decide which brand of peanut butter we’re going to buy, we constantly compare and contrast ideas and items in our lives. When we compare, we examine the similarities between things; when we contrast, we examine the differences between things.
What, exactly, is a comparison-contrast essay composed of? What do you need to think about when doing one? Well, there are several things to think about.
First, you need to decide on a purpose.Why are you making a comparison and/or contrast? It isn’t enough to just compare and contrast two or more things. You have to do that with some point in mind. For example, you might want to show that two things are more similar (or different) than previously thought, or you might want to define two shades of an emotion or condition (such as happiness versus ecstasy); or you might want to dramatize the effects of drinking one glass of red wine at dinner, for good health, versus drinking a case of red wine at dinner, with the ill effects of such an action; or you might want to persuade readers that stricter divorce laws are needed by comparing the laws of several different states. Regardless of the purpose, you must compare and contrast with a purpose in mind. That purpose is one of the things that directs your essay. The other thing that directs your essay is your audience – for whom are you writing?
Second, you need to make sure that the two (or more) things you’re comparing or contrasting are at least somewhat similar.You can, for example, compare a Ford and a Volvo because they’re both cars. You could not compare a car with a lawnmower (with the possible exception of an old Volkswagen). So, they need to have some related parts.
Third, you need to stay focused on your purpose.That is, you may want to inform (to present information as objectively as possible); to evaluate (as in pros and cons, with the goal of making some sort of judgment); to persuade (readers to take some action based upon your presentation of similarities or differences): to clear up misconceptions (by revealing previously hidden or misunderstood similarities or differences): or to draw an analogy between two seemingly unrelated subjects (such as a singles bar and a day at the zoo).
Fourth, you need to come up with a strong thesis.Now, a thesis always states the subject under discussion and the author’s perspective, treatment of the subject, or point of view. In a comparison-contrast essay, a thesis must do a few more things. It should name the subjects being compared and contrasted; it should indicate whether the focus is on the similarities, the differences, or both; and it should state the main point of comparison or contrast.
Fifth, you need to select the points to be discussed.Consider your audience when doing this. Be aware of what your readers know, what they don’t know, and what you can predict about their reactions. This should influence your choices of what to include. Of course, all of your points should support your thesis.
Sixth, organize your discussion.For a comparison-contrast essay, there are basically two ways to organize your material. They are:
The one-side-at-a-time (sometimes called the “block”) method, which is organized like this:
Introduction
Subject “A” – point 1
– point 2
– point 3, etc.
Subject “B” – point 1
– point 2
– point 3, etc.
Conclusion
Note that the points discussed are the same and in the same order. That makes for an easy comparison. This type of organization is best used for shorter, simpler essays.
Then there’s the point-by-point method, which is best used for longer, more complicated essays. It is organized like this:
Introduction
Point 1 – subject “A” then subject “B”
Point 2 – subject “A” then subject “B”
Point 3 – subject “A” then subject “B”, etc.
Conclusion
Lastly, be aware of language, as always.In order to make sure that the reader understands the comparisons and contrasts that you’re making, you need to make sure that you’re clear. Part of what makes this essay clear is good use of transitions, such as “also,” “in the same way,” “on the other hand,” or “likewise.”
ONE-SIDE-AT-A-TIME/BLOCK METHOD
Interest creator _______________________________________________________________________
____________________________________________________________________________________
Context _____________________________________________________________________________
____________________________________________________________________________________
Thesis (Titles, Authors, Focus) _____________________________________________________________
____________________________________________________________________________________
Statement of organization (mention II, III, III, etc.) ___________________________________________
____________________________________________________________________________________
Transition, topic sentence (BOETHIUS) ____________________________________________________
____________________________________________________________________________________
Lead in, quotation/point #1 _____________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #2 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #3 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (RASSELAS or EVERYMAN or SAPPHO) ________________________________
____________________________________________________________________________________
Lead in, quotation/point #1 _____________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #2 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #3 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, echo of thesis ________________________________________________________________
_____________________________________________________________________________________
Reminder of most important points ________________________________________________________
______________________________________________________________________________________
Connection to reader ____________________________________________________________________
______________________________________________________________________________________
“Walk-away” thoughts ___________________________________________________________________
______________________________________________________________________________________
POINT-BY-POINT METHOD
Interest creator _______________________________________________________________________
____________________________________________________________________________________
Context _____________________________________________________________________________
____________________________________________________________________________________
Thesis (Titles, Authors, Focus) _____________________________________________________________
____________________________________________________________________________________
Statement of organization (mention II, III, III, etc.) ___________________________________________
____________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #1 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #1 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #2 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #2 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #3 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #3 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #4 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #4 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #5 (BOETHIUS) ___________________________________________________
POINT-BY-POINT METHOD (continued)
_____________________________________________________________________________________
Lead in, quotations/point #5 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, echo of thesis ________________________________________________________________
_____________________________________________________________________________________
Reminder of most important points ________________________________________________________
______________________________________________________________________________________
Connection to reader ____________________________________________________________________
______________________________________________________________________________________
“Walk-away” thoughts ___________________________________________________________________
______________________________________________________________________________________
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“The Interplay of Ideas: A Comparison of Boethius’s ‘The Consolation of Philosophy’ and ‘Rasselas,’ ‘Everyman,’ or Sappho” “Comparing and Contrasting: The Relationship between Boethius and a Comparison-Contrast Essay” “Comparing and Contrasting Boethius, Rasselas, and Sappho: A Study of Human Nature and the Pursuit of Happiness” “Exploring the Concept of Fate and Free Will in Boethius, Rasselas, Everyman, and Sappho” Comparing the Themes of Fate and Free Will in Boethius and Rasselas/Everyman/Sappho
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“Comparing Vertical Alignment of Rational Number Equivalencies in Virginia Standards of Learning and Elementary Middle Mathematics – Teaching Developmentally”
Your goal is to compare the vertical alignment of the Virginia Standards of Learning Rational Equivalencies with the recommendations from the Elementary Middle Mathematics – Teaching Developmentally book.
Select a grade level (that deals with rational numbers) and then rational number
equivalency concept from the chart (example 4.2b – represent equivalent fractions). Go to https://www.doe.virginia.gov/teaching-learning-assessment/instruction/mathematics/standards-of-learning-for-mathematicsLinks to an external site.; scroll down a little to see various documents.
Download/Open the Standards of Learning Document (ADA Compliance Version) for the grade level you choose (might not be be the one you teach).
Identify the essential knowledge & skills and understanding the standards related to your chosen concept.
Your paper must consist of:
Stating the skill with the supporting details from the Virginia Standards of Learning document found in the essential knowledge and skills and understanding the standards sections.
Using the Elementary Middle Mathematics – Teaching Developmentally textbook (Chapter 17) expand and enhance the concept using examples and explanations from this text. You need to include a discussion of the “essentilal skills” related to rational numbers. Cite the textbook several times.
Describe how can you teach this to diverse learners.
Your paper should be a comprehensive 2-page (two full pages) review of the concept; references should go on page 3, or later.
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Hurricane Chester Leadership Exercise Report
To complete this assignment, perform the following tasks:
Please first read the Hurricane Chester Exercise Instructions that provides an overview of the assignment.
Next, please read the Participant Guide that provides detailed guidance on how to conduct the exercise.
If you have any questions on how to complete the exercise, please contact me.
Once you fully understand the assignment, please conduct the exercise by reading the HMLS 495 Exercise Slides.
Finally, please complete the Hurricane Chester Exercise Report Template as the template is. You can use the PDF form and fill it in. If you need to convert it to MS Word that is fine as well. Please use the Hurricane Chester Exercise Report Template v1.1 attached; this is crucial to the project do not modify the template.
Remember to turn in the completed report on time.
PDF – HMLS 495 Exercise Slides
https://leocontent.umgc.edu/content/dam/course-content/tus/hmls/hmls-495/document/HMLS%20495%20Exercise%20Slides.pdf?ou=930931
PDF – Participant Guide
https://leocontent.umgc.edu/content/dam/course-content/tus/hmls/hmls-495/document/Participants%20Guide.pdf?ou=930931
PDF – Hurricane Chester Exercise Instructions v1.2
https://leocontent.umgc.edu/content/dam/course-content/tus/hmls/hmls-495/document/Participants%20Guide.pdf?ou=930931
PDF – Hurricane Chester Exercise Report Template v1.1
https://leocontent.umgc.edu/content/dam/course-content/tus/hmls/hmls-495/document/Hurricane%20Chester%20Exercise%20Report%20Template%20v1.1.pdf?ou=930931
The leadership exercise activity is based on the physical characteristics and resources of a real facility located in New York City. The exercise focuses on an operational and planning scenario and includes the development of an Exercise Report also known as an After-Action Report (AAR).
The AAR is created by incorporating targeted leadership knowledge development, self-assessment assignments, and homeland security or public safety leadership analysis with your observations from the leadership exercise. The AAR represents a personal understanding and plan of public safety leadership based on the course research, lecture content, conferences, reports, the leadership exercise, and your leadership performance. The completed AAR correlates with professional homeland security and public safety leadership best practices, resulting in a tangible product that can become a base for future leadership development.
The AAR will be developed using the provided template and structured to cover all of the following topics:
Presentation and discussion of academic and anecdotal resource materials
Deconstruction of current homeland security or public safety leadership
Identification of acceptable and effective professional homeland security or public safety leadership principles
Collation of data from personal leadership self-assessment assignments and Personal Leadership History Report
Comparison and contrast of self-assessment data, to include applicability, with best practices and identified leadership principles
Presentation and discussion of future personal leadership development and opportunity -
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Title: Exploring the Impact of Social Media on Self-Esteem: A Field Experiment Using Non-University Participants Problem: The excessive use of social media has been linked to negative effects on self-esteem, particularly among young adults. However,
Please use simple/easy words and grammar for this work. Also, the answer should be succinct. Please use APA-style headings to provide structure to your responses as appropriate. I really ask you that you thoroughly and completely follow my instructions. The words limit is between 300-500. I want the answer as soon as possible with high quality. Thanks in advance for you work.
INSTRUCTIONS
There are two significant concerns related to research in Social Psychology are (1) the nearly exclusive use of undergraduate students as participants, and (2) reliance on lab experiments.
For this question, choose a topic of current concern related to social psychology and propose an experiment that uses a real-world setting and does not use university students (exclusively) as participants.
Include the following sections/headings in your research proposal:
Problem: Must be a problem/topic related to a Social Psychology construct.
Rationale: Why is it important to study this issue (how will people benefit from the knowledge gained)?
Research Question: Should be brief, clear, based on existing knowledge.
Participants: selection criteria and/or process of selection (may not use a convenience sample of undergraduate students). Include an estimated number, basic demographics, etc.
Overview of the Experiment: Tell what type of non-lab research you are proposing (such as field experiments, internet research, diary methods, ambulatory assessment, and trace measures), explain why this is the best choice for your study, and describe how the experiment will be conducted. (You must choose the best choice, not easiest one)
Describe what would be done to ensure validity and reliability for your experiment.
Ethical Considerations: Choose one ethical concern (outlined on page 45-17 of Aronson et al.; I attached the file below) and explain how your proposed study will adhere to it. -
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Tech Careers and Network Security: A Comprehensive Overview
For your Final project complete the following by describing completly each topic in your own words. Please use pictures or diagram of products, processes, etc. to illustrate and enhance your written answers. You may also consult You Tube.com, Google, How Stuff Works, or any other source. This is not a research paper; however provide your source(s):
1. Describe various tech Careers.
2. Describe basic security and the different kinds of threats and what is social engineering.
3. Describe Object Oriented Programming and give an example of an Object Oriented language.
4. Discuss the benefits of computer networks and the types and components of communications networks (Routers, switches, … .)
5. Describe threats to communication networks and how are the threats mitigated.
6. Describe software development in respect to the Systems Development Life Cycle (SDLC) using applicable model.
7. Discuss communications media (such as cables, … etc.) for both Wired and Wireless.
8. Describe the OSI Module and how is it used.
9. Describe a database management system, and what are the most popular DBMS.
10. Go to Microsoft CoPilot and enter the following words exactly as written below(you can copy and paste), and run the code in the link provided. Copy that code into the compiler and also in NotePad Run the Program and note how it runs. Then the words below into ChatGtp, and copy the code generated to the compiler and notepad, and note whether it runs.
`
This is the online compiler https://www.online-python.com/online_python_compiler ,
Copy the exactly into CoPilot and note how it is stuctured (you may want to copy it to notepad), and copy the code generated into the online Compiler noted above. Do the same with the generated code from ChatGtp
Here is what you enter into Copilot and Chatgtp.And copy to the online computer and to Notepad.
Create a Python program that will input two numbers, add both numbers and give the result, subtract the first number from the second and give result, multiply the two numbers and give the result, and divide the first number by the second and give the result.
Submission Instructions: Upon completion, submit your completed project in this area of the classroom for grading.
************
There should be 12 or more slides with Introduction and Reference pages. -
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“Exploring the Neo-Colonial Dynamics of Digital Nomadism on TikTok: A Critical Postcolonial Analysis” Exploring Neo-Colonial Dynamics in Digital Nomadism: A Study of TikTok Content and Community Research Question: How does TikTok’s portrayal of digital nomadism reflect and perpetuate neo-colonial dynamics, and what insights
In the field of Digital Hustle, where people seek and utilize the opportunities presented by the digital side of the world to gain economic value or pursue their goals. Understanding digital nomadism as portrayed on platforms like TikTok has significant importance. Digital nomadism is a lifestyle where people can work and travel at the same time, due to their set of skills. This lifestyle is fully linked to the spirit of Digital Hustle, where human beings seek to maximize their autonomy and flexibility in the chase of professional and personal goals. By exploring how TikTok portrays digital nomadism, we can gain knowledge into how this way of life is commodified, romanticized and seen by others in the digital space.
The rise of digital nomadism, supported by many platforms like TikTok, shows us the sudden connection between globalization, technology and culture. In recent years digital nomadism became really popular among young individuals. Even with the popularity the topic lacks scholar research into how the concept interacts with neo-colonialist dynamics. Therefore, this research is done to fill in this gap by examining the TikTok model of the digital nomad lifestyle through the lens of neo-colonialism.
This research will demonstrate that the digital nomadism movement tries to empower positive aspects of life, such as freedom and mobility. Nevertheless, accidentally may steer to the creation of power imbalances and cultural hegemony. However, I believe that these portrayals may lead to potential ways for challenging and unsettling neo-colonialism discourse. By accurately analyzing TikTok content, this study aims to shed light on the “hidden” power dynamics and cultural representations that shape the digital nomad discussion on the platform. Through this analysis, the research intends to show both the protraction of neo-colonialist ideologies and ways for resistance and destruction of the idea within digital spaces.
The theoretical framework for this research draws from critical postcolonial theory, cultural studies, and media studies. These theoretical angles provide a lens through which to look through and analyze the complex bond between digital nomadism and neo-colonial dynamics. Postcolonial theory offers insights into colonialism and imperialism, highlighting the ways in which relations of power and dominance can be still seen in contemporary society. Cultural studies provide tools for understanding how cultural practices and representations reflect and perpetuate power relations. Media studies give us the structure for analyzing the whole chain of production, distribution and posting of media content on the main topic.
The main concepts such as cultural appropriation, Othering, and the commodification of culture will be used as tools for analyzing the TikTok model of digital nomad and its connection to neo-colonialism. For example, in “Decolonizing Methodologies” by Linda Tuhiwai Smith, the concept of decolonising gives a structure to critically analyze the representation of marginalized groups “..the term ‘research’ is inextricably linked to European imperialism and colonialism… When mentioned in many indigenous contexts, it stirs up silence, it conjures up bad memories, it raises a smile that is knowing and distrustful.” This ideas and concepts will be used to understand and challenge the connection of digital nomadism and neo-colonialism.(2012, 1)
Similarly, in “Empire of Signs” by Roland Barthes, the idea of semiotics and the construction of meaning in cultural texts will be used to deconstruct the visual and textual elements seen in TikTok videos, uncovering underlying power dynamics and ideologies. (1983)
This research will acquire a qualitative approach, by analyzing visual content of TikTok featuring digital nomad topics. A data set of TikTok videos will be selected based on relevant hashtags such as #digitalnomad, #travel and #digitalnomadism. These videos will be analyzed for patterns and discourses around digital nomadism. Therefore, to see how power relations are built and discussed within the Digital Nomad community.
Moreover surveys via email may be done with digital nomads that creat content on TikTok. This will be done to get insights into their experience and opinions, enabling us to understand the topic more broadly. Additionally, comment observation of digital nomad communities on TikTok may provide valuable insights into the experiences of individuals working on and producing digital nomad content.
Overall, this research is done to provide a large-scale exploration of how TikTok’s portrayal of digital nomad connects with neo-colonialist dynamics, giving knowledge into the potential for both perpetuation and resistance within digital spaces. Exploring neo-colonial dynamics through TikTok’s model of digital nomadism is important within the context of Digital Hustle, as it sheds light on the mutuality of technology, globalization, and cultural representation. By understanding how digital nomadism is constructed and perceived within digital spaces, we can build strategies and initiatives that promote ethical engagement, non-biased behavior and empowerment within the digital economy.
BIBLIOGRAPHY
Barthes, R. (1983). Empire of signs. Cape.
Hensellek, S., & Puchala, N. (2021). The Emergence of the Digital Nomad: A Review and Analysis of the Opportunities and Risks of Digital Nomadism. In: Orel, M., Dvouletý, O., Ratten, V. (Eds.), The Flexible Workplace. Human Resource Management. Springer, Cham. https://doi.org/10.1007/978-3-030-62167-4_11
Kelly, C. (2012). Neocolonialism and the Global Prison in National Geographic’s Locked Up Abroad. Critical Studies in Media Communication, 29(4), 331–347. doi:10.1080/15295036.2011.645843
Olga, H. (2020). In search of a digital nomad: defining the phenomenon. Information Technology & Tourism. doi:10.1007/s40558-020-00177-z
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. Otago University Press. (19-72)
Thompson, B. Y. (2018). The Digital Nomad Lifestyle: (Remote) Work/Leisure Balance, Privilege, and Constructed Community. International Journal of the Sociology of Leisure, 2(1-2), 27–42. doi:10.1007/s41978-018-00030-y
Zheng, L. (2010). Neo-colonialism, ideology or just business? Global Media and Communication, 6(3), 271–276. doi:10.1177/1742766510384964
Here is my research plan, you do not have to stick to it perfectly, you can change the resources and a question little bit -
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Title: “The Evolution of Lincoln’s Stance on Slavery: A Comparison of His 1858 Debates with Douglas and the 1865 Meeting with Black Ministers in Savannah, Georgia”
Prompt A: Debate between Douglas and Lincoln 1858
Prompt B:Union officials met with black ministers in savannah Georgia
Select ONE of the prompts below and respond with at least 400 words (about 2 pages).
It should include at least two quotes from the relevant primary sources.
Prompt A: In his 1858 debates with Stephen Douglass, Abraham Lincoln assured audiences that while he was
opposed to the extension of slavery into the territories, he had “no purpose directly or indirectly to interfere with
the institution of slavery in the States where it [already] exists.” Five years later, Lincoln had issued the
Emancipation Proclamation and had proclaimed at Gettysburg that the Civil War was being fought to bring about
a “new birth of freedom.” Why and how did Lincoln’s position shift in these five years? Your answer need not
be comprehensive. Instead, it should identify two or three major developments that pushed Lincoln towards
freeing the slaves in the Southern states and towards his new sense of the war’s purpose.
Prompt B: In 1865, Union officials met with twenty black ministers in Savannah, Georgia. When
asked how the freedmen might best secure their freedom and independence, the spokesman for the
ministers, Garrison Frazier, said the following:
“The way we can best take care of ourselves is to have land, and turn it and till it by our own labor…
and we can soon maintain ourselves and have something to spare.”
Did most of the freedmen in the South get the land that Frazier said was essential for freedom
and independence? Did sharecropping, the economic arrangement under which many landless
freedmen labored, provide independence and freedom? Were the sharecroppers truly free? In
your answer, make sure to use specific examples from the sharecropping contract to make your
case. -
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Exploring the Aesthetics of “Untitled” by Mark Bradford at MOCA “Untitled” by Mark Bradford is a large-scale mixed media artwork that immediately grabs the attention of viewers with its bold colors, intricate textures, and layered composition.
You will visit an art museum and choose one (1) piece of art that grabs your attention and that you’d like to write about.
The artwork can be a painting, photograph, graphic design, or anything within a single frame (NO multiple frame exhibits, no sculpture, no decorative arts, no video/film, no performing arts).
Write a minimum of 400 words about the work connecting at least 3 visual design/aesthetic theories we have discussed in class to the work. BE SPECIFIC about the theories or visual design/aesthetics. For example, DO NOT say “visual cues” without stating which visual cue or DO NOT say “lighting” without saying what kind of lighting. In addition to stating the theory or visual design/aesthetic element (the WHAT) you also must state HOW and/or WHY they relate to the image.
Clearly mark in BOLD
the theories or ideas from the textbook you use. Type your discussion
(or cut-and-paste if you first write it in a word processor) just like
you’ve done for other discussions.
In addition, you must take a “selfie” standing
next to the artwork. If the museum doesn’t allow pictures inside, you
can take a selfie next to the museum name on the exterior. Include the
selfie in the discussion post.
WARNING: No selfie, no points. If you forget, you’ll have to go back to museum.
REMEMBER: Spelling and grammar count; this is academic writing.
I have uploaded a pic I have choosen from MOCA in LA
Here is the link
https://www.moca.org/
Also will upload book as well to bold ideas from. -
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“The Impact of Social Media on Mental Health: Exploring the Connection and Potential Solutions” Introduction: Social media has become an integral part of our daily lives, with millions of people around the world using various platforms to connect, share, and engage
Rewrite and organize the research paper, and make sure to rewrite it in a more human way since most of the writing was from ChatGPT. Also, try to make the writing more understandable.
-
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“Navigating Anxiety: Coping Strategies for International Students” Introduction Being an international student can be an exciting and enriching experience, but it can also come with its own set of challenges. One of the most common challenges faced by international students is
Write a 4 pages draft on the following topic: Managing Anxiety as an International Student. You will have to be consistent with the proposal i will attach.