Obama and white house

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watch the video then analysis with this format.

https://www.youtube.com/watch?v=gY5FzBDf6Zg

 

1.            Name of film: 

 

2.            Main point of the film:

 

3.            What is the point of view of the film?  Was it overly favorable or critical of a particular group or individual? 

 

 

4.            What inferences were made in the film?  Were there parts of the film that filmmakers must have made up because they couldn’t have known this from the available evidence?

 

 

5.            What Techniques are used in the film to persuade the audience to the filmmakers point of view?  Note music, camera angle, character portrayal, etc.

 

 

6.            What evidence is included to support the point of view put forth in the film? What is the source of that evidence? How strong is it?

 

 

7.            What relevant information do I know?  Does it contradict or support the story presented in the film?

 

 

 

8.            Overall, how strong are the historical arguments in this film?  Is it historically accurate?

Reading Historical Literacy & Comprehension

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While the AP World History curriculum technically begins firmly in the Neolithic Era (c. 8000-3500 BCE), it is important to have a base knowledge of the Paleolithic Era, also known as the “Stone Age”. For thousands of years leading up to the Neolithic Revolution, human beings relied on a hunter-gatherer form of existence- a way of life that still exists today in parts of South America, Sub-Saharan Africa, and Southeast Asia. While hunting and gathering may seem to some today as a brutish existence, it has worked remarkably well and actually enjoyed some advantages over early sedentary farming life. The survival skill set that early humans developed during the Paleolithic Era allowed human beings to spread throughout the globe at a surprising pace. By 12,000 BCE, human beings could be found on six of the world’s seven continents. The purpose of this section is to introduce you to the movement of humans during the Paleolithic period, the hunter-gatherer lifestyle they employed to survive, and the slow transition toward sedentary agriculture during the Neolithic Revolution.

 

You will read a combination of sources and respond to the questions listed below. The questions are designed to make you think critically about what you have read and combine multiple sources to arrive at a single, well-written answer. In other words, you cannot and should not try to hunt down a passage or two to find an answer – you must read and understand the entire material to construct your response.

 

Your response for each question should be 1 to 2 typed pages in length, double spaced with an 12 point font.

 

Read “Human Life in the Era of Hunters and Gatherers” developed by History-World.org at

http://history-world.org/paleolithic2.htm

 

Read “Agriculture and the Origins of Civilization: The Neolithic Revolution” developed by Historian-World.org at

http://history-world.org/neolithic.htm

 

Read “The Neolithic Transition” developed by History-World.org at

http://history-world.org/neolithic1.htm

 

Two Questions

 

1. Explain how human technology and social development fostered the rapid movement of people throughout the globe during the latter phases of the Paleolithic Era (c. 60,000 to 12,000 BCE). Be sure to include how developments allowed early hunter-gatherers to cope with various environmental pressures and challenges as they moved from continent to continent.

 

2. Compare the advantages and disadvantages of adopting a sedentary agricultural lifestyle. To answer this question, you need to look at the factors that motivated formerly nomadic peoples to settle down and adopt a sedentary lifestyle. What were some of the benefits? Were there any negative consequences of settling down? How did the social roles of men and women change?

 

Assignment 2: Case of Anna O

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One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.

Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.

Review the following:

The Case of Anna O.

One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.

Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.

Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).

Both Freud and Jung would acknowledge that unconscious processes are at work in this woman’s problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.

Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:

  • Compare and contrast Freud’s view of the unconscious with Jung’s view and apply this case example in your explanations.
  • On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
  • How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?

Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A3.doc.

Hurst, L. C. (1982). What was wrong with Anna O? Journal of the Royal Society of Medicine,75(2), 129–131.

By Wednesday, September 21, 2016, deliver your assignment to the M2: Assignment 2 Dropbox.

Assignment 2 Grading Criteria
Maximum Points
Compared and contrasted Freud’s view of the unconscious with Jung’s view and applied Anna’s example in explanations.
32
Identified points of agreement and disagreement between the two theorists regarding the purpose and manifestation of the unconscious with examples from the case study.
28
Analyzed how Freud and Jung would approach Anna’s treatment with specific interventions and discussed how these would affect Anna.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100

Response 4

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For starters, we must understand that positive peace does not mean war, conflict, or control. Positive peace comes when you understand the importance of respecting others and treating them the way you want to be treated. This brings me to the discussion of colonial versus post-colonial state. India is a prime example of what post-colonial state looks like. One thing we do not have to worry about is war or conflict when pertaining to the post-colonial state. What works for one country does not mean it works for the next (Roy, 2016). India, for instance, is a true example of this statement. It appears India tried out a couple of theories that did not work for them like the “crop theory and the germ theory of colonial development” (Roy, 2016, para. 13). India started its roots in international trade before they got to where they are today (Roy, 2016). I call India the Guinea Pig colony because political people wanted to see if there would be any success by providing minimal resources then what other colonies might have. What I call minimum resources is like having a smaller government or free market which makes you wonder if they were playing with the lives of those people as they did not know that low tax per head or anything else would work but they sure took a gamble (Roy, 2016). There are many things that play into the success of India but this perhaps could have been the start of their journey.

When it pertains to Africa, colonialism plays a big part in their development. I do feel sorry for them or for any country, state, colony, etc. that has the government controlling them to the point no man has the authority or a say so in any development that takes place. The government can come in and make any changes allowing these big corporations to come in and dictate how things will run in their country (A new colonialism, 2014). I can see why Africa has no peace and is always at war with each other as I feel this is how they take back their control. “Colonialism is so strong in Africa that these changes will make it easier for big corporations to grab land in Africa and prevent the age-old farmer tradition of breeding, saving and exchanging seeds” (A new colonialism, 2014, para. 5). Yes, maybe people feel that colonialism should have driven India, but I disagree as there is nothing like a sense of peace. Not saying they did not have some struggles but I guarantee their struggles, according to what I have read, was nothing like the struggles of Africa. One thing I did notice is that other countries like Britain drew back from feeding the African government the very things that were causing them to continue making policy changes (A new colonialism, 2014). That is what you call trying to make peace with everything. They definitely were considering feels of others.

Cultural Activity Report: Visiting National Center for Civil and Human Rights in Atlanta, GA

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Cultural Activity Report
As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance.

 

  1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
  2. Write a two to three (2-3) page report (500-750 words) that describes your experience.

 

    • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
    • Provide specific information and a description of at least two (2) pieces.
    • Provide a summary of the event and describe your overall reaction after attending the event.
    • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 

 

Visiting a Museum 

 

  • It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
  • If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
  • Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
  • Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
  • The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
  • If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

 

  • Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

 


Points: 100

Assignment 3: Cultural Activity Report

Criteria

 

Unacceptable
Below 60% F

Meets Minimum Expectations
60-69% D

 

Fair
70-79% C

 

Proficient
80-89% B

 

Exemplary
90-100% A

1. Clearly identify the event location, date attended, the attendees, and initial reaction upon arriving at the event.
 Weight: 25%

Did not submit or incompletely identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Insufficiently identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Partially identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Satisfactorily identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Effectively identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

2. Provide specific information and a description of at least two (2) pieces.
 Weight: 30%

Did not submit or incompletely provided specific information and a description of at least two (2) pieces.

Insufficiently provided specific information and a description of at least two (2) pieces.

Partially provided specific information and a description of at least two (2) pieces.

Satisfactorily provided specific information and a description of at least two (2) pieces.

Effectively provided specific information and a description of at least two (2) pieces.

3. Provide a summary of the event and describe the overall reaction after attending the event.
 Weight: 25%

Did not submit or incompletely provided a summary of the event and did not submit or incompletely described the overall reaction after attending the event.

Insufficiently provided a summary of the event and insufficiently described the overall reaction after attending the event.

Partially provided a summary of the event and partially described overall reaction after attending the event.

Satisfactorily provided a summary of the event and satisfactorily described overall reaction after attending the event.

Effectively provided a summary of the event and thoroughly described overall reaction after attending the event.

4. Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
 Weight: 5%

Do not use the class text as a reference. Did not submit or incompletely included connections you made between things observed in your activity and things learned in the course and text in your report.

Insufficiently used at least the class text as a reference. Insufficiently included connections you made between things observed in your activity and things learned in the course and text in your report.

Partially used at least the class text as a reference. Partially included connections you made between things observed in your activity and things learned in the course and text in your report.

Satisfactorily used at least the class text as a reference. Satisfactorily included connections you made between things observed in your activity and things learned in the course and text in your report.

Used at least the class text as a reference. Effectively included connections you made between things observed in your activity and things learned in the course and text in your report.

5. Clarity, writing mechanics, referencing, and APA formatting requirements.
 Weight: 15%

More than 8 errors present

7-8 errors present

5-6 errors present

3-4 errors present

0-2 errors present

 

 

 

Temple of Hera II

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See bellow

SP Part 1b: Building Descriptive & Research Narrative Write a short 400-word Short Researched Report to: · Describe the building’s formal and spatial character · Discuss the cultural, social and political contexts; material and structural technology; relevant precedents and influences · Explain why and how you relate to it (same as Part 1a)

This part of your research should use primary sources (see section on Bibliography below) and include a formatted Bibliography, images, drawings and diagrams to support your description, discussion and explanation. Your research should primarily be conducted using the Morgan State, University of Maryland and Enoch Pratt Library systems. At a minimum, works cited should include three (3) books sources and three (3) journal articles. All sources should be properly quoted and cited (MLA or Chicago style).

SP Part 2: Scale Project Board Bring the plan of your selected building to the same scale as the MSU Campus Site Plan (on Blackboard under “Syllabus | Schedule | Assignment” tab). Then thoughtfully situate it on campus and analyze the scale of the building with reference to the adjacent campus buildings. You will be comparing the sections, elevations and plans at the same scale.

Compose, print and paste your Part 1a & b (Building Selection, Descriptive & Researched Narrative) along with the Campus Site Plan with your historic building situated on it, sectional comparison and graphic material onto a poster (size: 24 inches X 24 inches)

I did this part bellow “I attach the 150 essay”

Building Selection & Appropriation (1%)

Select any building that you consider part of your heritage from the course textbook “A Global history of Architecture” and submit a short 150 word reason for your selection with Plan/Sections at scale (must include a scale bar).

brilliant answers

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1. Read about World War II and explain how it affected America’s global perspective in 2 pages.

2.

  • Watch The Progressive Era: 1900–1916. There are several social reforms addressed by progressives. List two that you feel resulted in the greatest effects.
  • Watch Nineteenth Amendment. Trace the movement that culminates in the 19th Amendment. What challenges did the passage of this amendment face?
  • Watch The United States at War. What events led the United States into the war? The U. S. had been neutral what changed to bring us into the war?
  • Watch Winning a Hard-Fought Peace. Describe the League of Nations. Why was it rejected by the Senate
  • Watch The Outbreak of World War I (p. 562). How did the assassination of Ferdinand of Austria affect global affairs? Discuss the European involvement?
  • Watch The Twenties: 1920–1928. Several changes were seen in the 1920’s. Choose any two of these changes and discuss how they influenced society. 
  • Watch The Scopes Trial. How did this trial change the argument between fundamentalism and evolution? Is there still questions about this issue?

3.

  • Watch Origins of World War II. Trace the events that led to the entry of the United States into World War II. What was the final catalysis That brought the U. S. into the war? 
  • Watch Japanese American Internment. What justification was used to condone the treatment of Japanese Americans. Do you see an incident that could create the same problems today.
  • Watch The Civil Rights Movement. Discuss the rise of Martin Luther King.  What was the main ideas that formed the foundation of the movement?
  • Watch Justice for All: Civil Protest and Civil Rights (p. 687) Evaluate the movement and give an opinion of the effectiveness of the movement.  Do you think it was successful?
  • Watch The Sixties: 1960–1968. This is an introduction of the events that form your world. Discuss at least one of these forces. Be sure to include rationale as to why you chose that event”
  • Watch Vietnam. Why was the Vietnam war important? How did the war affect the concept of war?

FIRTTIME DIDSCUSSION QUESTION

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“Classical Music; Early Abolitionist Art and Literature” Please respond to one (1) of the following, using sources under the Explore heading as the basis of your response:

  •  Listen to one (1) composition (for a symphony) by Haydn or Mozart, either at the Websites below or in this week’s Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. Compare it to a specific modern musical work for which you might use the term “classic” or “classical”.
  • Explain whether you think an autobiographical or fictional account by a slave (such as Phillis Wheatley and Olaudah Equiano) is more persuasive than a biographical or fictional account by a white author (such as John Gabriel Stedman or Aphra Behn). Explain whether you believe the representations of slavery in the visual arts (such as William Blake’s illustrations, William Hackwood’s cameo, or John Singleton Copley’s painting) were more compelling and convincing of the injustices of slavery than the literary representations already mentioned. In your explanations, use specific examples and consider both audience and the content and nature of the work. Identify the literary or art form in modern times that you think is most effective at depicting injustice.

Explore:

Classical Music

 
Early Abolitionist Art & Literature

 

quiz

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2220 Quiz #2
 
I. Match the time periods with the Jazz styles and artists. Each letter has one best match.
            A. Hard Bop, the Jazz Messengers         B. Charlie Parker, Bebop          C. Cool Jazz, MJQ                    D. Free Jazz, John Coltrane
1. Starting around 1945
2. Starting around 1950
3. Starting around 1955
4. Starting around 1960
 
II. Match the names with these instruments. Each letter is used once.
    A. Piano players   B. Saxophone players   C. Trumpet players   D. Drummers
 5. Max Roach, Art Blakey, Elvin Jones
6. McCoy Tyner, Thelonius Monk, Horace Silver, Dave Brubeck
7. Miles Davis, Dizzy Gillespie, Clifford Brown
8. Charlie Parker, Paul Desmond, Sonny Rollins, Gerry Mulligan
 
III. Match the names with these descriptions. Each letter is used once.
            A.  Charlie Parker         B. Dizzy Gillespie          C. Thelonius Monk        D. John Coltrane
 9. This trumpet player was a leader in both Bebop and Cubop jazz styles.
10. This alto saxophone player influenced the course of modern jazz with his extraordinary bebop performances.
11. This Bebop composer/pianist is known for his rhythmic irregularities and syncopations, and his melodic and harmonic dissonances, including the use of the “whole-tone” scale.
12. The Free Jazz movement was led by this intense tenor and soprano saxophonist. After working with Miles & Monk, he formed his own classic quartet.
 
IV. Match the lettered names with the name and/or groups they are most closely associated. Each letter is used once.
              A. Dizzy Gillespie        B. Art Blakey and Horace Silver        C. John Lewis and Milt Jackson   
            D. Gil Evans, Bill Evans              E. McCoy Tyner and Elvin Jones
 13. The Modern Jazz Quartet
14. Charlie Parker
15. Miles Davis
16. The Jazz Messengers
17. John Coltrane
 
V. Name the one letter that does not belong with the others in the given category.
18. Characteristics of Bebop: A. features mostly improvisation   B. combos rather than big bands             C. emphasis on dancing   D. faster tempos and complex harmonies and melodies
19. Characteristics of Cool Jazz: A. Restraint      B. Extreme volume and dynamics
            C. May include some 3rd Stream influences         D. a reaction to bebop
20. The album “Birth of the Cool”: A. Copied Art Tatum solos     B. included Gil Evans and
            Gerry Mulligan arrangements     C. included some 3rd stream styles   D. Miles Davis solos
21. Terms used to describe the playing of a modern jazz rhythm section: A. Piano “comping”                     B. Bass “walking”            C. guitar “goofing off”              D. Drummer “keeping time”
 
VI. Questions about chronological order:
22. Which jazz style is out of order in time?
            A. Swing          B. Bebop          C. Cool             D. Hot Jazz
23. Which jazz artist is out of chronological order?
            A. Louis Armstrong       B. Miles Davis     C. Duke Ellington       D. Charlie Parker
24. Which jazz style is out of chronological order?
            A. Hard Bop     B. Bebop         C. Cool Jazz      D. Free Jazz
 
VII. Questions from on-line assignments. Each letter is used only once.
            A. Power and Virtuosity              B. Dizzy Gillespie        C. Koko            D. String Bass              
25. What is the title of the featured song in the Charlie Parker assignment?
26. Who stepped in to help Charlie Parker’s recording by playing both piano and trumpet?
27. What are some of the reasons we still revere Coltrane’s music?
28. In the beginning and ending of “So What”, what instrument plays the melody?

“Beethoven; Art and Protest in the 1800s” Please respond to one (1) of the following, using sources from the Explore folder that are repeated below as the basis of your response:

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  • Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
  • Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.

Explore:

Beethoven

Art Reacting to the Industrial Revolution