English

Throughout Chapter two of Understanding Comics, Scott McCloud spends a great deal of time explaining his definition of icon. His definition of icon compares with the literary definition of symbol. How do these definitions combine to explain how archetypal characters, understood symbols, and illustrations are used in graphic novels/comics? Explain.

Goal:  Robert Mapplethorpe  – specific with color flowers. 1. Research an inspiration of color photography 2. Creating and presenting a concise and engaging public presentation.  3. Inspiring your peers. Description   You will researching a color photographer is to study other photographer images.  1/ Why you choose this Photographer. What you find inspiring about their work. What relationship do their photographs have to your own images?  2/ A couples of interesting facts about this photographer. When and Where they were born is only interesting if you relate to their images. Take the time to find articles about them or interviews with them to get some deeper insight into their background and approach to photography. 3/ Any technical, conceptual, contextual aspects of your photographer’s “Signature Style”. 4/ Include 5 images as example of your chosen photographer.  PLEASE each this 5 images include some highlights or bullet points to discuss Each images individually as a way to give more insight into your photographer and to tie in the previous questions.  Really important to Be Specific in your discussion of each this 5 images about their Technical and Aesthetic choices – Important about do they take bold, high contrast images or subtle, softer, lower contrast images? Do they use shallow or great depth of field to organize their frame? Do they use line, shape, texture or repetition to organize and move the eye around the photo? How do these choices support their content, narrative and mood? What are their photos about ? Are they personal, political or commercial? What mood do they evoke – funny, happy, melancholy, introspective , fantasy?

In your opinion, what does it mean to design for people/end users (“Human Centered Design”)?  Provide an example of how something is designed using this approach. Donald Norman describes various psychological concepts or principles of good design including: Affordances, Constraints, Mapping, Feedback and Conceptual Models.  Select 3 of the concepts. Describe each one, and provide an example of each. Provide one example of a “Norman Door” or other object you have encountered that should be simple, but is difficult and frustrating to use.  Why is it difficult/frustrating?  Considering non-technical issues (e.g., human factors, social, economic, cultural, political, environmental, ethical) why, in your opinion, was the object designed that way?

Please note that you have been officially assigned to research Paella (Spain) to compose your Individual Exercise. When you read the Instructions for the completion of this assignment and take a good look at the map Centers of Plant and Animal Domestication (Getis et al. 2009: 222), you will see that Spain is located within the Mediterranean region of domestication. For this reason, and as mentioned in the Instructions, any plant/animal domesticated in this region should be listed in your table using only one of the following terms (either): Mediterranean or Native, including salt (since this mineral can be found almost anywhere is the world. In addition, ingredients included in this recipe and domesticated in the SW Asia region of domestication would be the only examples of expansion diffusion (domesticated in nearby regions); while all others will be considered examples of relocation diffusion (plant/animals domesticated in faraway region and introduced to this country or region). Finally, please remember that, any plant or animal by-product that is included in your dish (i.e., oil, paprika, vinegar, chicken stock), this/these must be cited in your table by including first the source (animal/plant), followed by the name of the ingredient. For example, olive (oil), bell pat (breadcrumbs), grapes (vinegar), sugarcane (sugar).  The essay must answer three broad questions: Where? Why? (and how?), and, So what? (or, why is this important?).  For example, where is the center of domestication of the plants and animals included in your recipe located?  Why (and how) were these (plants and animals) ingredients introduced to the region where these recipes were developed?  The “So what?” (or, in other words, “why is this important?”) question is an overview of the principle elements of your recipe and must include a conclusion’s paragraph of your analysis clearly stating the connection with the topic of globalization (why is your traditional dish a good example of globalization?). Considering these question, I would suggest you to structure your work as follows:  a) Introduce the topic of globalization in the context of this assignment, using key definitions (included in the course textbook – and cite it in your essay and in your Reference/Bibliography section, showing command of these terms- and in the Instructions files): Food as an indicator of cultural identity (ethnic, national, regional, etc.).  Globalization (why is your dish an example of globalization?); Cultural Diffusion: Expansion Diffusion (i.e., The Agriculture Revolution; ingredients introduce from nearby regions of domestication).  Relocation Diffusion (i.e., the Age of Discovery and Colonization, the Slave Trade, The Columbian Exchange; ingredients introduced from far away locations –Mediterranean ingredients used in Meso-American dishes).  Acculturation/Cultural Hybridization (i.e., the use of chili peppers (Meso-American) in Thai (South and Southeast Asia) or regional Chinese (North Central China) cuisines, for example. b) Describe the origin (region of domestication) of the ingredients included in your recipe.  Answer here the Where question (how many ingredients are considered native? how many are introduced –exotic? What is the relative contribution of each region of domestication to the make-up of your dish?).   c) Analyze how the exotic (non-native) ingredients were introduce to the region/country of origin of your dish, answering the Why and How questions.  Show knowledge of the terms cultural diffusion by stating which ingredients were introduced by expansion diffusion? which were introduced by relocation diffusion? d) Conclusions: Answer the question, “Why is your dish a good example of globalization (or not)?” (So what? or, why is this important?).

Reading Reflections  An important part of becoming responsible writers and researchers in the humanities and other fields is having the ability to engage directly with other secondary texts. Therefore, throughout the semester, you will complete 3 reading reflections. In each reflection, you will select at least two texts from that week’s course readings and think critically about each of them and how they work together (or don’t). Each reading reflection should include your answers to at least two of the following questions:  1. What about each of these texts was convincing to you?  2. What about each of these texts did you find unconvincing?  3. In what ways did the author(s)’ use of evidence contribute (or not) to their arguments?  4. How do the texts you chose work together as a grouping (or not)?  5. In what ways would you expand the authors’ arguments? 6. How did these texts expand your knowledge?

The topic for this discussion will be “Teaching Twain” and the discussion can be linked to content in Chapter 4. The purpose of this discussion is to develop a greater understanding of the powerful nature of words. This is one of the more challenging discussion forums to partake in because we juggle many different values as we attempt to decide in what context, if any, the inclusion of the “N-word” is acceptable. Read Chapters 3 and 4. Review the excerpt shared below. Address the following questions: What meaning does the N-word carry for you? Does it seem appropriate to use it in a scholarly discussion? How do you feel about it being printed (or not printed) in this textbook? Does avoiding printing or saying the word give it more or less power? If an instructor chose to use the word in class, how might he or she do so in a way that would be sensitive to students? Can students investigate the word’s meaning and history without using it? What is your opinion on the new edition? Are the editorial changes sensitive and helpful, or do they sanitize history? Remember…  The initial post must be 500 words for full credit, and each reply must be 150 words and include a question for the discussion post author. You must incorporate two textbook concepts in the initial post, using APA formatted in-text citations. You must cite at least one outside scholarly source–ebook, journal article, film, etc. and cite in APA format. At the bottom of your post, add complete written citations for the textbook and outside source at the bottom of your post.

Discussion assignment: Here are two topics .Please write 200 words for each topic Meno_Discussion At the end of the Meno (around 100b) Socrates says that if Meno can convince Anytus of the things they have concluded in the dialogue he will provide a benefit to the Athenians. Given the background of the Apology what do you think Socrates means by this. What is the overall topic of the Meno? and how is it relevant to the Athenians or to us for that matter? _Phaedo_Discussion In the Phaedo Socrates is preparing for his death and consoling his friends that death is not a bad thing. There are echoes of the end of the Apology here. Much of the dialogue deals with arguments for the survival of the soul after death. We have already seen in the Meno the famous argument for the pre-existence of the soul to explain the puzzle of learning (cf Meno 81e ff); Aristotle in his Posterior Analytics (76a ff) will provide another solution to this puzzle that doesn’t require the preexistence of the soul. My question here regards Plato’s general conception of the body in the the Phaedo. He famously states that the proper aim of philosophy is the practice of dying and death (64a). He goes on to claim that only the philosopher (lover of wisdom) can have genuine virtues; non-philosophers overcome fear by greater fears and overcome desires by stronger desires (69a-c); virtues require knowledge and only the philosopher has real knowledge so only the philosopher can actually be virtuous. What is Plato’s underlying attitude towards the body in this dialogue as you see it? What essentially is the human being for Plato as you can gather from this dialogue? is he correct in this? why or why not? (address any or all of the above in your posting and end your posting with a question of your own).

How does language play a role in shaping our identity? We can mention the various “Englishes” we use and code switching. when does language alienate people? when does it bring them together?how does language create communities?

ANALYSIS OPTION (GENESIS) When the first woman eats the forbidden fruit, God tells her that “your urge shall be for your husband,/And he shall rule over you (3:16). Many readers interpret this as a decree applying to all women thereafter, not just Eve. Do you think the male-female relationships depicted in Genesis later on demonstrate the impact of this punishment? In other words, do we see God’s decree being fulfilled (women want men and men tell them what to do) or unfulfilled (women have some equality or power, and don’t particularly have an “urge” for men)? To decide which position to take, consider how Genesis depicts male-female relationships after the expulsion from Eden. Based only on specific characters and stories from chapters 4 to 22, do gender dynamics in the text match God’s words in 3:16? Decide whether you think the answer is yes or no, and write an essay explaining and defending your position with textual evidence. Hint: you’ll find evidence on both sides in the stories of Abraham and Sarah, Abraham and Hagar, Lot and his wife, Lot and his daughters, and Abraham and Sarah’s encounters with Pharaoh and Abimelech.

Object and Criteria Write a narrative essay about something that happened to you, to somebody else, or about something you saw or read.  Remember, to write a narrative means to write a story, and this means you cover the events in time sequence (first to last).  Though your last essay (the descriptive essay) could have been about a person, place, object, or event, a narrative essay is always about something that happened: events, actions, incidents.  Also, know that even though you are writing a story, it needs to be in essay form:  You must have an introduction with a thesis statement (your main point, i.e. what the essay as a whole is about), body paragraphs that begin with topic sentences that relate directly to your thesis and are supported, detailed, and explained in the body paragraph, and a conclusion that unifies the essay and reminds the reader of your thesis or main point.  Use exact, precise, descriptive language, just like the last essay: you don’t just tell a story, you show it.  Please do your utmost to be clear and interesting.  Also, make sure you stay in order and pick a topic that is not too large given your length requirements.  And remember, to get to the point of your narrative (your thesis), ask yourself questions like these: What did I learn?  What is the meaning of the story I’m telling?  What is my attitude toward what happened?  Did it change me?  What emotions did it make me feel?  Was the experience a good example of something (such as kindness, generosity, unfairness, justice, love, hatred, or some other quality