Category: Culture and Ethnic Studies

Search for, summarize, and critique two studies on single parents that include race, class, and/or gender as variables of interest.
What is the purpose, hypothesis, research question(s), methods, and findings of the studies?
Do you agree or disagree with the conclusions of the studies?
How do the studies align with what has been covered in chapters 6 and 7?
What questions remain unanswered in your mind about the topics of the study?

GROUP PROJECT – WLDC202 – FALL 2023
The group project is aimed at addressing a global challenge affecting individuals, societies
or the planet through the lens of arts or culture. It will be conducted in groups of 3 students. The
group project is divided into 3 parts: 1) a research paper; 2) a creative solution and reflection page;
3) a group presentation.
1.- The research paper has to focus on the study and analysis of a global issue or challenge
affecting individuals, societies or the planet. The global issue that you choose as a group should
be original and out of the box. Instead of focusing on climate change as a global phenomenon, you
should focus, for example, on its effects in a certain place. This means that the research should be
focused on a certain context, as that will make the project specific and unique. The research paper
should be between 2000 and 2200 words long and it should refer at least to 6 reliable written
resources: book chapters or journal articles.
Once you decide on the global issue you will focus on, the research will be conducted by
all the group members, individually, in class. First, the group will choose six reliable sources to
analyze the problem they are working on. These can be from journal articles, books or long
newspaper articles. You will show me these materials in class so that I can check them and agree
on their suitability. Then, each of the group members will choose two of the six texts, study them
well at home, and come in to class on a specific date to write a summary about them. During that
class session, each of you will write a summary of the 2 readings that the group assigned to you
and you will hand them in to the professor as proof of research. We will have only one such session.
If you attend this session and write a complete and appropriate summary that shows deep
2
knowledge and interaction with your 2 readings, you will receive 3 points of the research paper
grade.
After this session, you will get together with the group, and with the knowledge you have
acquired in the research session, you will write together a research paper of between 2000 and
2200 words. You will submit this paper to the professor. In it you will summarize what you learned
collectively from the global issue and you will refer at least to the 6 sources you have focused on
your research (2 per student).
In addition, you must include in your research paper an explanation of the creative solution
that you plan to develop to solve the issue that you are tackling in your project. In the course we
will explore the role of arts and culture as a tool for social transformation and innovation. As for
the creative solution you can use any form of art such as paintings, graffiti, movies, essays,
speeches, poems, songs, sculptures, architectural projects, etc. to make others aware of the problem
and inspire change. The reference to the creative solution is only presented tentatively at this point
and it will be discussed with the professor before actually developing it in the second part of the
project. The reference to the creative solution should be included at the end of the research paper
and it should be between 100 and 200 words. These words can be counted as part of the 2000-
2200. Just to clarify, in these 200 words you should explain what artistic or cultural solution you
plan to create, and discuss how your solution will impact the people affected by the problem and
bring about social innovation.
The research paper will be graded according to the rubric and it represents 7% of the project
grade. The remaining 3% goes to the in-class research session that I explained above.
use the articles given in the attachment
sources should be from the articles given

Fifteen percent (15%) of your grade will be based on your reflection and
analysis essay on a Harvard University Implicit Association Test, available online at:
https://implicit.harvard.edu/implicit/selectatest.html An implicit association test
measures your implicit (not-necessarily-conscious) association of negative and
positive attrributes of people who may be similar or different from you in
attitudes, experiences or life situations. The idea behind an implicit association
test is that there may be a difference between our conscious and our unconsious
beliefs about instances, examples or representations of diversity. Your assignment
is to take ONE implicit association test from the following categories on the
Harvard IAT above:
Arab-Muslim, Age, Religion, Gender-Career, Race, Sexuality, Disability, Skin Tone,
Gender-Science, Asian American, Native American (Pick any topic other than gender career, gender career is not allowed!!!!!!!!!!)
Then, after taking the test you will write in class a typed, double-spaced reflection essay of 500-750 words, based on the question below for this assignment. The essay is used to assess the achievement of the learning outcome that “Students will be able to describe the role of social diversity in shaping their own attitudes or values regarding appreciation, tolerance or equality of others.”
First, print out the IAT Test resuts and attach to your essay.
Please explain, a.) what the implicit association test claimed were the implicit
preferences of the student on the topic selected, between the subtopics within
the assessment. (For example, the Religion test evaluated the test-taker’s relative
views of Christianity, Hinduism, Judaism and Islam; the essay here would show
what order the IAT indicated were the test-takers’ preference between these
four). And, b) assume, just for the purposes of completing the essay (and pretend
if you need to), that the results do in fact reflect real conditioning in the form of
cultural, social, personal and generational events that have a cause and effect
relationship with your test scores. To achieve the best grade your answer will
explain what these events might be if the test results are or were accurate. This
exercise does not assume that you agree with the test results, or that you agree
that the results of implicit association are correct in your case. Whether you agree
or not, you are asked to explain what forms of conditioning would cause a person
to have those results if they were in fact conditioned in a social, cultural or
generational way by them. You must answer both a) and b) clearly and logically to
score a 5.
YOU MUST SEND ME A COPY OF THE IAT TEST RESULTS AS WELL

Students will compose a thoughtful analysis and reflection that engages with the material covered in the first seven weeks of the quarter. The paper should primarily focus on the major texts assigned for the first seven weeks and highlight a common thread or concept that ties the material together. The purpose of this paper is to illustrate a critical engagement with the readings and illustrate a thorough understanding of the material. Students may draw directly from their notes when writing their paper. Students will open their paper by writing a close reading of one scene from Prison in Twelve Landscapes. In the close reading, student will introduce a concept related to the prison and connect it to texts from the first half of the quarter. Minimum Requirements and Format: Three pages long, single-spaced, and at least 2,000 words. Papers must include direct quotes from one text from each week. Please include a word count in your heading. For the Prison in Twelve Landscapes film I’d like to focus on the scene where the man has his own shop for people to purchase things for the loved ones in prison, that is all prison-approved because he had a loved one he spent so much time researching things for and bought and the prison threw away most of it because it wasn’t approved. Now, he has a store for people so they don’t have this problem. I attached my notes for each of the weeks with my analysis and quotes I thought were important for each, the main text for Week 2 was by Hinton, Week 3 was by Childs, Week 6 was by Angela Davis. Week 4-5 (its listed as Week 4 in the document but its 4-5) BOTH are important so I need to quote both. Week 1 it is this Ted Talk-https://www.ted.com/talks/marlon_peterson_am_i_not_human_a_call_for_criminal_justice_reform. THIS IS ALL 7 SOURCES. (IF YOU HAVE QUESTIONS ABOUT THE FILM THAT I NEED TO DESCRIBE THE SCENE ON PLS ASK)

See attachment. This is a paper on a specific art piece, which is on the pdf attached.
About the artist.
About the art work.
EACH PARAGRAPH IS
1 Line
2 Color
3 Space
4 Texture
5 Shape and form
6 Light or value

In Unit 2, you explored the experiences of the earliest settlers. For this assignment, you are asked to imagine yourself as one of these people. Write a narrative of two or more paragraphs that includes:
Why did you travel to a new land inhabited by native people you did not know?
What country did you leave behind?
What was your reason for traveling a great distance to an unknown land?
What was your journey (in the 17th century) like?
What did you bring with you?
Describe your arrival
What were your first impressions of the new land?
What did you do to survive the first week?
When and how did you meet the native people?
How did you respond to this meeting?
Settling in
Describe the things you need to do to survive the first winter.
How might the native peoples you have met help or harm your chances of survival?
You will not need research in any of your response posts, but if you choose to use credible sources, please make sure you provide in-text citations and reference entries in APA format.

This module addresses one of the central paradoxes Links to an external site.https://www.merriam-webster.com/dictionary/paradox of American history: the development of racial slavery in the colonies alongside emerging conceptions of American freedom and liberty. It begins by exploring the growth and spread of racial slavery in the colonies, how race became not just a marker of physical difference but a legal category, and how slavery and the transatlantic slave trade became crucial to the development of America’s political economy Links to an external site. https://www.britannica.com/topic/political-economy
. The essay by Edmund Morgan Links to an external site. https://www.historians.org/publications-and-directories/perspectives-on-history/december-2013/in-memoriam-edmund-sears-morgan
, “Slavery and Freedom: The American Paradox,” is a condensed version of his groundbreaking book from 1975, American Slavery, American Freedom
Links to an external site. https://wwnorton.com/books/American-Slavery-American-Freedom/
. Morgan’s thesis, that slavery and freedom in were not incompatible but interdependent in colonial North America, is one of the most important and influential in American history. It’s far more controversial today than it ever has been since the New York Times incorporated some of Morgan’s ideas in its 1619 Project Links to an external site. https://www.nytimes.com/interactive/2019/08/14/magazine/1619-america-slavery.html?mtrref=www.google.com&gwh=BB5A4463EC404CB06F5D846A063BE604&gwt=pay&assetType=PAYWALL
. This project, which in part echoes Morgan’s arguments about how slavery was central to the development of America’s economy and political system, began in 2019 to coincide with the 400th anniversary of the arrival of the first enslaved Africans at Jamestown, Virginia. So much of the public debate on this topic and the 1619 Project – particularly in the media and on social media – is marred by knee-jerk partisanship and ignorance of actual scholarship on the topic. As always, we are holding ourselves to a much higher standard. I do not determine your grade based on whether you agree with Morgan’s arguments (or the 1619 Project) or not. Instead, I want you to think deeply and critically about this topic and come to your own conclusions based on your interpretation of evidence. Your conclusions and interpretations may differ completely from mine – and that’s fine.
The last part of this week’s module covers the American Revolution. This is a monumental topic and I want you to focus on the causes and consequences of the American Revolution, assess the role slavery played it in, and consider why the Revolution left slavery largely intact despite the radicalism of its rhetoric of natural rights, equality, freedom, and liberty. This week’s film, Thomas Jefferson: A View from the Mountaintop, addresses an apparently glaring contradiction from this era. Jefferson, of course, was one of the authors of the Declaration of Independence. He penned the now immortal words, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness . . .” Nevertheless, Jefferson held more than 100 men, women, and children in bondage in 1776. How do you explain this seeming contradiction – or is it even a contradiction at all? Arguments that Jefferson was merely a product of his time and place go only so far. Some White Virginia slaveholders could not reconcile the ideals of the Revolution with slavery and some even freed their slaves, either at time or in their wills. But Jefferson and most other slaveholders did neither. Some Protestant Christians, particularly the Quakers, but also the Baptists and Methodists, many of who lived in the South, declared slavery to be a moral and political evil. Jefferson and George Washington and James Madison, along with some other founders, would not have disagreed but they could not bring themselves to emancipate their slaves or abolish the institution in the new nation. Why? And how do you explain the fact that four of the first five presidents of the United States, including Jefferson, were large slaveholders from Virginia? Is that mere coincidence or does it reveal something deeper about the relationship between slavery and America’s political economy at the time?
Again, your answers to these questions may not resemble my answers to them. As always, I’m far more interested in how you think and write as an historian – how you develop and support your ideas – than in what you think.
Readings
“Slavery and the Making of Race,” Links to an external site. Part II, Chapter 3, The American Yawp https://www.americanyawp.com/text/03-british-north-america/#II_Slavery_and_the_Making_of_Race
“Slavery, Anti-slavery, and Atlantic Exchange,” Links to an external site. Part III, Chapter 4, The American Yawp https://www.americanyawp.com/text/04-colonial-society/#III_Slavery_Anti-Slavery_and_Atlantic_Exchange
Morgan, Edmund. “Slavery Links to an external site. and Freedom: The American Paradox,” Links to an external site. The Journal of American History 59, no. 1 (June 1972): 5-29.
https://fscjflvc.primo.exlibrisgroup.com/permalink/01FALSC_FSCJ/2a9b7j/cdi_proquest_miscellaneous_60927669
“The American Revolution,” Links to an external site. Chapter 5, The American Yawp

5. The American Revolution

Film
Thomas Jefferson: A View from the Mountain, Part 1
https://americanarchive.org/catalog/cpb-aacip-18276caba06
Thomas Jefferson: A View from the Mountain, Part 2
https://americanarchive.org/catalog/cpb-aacip-c919258cfe1
Discussion forum intro and questions: In his 1972 essay, “Slavery and Freedom: The American Paradox,” historian Edmund Morgan writes that dismissing slavery as an unfortunate exception in a new nation dedicated to liberty and freedom is too naïve and simplistic. He also says it’s naïve and simplistic to dismiss the founders commitment to liberty and freedom as a “mere sham.” Instead, he argues, slavery and freedom were interconnected, interdependent. “The rise of liberty and equality in this country was accompanied by the rise of slavery.” This is, Morgan argues, “the central paradox of American history” (5-6).
Do you agree with Morgan – is this the “central paradox of American history”? Why or why not?
How does the example of Thomas Jefferson support or undermine Morgan’s argument?
Instructions: There are two parts to participating in a discussion forum. The first part is your main post. This should be ONE or TWO PARAGRAPHS BUT NO LONGER!!!!! It should directly answer the forum’s questions and use evidence and examples from assigned materials to support your points. You should also cite your sources using simple in-text citations. For example, (“The American Revolution,” The American Yawp) and (Morgan 5-6) when you’re citing the readings and (Thomas Jefferson) when you’re citing the film. You can answer the questions in any way you see fit, but you must use evidence from Morgan’s essay and the film on Thomas Jefferson. Of course, you can use evidence from the assigned chapters in The American Yawp too.

– An article summary for the final project
-Content of the review: an academic article of your choice; a chapter of a book could also be fine; find an article or a chapter for your final.
-Task: write an article summary of the article of your choice for the final project
(Final Project)
– Length: between 2,000 and 2,500 words
– Task: write an academic (a.k.a. research paper) on a topic of your choice, related to the theme of this course: the relationship between writing and culture in East Asia; pay particular attention to which aspect(s) of sinographs affected the particular culture of your choice and in what ways; also express your argument why you think so with evidence(s)
(I will very likely to ask you to write the final project for me too. Thank you so much for your help)
– I have sent you the course syllabus before let me know if you need it again.
Please let me know if you have any questions.

Read/review the following resources for this activity:
Textbook: Chapters 3, 4
Review the following ethical dilemmas:
John Doe has decided to clone himself. He is sterile. He cannot find anyone to marry him. He wishes to have children. He knows that he will not be able to love a child that is adopted or not connected directly to him biologically. He will be making use of a new procedure that involves taking his skin cells to produce a twin. The twin starts out as an embryo and grows into a child. The child in this case will have the same genetic information as John Doe. John Doe and his child will be twins.
Jane Doe is eighteen. For as long as she can remember she has been sexually attracted to other females. Her parents belong to a religion that has a religious text stating that God forbids one to be a lesbian. This religion goes on further to say that lesbians will be punished in the afterlife. Jane Doe is debating whether she should tell her parents about her sexual attraction. She has not yet decided if she should come out to her parents and live as a lesbian now that she is a legal adult.
Joe and Mary are a couple. Before becoming sterile, they had a child. This child died of a rare disease. Joe and Mary miss their child terribly. They have heard that there is a new IVF procedure that can ensure that they can have another child. However, their religion forbids using IVF.
Use the resources assigned for this week and additional research,
Select two of the situations above and then address 2 of the following:
What is the relation between ethics and religion? Formulate and investigate the relation.
For each case, determine the ethical path of conduct. Then, determine what paths of conduct would be unethical
For each case, what would an emotivism say to appraise what you determine is the ethical form of conduct?
For each case, would a natural law ethicist agree with what you say is the ethical form of conduct? Why or why not?
Articulate, explain, and evaluate in each case an approach that makes use of divine command ethics.
Hi, this is the log in info:
url: https://bookshelf.vitalsource.com/reader/books/9780133914351/pageid/20
Login information will be available for the assigned writer.
The text book for Ethics is titled ‘The Element of Moral Philosophy’ by James Rachels.

Read/review the following resources for this activity:
Textbook: Chapters 3, 4
Lesson
Minimum of 1 scholarly source (in addition to the textbook)
St. Augustine in the 5th Century held that we are free to make choices in life. This is the idea of free will. It may seem at first glance odd for a religious thinker to say that we have free will. After all, if God exists, then God created all things. God knows already what we will do. God can cause anything to occur. If we cause things to occur, that seems to be a limitation on the power of God and not make God all-powerful.
There are also religion traditions that say that we have no free will. There are some theologians in Islam who seem to suggest that is true. In order for this line of reasoning to hold true, one would need to believe free will is an illusion and that we have no control over how we live our lives, but rather that we are puppets moving and acting due to God’s will and the powers of destiny and fate. And if this then in the case, how can we possibly be responsible for our actions?
The considerations above show us to what degree our religious beliefs can shape us. For instance, someone who believes in free will may experience way more guilt than someone who believes we don’t have free will and thus aren’t responsible for the choices (and consequences) of the actions we take.
Personal struggles with religion and ethics occur in many places, including in the healthcare arena. Consider the following: You are a nurse in a hospital. A 12 year-old was brought to the hospital by an ambulance. The parents have just arrived at the hospital. This 12 year-old has lost a large amount of blood and requires a transfusion. The parents happen to be members of a religion that believes that blood transfusions are immoral. They want to remove the child from the hospital and prevent the transfusion even if it means the death of the child. You have to decide whether or not you will participate in an action that violates the will of the parents and aid in providing blood for the child. If you choose to participate, and even if you are able to legally justify it, you have to think about the distress you are creating for the parents. If you refuse to aid here, you may be subject to retaliation from the hospital. What is the moral thing for the nurse to do here?
For the initial post, address the following questions:
What would a divine command ethicist say is the moral thing to do here? Why would they say that? Do you agree with the divine command ethics? Why or why not?
Evaluate what a natural law ethicist would say is right to do. Do you agree with them? Why or why not?
Given what you said are the right things to do, what would an emotivist say about your positions and judgments? What role does subjectivity play here in determining what is ethical?