Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines: Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL. Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester. Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins. Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).
Use the passive sign convention and determine the amount of power in the element represented by the white box for the follow cases. a: V1 = 9V and I = 1:5A P = W b: V1 = 9V and I = ?2:5A P = W c: V1 = ?6V and I = 1:5A P = W d: V1 = ?6V and I = ?2:5A
Neurotransmitters are molecules that cross the synaptic cleft via Select one: active transport and always inhibit the postsynaptic neuron. acitve transport and always excite the postsynaptic neuron. passive diffusion and either excite or inhibit the postsynaptic neuron. passive diffusion and always inhibit the postsynaptic neuron. passive diffusion and always excite the postsynaptic neuron.
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PHL 215 Essay Assignment 25% DUE: In dropbox, April 11 Length & format: Approximately 1500-1800 words; typed & double spaced; 12 point font. Respond to one of the questions below in a well-developed persuasive essay. This paper is not a general research paper, but a focused argumentative essay that explores a question and a theme elucidated by the course. Students are expected to draw closely on core course concepts and readings as well as relevant outside sources and reference the material in an appropriate format. You must cite at least three course readings, and work with at least one reading closely. You should also cite at least two external academic sources. Any citation practice is acceptable (APA, MLA, Chicago, etc.) but citation should be used rigorously and accurately. 1. Clement Virgo’s film Poor Boy’s Game (2009) addresses how two characters (one white and one black) deal with the aftermath of a racist incident in their community. Drawing on the film, explore how strong allegiance to one’s own group or community affects our capacity to develop ethical relationships with others. 2. Why and how is witnessing important to ethical life? Discuss in relation to Marjane Satrapi’s film Persepolis (2007), and then expand to discuss the role of witnessing in ethical relations more generally. 3. What does “reconciliation” really mean to you? Discuss why reconciliation with First Nations communities in the aftermath of the “Indian” residential school system is such a pressing issue in Canada. 4. Make an argument for or against the idea that universal human rights is the best way to secure the dignity and equality of all people globally. Explicitly address the problem of relativism and use (at least) one example to illustrate your point. 5. Critically analyze Martin Luther King, Jr.’s “ethics of love” (Rice 2004). What are the barriers to practicing an “ethics of love” in light of systemic forms of social injustice? 6. Students may propose an alternate topic. Topics must address course concepts and readings directly. One page proposals for alternate topics should be submitted to your professor by March 28. Unapproved topics will not be graded. ESSAY RUBRIC EXCELLENT A+/A/A- VERY GOOD B+/B/B- FAIR C+/C/C- POOR TO INADEQUATE D+/D/D-/F Thesis Thesis is debatable and clearly presented in the opening and concluding sections of the paper. Thesis is debatable and is evident in the argument, but is not clearly stated. Thesis is vague, and it takes work for the reader to fish it out of the text. Or, thesis is too self-evident and not debatable. There is no evident thesis. Argument Argument is presented clearly and logically. Logical points build directly upon the thesis and prior points. Counter- arguments are addressed. Argument is presented clearly and logically, but points do not necessarily build on each other. Counter arguments are addressed, but many are left hanging or are dealt with inadequately. Argument is unfocussed, and there are contradictions left unaddressed. Counter arguments may be presented, but are left unaddressed. There is no discernable argument, or no alternative interpretation is presented. Essay Structure & Writing Mechanics Clear organization with a natural flow. Includes an introduction, transition sentences to connect major ideas, and conclusion. There are few or no grammar or spelling errors. Minimal passive voice. Clear organization, with introduction, transitions and conclusion, but writing is not always fluid. There are several grammar or spelling errors, and/or moderate passive voice. Organization is unclear or without necessary component parts. Significant grammar or spelling errors. Little discernable organization. Significant grammar and spelling errors. Ideas and evidence are not correctly cited. Use of Course Ideas Demonstrates solid understanding of the major themes of the course, using readings and lectures to define concepts. Argument is placed within the broad discussions outlined in the course. Concepts are defined, but the author does not consistently utilize and demonstrate a thorough understanding of the major themes of the course relevant to the argument. Course readings are used. Some concepts are left undefined, or poorly defined. Little broader framework is used. Paper mentions course readings/concepts, but there is little demonstration of how the paper relates to the course. Research & Citation Paper appropriately cites at least three relevant course readings, and works closely with the argument of at least one. Two additional academic sources are utilized. All sources are properly contextualized and cited. Paper cites the appropriate number of sources, but the sources are not given enough context or do not clearly flow into the argument. Paper cites some sources, but the most relevant and important ideas are not fully elucidated. The paper fails to draw on appropriate academic resources, and/or fails to properly cite the sources.