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Category: Feminism (Page 1 of 4)

Reduce Plagiarism to 0 percent, using the Turn it in plagiarism checker. Work

Reduce Plagiarism to 0 percent, using the Turn it in plagiarism checker.
Work on the intext citation using the Apa style
Reduce Plagiarism by rewriting and reconstructing sentences.
Can add more information to it by improving the quality of the work
Can add any relevent souces to the work
You
43 minutes ago
Please note: I have written the article and I would like it to be rewritten following the above instructions.

Prepare a 4-6 minute persuasive speech. A. The speech will attempt to persuade t

Prepare a 4-6 minute persuasive speech.
A. The speech will attempt to persuade the audience to take a course of action or accept
an idea or concept.
B. FOUR (4) REFERENCES ARE REQUIRED. Cite your sources within the outline
and in a bibliography page at the end of the outline and then verbally within the
speech (See example outline).
C. A VISUAL AID IS REQUIRED.
2. You will complete a full sentence outline for this speech.
A. This is everything you plan to say during your presentation, complete sentences and all
sources cited. Turn the outline in before you speak. It helps me grade the speech when I can read
along.
B. Please do not read your speech to us! Remember you must have eye contact!
C. Use notecards, not a full sheet of paper while you’re speaking.
3. FOUR OUTSIDE REFERENCES ARE REQUIRED.
A. These references must be cited in your speech.
B. “According to Denise Jones on CNN.com…”
C. “The Center for Disease Control (CDC) reports that 19% of cancer deaths….”

In my Interest Project, i would like to explore the following statement made in

In my Interest Project, i would like to explore the
following statement made in Silvia Federici’s book, Revolution at Point Zero (https://ebookcentral.proquest.com/lib/unomaha/reader.action?docID=1011442&ppg=1).
As someone who has always LOATHED housework, i would like to dig a little bit
into the systematic social norms that push women into the not only believing
this but in fully owning it on all levels.
Federici when discussing housework being weighted on women
in society today… ‘In my Capital had to convince us that it is a natural,
unavoidable, and even fulfilling activity to make us accept our unwaged work.
In its turn, the unwaged condition of housework has been the most powerful
weapon in reinforcing the common assumption that housework is not work, thus
preventing women from struggling against it.’ (Wages Against Housework; Chapter
4)
**I have attached PDF copies of each page of the book that I pulled my info above from. I am just looking to do a deeper dive into this a bit. 3 total sources are needed, so this book + two additional that can be chosen by the writer (not picky as long as it pertains accuratly to the subject matter at hand.). Thank you!!
Requirements from professor (see below)…
Interest project:
Question what you read, view, and experience, and explore ideas concerning
geography, gender, and work, beyond the boundaries of class and the syllabus. Once
during this term, take off on your own to explore what you are learning about
(but see me for help if you wish). The following are suggestions – check with
me on other ideas you have for fulfilling this assignment.
Here’s the format and
my expectations:
Ø
Introduction
·
1 paragraph (5-7 sentences)
·
How did you get interested in this topic,
reading, activity, etc.? What questions
did you have that led you in this direction? How does this relate to geography,
gender, and work?
·
What did you do?
·
What did you learn?
Ø
Three credible
pieces or sources of information on this topic (minimum).
Ø
Each piece of information should be imbedded in
or followed by 1 paragraph of analysis
Ø
Conclusion (1 paragraph)
·
How has what you learned changed how you think
about the topic?
·
What does it mean for our class? For activism?
For research?
·
Reminder: Spelling, organization, and grammar
count!
Interest Project Grading Criteria:
Topic approval (by 6/1/22) 3
Introduction 5
Sources of information 9
Analysis 7
Conclusion 3
Reference list (any standard format: MLA, Chicago, etc.) 3
Spelling/grammar/syntax: Minus ½ point per error (Errors ___
x ½ = ___) 5
Total points 35

1. Briefly describe the meaning of the public and private spheres. How has this

1. Briefly describe the meaning of the public and private spheres. How has this binary historically been used to subordinate women and other marginalized people?
2. Next, read these two short articles about the ‘waves’ of feminism:
https://www.vox.com/2018/3/20/16955588/feminism-waves-explained-first-second-third-fourth (Links to an external site.)
You may already be familiar with the “waves” metaphor for feminism. It is broadly used to describe periods of increased feminist activism (it’s definitely not perfect— it can sometimes create the impression that feminism has not been a sustained movement. Most activist movements [think the increase in public attention to the Black Lives Matter this year] have periods of greater and lesser public engagement).
3. Explain how each wave of feminism connects to, negotiated with, or protested against divisions between the public and the private. Why was the act of making things public an important part of feminism? What did it do?
4. Finally, find one contemporary example that illustrates the concept behind “the personal is political.” You can screenshot something on Instagram, share a tweet, find an article, share something on Facebook— anything that illustrates the idea!
This discussion post should be a minimum of 300 words. Please include a direct quote from the readings and take a look at the rubric to get a sense of how this will be graded.

In our discussion of this topic, the concept of intersectionality is important.

In our discussion of this topic, the concept of intersectionality is important. Intersectionality can be defined as the ways that interconnected social categories such as race, class, and gender interact to form experience and identity, especially as related to power.
Although the power structures are different from contemporary society, the dynamics of power and privilege are evident in the life and work of poet Phillis Wheatley, composer Barbara Strozzi (1619–1677), and artist Betty Ratcliffe (c. 1735–c. 1810). Ironically, the young Wheatley lived with limited privilege, but still enjoyed some advantages for a black woman of her time. A slave by virtue of her race, she was privileged within the Wheatley’s home to become an educated woman. Barbara Strozzi, on the other hand, was the daughter of a Venetian poet (but not a member of the nobility), so enjoyed the literary circles of her father. Another example was Betty Ratcliffe who was a servant by virtue of her class but encouraged by her employer. The essential point here, however, is the way the complex identities of these women impacted their work.
For this journal assignment, analyze in three to four pages how the dynamics of privilege and power played a part in woman’s creative expression during the 1600s and 1700s (sometimes called the Baroque era). In your discussion of power and privilege, address at least one of the following categories in addition to gender: race, class, or ethnicity. As you reflect on this topic, consider some of the following relevant questions:
Did the creative woman benefit from family support or professional networks or was she excluded from them?
Were training, education, and networking available to her?
If she did challenge existing power structures (for example, religion, social custom, laws, etc.), how successful was she in doing so?
Use supporting examples from at least two creative women from different genres (for example, music and sculpture) of this era from our required or recommended resources. Be sure to provide examples from their work (poems, paintings, sculpture, music, excerpts from larger writings, etc.) to support your discussion.
Total Possible Score: 10.00
Analyzes How the Dynamics of Privilege and Power Played a Part in Woman’s Creative Expression During the 1600 and 1700s
Total: 3.00
Distinguished – Comprehensively analyzes how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s.
Proficient – Analyzes how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s. The analysis is slightly underdeveloped.
Basic – Minimally analyzes how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s. The analysis is underdeveloped.
Below Expectations – Attempts to analyze how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s; however, the analysis is significantly underdeveloped.
Non-Performance – The analysis of how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s is either nonexistent or lacks the components described in the assignment instructions.
Discusses at Least One of the Following Categories in Addition to Gender: Race, Class, or Ethnicity
Total: 3.00
Distinguished – Comprehensively discusses at least one of the following categories in addition to gender: race, class, or ethnicity.
Proficient – Discusses at least one of the following categories in addition to gender: race, class, or ethnicity. The discussion is slightly underdeveloped.
Basic – Minimally discusses at least one of the following categories in addition to gender: race, class, or ethnicity. The discussion is underdeveloped.
Below Expectations – Attempts to discuss at least one of the following categories in addition to gender: race, class, or ethnicity; however, the discussion is significantly underdeveloped.
Non-Performance – The discussion of at least one of the following categories in addition to gender: race, class, or ethnicity is either nonexistent or lacks the components described in the assignment instructions.
Uses Examples of at Least Two Creative Women from Required or Recommended Resources That Represent Two Different Genres
Total: 2.50
Distinguished – Uses thorough examples of at least two creative women from required or recommended resources that represent two different genres.
Proficient – Uses examples of at least two creative women from required or recommended resources that represent two different genres. Minor details are missing.
Basic – Uses partial examples of at least two creative women from required or recommended resources that represent two different genres. Relevant details are missing.
Below Expectations – Attempts to use examples of at least two creative women from required or recommended resources that represent two different genres; however, significant details are missing.
Non-Performance – The examples of at least two creative women from required or recommended resources that represent two different genres are either nonexistent or lack the components described in the assignment instructions.
Coherence
Total: 0.50
Distinguished – Effectively communicates ideas or points in a logical and organized manner. Reflections are sophisticated and formulate wholly appropriate and pertinent connections between the journal topic and relevant prior knowledge.
Proficient – Communicates ideas or points in a manner that is mostly logical and organized. Reflections formulate appropriate connections between the journal topic and relevant prior knowledge.
Basic – Communicates ideas or points in a manner that demonstrates a limited understanding of content organization. Attempts to reflect upon journal topic, but the connections between the journal topic and prior knowledge are vague.
Below Expectations – Attempts to communicate ideas or points; however, the content organization is extremely limited. Fails to provide a reflection that connects the journal topic to prior knowledge.
Non-Performance – The journal is either nonexistent or lacks the components described in the assignment instructions.
Mechanics
Total: 0.50
Distinguished – Journal contains no errors related to grammar, spelling, and sentence structure.
Proficient – Journal contains only a few minor errors related to grammar, spelling, and sentence structure, but they do not distract the reader from the content.
Basic – Journal contains a few errors related to grammar, spelling, and sentence structure, which slightly distract the reader from the content.
Below Expectations – Journal contains major errors related to grammar, spelling, and sentence structure, which distract the reader from the content.
Non-Performance – The journal is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: APA Formatting
Total: 0.50
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

In our discussion of this topic, the concept of intersectionality is important.

In our discussion of this topic, the concept of intersectionality is important. Intersectionality can be defined as the ways that interconnected social categories such as race, class, and gender interact to form experience and identity, especially as related to power.
Although the power structures are different from contemporary society, the dynamics of power and privilege are evident in the life and work of poet Phillis Wheatley, composer Barbara Strozzi (1619–1677), and artist Betty Ratcliffe (c. 1735–c. 1810). Ironically, the young Wheatley lived with limited privilege, but still enjoyed some advantages for a black woman of her time. A slave by virtue of her race, she was privileged within the Wheatley’s home to become an educated woman. Barbara Strozzi, on the other hand, was the daughter of a Venetian poet (but not a member of the nobility), so enjoyed the literary circles of her father. Another example was Betty Ratcliffe who was a servant by virtue of her class but encouraged by her employer. The essential point here, however, is the way the complex identities of these women impacted their work.
For this journal assignment, analyze in three to four pages how the dynamics of privilege and power played a part in woman’s creative expression during the 1600s and 1700s (sometimes called the Baroque era). In your discussion of power and privilege, address at least one of the following categories in addition to gender: race, class, or ethnicity. As you reflect on this topic, consider some of the following relevant questions:
Did the creative woman benefit from family support or professional networks or was she excluded from them?
Were training, education, and networking available to her?
If she did challenge existing power structures (for example, religion, social custom, laws, etc.), how successful was she in doing so?
Use supporting examples from at least two creative women from different genres (for example, music and sculpture) of this era from our required or recommended resources. Be sure to provide examples from their work (poems, paintings, sculpture, music, excerpts from larger writings, etc.) to support your discussion.
Total Possible Score: 10.00
Analyzes How the Dynamics of Privilege and Power Played a Part in Woman’s Creative Expression During the 1600 and 1700s
Total: 3.00
Distinguished – Comprehensively analyzes how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s.
Proficient – Analyzes how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s. The analysis is slightly underdeveloped.
Basic – Minimally analyzes how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s. The analysis is underdeveloped.
Below Expectations – Attempts to analyze how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s; however, the analysis is significantly underdeveloped.
Non-Performance – The analysis of how the dynamics of privilege and power played a part in woman’s creative expression during the 1600 and 1700s is either nonexistent or lacks the components described in the assignment instructions.
Discusses at Least One of the Following Categories in Addition to Gender: Race, Class, or Ethnicity
Total: 3.00
Distinguished – Comprehensively discusses at least one of the following categories in addition to gender: race, class, or ethnicity.
Proficient – Discusses at least one of the following categories in addition to gender: race, class, or ethnicity. The discussion is slightly underdeveloped.
Basic – Minimally discusses at least one of the following categories in addition to gender: race, class, or ethnicity. The discussion is underdeveloped.
Below Expectations – Attempts to discuss at least one of the following categories in addition to gender: race, class, or ethnicity; however, the discussion is significantly underdeveloped.
Non-Performance – The discussion of at least one of the following categories in addition to gender: race, class, or ethnicity is either nonexistent or lacks the components described in the assignment instructions.
Uses Examples of at Least Two Creative Women from Required or Recommended Resources That Represent Two Different Genres
Total: 2.50
Distinguished – Uses thorough examples of at least two creative women from required or recommended resources that represent two different genres.
Proficient – Uses examples of at least two creative women from required or recommended resources that represent two different genres. Minor details are missing.
Basic – Uses partial examples of at least two creative women from required or recommended resources that represent two different genres. Relevant details are missing.
Below Expectations – Attempts to use examples of at least two creative women from required or recommended resources that represent two different genres; however, significant details are missing.
Non-Performance – The examples of at least two creative women from required or recommended resources that represent two different genres are either nonexistent or lack the components described in the assignment instructions.
Coherence
Total: 0.50
Distinguished – Effectively communicates ideas or points in a logical and organized manner. Reflections are sophisticated and formulate wholly appropriate and pertinent connections between the journal topic and relevant prior knowledge.
Proficient – Communicates ideas or points in a manner that is mostly logical and organized. Reflections formulate appropriate connections between the journal topic and relevant prior knowledge.
Basic – Communicates ideas or points in a manner that demonstrates a limited understanding of content organization. Attempts to reflect upon journal topic, but the connections between the journal topic and prior knowledge are vague.
Below Expectations – Attempts to communicate ideas or points; however, the content organization is extremely limited. Fails to provide a reflection that connects the journal topic to prior knowledge.
Non-Performance – The journal is either nonexistent or lacks the components described in the assignment instructions.
Mechanics
Total: 0.50
Distinguished – Journal contains no errors related to grammar, spelling, and sentence structure.
Proficient – Journal contains only a few minor errors related to grammar, spelling, and sentence structure, but they do not distract the reader from the content.
Basic – Journal contains a few errors related to grammar, spelling, and sentence structure, which slightly distract the reader from the content.
Below Expectations – Journal contains major errors related to grammar, spelling, and sentence structure, which distract the reader from the content.
Non-Performance – The journal is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: APA Formatting
Total: 0.50
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Assignment Instructions: This assignment requires you to select an appropriate r

Assignment Instructions:
This assignment requires you to select an appropriate research topic from the list provided and write a 1,800-2,000 word academic research essay that applies an intersectional lens to your chosen topic and explores how sociocultural factors influence and shape an aspect of women’s health. Crosscultural and comparative approaches are encouraged. To do this, you must use at least five appropriate, academic sources. At least three of these must be original sources that you have found through your own research, while the other two may be from the course syllabus. Your original academic sources may be the same ones you used in your annotated bibliography, if appropriate.
Topic: Fatness and Thinness Cross-Culturally
– Need to compare two different countries (One needs to be the United States, the other needs to be a Non-western country (examples include China/Japan/Korea/India)
– Specific focus on how fatness and thinness affect Women within those 2 countries
– Explain how fatness and thinness are perceived across the 2 different cultures (the United States vs __________) and how those perceptions are shaped
Sources that need to be used:
1. Greenhalgh. 2012. “Weighty Subjects: The Biopolitics of the US War on Fat.” American Ethnologist, 39(3):471-487. (PDF provided in files)
2. Puhl, R M, et al. “A Multinational Examination of Weight Bias: Predictors of Anti-Fat Attitudes across Four Countries.” International Journal of Obesity, vol. 39, no. 7, 2015. (https://www.nature.com/articles/ijo201532.pdf)
– at least 3 other academic sources
Formatting:
– MLA format
– MLA In-text citations when providing quotes, paraphrasing, using knowledge that isn’t common
– Introduction, 3 body paragraphs and a conclusion
– MLA reference page

Last week’s learning resources talked about the relationship between Women’s Stu

Last week’s learning resources talked about the relationship between Women’s Studies and Feminism. This week’s learning resources focus on the changes in our society as a result of feminist activism, and how feminism continues to develop.
*FIRST, explain in your own words how Women’s Studies and Feminism are related. How do they differ?
*THEN, discuss what you believe are the most important achievements of feminism, and which goals you think feminism should focus on today.

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