****** PLEASE ONLY DO THE DISCUSSION & Definitions *******
I WILL WRITE THE SUMMARY & Conclusion Film: Juno (2007) Elliot Page
You will write a 4-page, single-spaced (specifically 2,400 words minimum) paper in which you examine a form of a tangible gender communication (an artifact) i.e. TV episode, newspaper article, movie, song/music video, photograph, magazine, exhibit, advertisement, social media group or exchange, interview etc. You will give a clear description of your artifact answering thoroughly Who, What, When, Where, Why, and How. You will then analyze your example employing AT LEAST 4 concepts from our weekly readings, modules (commentaries), and/or discussions.
Introduction (1/3 of a page minimum/specifically 200 words minimum):
A creative opening and attention getter
A strong thesis statement that clearly articulates your major claim of the paper
A clear preview statement that shows how you will organize your paper
Body (3 pages, single-spaced minimum/specifically 1,800 words minimum see the breakdown for each of the three sections of the body below):
You should thoroughly introduce your artifact using who, what, where, when, and how (400 words minimum).
Please give any background information you have about it such as when did it appear, how was it delivered, what is it about, why was it made, when was it made, what was the context in which the artifact emerged – controversy, situation, audience?
After this description, your reader should clearly understand it as a piece of gender communication.
Definitions of at least 4 concepts (minimum) you have chosen (use scholarly sources specific to the discipline of communication to define your concepts) (400 words minimum).
A discussion that connects your chosen concepts to your artifact (1,000 words minimum).
Questions to answer for each concept in your analysis (you may add additional questions as well):
Why/How does the concept relate to your artifact?
How does the artifact fit in, further, or work against other scholarly work you found? (Use peer-reviewed journal articles)
What were the responses to this artifact and how does that relate to the concepts/research you have found?
Implications/Conclusion (2/3 page minimum/specifically 400 words minimum):
A brief restatement of what you did in the paper.
Most importantly here is the discussion of so what? Why does your analysis matter? To gender communication studies? As part of larger implications for society? Bring closure to your submission
Sources: You should have a MINIMUM of six current sources (stronger papers will have more):
One must be your readings or modules/commentaries (you may use more but you still must meet the other source requirements as well)
Two can be popular press sources
Three MUST BE peer-reviewed journal articles on communication Four of your sources must come from UMGC’s online library
Proper APA in-text citations should be provided in addition to a reference page with full APA source citations.
Deductions for not meeting the following requirements are noted below:
Meet or exceed the word count for each individual section
be typed using a 12-point Times New Roman font
be single-spaced (nothing should be double spaced)
have one-inch margins on all sides
have a title page (that contains only the title, student’s name, and UMGC) –
the title page is numbered page 1 in the upper right hand corner
use the American Psychological Association (APA) format for citations (both in-text and/or reference list)
be well organized with the required subheadings for each section (as noted below)
be free of typos, grammatical errors, etc.
be submitted to both turnitin.com and your assignment folder by the due date. There is a 20 point deduction for submitting your artifact paper late and it is only accepted up until one week after the original due date.
be informative and provide solid support for the thesis
use quotations sparingly
all sources found on the reference page must be cited in the body of the paper with proper in-text citations
Use the required subheadings in your submission:
Introduction
Who, What, When, Where, Why, & How
Definitions
Discussion
Implications/Conclusion
***** PLEASE ONLY WRITE THE Definition & Discussion aspect****
I Will write the rest
PLEASE SEE ATTACHED DOCUMENT for MORE info
PLEASE USE THESE SOURCES
(YOU MAY USE MORE IF YOU DESIRE)
Atanasova, A. (2016, November 06). Gender-Specific behaviors on social media and what they mean for online communications. Retrieved February 14, 2021, from https://www.socialmediatoday.com/social-networks/gender-specific-behaviors-social-media-and-what-they-mean-online-communications
Hiller, V., & Baudin, T. (2016). Cultural transmission and the evolution of gender roles. Mathematical Social Sciences, 84, 8-23. doi:10.1016/j.mathsocsci.2016.08.002
Hanson, J. D., McMahon, T. R., Griese, E. R., & Kenyon, D. B. (2014). Understanding gender roles in teen pregnancy PREVENTION among American Indian youth. American Journal of Health Behavior, 38(6), 807-815. doi:10.5993/ajhb.38.6.2
Tarancón, J. A. (2012, July). JUNO (jason reitman, 2007): A practical case study of Teens, film and cultural studies. Retrieved February 14, 2021, from https://www.tandfonline.com/doi/full/10.1080/09502386.2011.591496
Theories of gender development (2):the behavioral approach. (n.d.). Retrieved February 14, 2021, from https://www.zeepedia.com/read.php?theories_of_gender_development_2_the_behavioral_approach_gender_issues_in_psychology&b=88&c=10
Willis, J. L. (2008). Sexual subjectivity: A semiotic analysis of girlhood, sex, and sexuality in the film juno. Sexuality & Culture, 12(4), 240-256. doi:10.1007/s12119-008-9035-9
Elliot page. (n.d.). Retrieved February 27, 2021, from https://www.thecanadianencyclopedia.ca/en/article/elliot-page

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I WILL WRITE THE SUMM appeared first on homework handlers.

Post an initial response where you a) choose one or two of the readings and/or videos and assess what the author(s) say about how race is socially constructed b) consider the extent to which understanding race as a social construction might help us address racism. Initial posts should be 150-200 words. (You may also choose to post a 3-5-minute video).
Respond to at least two of your fellow students. Responses should demonstrate that you’ve read and reflected on your classmate’s response. Ask them a substantive question; make a connection between what they’ve said and what you got from the materials, etc. Response to fellow students should be 50-100 words each.
DEADLINE: MARCH 5TH, MINDNIGHT (END-OF-DAY)
5 days agoBrenner Flores Discussion board #4
COLLAPSE
John Oliver begins his video by speaking of the embarrassment of some Americans not knowing about parts of American history. He then continues by talking about Juneteenth and how Trump wants to hold a rally in Tulsa on June 19th unknowingly not informed about the Tulsa Race Massacre that happened there in 1921. Oliver explains that some states are hiding slavery or not teaching it in school because there is no national standards for what students should learn in history. He presents a study that shows seven states don’t mention slavery, two mention white supremacy, and 16 states list states’ rights as the cause of the civil war. Oliver says that those students aren’t getting the full education, and when they grow up, they won’t be able to unlearn the things they learned that aren’t true. So, this would affect their understanding of race and society. Some Americans still don’t see the dark past of history and sometimes try to hide it or change it to look less horrific. They are creating homework assignments for kids that say, “Would you rather be a slave or slave owner” and they have to write down in a journal what they did. Teacher make board games out of slavery (Min 11). They also made a children’s book showing how some slaves were hard working, happy, and would take care of the master home as if it was their home and there were bad slaves that would be lazy and try to escape. If we were able to understand race as a social construct, we would be able to understand each other much better. Oliver explains the wage gap between white and black and how it has grown. He says if you mix marshmallows, chocolate, and cracker together you get smores, “Who the hell wouldn’t want that!” He is describing society at that point. ANSWER THIS STUDENT.
6 days agoErica Jane Prudon Discussion Board #4
COLLAPSE
According to John Oliver on “Last Week Tonight,” he discusses how history slowly formed and increased racism as time goes as well as give the key to try to address and end racism. Race is socially constructed overtime, under differentiated perspectives and based across different concepts. It is a set of stories we tell ourselves in order to make sense of the world and when we eventually believe it, we act upon it.
As time passes and history is created, the more the idea or “story” is told, the more people will believe it and act upon it. An unfortunate example of this can be seen as in the video with the constitution and its clauses. The constitution was infused and linked to slavery and racial inequality from its three-fifths clause to the fugitive slave clause. Created by those who believed “all men are equal,” it comes to show how these people at the time had incredibly clouded judgement and followed what they have been told their whole lives due to that “idea” of slavery being passed down overtime. Though the times have changed and impactful events happened to end majority of racism today, racism is still prominent in today’s society. It is important for everyone to learn the lessons of history because our humanity has been inolved in a diseasterous existential struggle since the beginning. The answers worked out long ago can help find solutions to the challenges of today’s society especially in the topic of racism. Learning history allows us to not repeat mistakes, and especially help us gain more knowledge on what to do for the future. AND THIS IS THE SECOND STUDENT https://njcu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=779b6a53-b48f-4121-bcb4-ac3d00f5364a&instance=Blackboard
READ: Rankine, You are in the Dark; Laymon, My Vassar College ID; Strangio, The Unbearable (In)visibility

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