How does O’Neill distort the realism of his scenery and characters to emphasis h

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How does O’Neill distort the realism of his scenery and characters to emphasis his working class themes? Consider, for instance, the introduction to Scene 1 and the robotic movements of the crowd on Fifth Avenue in Scene 5. What is O’Neill implying through these distortions?
As seen in the play, describe the work and the working conditions aboard the ship. Is the situation fair to the workers? Explain.
Describe Yank. Why is he so angry? How has his childhood and the industrial cultures affected his development?

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1. Compare and contrast D’Emilio’s Capitalism and Gay Identity with the From Mar

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1. Compare and contrast D’Emilio’s Capitalism and Gay Identity with the From Mary to Modern Woman reading.  What patterns do you see that are similar to the modern American society?  What can be said about global notions of gender in the modern age?  Feel free to invoke Foucault. 
2. How is the writer’s experience important in the story being told in Middlesex?  Describe your reaction to the reading and invoke some of the concepts discussed in the Queer Theory reading to try to make sense of sexuality when it does not match your own conventions.  Compare both readings, but go deeper to explore your own stereotypes and socialization.

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Part one: Describe the different historical definitions of and causal explanatio

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Part one: Describe the different historical definitions of and causal explanations for rape.
Part two: Apply rape proclivity theory and routine activity theory to sexual assault.
Part three: Analyze the interactional contexts in which stranger rape and party rape most often occur.
The posts will be graded according to the following criteria:
Relevance: the ideas expressed indicate that the student has read and comprehended the assigned material.
Clarity, coherence: the ideas are stated clearly and coherently.
Critical thinking: there is evidence that the student has adequately analyzed, synthesized, and evaluated the assigned material.
Poses a question for discussion: the posting articulates a question for discussion that pertains to the assigned material.
Spelling, grammar: the posting must meet university-level standards of spelling and grammar.
Length: each submission must be no less than 250 words in length; there is no maximum length. 

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Part one: Summarize the “cross-cultural constructions of murder.” Part two: Summ

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Part one: Summarize the “cross-cultural constructions of murder.”
Part two: Summarize the “history of murder in the United States.”
Part three: How do “positivistic” social scientists use the concept of “social capital” to explain varying rates of murder across communities?
Part four: How do “interactional” social scientists seek to understand the situations in which murders occur? 
The posts will be graded according to the following criteria:
Relevance: the ideas expressed indicate that the student has read and comprehended the assigned material.
Clarity, coherence: the ideas are stated clearly and coherently.
Critical thinking: there is evidence that the student has adequately analyzed, synthesized, and evaluated the assigned material.
Poses a question for discussion: the posting articulates a question for discussion that pertains to the assigned material.
Spelling, grammar: the posting must meet university-level standards of spelling and grammar.
Length: each submission must be no less than 250 words in length; there is no maximum length.

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Part two: Summ appeared first on homework handlers.