Contemporary Heroes Quest Presentation

Create a 10- to 16-slide Microsoft® PowerPoint® presentation with detailed speaker notes about a contemporary hero or heroine’s quest. Refer to the University of Phoenix Material: Help With Microsoft® PowerPoint® Assignments for additional help.

Pick a contemporary story in the form of a novel, movie, or video game that is inspired by a mythological epic or journey of a hero’s quest. Briefly describe the plight of the main character–the feat(s) he or she must execute for the benefit of society in the face of challenges.

THE HEROE MUST BE IDENTIFIED AND TURNED IN (NOW) BEFORE WORK IS COMPLETED.  This is to avoid repetitious work from others.  NO PLAGIARISM –PLEASE!!!

Identify the villain and describe his or her characteristics and role in the hero’s quest.

Identify other archetypes within the story. Briefly describe these roles in the hero’s quest.

Identify in detail each of the steps the hero takes in the quest: initiation, separation, transformation, and return.

Research the mythological and cultural origins of the story. Explain parallels between the myth(s) and the contemporary story it inspired.

Analyze any mythological symbolism, metaphors, and attributes pertinent to the story. What real life elements might these items represent?

Explain the conflicts between personal desires and community responsibility represented in the myth and the contemporary story. Relate these to the conflicts and choices with which ordinary humans struggle. Explain why these human conflicts retain relevance through the ages.

Format your citations and references consistent with APA guidelines.

 

Was the Cold War a clash of ideologies or a clash of superpowers?

Was the Cold War a clash of ideologies or a clash of superpowers?

rubrick:

1. evaluate the interpretations of historians on specific topics

2. prepare their essays adequately using a range of secondary sources for this particular assignment

3. produce a coherent argument indicating planing and organization of material on the basis of reasoned discussion leading to appropriate conclusions

4.express their ideas clearly and precisely, avoiding vagueness, ambiguity and repetition.

 

“ historiography so which ever point you choose to argue you have to take in consideration the traditionalist view, revisionist and post-revisionist views.

 

not to tell you how to do your job but the historiography point is crucial to a good grade on the essay”

  • This page is solely for notes, it will not be counted towards the total cost and will be delted when the paper is done.

     

    Was the Cold War a clash of ideologies or a clash of superpowers?

    rubrick:

    1. evaluate the interpretations of historians on specific topics

    2. prepare their essays adequately using a range of secondary sources for this particular assignment

    3. produce a coherent argument indicating planing and organization of material on the basis of reasoned discussion leading to appropriate conclusions

    4.express their ideas clearly and precisely, avoiding vagueness, ambiguity and repetition.

     

    “ historiography so which ever point you choose to argue you have to take in consideration the traditionalist view, revisionist and post-revisionist views.

    not to tell you how to do your job but the historiography point is crucial to a good grade on the essay”

     

    Body of the essay is below!

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    The end of the Second World War marked an end to an era of international relations and the beginning of a completely new power dynamic across the world. Europe lay in ruins following the brutal fighting amongst European powers, and the victors had paid significant costs to achieve their victory. The Second World War could be viewed as one of the biggest catastrophes in human history, and many politicians from many countries were looking for a way to bring the world to a new type of stability that would impede an event like the Cold War ever happening again. What ensued following the Second World War would perhaps be the most significant global configuration of world powers that still leaves a clear legacy to this day. Given the impact that the post-war organization of world powers had on the world, many historians have analyzed and reinterpreted numerous times the events that occurred. The Cold War took place amongst significant changes in the world political structure, with many peoples of the world seeking independence from colonial powers, as well as the popularization of political ideas that were considered very radical. Given the surge of radical ideologies that occurred during the Cold War period, the history of the event has had biased elements from all sides who identified with particular sides of the conflict. A critical question about the conflict lies on discovering exactly what the causes of the conflict known as the Cold War were, whether it could been avoided or whether it was unavoidable, and the very nature of the conflict. A critical question pertaining to the nature of the Cold War conflict was whether it was primarily a conflict of ideologies or whether it could be described as a conflict of superpowers. This essay will argue that the ideologies of the United States and the Soviet Union did not necessarily need to clash, but the competition between the ideologies ensued as a result of conflicts of interest amongst the two major world superpowers which both sought to rearrange the world order in a way that would create stability and safety for their people.

    Despite their reluctant collaboration through the Second World War, the fall of Germany eventually lead to the significant deterioration of affairs between the Americans and the Russians. The first recountings of these events by historians were generally very one sided, either portraying one side as the clear aggressor and wrongdoer, and these early traditionalist histories of the Cold War often had a strong ideological tendency towards one side or the other. The strong ideological tendencies of early traditionalist recountings can be exemplified by the Pro-Soviet English historian Edward Carr, who wrote a fourteen volume series, A History of Soviet Russia from 1950 to 1978[footnoteRef:2]. Carr’s writing had strong ideological elements: he calle*d the Soviet Union’s recuperation of its former territories an “astonishing achievement” for Lenin, and claimed that Stalin’s achievement to industrialize Russia significantly outweighed the heavy human costs that came with it, going as far as calling Stalin an “emancipator”[footnoteRef:3]. Early traditionalist accounts that were pro-American also were equally ideological and biased in portraying who was the wrongdoer in the Cold War, as few historians would be willing to challenge the official United States account of the Cold War. American historian Thomas Bailey portrayed the Soviets as aggressors who imposed communist totalitarian regimes as well as violating numerous treaties that were made following the war[footnoteRef:4]. It makes sense that early historical accounts of the war were very ideological. Both the United States and the Soviet Union highly relied on ideological arguments to co-opt or intimidate their populations into supporting their geopolitical objectives. In the United States, political commentators probably had significant reason to fear government entities such as the House of Un-American Activities Committee. Given the above mentioned situation, many geopolitical commentators perhaps had an easier time following along with the narrative of a particular government than trying to portray the conflict in another light. Nevertheless, these traditionalist historical recounting attributing the cause of the Cold War conflict mostly to ideological differences ignore the many pragmatic and non-ideological geopolitical concerns that the two world powers had following the end of the Second World War. [2: Hughes-Warrington, Marnie Fifty Key Thinkers On History, London: Routledge, 2000, ISBN 0-415-16982-8. 24-25 ] [3: Ibid 25] [4: Brinkley, Alan (1986). American History: A Survey. New York, NY: McGraw-Hill. ISBN 978-0-075-55075-4. pg798]

    As the Cold War went on, many citizens of the United States as well as other countries became discontent with the state of American foreign policy, and started to openly question and criticize the existing historical narratives pertaining to the nature and cause of the Cold War conflict. This school of thought, known as Revisionism, challenged many of the ideological, Traditionalist foundations of Cold War history and sought to bring to light how the United States was an aggressor as opposed to a country fighting an expansionist and totalitarian Soviet Union. The Revisionist school viewed the Cold War abandoned the ideological foundations of Traditionalist accounts and instead either portrayed the United States from an ideologically leftist perspective or as an aggressor who acted based on a Soviet Union that acted in opposition to its political and economic interests. An early historian categorized as a member of the Revisionist school is William Appleman Williams. Williams’ most famous historical work, The Tragedy of American Diplomacy, in which he portrayed the United States as being significantly more responsible than the Soviet Union for bringing about the Cold War,

Slave Trade Database

1.           From the large chart on your worksheet: Dates 1691-1808/Principle of Slave Landing Caribbean: How many slaves were disembarked?

 

 

 

2.           From the large chart of your worksheet: Dates 1607-1690/Principle place of slave landing: Mainland North America: What percentage of the slaves were males?

 

 

 

3.           From the large chart of your worksheet: Dates 1607-1690/Principle place of slave landing: Spanish American Mainland:  How many slaves were embarked?

 

 

 

4.           From the large chart of your worksheet: Dates 1691-1808/Principle place of slave landing: Mainland North America: What percentage died on the voyage?

 

 

 

5.           From the large chart of your worksheet: Dates 1691-1808/Principle place of slave landing: Mainland North America:  How many slaves were disembarked?

 

 

 

6.           In 1655, the slave ship Witte Paard arrived in New York with _______ slaves?

 

 

 

 

 

 

 

7.           From the large chart of your worksheet: Dates 1607-1690/Principle place of slave landing: Caribbean:  What percentage of the slaves were males?

 

 

 

8.           From the large chart of your worksheet: Dates 1607-1690/Principle place of slave landing: Caribbean: What percentage died on the voyage?

 

 

 

9.           From the large chart of your worksheet: Dates 1607-1690/Principle place of slave landing: Spanish American Mainland:  What percentage of the slaves were children?

 

 

 

10.      How many slave voyages were listed for the years 1514 to 1607?

 

 

 

 

History of Modern Design

ART 113 – History of Modern Design: 1850 – Present fall 2017

school of designcollege of visual & performing arts

 

Assignment 3: Due Wednesday, 9/28 in Discussion Section (Read Textbook pages 395 – 418).

 

Please TYPE your answers to these questions (use smaller font similar in size to what you are reading, which is 9 point Helvetica), to hand in on Wednesday in Discussion Section. A few of the questions ask for your opinion or deeper thought, but none should require more than a short paragraph; most need a phrase or short sentence. The point is to not only be sure you do the reading, but to engage you with the reading’s version of key ideas and information we are discussing in lecture, namely, developments in aesthetics, ideas/attitudes, and technology, and their impact on design during the rise of the Industrial Revolution in Europe and the Americas.

 

1. At the beginning of the reading (Textbook Chapter 17), the author cites three developments in European society at

the middle of the eighteenth century that impacted the consumption of design products. a) What are these three

changes in the circumstances of these societies; and, b) what do you think is the larger significance of this

development that leads the author to introduce the entire chapter with this specific information?

 

2. a) What very specific reason – besides the prominence of archeological explorations and publications – does the

author give (early in the chapter) for many designers turning to Neoclassicism?

b) Why/how do you think (Neo)classicism might provide this for designers or consumers?

3. a) By the early nineteenth century (1800 or so), what societal attitudes or tastes are combining in design; and,

b) What is the style term (used in class) the author uses to describe the result (a stylistic approach strongly established by this time)?

4. a) What are the 2 specific technological innovations influencing design the author calls “transformative inventions”?

b) What is the geographical or nation-related shift of importance that goes with these innovations?

 

5. In the section on France, a date is given for the beginning of Neoclassicism; a) what is that date, and,

b) does the start of Neoclassicism mean the end of the Rococo?

 

6. The chapter addresses the Bedroom for Josephine (Fig. 17.6) as an example of a certain style, a style mainly

“heroic” and imperial, but which supposedly can express “peaceful associations”. a) What is this style, and

b) what do you think is, or is not, “peaceful” about this room? Be specific in citing features and characteristics.

 

7. a) What are two key natural resources that are cited as part of why Britain led the way in industrialization?

b) How did these two assets support industrial production?

 

8. Also in the “Britain” section, we see that the artist William Hogarth finds the essence of beauty in a specific formal

(or morphological) trait.

a) What does “serpentine” mean?

b) What trait of design form that we discussed in class is he referring to?

c) What style is partly based on this trait of beauty?

 

9. a) By what date did the wealthy of Central Europe accept Neoclassicism?

b) What general reason – besides a response to changing fashions elsewhere in Europe – is given for turning to

this style in Central Europe?

 

10. At the end of the Central Europe section, the author says “iron came to represent patriotism”: a) Why do you think

this material would be connected to this attitude or feeling; and,

b) what is the best evidence you can find in the reading to support your answer?

 

11.a) What is the difference between the Beidermeier and Empire styles? What are the links?

b) Could the Beidermeier be considered in any way related to or pointing the way toward Modernism? [There must

be; otherwise, what would be the point of asking us this question, right?]

 

12. At the end of the chapter, the use of the Klismos chair form is discussed. The author connects this chair form to a

style that “in Scandinavia, as in Napoleonic France, … had become more than a style.” a) What is this style, (it’s

an alternate name for the style, really), and b) what did it represent that made it more than a style?