College Essay On “Colorism”

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Your essay assignment involves responding to and taking a position on the term “colorism” and “anti-blackness” and how these ideas still impacts the social and racial dynamics within the construct of not only people of African descent and their communities, but other people of color such as LatinX, Asian, Filipino and Pacific Islanders, respectively. This is an opportunity for you to make connections regarding intersectionality across all color-lines, and to demonstrate the similarities and the difficulties various ethnic groups deal with in navigating, the issue of color discrimination. Your essay must be five double-spaced pages specifically addressing the topic given below. Refer to your “Formal Essay Guidelines” handout for details about essay policies and formatting guidelines. Carefully reread the documents provided which discuss colorism and anti-blackness. Make sure to prepare yourself to use information from those online pdfs to help you support and clarify your own points and ideas. To help you with developing and organizing ideas for your essay, plan out your ideas on your Planning & Prewriting Worksheet (handout) before writing your first draft. Feel free to discuss your ideas and drafts with me and/or a tutor, and go to the Writing/Reading Lab in the Learning Center (Bldg. 5) to get additional assistance on your essay.

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ESSAY TOPIC

The concept of colorism within various communities of color has plague those with darker skin complexions and afforded others with lighter skin tones with privilege and the ability to use their lightskinned privilege to navigate a world of racial and identity politics. In your essay, demonstrate how complex issues around colorism proposes on both sides of the spectrum. What are the overarching themes and concerns that presents itself with color being at the center of social, cultural, political and economic opportunities in our society. Present in your essay, why most people tend to cater toward lighter-skinned individuals versus darker-skinned individuals and how this provides a hierarchy of racial positionality, and a level of social status and privilege

Show through quotes, analysis, and the use of other sources how colorism and anti-blackness work as a contrived system to incarcerate black and brown people from a mental and psychological perspective. Draw upon historic evidence to support your claims. Carefully consider all the readings you have critiqued, and used

them as a point of entry to make your position. In your essay of five pages, discuss whether or not you believe colorism negatively or positively impact black in brown folks in society at large.

Remember to do the following in your essay: 1) state your own position in your thesis statement; and 2) support your thesis by discussing specific points that address your position in any article or academic journal use from your research. All in all, your essay will include a combination of your own ideas, analysis, observations, and examples/details as they relate to the main points of your selected readings.

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Your final draft will be graded on the following:

1) an insightful thesis statement that clearly reveals your response to and position on colorism and your main argument

2) accurate use of information (examples, details/specifics, quotes, etc.) from journals and articles researched to provide strong opinions/ideas

3) thoughtful, sophisticated analysis and discussion of the details you’ve included from academic journals and books (Show your own insight and ideas! Do NOT simply repeat and retell what your readings have already stated.

4) development of your own ideas with coherent and clear explanations in a minimum of 4 body paragraphs (Again, do NOT simply summarize the details from the book. Use details from all sources in conjunction with your own ideas/observations/opinions. Your own insight and ideas are needed to explain why you have the opinions you have and how the details in the book relate to your own opinions and ideas.

5) unity (Information, ideas, analysis, explanations and so forth must stay focused on supporting your thesis.)

6) coherence (Use transitions/strong connections to link ideas between your paragraphs and within your paragraphs.)

7) organization (Ideas must follow a logical organizational pattern. Don’t jump around from one idea to the next. Have a clear, logical progression in your thoughts. Outlining/prewriting will really help here.)

8) clarity and presentation— crisp and clear word usage, sentences, logic, format, structure and so on

9) proofreading, editing, correctness, and sentence sophistication—correct spelling, punctuation, and grammar, as well as varied and sophisticated sentence structures—Get help outside of class! Final drafts should be error-free.

10) accurate and correct citations and formatting of quoted material and Works Cited page using MLA standards

11) an original and creative title for your essay

12) Use 5-6 sources (e.g. three credible book sources and three scholarly journal)

Essay On Movie Iron Man

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SWA 2

 

Name：Tai Xiong

Class: English 101

Date: October,16 2019

 

Part 1: Working Thesis Statement

In the last decade, Iron Man (2008) was a pivotal movie that creates connections with American historical moments. Although movie like the Capital American is also a heroism story, the background is the civil war, for targeting younger customers, civil war is not an attractive theme because the timeline is far away from that moment. A good film is able to mimic a particular reality that establishes and instructs in our lives, makes people believe those images are real, for example, the concept of capitalism in American (Schlender). The Iron Man took the other timeline from the war in Afghanistan and Iraq. By looking at the background of the story, it did not demonstrate in the movie but we can see it is happening in the area of middle-east, related to counter-terrorism. This is important because this scenario could connect with real-life events, which catches people’s attention at that moment. Comment by Microsoft Office User: This portion seems like background rather than a thesis statement. For the purposes of this assignment, you should have only had a few sentences (normally around 2) present in this section to write just your thesis statement. Comment by Microsoft Office User: Captain America? Comment by Microsoft Office User: World War II Comment by Microsoft Office User: Good point Comment by Microsoft Office User: You are missing a number of key elements to the thesis statement I have been discussing in relation to cultural/historical texts. You do not include any literary/auditory/visual devices, you link to the idea of counter-terrorism (a good theme), but do not make it clear the specific time period Iron Man was created within (2008, or post- 9/11 America. Counter-terrorism has been a major part of American foreign relations for the past two decades; however, it was something America had been a part of previously as well). Additionally, you do not make it clear if you are talking about American audiences specifically or worldwide audiences. You also use a lot of vague pronouns such as “it” in the first sentence and “this” in your second sentence.

 

Part 2: Cultural/Historical Context

In American history, the Iron Man Tony Stark originates from one of the most divisive periods, which is the time of the Cold War and the Vietnam War. In contrast, people think that the eastern war originated from the conflict of politics, the character iron man was not born for a superhero but a military incarnate, which is aligned more politically compare with other superheroes. In the original story, Iron Man acts under the government assistant to against the international threats, it is developing to become needed for a country. On the other hand, the creation of Iron Man (2008) is a representative to illustrate the miracle of technology advancement. Many high technologies included potential negative impacts, like a “pandora’s box,” people never know the possibilities of technology effects for the world. Tony Sstark as a savior under government, is not only a hero but a scientist who creates order from the chaotic possibilities (Roblcook). For example, the villain in Iron Man story may delivery the same idea in the reality of terrorism, the use of drones could be an example in the actual warfare. However, the negative impact from technology as I mentioned previously could be like robots hacked in the movie, but it did happen on the Iraqi militants. Therefore, iron man is delivering not only fictions but also more implications for reality (Choi). Comment by Microsoft Office User: You give a good cultural/historical context here; however, you do not connect it to how you believe this context will impact your argument as mentioned in your thesis above. Comment by Microsoft Office User: Good Comment by Microsoft Office User: Awkward phrasing Comment by Microsoft Office User: Good Comment by Microsoft Office User: Good point

 

Part 3: Annotated Bibliography

Source 1:

Schlender, Jenny. “Wealth, Power, American Dream, Iron Man”. Minds.Wisconsin.Edu, https://minds.wisconsin.edu/bitstream/handle/1793/66821/Schlender.pdf?sequence=10&isAllowed=y. Comment by Microsoft Office User: This is not a scholarly source- it appears to be a student paper.

This source was written by Jenny Schlender from the University of Wisconsin, it discussed the connection between film and reality, related to American culture and history. I find this source is useful because it uses the example of Iron Man, analyze the American capitalist ideology and identify how this movie is reflected in the real-life circumstance.

 

Source 2:

Roblcook. “Iron Man: Real American Hero”. World Within Logos, 2013, https://blackcomicguy.wordpress.com/2013/05/13/iron-man-real-american-hero/. Comment by Microsoft Office User: This is not a scholarly source, it appears to be a blog post of some kind.

 

The source is from 2013 written by Roblcook, this source mainly analyzes the character of Tony Stark from different perspectives, it is useful for my project because it did discuss the iron man influence from background, character personality, political implications, and technology innovation, which include most of the points that I would like to discuss further.

 

Source 3: Comment by Microsoft Office User: You only had to include two secondary sources within this assignment.

Choi, Charles. “‘Iron Man’ Is Fiction, But Tech Behind Him Is Not”. Msnbc.Com, 2010, http://www.nbcnews.com/id/36998742/ns/technology_and_science-innovation/t/iron-man-fiction-tech-behind-him-not/#.XaamtudKj-Y. Comment by Microsoft Office User: This is not a scholarly source, news outlets are popular sources.

This news was written by Charles Q. Choi in 2010, which indicates the technology illustrated in the movie Iron Man has a lot of applications in reality and it did take advantage of the actual concepts from physics. I find this website is useful for my project because it did provide some examples to demonstrate the Iron Man’s technology is effective in reality.

Mgmt Class DQ

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Week 2 DQ1

A recent study reported that instructors at colleges and universities are frequently required to engage in emotional labor. Identify the situations in which emotional labor is required for this job. In your opinion, is emotional labor more troublesome for college instructors or for telephone operators working at an emergency service?

 

Be sure to cite your sources in APA formatting.

 

Emotional Labor

Name

School

Sept, 12, 2013

According to McShane, and Glinow, (2013 pg. 103) emotional labor is the effort, planning, and control needed to express organizationally desired emotions during interpersonal transactions. This means learning to show some emotions when feeling a different one. For example: if one was to feel tired, lost or even board during a training course for work or school you should hide that and show excitement and happiness. Or at an interview one feels tired or is having a bad day but they should still show their happiness and as if nothing has gone wrong earlier that day.

Teachers or instructors have sort of moral they follow. To help others learn and achieve educational goals. We all know they are not into their jobs for the income since most do not make what they deserve. I have seen it when teachers and even instructors do show many emotions with students even use bad words within a classroom. Now the student is not allowed to get angry or curse within a classroom so how is this any different to the teachers and instructors? Especially when it comes to instructors they should hold themselves on a more professional level to the students. Sure everyone gets mad, sad and frustrated while at work and at times students or other issues can light the wick making it worse. Teachers and instructors are considered role models in my book. I still know and think of some of the teachers in my early education days that played a huge part of my education experience in a positive way and even those who were not so positive.

Reference:

McShane, S. L., & Von Glinow, M. A. (2013). Organizational Behavior Emerging Knowledge. Global Reality (6th ed.). New York, NY: McGraw-Hill Irwin.

Introduction To Epidemiology

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Answer the following questions:

  1. A flu outbreak occurred in a military barracks that housed 20 soldiers. Case A was diagnosed on October 1 and Case B was diagnosed on October 2. After approximately 10 days, 12 additional cases occurred during approximately a 1 week time span. Military epidemiologists believe that this second group of 12 cases represented another generation of cases. None of the 20 soldiers was known to be immune to the disease. Calculate the secondary attack rate using the forgoing data.
  2. A local health department epidemiologist investigated an outbreak of gastrointestinal illness thought to be associated with a college cafeteria. There were many complaints about the quality of the cafeteria’s offerings, and it appeared that the student’s worst expectations were confirmed when several students visited the college’s infirmary during the middle of the night and the following day complaining of nausea, diarrhea, fever, vomiting, and cramps. The health department’s investigation revealed that 24 students had eaten in the cafeteria and the development of active symptoms ranged from 24 to 36 hours. A list of foods eaten, the number of persons eating the foods, and the tabulations of illness are presented. Fill in the attack rates where indicated. On the basis of your calculations answer the following questions:
    1. What food or foods would you suspect caused the problem?
    2. Based on the description of the clinical symptoms what agent(s) do you think was (were) responsible? ( Your best guess, no points will be deducted for wrong answers to this question)
    3. Calculate the rate of illness in those who ate the food and those who did not eat the food.

NOTE: Please submit your answers by the due date by clicking on the +Submit Assignment.JPG button in the upper right corner of this page. Please email me by using the Canvas Inbox regarding any questions well before the assignment is due.

Introduction To Epidemiology

Outbreak Investigation

Overview of exercise

In this exercise you will read a description, then answer questions in the space provided.

 

1. A flu outbreak occurred in a military barracks that housed 20 soldiers. Case A was diagnosed on October 1 and Case B was diagnosed on October 2. After approximately 10 days, 12 additional cases occurred during approximately a 1 week time span. Military epidemiologists believe that this second group of 12 cases represented another generation of cases. None of the 20 soldiers was known to be immune to the disease. Calculate the secondary attack rate using the forgoing data.

 

2. A local health department epidemiologist investigated an outbreak of gastrointestinal illness thought to be associated with a college cafeteria. There were many complaints about the quality of the cafeteria’s offerings, and it appeared that the student’s worst expectations were confirmed when several students visited the college’s infirmary during the middle of the night and the following day complaining of nausea, diarrhea, fever, vomiting, and cramps. The health department’s investigation revealed that 24 students had eaten in the cafeteria and the development of active symptoms ranged from 24 to 36 hours. A list of foods eaten, the number of persons eating the foods, and the tabulations of illness are presented.

 

a. First fill in the attack rates where indicated in table 1 located on page two.

b. Next, on the basis of your calculations answer questions on page two and three.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 1. Data from a Foodborne Illness Outbreak in a College Cafeteria

 

Number of Person who ate Number of Persons who did not eat
Food items served III Not III Total %III III Not III Total %III
Three Bean Salad 10 3 13   7 4 11  
Beef, rare 17 6 23   0 1 1  
Beef, specified well cooked 3 6 9   5 10 15  
Potatoe Salad 12 6 18   4 2 6  
Macaroni Salad 11 5 16   5 3 8  
Tuna Salad* 13 1 14   3 7 10  
Cold Cuts and

Cheese plate

 10 6 16   5 3 8  
Rolls and Butter 13 4 17   4 3 7  

 

 

Note. The tuna salad was prepared from fresh ingredients approximately 1 hour before consumption and stored under refrigeration.

 

 

 

A. What food or foods would you suspect caused the problem? (Review table on page 2.)

 

 

 

B. Based on the description of the clinical symptoms what agent(s) do you think was (were) responsible? ( Your best guess, no points will be deducted for wrong answers to this question)

 

 

 

C. Calculate the rate of illness in those who ate the food and those who did not eat the food.

 

 

 

D. Calculate the rate differences. The Rate Difference is the rate of disease in the exposed or ill population minus the rate of disease in the unexposed or well population.

 

 

 

E. Staff then decided to perform a case control study to determine the risk associated with eating at cafeteria. In addition to the 24 individuals who had eaten in the cafeteria and who presented ill in the college’s infirmary, staff identified an additional 6 individuals who were also seen in the infirmary with similar symptoms but who had not eaten in the cafeteria. Staff began interviewing additional students that were the same gender, and within + 5 years of the age of the cases. Staff identified 76 individuals who were not sick and who also had eaten in the cafeteria on the day in question and 94 students who also were not ill and who had not eaten in the cafeteria on the day in question. What is the risk of become ill from eating in the cafeteria?

 

 

 

F. Calculate the odds ratio; that is the risk of becoming ill from eating in the cafeteria.

 

 

 

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