Category: History

 
first of all, you must read the proposal that I have attached “women and dance in Kuwait Cinema”, work on the chapter based on the proposal. Second, you must put in mind these questions:

if there are Kuwaiti nationals who made films before 1964 do include them in your account.
Then ask yourself: who produced these films? Where they small or large companies, or the state, or television?
What kind of films were/are they? Documentaries, fiction, what kind of fiction (melodramas, thrillers, i.e. what kind of genre)?
As for where people where watching these films: it is not the people as such I am intersted in. Rather, if you can find the information, look where the cinemas were in the 1960s, 1970s, 1980s, etc, when they opened, and in which areas of Kuwait.
Who distributed the films? Were/are there distribution companies?
Where were/are the films adversised?
If you have information on censorship, it is also useful.
You will not find information on all of these, but these are the questions you should ask yourself. I attach a chapter of one of a book. It focuses on the cinema in the 1920s in India. Have a look: it may be useful to get a sense of what it means to write the history of a cinema at a particular time. I am not asking you to write something similar. My chapter should focus more on the filmography (the list of films made in Kuwait to date), but these films have a background, and writing about this background means giving a sense to your reader of who produced them, distributed them and where they were shown.

I will attach two files about a list of films made in kuwait by kuwaitis feature/short/documentary

 
no internet sources

Alice Hunt and Anna Whitelock “Tudor Queenship: The Reigns of Mary and Elizabeth”

Sara Mendelson and Patricia Crawford “Women in Early Modern Britain”

Judith Richards “Mary Tudor”

M. Prior “Women in English Society 1500-1800”

 

Please select one of the topics below and write a clear, cogent, thesis-driven paper grounded in primary source material and well supported with textual evidence. The paper should be more than 2500words in length: it will be evaluated not on length but rather on its ability to argue effectively through the careful analysis of primary texts such as Homer, Hesiod, and the Homeric Hymns.

Required Text: Barry B. Powell, Classical Mythology, 8th ed., (Boston: Pearson, 2015) [Powell]

(1) Myth as mythos. Our term myth derives from the Greek word mythos, which has several meanings. Prominent among these in Homer and Archaic Greek poetry is “authoritative speech act.” This term describes an act of speaking that is so powerful that it can bring itself into effect. (E.g. Agamemnon’s commands to Chryses, priest of Apollo, in Iliad, Book I, presented in the first lecture.) Select one myth or set of myths from Homer, Hesiod, or the Homeric Hymns (all Archaic Greek texts) and explain how this definition of mythos is (or is not) helpful for understanding it. What does the connection between myth and mythos tell us about early Greek culture?

(2) Gendering the Mythic World. Hesiod’s Theogony provides an account of how Zeus came to rule over “men and gods.” This account serves to justify the (divine) structure of the world as it is known to Hesiod (and as it is portrayed in most of our Greek sources from the Archaic and later periods). Yet Hesiod’s telling of the origins of the gods also introduces obvious gender dynamics into the story of the origin of the world and the gods. It institutes the rule of the omnipotent male father (Uranus, Cronus, Zeus), even as this authority is often challenged and undermined by a crafty female deity (Gaia, Rhea). And such dynamics are not only a feature of Hesiod’s myths. Choose a myth or set of myths and analyze them from the perspective of gender: how are male-female, male-male, and female-female relationships depicted? What features are valued for each gender? Why?

(3) Myth and Place. Greek myths are often deeply connected with the geographical locations in which they transpire. (The Oedipus story, for example, is strongly linked with the mythological space of Thebes.) Choose a myth or set of myths (or legends) and examine the role that place plays in those stories. Where do mentions of place occur? What features of place are emphasized? How can we best characterize the relationship between myth and place?

(4) Human vs. Divine. One of the major structuring oppositions throughout all of Greek myth (and early Greek culture) is that between human and divine. Even as the Greek gods are anthropomorphic, they eat, work, and play differently than humans. Examine a myth or set of myths from the perspective of this binarism. What lessons does your chosen myth teach about the opposition between human and divine? How does this opposition structure the world physically, ethically, and morally?

(5) Myth and History. In popular speech, myth is sometimes opposed to history: the one is a discourse of fabricated stories, while the other is a discourse that aims, at least in some sense, to tell the ‘truth’ about things. Yet as we have already seen, myth may also be a great resource for reflecting Greek social and cultural history. Whether one looks to the rise of the polis or to Greek sexual mores, these historical ‘facts’ are often deeply embedded in the myths of the Greeks. Choose a myth or set of myths and examine how it negotiates the relationship between myth and history. Are these two terms opposed in your chosen myth or do they work together in some fashion? (n.b. This topic may require some additional research into the history of the Greeks, whether in the Archaic or Classical periods.)

 

I will not be able to provide any copy of the book/any chapters of the book so please make sure that you have it before doing this project. let me know if you have questions.
Please have the textbook

Goldfield, David, et al, The American Journey, CR 2015. (chapters 1-16).

Sheets, Kevin B. (ed. ) Sources for America’s History. Vol. 1,

Answer the following questions as completely as possible. The first exam will be over chapters 1-4 from the textbook. If additional sources are used, students will need to provide a Works Cited Page. Do not use the internet for sources.

1. What was the Colombian Exchange? What were some of the positive and negative consequences from it? Be sure to describe the first encounters between Europeans and indigenous groups in the West paying attention specifically to Spanish, French, and English. Also, be sure to mention the environmental impact of it as well.

2. What similarities and differences in religious practice do you see in North American colonies? What similarities and differences do you see between indigenous and European groups?

3. What was the Enlightenment? What was its effect on European society as well as on the American colonies? What were the major philosophers of the movement and what were the major beliefs of the period? How did these beliefs play a role in the American Revolution?

4. List the 5 most important events (according to you) that occurred between 1400 and 1763 as it pertains to US History. The events did not need to occur in the colonies but need to have had some sort of impact on them. Be sure to explain why the events were important as well.

Answers need to be submitted in Word format and in 12 font, double-spaced. Be sure to number your answers. Each answer needs to be AT LEAST 2 PAGES IN LENGTH. The exam is due on Saturday December 19th by 10:00pm

Exams need to be submitted by clicking on the title link and attaching it there

 
What have you learned this semester about the way history is taught in the classroom? Are there any ethnical dilemmas you face with knowing that the history we have been taught in the classroom is not accurate?

Include:
Chapter 1 Handicapped by History: The Proces…
Chapter 11 Why Is History Taught Like This?
Chapter 12. What Is the Result of Teaching

What does a curator do? He or she comes up with ideas for exhibitions that they think are important of interesting to the public. They design the layout of the exhibition (i.e. how and where the works are displayed), write a brochure or wall labels, and sometimes give tours of the exhibition. Imagine that you have been given this job and the director of your museum has asked you to come up with a concept for an art exhibition that includes at least five works of art that were either discussed in the lectures or in your textbook. The works in your exhibition must support a common theme, style or idea that you think would be compelling for the public but do not need to be of the same time period. The theme is entirely up to you. The only theme you may NOT choose is the work of only one artist. Once you have decided on the artworks to be displayed, create either an exhibition brochure, the exhibition design or film/record yourself giving a tour of the show. If you choose the exhibition brochure, it must include at least two-pages of text explaining the theme and why each work was selected. If you design the exhibition or film yourself giving a tour you must do it in a format that can be uploaded to the course for grading (docsharing works well) and you must write a two-page paper explaining why the works are important, why you made the choices you did and how the works relate to each other.

 
Paper Topics, Classics 220: Greek and Roman Mythology
For the ‘W’ credit in Classics 220, please select one of the topics below and write a clear, thesis-driven paper
grounded in primary source material. The paper should be roughly 2500-4000 words in length: it will be
evaluated not on length but rather on its ability to argue effectively through the careful analysis of primary texts
such as Homer, Hesiod, and the Homeric Hymns. (You may also choose an alternative topic, but it must be
approved by Barbara and myself.)
n.b. If you are unaware of how to find primary source material, please ask Barbara or myself!
(1) Myth as mythos. Our term myth derives from the Greek word mythos, which has several meanings.
Prominent among these in Homer and Archaic Greek poetry is “authoritative speech act.” This term
describes an act of speaking that is so powerful that it can bring itself into effect. (E.g. Agamemnon’s
commands to Chryses, priest of Apollo, in Iliad, Book I, presented in the first lecture.) Select one myth or set
of myths from Homer, Hesiod, or the Homeric Hymns (all Archaic Greek texts) and explain how this
definition of mythos is (or is not) helpful for understanding it. What does the connection between myth and
mythos tell us about early Greek culture?
(2) Gendering the Mythic World. Hesiod’s Theogony provides an account of how Zeus came to rule over “men
and gods.” This account serves to justify the (divine) structure of the world as it is known to Hesiod (and as
it is portrayed in most of our Greek sources from the Archaic and later periods). Yet Hesiod’s telling of the
origins of the gods also introduces obvious gender dynamics into the story of the origin of the world and the
gods. It institutes the rule of the omnipotent male father (Uranus, Cronus, Zeus), even as this authority is
often challenged and undermined by a crafty female deity (Gaia, Rhea). And such dynamics are not only a
feature of Hesiod’s myths. Choose a myth or set of myths and analyze them from the perspective of gender:
how are male-female, male-male, and female-female relationships depicted? What features are valued for
each gender? Why?
(3) Myth and Place. Greek myths are often deeply connected with the geographical locations in which they
transpire. (The Oedipus story, for example, is strongly linked with the mythological space of Thebes.)
Choose a myth or set of myths (or legends) and examine the role that place plays in those stories. Where do
mentions of place occur? What features of place are emphasized? How can we best characterize the
relationship between myth and place?
(4) Human vs. Divine. One of the major structuring oppositions throughout all of Greek myth (and early Greek
culture) is that between human and divine. Even as the Greek gods are anthropomorphic, they eat, work,
and play differently than humans. Examine a myth or set of myths from the perspective of this binarism.
What lessons does your chosen myth teach about the opposition between human and divine? How does
this opposition structure the world physically, ethically, and morally?
(5) Myth and History. In popular speech, myth is sometimes opposed to history: the one is a discourse of
fabricated stories, while the other is a discourse that aims, at least in some sense, to tell the ‘truth’ about
things. Yet as we have already seen, myth may also be a great resource for reflecting Greek social and
cultural history. Whether one looks to the rise of the polis or to Greek sexual mores, these historical ‘facts’
are often deeply embedded in the myths of the Greeks. Choose a myth or set of myths and examine how it
negotiates the relationship between myth and history. Are these two terms opposed in your chosen myth or
do they work together in some fashion? (n.b. This topic may require some additional research into the
history of the Greeks, whether in the Archaic or Classical periods.)

Please begin the essay with explaining why in most southern European countries then focus on one southern European country in another paragraph as long as its not Hungry

Please make sure to talk about the role of the divide of Germany as well as Britain’s role in different conferences that happened during the cold war.

 
1) I want you to write a paper on the archaeological significance of the Niah Cave complex, by concentrating on several major topics.

2) The topics are as follows:

— What are some of the ways that the cave complex has figured in the prehistory of the region? What problems have occurred in how the site has been excavated? How does the occupation of this cave figure in the ongoing debate about whether or not humans can successfully adapt to rainforest environments?

— What importance does the cave system have for understanding the first incursion of fully modern peoples into Southeast Asia and eventually Australasia?

— How does the data recovered at this site contribute to our present knowledge of how agriculture got started and how it was practiced in Southeast Asia? Was the development of agriculture in this part of the world sudden and revolutionary? Was it an indigenous or exogenous development? How did farmers use the cave in comparison to hunter-gatherers?

3) The paper length will be 10 more pages. It will consist of 10 pages of text, and one or more pages of cited references. You should consult and list at least ten references (an encyclopedia, a dictionary, or Wikipedia as one of the 10 required sources). I request that you use primary sources, i.e., that you make an honest attempt to get original source materials rather than second-hand treatments. You may access second-hand sources (like the internet or newspapers) to help you better understand the subject matter, but it is preferable to cite original works in the paper. It is acceptable to use online journal references (or any other sources published verbatim online with the original page number

Formatting Requirements for the Term Paper (Anth. 161):

1) Margins: 1.5″ on left; 1″ on top, right, and bottom

2) Main Body of Text: Double-spaced

3) Fonts: 10 or 12 size (12 is standard); please use Times font style

4) Text Pages (10 minimum), and References Cited page(s)
(a minimum of 10 references)

5) The paper should have one paragraph as an Introduction (summary of the problem, what will be
covered, possible hint at the conclusions, etc.). The ensuing parts of the paper should be coherently
organized by using subheadings to separate major sections of the paper. There should be a logical
flow between major sections of the paper (evidenced both in thought and words). The paper should be
well thought out in its organization, rather than merely put together haphazardly (use the subheadings to
give it organization). The text should be ended with a short Conclusion or Summary section.
6) All references mentioned in the text of the paper have to be properly cited on a References Cited page
that follows the main text. You can put the References Cited heading right at the top margin of the
page, then come down 2 double-spaces to begin listing your sources.

7) All references listed in the back of the paper must be listed alphabetically by surname, and followed by
date of publication, and specific reference material. Entries can be single-spaced, with a double-space
between entries.
8) Examples of different kinds of references cited (hypothetical):

Linden, David J.
2009 The Accidental Mind: How Brain Evolution Has Given Us Love, Memory, Dreams, and
God. Cambridge (MA): Belknap Press. [a book title]

Anonymous
n.d. The concept of trait transmission in chimps. MS. [example of ref where there is no
author listed, no date of publication, and it is a manuscript]

Camonille, Priscilla
2001 Development of Genetic Theory During the 1970s. Journal of Modern Genetics 13(2):43-
47. [a journal article]
2002 The Not So Selfish Meme. Memetics Today 6(3):2-5. [example of more than one ref by
same author]

Davou, Mara
2008 Great Ape Connections. In New Concepts in Genetic Science, R. G. Matson and D. D.
Gish, eds., pp. 54-65. Paris: Mouflon Publishers. [example of article in a book]

Robertson, Marie
2001 The Dog-on-the-Leash Principle. <https://www.memetheory.org> [internet ref. example]

Zeta, Humberto
1999a Imitative Behaviors. Boston: Houghton-Miflin. [example of refs by one author in same yr]
1999b Is the Bonobo Unique? San Francisco: Academic Publishing House.

9) References must be listed in the text in order to show where you got your information. It is generally
done by putting the source in parentheses. For example: Davou (2001) identifies the brain as the chief
area where memes reside. If you give very specific information from a source, such as numerical figures
or very specific knowledge from a reference, you must give the page numbers where it is found. If you are
merely summarizing the main conclusion from an entire reference, then you do not need to give specific
page numbers.

10) If you give a citation that is a direct quote, you must follow it with the author’s name, date of publication, and page numbers. For example: Robertson says that, “Traits are permanently tied to genes and can never operate independently of them” (2001:13-14). Use quotes sparingly (short ones– no more than 10 total).

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the cave in Sarawak, Malaysa. I would highly request 9 or 10 sources, but since unfortunately there are very little sources 8 would befine if reliable sources can’t be found. Thank you very much, please feel free tocontact me with any further questions viaemail. I’ll try to respond promptly.