RESEARCH PAPER INSTRUCTIONS
You will write a 46-page research-based paper (not counting title page and bibliography) focusing on the portrayal of the Roman Emperor Commodus (and/or the state of the Roman Empire during his reign) in film versus his portrayal by contemporaries and scholars.

In addition to the Gary North review (found in the Reading & Study folder), you must use at least 2 primary sources (such as Cassius Dio) and 4 secondary sources (e.g., monographs, scholarly journal articles, etc.). Be sure to provide a clear thesis statement based on your research.

The paper must be typed, double-spaced, and in current Turabian format (with title page and bibliography).

https://www.lewrockwell.com/2001/03/gary-north/the-monster-marcus-aurelius/

forum “2” – David Grossman: Individual Language and Mass Language

In Grossmans essay Individual Language and Mass Language in Writing in the Dark it is important to think on such citations:
And perhaps, then, this is the great question that people living in this age must relentlessly ask themselves: In what state, at which moment, do I become part of the faceless crowd, the masses ? (79)
A good book and there are not many, because literature too, of course, is subject to the seductions and obstacles of mass media individualizes and extracts the single reader out of the masses. It gives him an opportunity to feel how spiritual contents, memories, and existential possibilities can float up and rise from within him, from unfamiliar places, and they are his alone. The fruits of his personality alone. The result of his most intimate refinements. And in the mass culture of daily life, in the overall pollution of our consciousness, it is so difficult for these soulful contents to emerge from the inner depths and be animated. (83)
At its best, literature can be kind to us: it can slightly allay our sense of insult at the dehumanization that results from living in large, anonymous global societies. The insult of describing ourselves in coarse language, in clichs, in generalizations, and stereotypes. The result of our becoming as Herbert Marcuse said one-dimensional man. (83-4)
In light of these citations, what is of utmost importance in how Grossman is distinguishing between individual and mass language? Analyze and interpret this further in regard to at least one of the following ideas or issues: intimacy, consciousness, imagination, and nationalism.  In the context of your post, refer us to at least one citation from Grossmans essay that further embellishes or illuminates your analysis and briefly interpret the connection and importance of your chosen citation. Finally, how is this problem of language entwined in the Middle East conflict?

Theorist Presentation about Jerzy Grotowski.

    REQUIRED ELEMENTS
Foundational Focus:
Purpose: artistic and socio-political (if applicable);
Cultural influence and/or historic background; and
Language and terminology necessary to understand the techniques or methodologies.
Examples:
Audio and visual images to support work i.e. influences; and 
Examples of works:  plays, video excerpts, audio excerpts.
Technique:
Skills required of the actor. Be specific and distinguish from other acting techniques or methodologies;
What training is necessary to create performance work as defined by the theorist you have researched? Be specific and distinguish from other techniques or methodologies;
What process is defined or emphasized in rehearsals and how would an actor prepare for this?
Exercises:
present a minimal of  two exercises that would be of benefit to actors developing a familiarity with the techniques and/or methodologies that you are presenting
exercises must be clearly and carefully set up in they are to be successful

Written over 50 years apart, what are the similarities and/or differences that Baldwin and Coates experienced?  How did their experiences shape their outlook of America?  From their writings, what can one deduce about the Black experience in America?  Include direct quotes from the essays to support your argument.

Please review “What They Said: Virginians Debate the Constitution” in Chapter 6 of your textbook. Drawing from what you’ve learned about Federalists and Anti-Federalists from your weekly lesson and discussion thread, as well as what you learned in Week 1 about intellectual history, please describe what you think intellectual history is and how it differs from the political history assignment from Week 1.

Then, please answer each of the three questions from the text.

How did Henry and Madison interpret conditions under the Articles of Confederation differently?

Are you surprised that Henry values the power of the states more than that of the people? How might Virginia’s long colonial experience under Britain’s imperial reforms of the 1760s and 1770s help to explain his veneration for state sovereignty?

How did Madison attempt to minimize his differences with Henry and other Anti-Federalists? Do you think his rhetoric was effective?
Each answer should be at least a paragraph in length. And remember, a full paragraph consists of at least five sentencesa topic sentence, at least three supporting/evidence sentences, and a point or concluding sentence.

Pose two questions in response to at least two different posts.  Your questions should be very specific as to what you are asking or critiquing in regard to anothers post and also as to what further points of elucidation or clarification you are situating in your questions.
Respond to at least two other posts in the form of a critical commentary.  Your critical commentaries do not need to ask any questions, but rather they are vehicle for you: to further develop a point or argument about a text that someone else began, to reiterate in your own use of language what someone else is trying to articulate, and this is also a space to make a case against someone’s argument or position with supporting evidence from the text.

Can this just be re write your in different words please and in the subject line, place a creative, enticing title, the question number, and the answer.

Good evening peers,
For this week’s forum I will be elaborating on question number 2, Legislation “is powerless to eradicate racial instincts or to abolish distinctions based upon physical differences, and the attempt to do so can only result in accentuating the difficulties of the present situation.”
‘Separate but equal,’ is not within the constitution, but the statement found its place in the Plessy vs. Ferguson case. The court’s decision to grant legal segregation guided by the grounds that facilities meant for the colored community were not inferior to the white community (Valdez, p.66). The debate circulated as it carried some element of division by race. Constitutionally, an individual’s race should be kept secret if they used other race’s facilities, yet the sanity of the ruling was in its own way.
Ideally, the white race views itself superior to the colored community despite the constitution’s opposing view. The presence of an egotistic mindset by ‘man’ upholds the existence of this superiority complex. This has made the white community to hold a sense of power over the other colored community. The abolishment of this element within the socials setup demands the mingling of both the white community and the colored community (Valdez, p.66). However, this cannot be enforced by law as it is against one’s rights. Should the races, therefore, seek social equality, it is demanded that they embrace mutual acceptance of each other’s race and who they are in person. After all, from the look of it, should the colored race attain the same status as the white community, the power change will occur, and the whites will have the same difficulties faced by the colored community.
The effect of the Plessy vs. Ferguson case was crucial in defining the constitutionality of segregation by race. The case was also critical in allowing the colored lawyers to find grounds to overturn the segregation laws. The Jim Crow laws were abolished and reduced any infringement of the black community.
Works cited
Valdez, R. B., Kahn, J., Graves Jr, J. L., Kaufman, J. S., Garcia, J. A., Lee, S. J. C., … & Miller, M. (2013). Mapping” race”: Critical approaches to health disparities research. Rutgers University Press.

In the document below this in the module, which was compiled from several popular online sources that all contend that the Mothman is real, there are a number of key points that are often found in descriptions of other paranormal phenomena, many of which have little or nothing to do with the events of Point Pleasant in 1966-67.

Lets take the position that the Mothman is nothing more than misidentifications, untrue statements and/or outright hoaxes and we are looking for clues that this is correct. In a dazzling essay of no less than 500 words, please clearly address the following thoughtful questions from your favorite instructor:

In the following document,(below this item in the list – so check it out under this) there are a number of highlighted words and phrases that give a sense of timing, location, and events that are clearly in the realm of the paranormal, unusual, creepy or just downright scary.  How does the description and the narrative all combine to lend a certain credibility to the legitimacy of the Mothman? Or, does it?

Are these cues used in fictional literature, tv and movies? Where and how?

What events or descriptions in the movie mirror what is found in the document?  How was the movie presented so that you, the viewer, will believe that the Mothman was/is a real creature?  How successful do you think this was done?  Or, is the movie unconvincing?

You know this question was coming, but after all of the information that we know about these events, how likely is it that the Mothman existed, and, what is your take on the connection between a large scary bat-like creature and the actual tragedy of the sudden collapse on December 15, 1967 of the 700-foot bridge Point Pleasant bridge? How could these two things be related?

1. Give a brief introduction of what you will be discussing. Who or what is Bigfoot or Sasquatch and give a very basic history of this creature.

2. Make your claim. Could Bigfoot actually be real or is it nothing more than a myth?

3. This will be the bulk of your essay explain what evidence you would use to support your claim. Be specific. Pay particular attention to why you would believe or not believe in the creature because of the evidence that you are discussing. In a final paragraph, please discuss what evidence actually means in our understanding of the paranormal.  Does it really matter to believers?  Or deniers?

4. Does it matter to true believers that no creature or body has ever been found???

Please respond to the following 2 questions in essay format. Each question should be answered in 2 pages each.
You must use references to historical developments and quotations from the provided
documents to support your responses. Every response should incorporate evidence in
the form of quotations. You MUST use the documents I provided and cite them in your essay.
Expectations Your response to each essay should have a CLEAR THESIS. Your thesis
should be supported with SPECIFIC evidence from the historical contexts and
documents discussed in course materials. You should use quotations from the
documents to support your position.

QUESTION 1: In what ways did the use of martial law in early America provoke enduring
questions for the restriction of civil liberties in wartime?

QUESTION 2: How did slave codes institutionalize race-based enslavement?