As we learned in week 5, the purpose of this two-stage project is for you to compare cultural productions in the Humanities from three different cultures using terminology and interpretative processes from a specific humanities field.
In Stage 1 you:
Identified three specific examples in one humanities field from three different cultures.
Found at least one aspect these examples have in common.
Identified at least one learning resource from the class to help you compare and analyze your examples.
Stage 2 builds on the information your gathered in Stage 1 by:
Explaining the historical and cultural contexts of your examples.
Explaining what your examples have in common and what is different by pointing to specifics in your examples.
Applying the terminology or interpretative methods from the learning resources in your analysis of your examples.
For this stage, you will use the same topic and examples from Stage 1 and write a 750-1200-word paper (3-5 pages) that offers specific comparisons between your examples and some analysis using terminology and methods from the course materials in the field of your examples. Please try to keep your paper to about 1200 words or less and consult with your instructor for what to do if you think you will exceed this.
Instructions for Stage 2
Write a 750–1000-page paper that includes the following:
An introductory paragraph that identifies the Humanities field you chose your examples from and explains why this field was of interest to you. Try to avoid telling the reader what you intend to do in your paper and see if you can preview your conclusion.
Descriptions of each of your examples that include the following information, as appropriate.
3. An explanation of what your three examples have in common and how they are different based on a detailed analysis of the examples to show how you came to this conclusion. In your analysis, you should:
Use at least one of the resources in the classroom that is directly related to the Humanities field your paper focuses on. For instance, if you are comparing three poems, ensure that your resource(s) from the classroom is about analyzing literature.
Rely on at least two of the terms or interpretative methods from the classroom resource(s) in your analysis of the examples. For example, if you are looking at three poems, you could use metaphor and rhyme scheme.
Underline or bold the terms or methods of interpretation from the class you use in your paper.
Explain the terms or methods before or as you use them.
Provide specifics from your examples that you are analyzing using the terms or methods. For instance, if you are looking at three poems, you should quote the lines you analyze (not the whole poem). If you are looking at three paintings, you should describe what you are analyzing, or you could even use images overlaid with arrows to help illustrate your points.
4. A concluding paragraph that offers some summative concluding remarks about what you learned about all three of the cultures your examples were from through comparing and contrasting your three examples. Did you learn that all three of these cultures express similar sentiments about parenting, for example? Did you learn that the attitude towards colonization was different in Spain, Africa, and South America? Think about how your examples informed you about the similarities and the differences between humans from the cultures you covered.
Note: Please be sure to look over your paper at least once or twice before handing it in to edit and try to catch any writing issues
Assignment status: Compare cultural productions in the Humanities from three different cultures using terminology and interpretative processes from a specific humanities field
As we learned in week 5, the purpose of this two-stage project is for you to compare cultural productions in the Humanities from three different cultures using terminology and interpretative processes from a specific humanities field.
In Stage 1 you:
Identified three specific examples in one humanities field from three different cultures.
Found at least one aspect these examples have in common.
Identified at least one learning resource from the class to help you compare and analyze your examples.
Stage 2 builds on the information your gathered in Stage 1 by:
Explaining the historical and cultural contexts of your examples.
Explaining what your examples have in common and what is different by pointing to specifics in your examples.
Applying the terminology or interpretative methods from the learning resources in your analysis of your examples.
For this stage, you will use the same topic and examples from Stage 1 and write a 750-1200-word paper (3-5 pages) that offers specific comparisons between your examples and some analysis using terminology and methods from the course materials in the field of your examples. Please try to keep your paper to about 1200 words or less and consult with your instructor for what to do if you think you will exceed this.
Instructions for Stage 2
Write a 750–1000-page paper that includes the following:
An introductory paragraph that identifies the Humanities field you chose your examples from and explains why this field was of interest to you. Try to avoid telling the reader what you intend to do in your paper and see if you can preview your conclusion.
Descriptions of each of your examples that include the following information, as appropriate.
3. An explanation of what your three examples have in common and how they are different based on a detailed analysis of the examples to show how you came to this conclusion. In your analysis, you should:
Use at least one of the resources in the classroom that is directly related to the Humanities field your paper focuses on. For instance, if you are comparing three poems, ensure that your resource(s) from the classroom is about analyzing literature.
Rely on at least two of the terms or interpretative methods from the classroom resource(s) in your analysis of the examples. For example, if you are looking at three poems, you could use metaphor and rhyme scheme.
Underline or bold the terms or methods of interpretation from the class you use in your paper.
Explain the terms or methods before or as you use them.
Provide specifics from your examples that you are analyzing using the terms or methods. For instance, if you are looking at three poems, you should quote the lines you analyze (not the whole poem). If you are looking at three paintings, you should describe what you are analyzing, or you could even use images overlaid with arrows to help illustrate your points.
4. A concluding paragraph that offers some summative concluding remarks about what you learned about all three of the cultures your examples were from through comparing and contrasting your three examples. Did you learn that all three of these cultures express similar sentiments about parenting, for example? Did you learn that the attitude towards colonization was different in Spain, Africa, and South America? Think about how your examples informed you about the similarities and the differences between humans from the cultures you covered.
Note: Please be sure to look over your paper at least once or twice before handing it in to edit and try to catch any writing issues
Assignment status: Compare cultural productions in the Humanities from three different cultures using terminology and interpretative processes from a specific humanities field
Assignment details: Compare and contrast the history and culture of the American Mafia and organized crime groups that exist in Italy. How is the American Mafia similar to Italian organized crime groups? How is it different?
Discussion Board Guidelines: Submit an answer to the discussion board. Each discussion board post will be between 250 – 350 words long. Refer & cite current resources in your answer.
Early in the morning of January 20, 1910, FBI agents and other law enforcement officers arrested nearly 130 members and associates of the American Mafia, including members of New York’s five Families, the DeCavalcante Family of New Jersey, and the Patriarca Family of New England.
While the power and influence of the American Mafia has declined, it remains a dangerous entity in the northeast and Chicago, two areas that will be examined in this chapter.
2
THE MAFIA IN NEW YORK
The American Mafia is unique. No other criminal organization has controlled labor unions, organized employer cartels, operated as a rationalizing force in major industries, and functioned as a bridge between the upperworld and the underworld.
Between 1891 and 1920, 4 million Italians entered the U.S., the majority coming from the Mezzogiorno.
Every important Italian American OC crime figure has had cultural roots in the Mezzogiorno.
3
ITALIAN IMMIGRANT LIFE
Italian immigration made fortunes for speculators and landlords, but changed neighborhoods into human ant heaps of suffering, crime, ignorance, and filth.
Anglo-Protestant society was hostile to Mezzogiorno culture and practices. Some were illegal.
Immigrants’ patrimonial form of military organization could protect their old-country practices.
Mafia groups served important social and financial functions.
4
CASTELLAMMARESE WAR
The old Sicilian “moustaches” used to get together in the back of the club and they called it Unione Siciliana.
BY 1930, there were 2 Mafia factions in NY: Masseria’s in Little Italy, and Maranzano’s in Manhattan.
Both men died violently. Lucky Luciano was involved in both murders. The new guys had defeated the “moustaches.”
Luciano became the most important Italian Mafia figure in NY.
5
THE STRUCTURE OF THE AMERICAN MAFIA: THE NEW YORK MODEL
After the Castellammarese War, 5 Mafia Families emerged in NY: Bonanno, Colombo, Gambino, Genovese, Lucchese.
The boss is at the center (paterfamilias), assisted by an underboss (sottocapo) and counselor (consigliere).
The boss is surrounded by clients, e.g., captains (caporegime), to whom he acts as a patron.
The captains are surrounded by members or soldiers (soldati), to whom they act as patrons.
6
THE COMMISSION
Crime bosses are linked in an arrangement known as the “commission.” The commission’s role:
Regulate and facilitate relationships between Families.
Promote and facilitate joint ventures between Families.
Resolve actual and potential disputes between Families.
Regulate the criminal activities of the Families.
Extend formal recognition to newly chosen bosses and resolve leadership disputes within families.
Authorize the execution of family members.
Approve the initiation of new members into the Families.
7
ANALYSIS OF THE STRUCTURE (NY)
The structure of NY Mafia Families is only loosely coupled to its criminal activities.
Much illegal activity is ad hoc deals and projects.
Crews are intermittently in several businesses.
Formal organizational structure differs from economic structure. Clear hierarchy in the Family; income- generating activity is independent entrepreneurs.
Pass a percentage of their income up as taxes in return for government-type services: dispute resolution, territory allocation, enforcement and corruption services.
8
THE AMERICAN MAFIA IN CHICAGO
Intense, longtime connection between politics and OC.
Transportation hub brought immigration:
1836:Lake Michigan-Illinois River Canal groundbreaking.
Attracted adventurers, gamblers, pimps, prostitutes and other undesirables.
Civil War brought prosperity and soldiers on leave.
“The Outfit” is distinctive in its ethnic diversity.
9
MIKE MCDONALD
Origin of OC in Chicago was the 1873 mayor election. Mike McDonald, gambling boss of Chicago, backed the
winning candidate. Mike had welded the gamblers, liquor interests, and
brothels into a formidable political power. From then, until his death in 1907, Mike controlled
mayors, congressmen, and senators. He owned the Globe newspaper and the elevated
railroad line in Chicago. Mont Tennes inherited his gambling empire.
10
“HINKY DINK” AND “THE BATH”
“Hinky Dink” Kenna and “Bathhouse” Coughlin inherited Mike’s political empire.
As “Lords of the Levee,” they organized the vice entrepreneurs of he First Ward.
Majorities in the First Ward were so overwhelming they could affect city, county, and state elections.
They “licensed” businesses in the First Ward.
Backed winner “Big Bill” Thompson for mayor in 1915. Spoils system swept over the city.
11
What are “boodles?”
JIM COLOSIMO
Brought to the U.S. from Calabria at 10 years old. He married a brothel keeper, and helped organized a
gang of white slavers.” (1910 Mann Act was a result.) Politically powerful during Thompson’s mayoralty. “‘Diamond Jim’ wore a diamond ring on every finger,
diamond studs gleamed in his shirt front, a huge diamond horseshoe was pinned to his vest, diamond links joined the cuffs, and his belt and suspender buckles were set with diamonds.”
He brought Johnny Torrio to Chicago for protection from Black Hand that targeted wealthy Italians.
12
JOHNNY TORRIO
In Chicago, Torrio lured 3 Black Handers into an ambush, where gunmen shot them dead.
Born in Naples 1882. Raised in NY. Leader of James Street Boys, affiliated with the Five Points Gang.
Oversaw brothels and gambling operations for Colosimo.
Torrio’s partner in NY, Frankie Yale, sent out-of-control Al Capone to Chicago to get him out of NY.
13
TORRIO THE BUSINESSMAN
Smart, non-drinker, non-smoker, not a womanizer.
Kissed his wife in the morning, then motored to his office where he bought and sold women, etc.
He excelled as a master strategist and organizer and quickly built a wealthy, powerful, influential empire.
With the onset of Prohibition, the personnel of organized vice took the lead in the systematic organization of this new and profitable field of exploitation.
14
TORRIO-CAPONE ORGANIZATION
Colosimo wanted to stay out of bootlegging. Torrio and Capone disagreed. Staying out would deny access to wealth and would enrich and empower competitors.
May 11, 1920, Diamond Jim was shot to death in the vestibule of his upscale Colosimo’s Cafe.
Torrio succeeded him to the First Ward based Italian ‘syndicate’ throne.
Late summer 1920: Torrio persuaded the major Cook Co. gang leaders to abandon predatory crime in favor of Prohibition-related activities.
15
THE CHICAGO WARS
Torrio had divided the city and county into spheres with a chieftain, subchiefs, and allocated markets.
1923 election of a reform mayor destabilized Chicago and encouraged competitive moves by ganglords.
War! Torrio-Capone syndicate v. O’Banion forces.
1925: Torrio left the Chicago organization to Capone.
1926 truce: “Gang wars are bad for business.”
Ended in 1929 with the St. Valentine’s Day Massacre.
16
AL CAPONE’S CHICAGO
Thanks to Prohibition, Capone was now the most powerful person in Chicago.
The Depression reduced the Capone organization’s income.
He took over the rackets in Chicago–small business associations and union–using extreme violence.
Capone’s downfall was the 1927 U.S. Supreme Court decision (U.S. v. Sullivan) that upheld the IRS contention that unlawful income was subject to taxation.
Tried (1931), convicted, sentenced to 11 years, served 6.
“Brought down with a pencil” for tax evasion.
17
THE OUTFIT
Structured as a 4-man senior partnership: Al Capone, Ralph Capone, Nitti, Jake Guzik. Each received 1/6, remainder was for maintenance of the headquarters.
After Prohibition, the Capone syndicate–the Outfit– had a monopoly on OC in Chicago, maintained with minimal force and a great deal of political influence.
Chicago Crime Commission: the Outfit is unique in its willingness to grant responsibility to non-Italians.
In 1955, turned the operation over to Sam Giancana.
18
SAM GIANCANA
Since Prohibition, blacks had dominated the numbers business in Chicago.
Serving time with Eddie Jones, a wealthy black numbers operator, GIancana learned the value of Jones’ operation and violently took it over in 1952.
Lived a high-profile life. Served time for refusing to testify to federal grand jury, despite immunity.
Fled to Mexico in 1965. In 1974, Mexican immigration agents dragged him to the border into waiting arms of FBI.
Shot at home in 1975. Interesting legacy of connection with federal government.
19
AMERICAN MAFIA: THE CHICAGO MODEL AND “FAMILY SECRETS”
Chicago differs from NY in that the Outfit has always been a cooperative venture with other groups.
The Outfit is led by a CEO-type boss responsible to am informal small board of directors. 3 area bosses are responsible for a particular part of “Chicagoland.”
Street crews are geographically based, but act independently.
The thug side of the Outfit led in 2004 to an important federal case, “Operation Family Secrets
Try to choose 2 of the key words to answer questions. 350 words
Key words: colonialism and settler colonialism, culture of conquest (land dispossession, racism, resource extraction), femicide, patriarchal white supremacy, neoliberal globalization, special economic zones, militarization, commodification of care, labor brokerage state, development
1. Compare and contrast how neoliberal globalization impacts Filipina care workers and women working in maquiladoras along the US/Mexico border. How have these women become vulnerable as workers within a global capitalist system in very specific and different ways? Who benefits from their vulnerability?
2. Compare and contrast how Black, Indigenous, and Women of Color experience violence differently based on the intersectionality of race, gender, sexuality, class, and nationality. How does white supremacy manifest differently for different groups?
Great earthquakes are known to occur on both the west coast and mid-continent of North America, but their causes and effects differ greatly. Below is a USGS map comparing the areas affected by the 1994 Northridge, California and the 1895 Charleston, Missouri earthquakes. (Red areas are those sustaining extensive damage to buildings and other structural elements; yellow areas were shaken but sustained minimal damage.) As you can see, the earthquakes were nearly equal in magnitude.
Figure 3.4: Areas affected by earthquakes of a similar magnitude
Compare and contrast the 1906 San Francisco Earthquake with the 1811 New Madrid Earthquake. Include these elements: type of faulting and offset, epicenter, magnitude, damage, duration, date, and area affected.
How might the differences be explained?
What is the likelihood of another similar future earthquake in each of the areas?
Is the future potential for catastrophe the same for each area? Explain.
(Use your readings, the USGS website — Google: 1906 San Francisco Earthquake, and 1811 New Madrid Earthquake and choose the USGS website that comes up –, and any others of your choosing to research this question.)
Consider earthquakes around the globe. Describe three factors that influence the amount of surface damage and two that affect the number of fatalities. Recommend five actions that might be taken to reduce damage and fatalities. What political, social, or economic issues must be overcome to implement these?
Since 1700, 33 large earthquakes of M7.3 or greater have occurred in the United States.
Alaska 12 (M7.8-9.2)
California 7 (M7.8-7.9)
Cascades 3 (M7.3-7.9)
Hawaii 1 (M7.9)
Missouri 3 (M7.8-8.1)
Montana 1 (M7.3)
South Carolina 1 (M7.3)
Explain why earthquakes have occurred in these areas. (There are many different reasons, and each needs to be discussed separately.) Why do the Alaskan earthquakes have the highest magnitudes?
Compose your response to the assignment in a word processing program.
There are 3 question blocks (with Question A and Question B). Please choose one question to answer from each question block (for a total of 3 essay questions answered for the exam). Please plan on a 300 word minimum for each answer.
PSYN:295 Family Violence
There are 3 question blocks (with Question A and Question B). Please choose one question to answer from each question block (for a total of 3 essay questions answered for the exam). Please plan on a 300 word minimum for each answer.
Set One (pick one)
1A. Compare and contrast the ways in which the victim’s characteristics are the same or different for physical and sexual abuse. Please give your interpretations as to why these similarities or differences may exist.
1B. Compare and contrast the ways in which the perpetrators’ characteristics are the same or different for emotional/ psychological child abuse and neglect. Please give your interpretations as to why these similarities or differences may exist.
Set Two (pick one)
2A What is a macro theoretical approach to explaining abuse? Please discuss two macro theoretical approaches to explaining family violence (be sure to discuss the good points and bad points of each approach).
2B. What is a micro theoretical approach to explaining abuse? Please discuss two micro theoretical approaches to explaining family violence (be sure to discuss the good points and bad points of each approach).
Set Three (Pick One)
3A. What are some of the good points and bad points of using different methods of data collection to report on the prevalence of child abuse? Be sure to discuss government substantiated, NIS-4 and the self-report national parent survey (Straus) methods.
3B. Discuss the link between corporal punishment and physical child abuse. Discuss a macro theory or micro theory prevention program you think might prevent corporal punishment used by parents from escalating into physical child abuse (be specific about apply concepts to your designed program)
CLICK HERE TO MAKE YOUR ORDERon Compare and contrast the ways in which the victim’s characteristics are the same or different for physical and sexual abuse
Compare and contrast medicine and community and public health. Give at least two real-world examples or scenarios to illustrate the differences.
Your response must be at least 400 words in length.
QUESTION 2
Briefly explain the historical timeline for community and public health. Explain three of the the most serious challenges faced to date. What do you believe are the most pressing challenges community and public health professionals will face in the future? Give at least two examples and explain your rationale.
Your response must be at least 400 words in length.
Anatomy & Physiology II
QUESTION 1
1. How do neurons conduct an electrical impulse?
Your response must be at least 75 words in length.
QUESTION 2
1. In your own words, describe the function of neuroglial cells.
Your response must be at least 75 words in length.
QUESTION 3
1. Describe the anatomical divisions of the nervous system and the structural function of the neuron.
Your response must be at least 200 words in length.
QUESTION 4
1. Your unit was called to the home of a 52-year-old female, who is complaining of blurred vision and loss of coordination. Her family stated that she was able to function fully a couple of months ago but has been gradually experiencing weakness in her extremities, along with blurred vision. You assessed the patient and found her vital signs to be BP 118/66, P-98, R-16, SpO2-98% on room air, and her electrocardiogram shows a sinus rhythm. Upon examination, you noticed the patient had weakness in both lower extremities and difficulty focusing on your hand. The patient denies any dizziness. An IV was successfully established. Upon arrival to the hospital, the doctor immediately told the unit to take the patient to run an MRI. You stayed to complete paperwork but decided to return to ask the doctor about the results of the MRI. The doctor stated the patient’s MRI was positive for multiple sclerosis (MS). What is multiple sclerosis? How does the disease affect the neurological system? What does an MS patient experience?
Your response must be at least 500 words in length
CLICK HERE TO MAKE YOUR ORDERon How many types of integer programs are there? Compare and contrast solving an LP problem and integer programming problem
From a development team of one to two people to an enterprise-level team with multiple divisions, the topic of mobile development will eventually come up. Write a seven to Eight (7 – 8) page paper in which you:
Compare & Contrast mobile applications vs websites.
Research and discuss the importance of developing a mobile strategy.
Discuss different system mobile functionalities.
Explain the social aspect of mobile interfaces.
Discuss two – three mobile application development myths.
Argue the need for adaptive vs dedicated mobile websites.
Pages: 7 pages in length7 additional Scholarly source Strict APA 7 format
