Step 2: read dante: “the ninth circle of hell” [pdf] and answer the following questions.

Step 1: After learning about the Dante Alighieri’s Divine Comedy (see the 4 videos in Unit 3 To Do List), discuss why you think Dante’s work became and remained a classic piece of literature that is still covered in high school curriculum today. Use specific examples and details from the videos in your answer. Response should be one to two paragraphs.
Step 2: Read Dante: “The Ninth Circle of Hell” [PDF] and answer the following questions. What features in Dante’s descriiption of Satan provoke a sense of awe? For what offenses are the sinners in the ninth circle punished? (This should take you about a paragraph to answer)
Step 3: Lets get creative! – Dante’s Divine Comedy is a commentary on society and culture of fourteenth century Italy. Each layer of hell revels something about social issues of the day. Write about your own layers of hell (or sphere’s of heaven) that reflect issues from the twenty-first century. You can write in paragraph form or poem / lyric form. You should include at least 3 layers of hell and/or 3 sphere’s of heaven.
Format: 12 point Times New Roman Font, double-spaced, one inch margins


Please be sure to indicate the total number of words at the end of your essay.

I know it is a very easy subject but I need a A and i really don’t have the time. Please feel free to write whatever you see fit to get me a good grade.
Thank you so much

Topic: Why have you enrolled in this course? I.e., why are you taking this class?
•The essay should be ca. 500 words long (or in this case: short).
•Since I allow a standard deviation of 10%, the essay should be between 450-550 words in length. Please be sure to indicate the total number of words at the end of your essay.
•Every essay should include the title, your name, and the date on the first page.
•The essays should be double-spaced and written in clear and coherent sentences and paragraphs.


Are there indeed problems with today’s mass media, jury trials, public education, and electoral politics?

FORMAT: Use 12-point font, double-spaced with decent margins all around. All papers should have a title, numbered pages, your name, and the date. Chicago style citation (WITH PAGE NUMBERS OF BOOK!!!!)
LENGTH: 4-6 pages
TOPIC: The key institutions of any democratic form of government are electoral politics, the jury system, a mass medium, and public education. Plato is a critic of Athenian democracy and therefore of the Athenian versions of these institutions, though he prudently implies his criticisms rather than directly attacking them, by giving an alternative in his Republic and also in “Apology”. How does he treat jury trials, for instance, the kind of education given to all who could pay by the Sophists, the mass medium of the drama? How persuasive and relevant are these criticisms in our time? Can democrats learn something useful from his criticisms? Are there indeed problems with today’s mass media, jury trials, public education, and electoral politics? Would you defend democracy against some or all of Plato’s arguments? If so, what is your defense?
RESOURCE: The trial and death of Socrates (Apology)


Write at least (more is better) two full paragraphs (five to seven sentences each–at least) about what you learned.

Link to Sculptures:
1) Self-reflection: You have 20 famous sculptures from which to choose for this project; the video with the 20 artifacts is just below in this module. This is not a “paper.” It is a weekly assignment.
Once you choose one (only one) of the 20 to research, you can begin your post. (AVOID the Statue of Liberty as your choice unless you know nothing about it already — highly unlikely). In at least one or two full paragraphs (five to seven sentences per paragraph), please explain why you picked your choice over the other 19 that are presented. Is there a personal connection? Do you think the art is historically/politically/socially/geographically/religiously, etc. significant? Perhaps the symbolism of the art elevated it on your short list? In sum, for you, what makes this piece more worthy of your time than the other 19? In this part only, you may use the first person (“I,” “me,” “my”). Avoid the 2nd person (“you”) to refer to just anyone.
2) Objective research: The majority of your post will be devoted to reporting what you have learned about your chosen piece. Rather than provide direct quotes from source information, you should instead paraphrase by putting the information in your own words and giving proper credit (attribution) to your source. For this research, use material(s) from peer-reviewed articles from the EFSC databases (as explained in the “Introduction to Research” video series in this module). Avoid internet (“Google”) sources.
One Word of Caution…:
For this discussion board, you will rely on scholarly research, but all of your post must be your own writing. Do not include direct quotes; just reveal your paraphrased source information by author and/or title of article. Do not copy / paste from any source; this is plagiarism. Everything in the post should come from you or, if it is paraphrased from a source, you must provide attribution (“credit”) in two places: within the post, and the works cited at the end of the post. Again, this is not a “paper” — just a discussion board.
What is paraphrasing?
Pretend that the following is from a source you found on a database. The article is by Jane Lewis, and she writes this:
“Recently, there has been much discussion about restorations and repairs to Christ the Redeemer. The sometimes harsh climate takes its toll on the statue, but the biggest threat is lightning. It is estimated that persistent strikes to the statue cause much more damage than any other natural force, including acid rain and wind.”
In your post, you want to report this information by Lewis, but you know the directions forbid direct quotes. Therefore, rather than quote it, you report the information in your own words while giving credit to the source (which is called a paraphrase). Example from student’s post:
Of course, keeping the beloved statue healthy is a top priority, but some forces can’t be controlled. According to Jane Lewis in her article “Christ the Redeemer: Nature’s Impact,” the biggest threat to the art is not acid rain or wind, but lightning (18).
Note that the student introduces both the author and the title of the article — the latter of which is optional as long as the author’s name is there — but there is no direct quote; the student has borrowed ideas but has not quoted. (If the student paraphrases from this same article multiple times, he or she does not have to type out the title over and over again. The student would just refer again to Lewis when the information is paraphrased). Since the article has page numbers, we include the page number in the citation. If this were an article from the internet that lacked page numbers, we could skip the citation entirely since we have already identified the author at the beginning of the paraphrase. If the article is a web source that lacks page numbers but has clearly distinct paragraphs, cite the paragraph number by using the abbreviation “par.”, e.g. (par. 3).
Please paraphrase and cite ONLY from peer-reviewed journals for this assignment. We will get to general internet searches later.
For this second part of the assignment, share with the class what you learned during your research. Write at least (more is better) two full paragraphs (five to seven sentences each–at least) about what you learned. Do cite your sources within your paragraphs by identifying the author and the page number and then cite again at the end of the post. (See the sample posts and descriiptions within this module for an example). Provide a MLA citation at the end that shows where you obtained the source(s). See the online Writing Center (Links to an external site.) resources for information about how to cite from online databases or from websites. You should state in your post where you got the information. Example: “According to Prof. James Lewis in an article in the Journal of Sculpture and Pictorial Art, the famous mermaid in Denmark, although rather small compared to some other pieces, is famous because … ” [you get the idea]
(Why is the title of the journal above in italics? The titles of journals appear in italics; the titles of specific articles within journals should appear in quotes, not italics).
At the end of your post, supply your Works Cited information. Canvas plays tricks with formatting sometimes, so don’t worry about the hanging indent in discussion board posts. (“Hanging indent” is the “backwards” indentation you find in Works Cited pages, i.e. the first line of the entry is not indented but all subsequent lines are indented five spaces).
For Part Two, avoid the 1st person (I, me, my) and the 2nd person (you). Stay in the present tense when presenting source information, even if the researcher is deceased. Example: “Jenkins observes” rather than “Jenkins observed.”
Finally, if you find something interesting about another student’s or students’ post(s), you can reply.
You should write at least one to two full paragraphs (five to seven sentences per paragraph) for PART ONE and and at least two paragraphs (five to seven sentences per paragraph) for PART TWO. Label them as “Part one” and “Part two.”


Intro: introduction defines key concepts in relation to the central object of analysis.

It is a literary analysis of the short story, “Slowly, Slowly in the wind” by Patricia. I will attach the pages of the short story in the files. Below are the criteria for the essay:
Intro: Introduction defines key concepts in relation to the central object of analysis.
Thesis: Thoughtful, specific thesis that moves beyond (or complicates) classroom discussion, effectively states the paper’s position and directs the remainder of the essay.
Evidence and Analysis: Effectively select, incorporates, and explain how quoted evidence supports and/or complicates the thesis.
Structure: Logical overall organization with clear transitions between ideas. Body paragraphs generally follow this model: topic sentence -> evidence -> interpretation
Grammar: Writing is grammatically correct with a clear, professional tone.
Citations: APA or MLA citations are correct, complete, and consistent (both in-text and bibliography).


For example:

With a final survey in place, take the questions and conduct 10 surveys. You may choose to survey people you know or total strangers if you account for the type of sample (group of people) you use. The results of your individually-conducted 10 surveys are due on the discussion board by Sunday, September 25.
Please post all of the details of your data. For open-ended questions, make sure that you submit the full transcriipt for each response. For example:
Respondent #1:
1) A;
2) female;
3) sleeping;
4) As a result of 9/11 I’m afraid to fly;
5) yes
6) etc.
7) etc.

You would then do the same for the other nine respondents. This will allow for a more detailed analysis where cross-referencing between responses can be conducted (e.g. 80% of the women surveyed said that they are now afraid to fly, etc.).


Make sure that someone else hasn’t already used your idea since there shouldn’t be two of the same object in the collection (that does not mean that we can’t have more than one painting or song or sculpture or photo–we just can’t have the same picture, song etc.)

In Unit 3, you read about “Curiosity Collections” which were, in fact, the earliest museums. In this assignment we are going to create a virtual “curiosity collection” by submitting “artifacts” (images) to the Curiosity Collection Discussion Board. Imagine that we, as a class, are creating a “Liberal Studies Museum.” The purpose of this collection is to educate others about the meaning and/or value of a liberal education. In short, our task is to help the public become interested in “new ways of seeing.” The museum curator has asked that we consider the following questions when deciding what objects to submit to the collection:
How would you describe your experiences as a liberal studies student?
What about being a liberal studies student is particularly meaningful to you?
What type of physical object might effectively translate your experience as a liberal studies student into a sensory experience that can help others understand what it means to pursue a broad education.

Keep in mind the range of what we have covered thus far in this course (educational history, disciplinary history, qualitative and quantitative analysis, 20th century literary/linguistic/philosophical theory, etc.) How would you contextualize the object to give it meaning for those unfamiliar with this type of education?

Part 1: Compiling the Collection–Due SATURDAY
Every person in the class is responsible for contributing ONE object to our virtual museum using the Curiosity Collection discussion board. When choosing an object to contribute, keep the following in mind:
Think about the terms of this assignment as described above.

Make sure that someone else hasn’t already used your idea since there shouldn’t be two of the same object in the collection (that does not mean that we can’t have more than one painting or song or sculpture or photo–we just can’t have the same picture, song etc.)

Your chosen object can be anything tasteful and appropriate that you can imagine being displayed in a museum: a piece of art, a form of technology, a sound recording, or something you created yourself.

Using the answers to your questions above, you will post an image of your contribution (either from a picture you found on the internet or one you took yourself) and 2-4 sentences to describe and contextualize your choice. In other words, how does the item relate to or reflect Liberal Studies? (20 points)

How to get started:

First visit the “Curiosity Museum Collection” discussion board and see what is already in the collection.
Decide what you would like to contribute and find a good image on the internet (or take your own picture).
Post the image to the discussion board. Include 2-4 sentences to describe and contextualize how your image relates to or reflects Liberal Studies along with the image itself AND give your contribution a title (the subject line) before submitting it for all to see.


Judge thomas low: “great men sometimes do bad things.”

Once you train your eye to look, it is not hard to find that the world is rife with injustices both great and small. One goal of this course is to prompt students to identify moments of systemic injustice, placing individual incidents within their larger social contexts, and to see them in places that may previously have gone unacknowledged. These can be structures of power that create inequities that you notice, race, ethnicity, or gender (or, ideally, an intersection) -motivated bias you see embedded in laws and policies, everyday cultural discourse you hear that contributes to exclusion, or something else.
Not only is an understanding of systemic injustice at the core of what you need to be successful in this class, and so worth practicing, being able to identify these systemic power issues requires a skill called “systems thinking” highly sought after from college graduates in nearly every field. And it’s a critical step toward disrupting those harmful systems to create a more just world.
Starting this week, you will write in a “diary” recording instances of systemic injustice you witness in your day-to-day life, your studies, or in the global news.  You should describe the phenomenon you witnessed or read about as well as any additional research you did to understand what was happening, then analyze it according to the course concepts we are discussing. What impact does it have? How did you distinguish this as systemic injustice? What categories of identity were in play? What contextual or historical information do you need to understand this incident with the appropriate depth and complexity? What would need to change for this wrong to be righted on a systemic level? Be sure to focus on impact of the phenomenon you chose (rather than the personal intent of the participants or a change in personal beliefs). 
If you’re not sure where to start, you can always start backward from a big concept to a local example. I’d recommend considering the phenomena mentioned in our modules as inspiration. For example, if you learn something new about US immigration policies or problems in ethnographic studies, you can look for an effect of that phenomenon within your daily experience (maybe your neighbor immigrated to the US and encountered difficulties, maybe there’s a recent ethnographic study you encountered in your studies that is flawed in a critical way) or in the global news (where are refugee crises happening in the world, what prompted them, what policies have other governments implemented, etc.). 
Not only will you chose your best entry to expand and share with the class, but this assignment will also serve as an extended brainstorming activity for your upcoming group podcast assignment, so you’ll want to choose examples you feel strongly about, and that are complex enough for further inquiry should you choose. 
To do this assignment well, you will need to:
Identify a possible example. Be sure you’re prepared to claim it’s an illustration of a systemic injustice.
Consider its context (i.e. do the people involved have a history of oppression as part of their group identity, is this an isolated incident or part of a pattern, etc.)
Do some background research to ensure you understand that context
Apply course concepts about systemic injustice to this incident and analyze it according to those concepts
Test your analysis—what would need to change to solve the problem? Can you point to what systemic change would need to happen?
You’ll get better at this each week as you learn more, and you’ll see more and more examples the further we get into the material. Be patient with yourself. Jot down ideas throughout the day then return to them later to consider which you’ll select for the week. A major part of this assignment is that early thinking stage in which you’re considering what qualifies, before you even write a word. You’re training your mind to think and experience the world in these terms through regularly practicing this kind of analysis.
Still confused about what types of situations could make good material for a Diary of Systemic Injustices entry? Consider the following exemplary entries from your peers:
Ryan Antkowiak wrote about a recent case involving Brian Flores:
Brian Flores, the former coach of the Miami Dolphins, and one of few African-American head coaches in NFL history, has recently made headlines as he plans to pursue a lawsuit against the National Football league for racist and prejudiced practices. Against all odds, Flores finished his last season with the Dolphins with a 9-8 record after starting the season 1-7. The decision to let Flores go this year left a lot of people scratching their heads as Flores was respected around the league for what he was able to accomplish with what he was given. More recently, New England Patriots head coach Bill Belichick reached out to who he believed was Brian Daboll congratulating him on winning over the New York Giants job. The only issue was that Belichick was actually texting Brian Flores and he still had yet to attend his interview for the same job, making people begin to question the ethics of the NFL hiring policies. According to ESPN, Flores’s lawsuit accused the NFL of ” sham interviews, incentivizing losses and pressure to improperly recruit players” (Seifert, 2022). Flores claims that he was offered up to $100,000 for each loss as the head coach of the Dolphins in order to improve their publish position. This is a great example of systemic racism in recent news because it details how the power structure in one of the country’s most popular professional sports leagues was built to keep minorities from achieving positions of authority and prestige. The mostly white, wealthy team owners and league authorities have created a structure within the league where African-American coaches such as Flores rarely get the same opportunities as white coaches do when it comes to achieving and maintaining these positions. When Flores was fired this year, many people brought up the fact that white coaches on other teams have not been fired in the past when they proved to be far less capable than Flores in leading a team. The fact that Flores was incentivized to lose shows that the NFL did not care much for Flores’s success in the league and was merely using him to pave the way for what is probably going to be another white hire. The NFL put on a facade as if they actually cared about making diverse hires, however these sham interviews that have come to light prove otherwise. This example of systemic racism deals with the National Football League’s intent to keep African-Americans and other minorities at the bottom of the totem pole when it comes to positions of power. The result of this over the years has been far too few of these minorities achieving and maintaining head coaching and coordinator jobs. The NFL tried to resolve this issue years ago by instituting the Rooney Rule, which requires teams to interview at least two external minority candidates for open head coaching jobs, but according to ESPN, many of these minority coaches “are not considered serious candidates for many openings” (Seifert, 2022). I think that in order for this systemic racism in the NFL to truly get resolved, the only answer would be increased influence of minority individuals in hiring processes as well as incentivizing teams to hire minorities for these roles. (Links to an external site.)

Kate Birath wrote about victim blaming, in particular in sexual assault cases against women:
Victim blaming is often seen in courtrooms when defense attorneys suggest that the sexual assault was the fault of the victim. A few real life examples of courtroom victim blaming are as follows:
Judge Derek Johnson: “The body can ‘shut rape down.’”
Canadian Judge Robin Camp: “Pain and sex sometimes go together.”
Judge Thomas Low: “Great men sometimes do bad things.”
Jeanine Howard: “[The accuser] wasn’t the victim she claimed to be” and “[the rapist] is not your typical sex offender.”
In 2018, a young Irish girl’s lace underwear was held up in front of the courtroom and used as evidence to determine her rapist “not guilty” of sexual assault because it was viewed as “suggestive” clothing.
Blaming the victim discourages sexual assault victims to come forward and, in a broader perspective, allows these criminals to continue doing harm in the community when they are not held accountable for their actions. Additionally, when victims are blamed, they are vulnerable to public ridicule, while simultaneously watching their assaulter live freely. In regard to myself, my friends, and my family members, there are several personal connections to choosing not to come forward in the case of sexual assault out of fear of victim blaming. Victim blaming is considered a systemic injustice as it relates to the entire justice system and not just one or two sexist peoples. It is something that defense attorneys and courts use throughout the world to penalize women and further push the roots of misogyny and patriarchy.
An article on victim blaming made an interesting point: “blaming the victim helps us maintain a positive view of the world. It reinforces the notion that ‘bad things happen to bad people.’ It overlooks the fact that perpetrators are at fault for inflicting pain and committing crimes” (Morin, 2021). This further suggests that court systems and people in power, whether that be men in general, law enforcement officials, or superiors in the workplace, perpetuate victim blaming as a means of remaining powerful over a vulnerable other.
Sexual Assault and Victim Blaming (Links to an external site.) (
9 Infuriating Things Judges Have Said When Ruling On Sexual Assault Cases (Links to an external site.) (
You might also scan the headlines for global news, especially in the areas that are referenced in our readings each week. Is there a legacy of of systemic injustice still operating now? Do the context presentations or readings help you see a pattern or resonance?
Your weekly entries must each cover a different example (if you are covering a major developing local story, like an ongoing controversy in your neighborhood or on campus or in the global news, contact your TA about permission to write about it more than once. Otherwise, choose a new topic each week). They should clearly describe the incident and what you identify as the injustices and/or power inequities at play.
about 250 words.
Your entries will be evaluated on the following:
Completion at required length
Sufficient contextual information
Thoughtfulness of your comments on how the situation creates or perpetuates injustice and inequality
Relevancy of the example you chose
Submission on time


Similar tables and works cited presented in sample paper can be used as an example

The focus of this research paper is to define, differentiate, and document the characteristics of the following demographic cohorts: Baby Boomers and Gen X
Please see attached research paper rubric and sample paper
Also, minimum of 25 cited sources required.
Similar tables and works cited presented in sample paper can be used as an example


5 enlightenment – the ideas of the enlightenment – youtube

5 Enlightenment – The Ideas of the Enlightenment – YouTube
1-Make a list with the ideas trending in the Age of Enlightenment.
2-Name three which can still be seen today. How? Explain.

Simon Schama’s Jacques-Louis David_1 of 4 – YouTube
Watch clip 12:55-end
Simon Schama’s Jacques-Louis David_2 of 4 – YouTube
Watch clip Begin-2:40
1-How are these political issues still seen today in our nation?
2-Describe how J. L David neoclassical style reveal these problems in his “Oath to the Horatii”