please make a rewrite on the answers .
here is the questions:
Silverblatt on Andean and Inca gender roles due Mon. 3/27
Please read Irene Silverblatt, Moon, Sun and Witches Ch.1, pp. 3-19. You can access an electronic copy through the CSUN library homepage. On the library webpage go to the library catalog and do a title search of Moon, Sun and Witches. Click on the one followed by the term “electronic resource.” Click on the red lettering that says “Connect to ACLS Humanites E-Book.” You will be asked for you ID info. You will see each chapter listed, click on Chapter 1. The questions are due via Moodle anytime before our class meets. Please bring in a copy of your answers so you can refer to them.
1.) What´s your gut reaction?
2.)Explain the ayllu. Explain gender parallelism and how this influenced how Andean women gained resources in the ayllu.
3.) How did Andean societies view relationships between men and women, especially as reflected in the ritual of marriage?
4.) What work in the Andean community did women primarily contribute to? What were the duties that defined maleness?
5.) What is Silverblatt´s argument about how gender differences became gender hierarchies in Andean communities conquered by the Incas?
6.)Give at least two examples of women who wielded power in pre and post Inca society in the Andes.
Here is the answer on red make a whole rewrite on them ( paraphrase ) below:
1.) What´s your gut reaction?
Reading this piece I could not believe that this society practiced gender equality of the incredible level. I am surprised that women were allowed to own land and property during this ancient time. Also what caught my attention of the division of labor, men and women had their roles well defined. This shows that this society was well organized socially and politically.
2.)Explain the ayllu. Explain gender parallelism and how this influenced how Andean women gained resources in the ayllu.
Ayllu is a member of Quachua community. As ayllu member, one was born with rights and obligations that could be expected of and were owed tom those whom the Andean world defined as obligable relatives. Women conceived themselves as the descendants, through their mothers, of a line of women; men in parallel fashion saw themselves as descending from their fathers in a line of men. The values and tone of gender parallelism were continuously reinforced in the practical activities through which they constructed and experienced their lives. Men and women could base their claim to ayllu resources on several sets of system governing access to community wealth. Women through their mothers enjoyed access to community land, water, herds and other necessities of life.
3.) How did Andean societies view relationships between men and women, especially as reflected in the ritual of marriage?
Marriage rites, whether binding together peasants or the Inca elite, celebrated the formation of a new unity made up of equals. Accordingly wives and husbands saw themselves as contributing in complementary but commensurate ways to the formation of the household.
4.) What work in the Andean community did women primarily contribute to? What were the duties that defined maleness?
Women were the weavers of Andean society. They were always spinning on walks, during conversations with family or while watching over children. Women made sure that their family was clothed. Plowing and combat were the tasks that represented Andean male hood. But they did much more than that; they weeded, help in the harvest, carried firewood, built houses, herded Ilamas and alpcas.
5.) What is Silverblatt´s argument about how gender differences became gender hierarchies in Andean communities conquered by the Incas?
Pre-Inca communities had demonstrated considerable diversity in their sociopolitical organization, and within some ayllus a higher-ranked group know as curacas enjoyed certain privileges in relation to their follow ayllu members. The principle advantage is that curacs enjoyed lay in their ability to make greater claim on the ayllu’s wealth and labor. In keeping with royal gender norms, the Incas, who governed through a system of indirect rule, tended to confirm headmen as links between ayllus and the Cuzco bureaucracy. The power brokers of the empire were male.
6.)Give at least two examples of women who wielded power in pre and post Inca society in the Andes.
Chanan Curycoca, head of the aylu Chocosochona and Hatun Jauja of Contarguacho.
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Historically The Proportion Of People Who Trade In Their Old Car To A Car Dealer
/in Uncategorized /by developerHistorically, the proportion of people who trade in their old car to a car dealer when purchasing a new car is 48%. Over the previous 6 months, in a sample of 115 new-car buyers, 46 have traded in their old car. To determine (at the 10% level of significance) whether the proportion of new-car buyers that trade in their old car has statistically significantly decreased; what is the critical value? (please round your answer to 2 decimal places)
For left tailed test, we need area of 0.1 on left of critical value. This is given by−z0.1 Find z such that P (Z < z) = 0.1 0.1 Zz0(0.1000) is not present in the z-table containing area to…
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Historically The Proportion Of Students Entering A University Who Finished In 4
/in Uncategorized /by developerHistorically, the proportion of students entering a university who finished in 4 years or less was 64%. To test whether this proportion has decreased, 129 students were examined and 46% had finished in 4 years or less. To determine whether the proportion of students who finish in 4 year or less has statistically significantly decreased (at the 5% level of signficance), what is the test statistic? (please round your answer to 2 decimal places)
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Historically What Alternative Was Found That Reduced The Dependency On Coal
/in Uncategorized /by developerHistorically, what alternative was found that reduced the dependency on coal?
Tidal Flow
Wind Power
Petroleum
Solar Panels
It is projected that by 2020 aquaculture could produce ____ of all fish consumed.
20%
30%
50%
70%
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History English Essay
/in Uncategorized /by developerThe Premise –
Use textual evidence and logical reasoning to prove an argument about one of the texts. To develop your thesis for the paper, please answer one of the questions from the second page of this document.
The Basics –
750-1000 words
MLA Format
In-text citations
Works Cited page with entries for the literary works
No secondary sources required
The Audience –
A group of well-educated readers who expect solid, professional, academic writing but are not necessarily familiar with your topic and text.
Suggested Outline for the Paper –
1. Introduction – Provide very brief background and context where you introduce readers to your topic and text. At the end of the intro, take a clear stance in a thesis statement where you directly answer one of the questions from the prompt. Try to list 2-3 supporting points or reasons you will use to prove your thesis.
2. Body Paragraph 1 – State the topic of the paragraph clearly in the first sentence of the paragraph (this should be one of the supporting points listed in your intro, NOT plot summary). Then quote a passage from the reading that can function as evidence to prove the idea from your topic sentence. Finally, and MOST IMPORTANTLY, explain, using logical reasoning, in YOUR OWN WORDS, how the quotation proves the idea from the topic sentence.
3. Repeat the same structure in all your body paragraphs.
4. End with a conclusion that connects the different supporting points together and explains why the main idea is important so that you end on a cohesive note.
5. Use transitions throughout to connect each idea as you move from paragraph to paragraph so that the paper flows well.
Suggestions for Success –
Avoid grammatical and syntactical errors.
Possible Paper Topics (Answer one of these questions in your thesis) –
1. Compare and contrast a work from Weeks 1-4 (Iliad through Thousand and One Nights) with a work from Weeks 5-9 (Song of Roland through Hamlet). Identify the main theme (central message) of each work. Clearly outline how the theme of each work reflects the cultural values of the time. As your thesis, make a clear, succinct statement that explains how the similarities and differences between the two works illustrate the ways in which Western civilization has changed over time.
2. The phrase “There is something rotten in the state of Denmark” from Hamlet aptly describes the troubled court of Elsinore. What is it that is rotten about Denmark? How and why does Shakespeare portray the court of Elsinore as a “rotten,” “unweeded garden?” When working to support your response, be sure to consider the different images and symbols that Shakespeare uses to describe the kingdom in this way.
3. Choose any work from the course and argue that it reflects the values of cosmopolitanism. Cosmopolitanism is a broad concept, so, by using your own critical thinking or by citing scholarly, peer-reviewed outside sources, provide a clear, succinct definition of cosmopolitanism. In the course of your paper, show how the literary work you have chosen meets the criteria for your definition of cosmopolitanism.
The sources should be from this text book ( the norton anthology of western literature volume 1 )
It should be done in 24 hours from now.
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History 121
/in Uncategorized /by developerHIS 321: Research Paper Guidelines and Rubric
Overview
During this course you will read The Aeneid and The Odyssey. The topic for your research paper is to investigate how The Aeneid and The Odyssey are similar, how they are different, and what each reveals about the culture in which the work was created. Your paper should address the following:
You will address these questions through the presentation of one cohesive paper. Your paper should include specific examples from the works and support your interpretation of the works with other primary and secondary sources.
Format
Your paper should be a minimum of 5 to 6 pages (not including cover page or resources) and properly footnoted in the Turabian style, guidelines for which can be found as a course resource in the Resources folder, and follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and citations in Turabian format. It is important to note that a successful analysis and interpretation of the works will use a minimum of five secondary sources composed of a combination of scholarly journal articles relevant to the topic. While the quantity of resources is not what ensures a successful analysis, it is necessary in order to provide you a good research foundation for your analysis
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History 126
/in Uncategorized /by developerDo you believe that the rationale stated by the imperial powers – to civilize and educate the countries that they conquered – provided a legitimate reason for taking over these countries?
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History 1301 Critical Essays Kelley Summer Ii 2015 Assignment For Each Of Your
/in Uncategorized /by developerHi dude.I’ve got a bad news. remember the first essay you had done for me? they count it as a plagiarism because the information you used was from the internet while as the instruction says we were required to use the book , and my professor show me the original article. He told me that he would give me another chance since this was the first plagiarism issue counted against me. so if you can please rewrite it again using the information from the book. I have uploaded the old essay, the instructions, and the chapter from the book so you can read it and use it to write the new essay. everything you write should be from the book only, not from anywhere else. Thanks
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History 221 African American History Before 1877 Assignment 1 Historical Topic
/in Uncategorized /by developerHistory 221 – African American History Before 1877
Assignment #1
Historical Topic Paper
Writing assignment #1:
Write a 3 page paper with a title page and bibliography following the format used by your major or department: Modern Language Association (MLA), American Psychological Association (APA), Council of Science Editors (CSE), Kate L. Turabian’s Manual, and the Chicago Manual of Style (CMS).
You must have at least three sources and as many primary sources as you can find.
YOU MUST CITE YOUR SOURCES!
Save your paper in WORD document as (LastnameHIST221shortpaper1).
Write a 3 page paper with a cover letter and bibliography.
The topic for your paper:
Compare and contrast two slave narratives from two different states.Remember to explain what details and experiences these ex-slaves gave in describing the institution of slavery and the practice of slavery. Compare the two narratives for similarities and differences.You must use the slave narrative site and reference both narratives in your paper
The link to where the narratives are: http://memory.loc.gov/ammem/collections/voices/title.html
You must have at least two sources from the Slave Narrative site. You must use the Modern Language Association (MLA), American Psychological Association (APA), Council of Science Editors (CSE), Kate L. Turabian’s Manual, and the Chicago Manual of Style (CMS)style of your major. YOU MUST CITE YOUR SOURCES!
Summary: summarize your paper in the last paragraph.
The paper MUST be typed in Microsoft word using Times New Roman font (12), double spaced, with the preset margins. Students must submit the historical topic paper no later than Sunday by midnight at the end of week six.Also note your paper will be submitted to the TURNITIN web program to check it for issues of plagiarism. Late papers will not be accepted. No exceptions!
Running Head: Direct Order.1My personal tutorName:Course:Tutor:Date: Hello, I have seen how the tutors are disappointing you and would want to be helping YOUdirectly in ALL your academic…
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History 27
/in Uncategorized /by developer1. Describe the geopolitical relationship between the imperial powers in North America in the first half of the 18th century.
2. Briefly describe the relationship between British colonials and the imperial government in the first half of the 18th Century. What are the key issues of the relationship?
3. Describe the geopolitical relationship between the imperial powers in North America in 1765
4. Briefly describe the relationship between British colonials and the imperial government in the 10 years prior to the American Revolution. What are the key issues of the relationship?
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History 76
/in Uncategorized /by developerplease make a rewrite on the answers .
here is the questions:
Silverblatt on Andean and Inca gender roles due Mon. 3/27
Please read Irene Silverblatt, Moon, Sun and Witches Ch.1, pp. 3-19. You can access an electronic copy through the CSUN library homepage. On the library webpage go to the library catalog and do a title search of Moon, Sun and Witches. Click on the one followed by the term “electronic resource.” Click on the red lettering that says “Connect to ACLS Humanites E-Book.” You will be asked for you ID info. You will see each chapter listed, click on Chapter 1. The questions are due via Moodle anytime before our class meets. Please bring in a copy of your answers so you can refer to them.
1.) What´s your gut reaction?
2.)Explain the ayllu. Explain gender parallelism and how this influenced how Andean women gained resources in the ayllu.
3.) How did Andean societies view relationships between men and women, especially as reflected in the ritual of marriage?
4.) What work in the Andean community did women primarily contribute to? What were the duties that defined maleness?
5.) What is Silverblatt´s argument about how gender differences became gender hierarchies in Andean communities conquered by the Incas?
6.)Give at least two examples of women who wielded power in pre and post Inca society in the Andes.
Here is the answer on red make a whole rewrite on them ( paraphrase ) below:
1.) What´s your gut reaction?
Reading this piece I could not believe that this society practiced gender equality of the incredible level. I am surprised that women were allowed to own land and property during this ancient time. Also what caught my attention of the division of labor, men and women had their roles well defined. This shows that this society was well organized socially and politically.
2.)Explain the ayllu. Explain gender parallelism and how this influenced how Andean women gained resources in the ayllu.
Ayllu is a member of Quachua community. As ayllu member, one was born with rights and obligations that could be expected of and were owed tom those whom the Andean world defined as obligable relatives. Women conceived themselves as the descendants, through their mothers, of a line of women; men in parallel fashion saw themselves as descending from their fathers in a line of men. The values and tone of gender parallelism were continuously reinforced in the practical activities through which they constructed and experienced their lives. Men and women could base their claim to ayllu resources on several sets of system governing access to community wealth. Women through their mothers enjoyed access to community land, water, herds and other necessities of life.
3.) How did Andean societies view relationships between men and women, especially as reflected in the ritual of marriage?
Marriage rites, whether binding together peasants or the Inca elite, celebrated the formation of a new unity made up of equals. Accordingly wives and husbands saw themselves as contributing in complementary but commensurate ways to the formation of the household.
4.) What work in the Andean community did women primarily contribute to? What were the duties that defined maleness?
Women were the weavers of Andean society. They were always spinning on walks, during conversations with family or while watching over children. Women made sure that their family was clothed. Plowing and combat were the tasks that represented Andean male hood. But they did much more than that; they weeded, help in the harvest, carried firewood, built houses, herded Ilamas and alpcas.
5.) What is Silverblatt´s argument about how gender differences became gender hierarchies in Andean communities conquered by the Incas?
Pre-Inca communities had demonstrated considerable diversity in their sociopolitical organization, and within some ayllus a higher-ranked group know as curacas enjoyed certain privileges in relation to their follow ayllu members. The principle advantage is that curacs enjoyed lay in their ability to make greater claim on the ayllu’s wealth and labor. In keeping with royal gender norms, the Incas, who governed through a system of indirect rule, tended to confirm headmen as links between ayllus and the Cuzco bureaucracy. The power brokers of the empire were male.
6.)Give at least two examples of women who wielded power in pre and post Inca society in the Andes.
Chanan Curycoca, head of the aylu Chocosochona and Hatun Jauja of Contarguacho.
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