The Arts and Royalty; Philosophers Debate Politics” Please respond to one (1) of the following, using sources under the Explore heading, our text (per APA style) as the basis of your response:

• How were the social and political developments of European Monarchy in the 18th century reflected in the arts? And how did this compare/contrast with Baroque in the Americas at this time?  Can you relate to Western social and political issues today?

• In this week’s readings, a dispute in the French royal court is described about whether Poussin or Rubens was the better painter. Take a painting by each, either from our book or a Website below, and compare them and explain which you prefer. There is another conflict between the playwright Moliere and a well-born Parisian; Louis XIV stepped in. Explain how Louis XIV used the various arts and his motives for doing so. Identify one (1) example of a modern political leader approaching the arts this way.
• Which factors – historical, cultural, social – favored the popularity of the novel, rise of new literary forms during the Enlightenment in England?  How do they compare to present conditions? What is the current status of the novel?

• The philosophers Thomas Hobbes and John Locke disagreed on the understanding of political authority, with Locke taking what is commonly called the “liberal” view. Choose a side (be brave perhaps; take a side you actually disagree with). Using the writings of each given in our class text or at the Websites below, make your case for the side you chose and against the other side. Identify one (1) modern situation in the world where these issues are significant.

Explore:

The Arts and Royalty

• Chapter 23 (pp. 742-755); Rubens; Poussin; Moliere; royalty using the arts; review the Week 2 “Music Folder”
• Rubens and Poussin at http://www.visitmuseums.com/exhibition/from-baroque-to-classicism-rubens-poussin-and-17th-85 and http://www.wga.hu/frames-e.html?/bio/p/poussin/biograph.html

Philosophers Debate Politics

• Chapter 24 (pp. 776-7; 803-805)
• Hobbes: text at http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html; summary at http://plato.stanford.edu/entries/hobbes-moral/; also http://jim.com/hobbes.htm
• Locke: text at http://www.thenagain.info/Classes/Sources/Locke-2ndTreatise.html; General background of the concept at http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit1_12.pdf

I only need todo one of the discussion questions

 

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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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I need help finding them E&M code for this:

HISTORY OF PRESENT ILLNESS: Mr. Smith is a 63-year-old gentleman new to our Clinic. He had been followed by Dr. Jones at Kernodle Clinic. Mr. Smith has a past medical history that includes hypertension for more than five years. It sounds like he has fairly severe white coat hypertension. Apparently, he has home readings consistently 30 points below what he gets in the office. He had been on Capoten in the past and gotten a cough with that. He had been on Norvasc in the past, but then stopped it for unclear reasons. More recently, he has been on Hyzaar. He also has hypercholesterolemia and has been on Lipitor. He has for the past year or so felt that his hands and feet were “burning up” at night. He reports that “he can almost see the heat waves from them.” He thinks this is a medication side effect. On his own, he stopped his Lipitor three weeks ago. He has not noticed any difference in his symptoms. He otherwise feels well and has no complaints.

PAST MEDICAL HISTORY: 1. Hypertension. 2. Hypercholesterolemia. 3. Status post plastic surgery after a motor vehicle collision when he was in his 20s. 4. History of depression around the time of the accident. He does report that intermittently he feels quite down, but he is able “to pick himself back up”. More recently, however, he has been in a more prolonged period. 5. He has significant moles and he is followed by an outside dermatologist. 6. He has had normal PSA and rectal exams. He had a colonoscopy about five years ago and again one year ago, both of which showed many polyps, pathology not known.

MEDICATIONS: Now only Hyzaar, a baby aspirin and a multivitamin

ALLERGIES: Capoten caused a cough.

SOCIAL HISTORY: He works in computer software. He does not smoke. He drinks wine and Martinis “probably more than I need to.” No drug use.

FAMILY HISTORY: The patient’s father died of a brain aneurysm in his 50s. Mom had colon cancer in her 80s and also hypertension. Five older sisters all with hypertension and hypercholesterolemia. No known coronary artery disease.

REVIEW OF SYSTEMS:

CONSTITUTIONAL: No fevers. Weight up 15 lbs since March. HEENT: Teeth doing okay. Does not feel congested in his sinuses. CARDIOVASCULAR: No chest pains, palpitations, PND, orthopnea or edema. RESPIRATORY: No shortness of breath. He does have a chronic intermittent cough that he has had for years. He had a chest x-ray a couple of years ago to evaluate this which was apparently normal. GI: No abdominal pain. No reflux-type symptoms. No change in bowel habits. GU: No hematuria or dysuria. MUSCULOSKELETAL: No chronic joint pains. PSYCHIATRIC: Not suicidal.

PHYSICAL EXAMINATION:

VITAL SIGNS: Weight 86.7 kg which is 191 lbs, blood pressure 174/114, pulse 103.

HEENT: Conjunctivae pink. Sclerae anicteric. Oropharynx clear.

NECK: No lymphadenopathy or thyromegaly or JVD.

LUNGS: Clear to auscultation and percussion.

HEART: Regular rate and rhythm without murmur, rub or gallop.

ABDOMEN: Normal bowel sounds. Soft, nontender. No hepatosplenomegaly.

EXTREMITIES: No cyanosis, clubbing or edema.

PSYCHIATRIC: Normal affect and behavior with seemingly good insight.

ASSESSMENT AND PLAN:

1. Hypertension, poor control even with supposed white coat hypertension. He again is worried about side effect of his medications. We talked about many options and decided to change him to HCTA 25 mg a day and Norvasc 10 mg a day.
2. Hypercholesterolemia. We will check lipid panel today. We will hold off on Lipitor for now, but will likely restart this once we confirm he is not having drug side effects. He is also interested in possibly trying fish oil.
3. Psychiatric. He was not interested in counseling at all. He was interested in medication. We will start Celexa 20 mg a day. He will titrate this up to 40 mg after three to four weeks. He will call us in a few weeks if he is having any problems.
4. Health maintenance. We will hold on PSA screening for a bit as he has been screened in the past. We will repeat colonoscopy in a few years and will try to get records of prior polyp pathology. He will try to focus on drinking a bit less alcohol and getting some regular exercise and eating better. Continue baby aspirin.
5. Return to clinic in two months.

John Student, MS3

Seen with Joe Doctor, MD

 

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History of media representation includes recurring evidence of dehumanized images of people in all media. Edward Said calls this the construction of the “Other” and explains that common recurring patterns of dehumanized and distorted representation, often reflect patterns of empowerment and disempowerment in society. Communications scholars have researched media representation problems for decades. Research methods include content analysis, media effects of this content on audiences and political economy research of the institutions that produce and exhibit dehumanized patterns of representation.

For your Media Representation Research Project, you will choose a population group, still experiencing these patterns of dehumanized media images. Then you will choose and define your research method. You will select the media that you will examine as evidence of the recurring media representation problem. You will also identify read and report on published peer reviewed scholarship, relevant to your research choice. This is your literature review. Always include bibliography and proper citation for all quotes.

You will design, develop, and produce a research report, which includes your introduction, literature review, selected media content analyses with explanation of your results and proposed solution strategy ideas.

As the researcher, you will define the media representation group whose problem you will examine. Invisibility, stereotypes that marginalize and de-humanization are common patterns of media representation problems. Compose a research question that does not presume the answer. RQ example could be: How are African American women represented in nighttime weekly dramas? This research question defines the media representation group is African American women and the research method is content analysis of TV night time drama. Researchers use established communications theory to help explain the meaning of your research results. For example, feminist theory can explain the appeal of the powerful character of “Olivia” in SCANDAL (2016). Social identity theory can help explain why dehumanized TV character representations, are offensive to audience members who identify with that group.

 

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