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“LGBTQ+ Terminology and Issues.”

Step 1:
Watch the online lecture, “LGBTQ+ Terminology and Issues.” This is a primer on LGBTQ terminology and issues to help orient you to the content this week.

تشغيل الأداة الخارجيةStep 2:
Queer History Lecture, part 1:

تشغيل الأداة الخارجية

Queer History Lecture, part 2:

Click here to download part 2 of the video lecture(YouTube was having issues with copyright infringement and wouldn’t let me upload the video the usual way).

Step 3:
Read chapter 3 of Transgender History by Susan Stryker.

Step 4: Inspirational History!
Watch this short inspiring video about the group STAR (Street Transvestite Action Revolutionaries), and Marsha P. Johnson and Sylvia Rivera, activists for transgender liberation:

تشغيل الأداة الخارجية

Guiding questions for content this week:
Again, note that these questions are here to help guide you through the main themes and ideas. These are not your discussion questions. When you participate in the discussion forum, make sure to respond to the discussion questions I post.

LECTURE

What was the context of discrimination that helped to spur activism for LGBTQ/queer rights beginning in the 1950s?
How did medical science both stigmatize queer people and facilitate, in positive way, the creation of queer identities?
What did queer identity look like in the 19th and early 20th centuries?
Why was the community formed in gay and lesbian bars essential in the formation of identity and community, and how does this relate to the emergence of activism in the 1960s and 1970s?
What political differences existed between the homophile movement and the gay liberation movement?
Why did the Stonewall Riot happen? What does it have to do with the emergence of a mass movement for gay rights?
What was the influence of Women’s Liberation on Gay Liberation?
How successful was the gay liberation movement, considering the rightwing backlash by the late 1970s?
Why did queer people revive their activism in the midst of the AIDS epidemic of the 1980s and 1990s?
READING

Why was the riot at Compton’s cafeteria different from previous outbursts of activism/riots?
How did the movements of the 1960s influence transgender activism in San Francisco?
What were some of the issues faced by transgender people in the 1960s that helped to spur their activism?
Why ultimately was the riot at Stonewall more influential than the Compton’s cafeteria riot on a national scale? (use the lecture and the reading to answer this one).
What role did trans women of color play in leading the movement for transgender liberation?

Sample Solution

appened after Miles’s death including how the news was delivered to Mrs. Grose and Flora as well as how the governess felt afterward. This gives the readers closure as to how the death affected all the other characters. In addition, the ending would have been more satisfactory if the letter to the employer was sent and readers have the opportunity to see how the employer would have reacted to Miles’s death. Memorable lines/scenes (minimum of 6 lines-3 for A, 3 for B) Memorable lines from the book that you liked or that illustrated important ideas in the work. “‘Think me–for a change–bad!’ I shall never forget the sweetness and gaiety with which he brought out the word, nor how, on top of it, he bent forward and kissed me. It was practically the end of everything. I met his kiss and I had to make, while I folded him for a minute in my arms, the most stupendous effort not to cry.’” (James 46) What makes this line so important is that it summarizes the main idea that is prevalent throughout the story: that the governess adores Miles to the point of disregarding any odd situation he creates. Ever since from the beginning of the book, there has been this unrequited and excessive adoration for both Miles and Flora that was instantly born from the governess. The whole phenomenon of it is questionable and entirely odd: why are they so lovable? Why does she have such a strong and one-sided love for these children? For what reasons is her infatuation there? and many questions of the like. James leaves the reasons behind her infatuation ambiguous to his readers, which adds to the intensity in which his readers can interpret the governess’ love for the children. The quote reinforces the idea of how the governess can so easily discount Miles’ concerning explanation for being mischievous and melt in his loveliness just because she adores him that much, and it adds to the overall slightly uncomfortable and mysterious mood that shrouds the book. “… she was hideously hard; she had turned common and almost ugly. ‘I don’t know what you mean. I see nobody. I see nothing. I never have. I think you are cruel. I don’t like you! … Take me away- oh take me away from her!” (James 199). This quotation is a crucial turning point in the novel since it reveals that the apparitions of Peter Quint and Miss Jessel are most likely just the hallucinations of the governess. Throughout the novel, the governess had constantly insisted that the children were able to see the ghosts the entire time and were only refusing to reveal this fact, however, this scene disproves her claim greatly. Therefore, the governess’ mental stability would be most vulnerable to the criticisms of the book’s characters and the readers as we question whether she should be trusted. The readers also may draw the conclusion that the governess is delusional for being so adamant on the existence of the ghosts despite
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