City College of San Francisco

Discussion #1- The House We Live In

Initial post or reply to classmate-Due Thursday

Reply to 2 classmates- Due Saturday

For this week’s forum discussion, you will first watch a 1 hour documentary and then discuss the ideas in the film with your classmates. I have tried to embed the video below for you to watch. If that doesn’t work for you, then you will need to access through our library. You will need your CCSF RAM ID in order to access the documentary via CCSF library’s online database.


Please watch the third episode of Race: The Power of Illusion called ‘The House We Live In.’ This film is housed within the CCSF library. If you run into issues playing the embedded video below, please follow these steps to access the video.

  1. Go to
  2. In the One Search field, enter ‘Race: the Power of Illusion.’
  3. Select the result for ‘The House We Live In’ Race the Power of Illusion (the 3rd of three episodes in this series)
  4. Scroll down and select ‘watch online now’
  5. You will need to enter your Ram ID if you are off campus.
  6. Play film!

As you watch this film, consider the following questions that we will be discussing in the discussion forum this week. Please make clear which question you are addressing and address all parts of the question.:

  • What disparities do you still see in your community today? Do you believe the wealth gap will go away if we ignore race?
  • Think about the phrase ‘melting pot.’ What does it imply? If this does not appropriately describe the US, what phrase might better describe the relationship between the various peoples in the US?
  • Discuss separatism in housing. Should government actively promote housing integration on the basis of ethnicity/race/class? What are the advantages or disadvantages of separatism?
  • Is a post-racial ‘color blind’ America the solution? Who benefits from a color blind approach and who does not? How is color blind different from equality?


Discussion #2 – Civil Rights – Current Issues

Initial post or Reply to student-Due Thursday

Reply to 2 classmates- Due Saturday

Remember that civil liberties are your individual rights that come from the Bill of Rights or first 10 Amendments to the U.S. Constitution. They focus on you as an individual and choices you may make such as religion, speech, assembly, rights of the accused and due process. Civil Rights still has individuals with the addition of group classifications, but the emphasis is equal treatment, and the notion is that there should not be different treatment or discrimination based on certain groups that we call protected groups by the government and in most cases businesses open to the public.

Protected groups include race, ethnicity and national origin. There are some protections offered to gender, sexual orientation and disability as well. Other groups may have less or no protections such as age, height or weight. Remember that the Amendments always apply to the government but may not always apply in the same way to private persons. For example, someone could form a private club with only one gender or religion as long as it is not using public money or funding.

Many issues related to civil rights remain in the news this year as we continue to interpret and define the meaning of the 14th Amendment equal protection clause and laws are passed at the federal and state levels. While the 14th Amendment notes equal protection under the law, in other words we could have the same protections from government intrusion or punishment if we violate the law, it has been further expanded in meaning to include equal access to society’s opportunities and equal access to public facilities.

Many areas are still subject to discussion, protest and organization to help attain or maintain issues of equity and equality in a variety of areas such as voting, education, housing and job opportunities. Further there have been social and political movements such as the Farmworkers Union and Black Lives Matter. Recent discussions and legislative developments have included reparations and transgender issues as well.

For this discussion, please address ALL of the following:

  • What definition should be used to both address and determine equality? At what point do you believe that we could say that equality has been reached/
  • Which of the current civil rights to be the most important to be addressed? Explain why.
  • Please identify which issue you believe will be most likely addressed in the next year or decade. How do you believe it will be addressed and at what level of government?

City College of San Francisco

One theory of technology puts forth the idea that technical things, or artifacts, have value-laden qualities. Furthermore, some of these value-laden qualities may include political values. As a consequence, any sharing of that artifact between different people would entail a sharing, and perhaps a spreading, of those same political values. But what does this mean?

Put another way: oftentimes, introducing new technologies into different cultures require their people to adapt or change their lifestyles, including the sphere of life we might call the political (that is, how and where they work, how they build cities and infrastructure, how they form organizations and institutions, and select leaders, etc.).

For this assignment, consider whether or not some technology (of your choice) possess inherently political values. Do research on how that technology has influenced the political behavior of another country’s people outside of the US and Canada, regardless of where that technology was first designed and developed.

Required Reading/Citation: Langdon Winner, “Do Artifacts Have Politics?”

In your write up, be sure to:

1. Describe the relevant factual details of the case you will be discussing (i.e., the technology, where it was first developed, how people are using it in another country, etc.).

2. Take a position on whether or not the technology possesses inherently political qualities. Explain.

3. Take a position on whether or not it was ethical to introduce the technology into the country you chose.

4. Give an argument for how you reached your conclusions and defend your position appealing to the theories of technology discussed in class and readings.


Please do not use GMOs, Uber/Lyft (rideshare services), AirBNB, nuclear power or nuclear weapons, or any form of timekeeping devices as examples in your paper. Furthermore, please restrict your choice of example to the history of the 19th-21st centuries.


Write an essay that addresses the questions above. When you respond to these questions, you should be specific and cite specific details from the readings, class lectures, and your own research. You may provide references from your own research, but only in addition to material provided by the course. Also, you MUST make sure to cite your sources in your response and include a reference list at the end of your essay. Citations must be from reputable sources. Sites like Wikipedia,, etc. are NOT considered acceptable sources. 

Higher credit will be given for responses that show evidence of a systematic and comprehensive understanding of the topics involved.

You are encouraged to review the rubric for this assignment and make sure that you answer each question in detail and with specifics.

Correct use of English is a fundamental requirement for your papers to be graded.  If errors in English make it difficult for a grader to understand your sentences, or excessively slow down the grader to mark your technical errors, your paper will be returned to you for further work on its English, and your grade for the paper will be deferred until it is resubmitted with corrected English.  If your assignment is returned for an excessive number of grammatical errors, you will be allowed to rewrite and resubmit it within two weeks of the original return date.  If not resubmitted by the date set by your instructor, you will receive a zero (0) for the writing assignment.

City College of San Francisco

1. Alan purchased shoes from Barbara on open account. Barbara sent Alan a bill for $10,000. Alan wrote back that 200 pairs of the shoes were defective and offered to pay $6,000 and give Barbara his promissory note for $1,000. Barbara accepted the offer, and Alan sent his check for $6,000 and his note in accordance with the agreement. Barbara cashed the check, collected on the note, and one month later sued Alan for $3,000. Is Barbara bound by her acceptance of the offer? Please explain.

Make sure you answer question 1 with care. If you do not answer question 1, you will not receive credit for question 2 – 8. Please indicate whether the answers to the questions below are true or false. You need not explain your answers and do not include the question with your answer.

2. Andria, an attorney, has a personal injury case which is set for trial next week. She needs a good doctor to testify on behalf of her client, so she contacts Dr. Wood who agrees to testify on behalf of Andria’s client at the trial. In return for Dr. Wood’s testimony, Andria agrees to pay Dr. Wood $10,000 if they win the case, and $5,000 if they lose. Dr. Wood agrees. The agreement between Andria and Dr. Wood is unenforceable.

3. A covenant not to compete is a type of restraint of trade that courts today will enforce under certain circumstances.

4. Dana gives care to Marnie’s dog when Dana finds Marnie’s dog ill on the side of the road. After Marnie locates her dog, Marnie promises to reimburse Dana for the cost of treating the dog. Marnie’s promise is binding, because there is a bargained-for-exchange.

5. The Abbot Corporation contracts with the Baker Corporation to sell to Baker its entire production. After signing the agreement, Abbot can increase its production from one shift to two shifts and Baker will have to buy all of the doubled production.

City College of San Francisco


  1. Watch the video content: Vincent Who ???? (Links to an external site.) Please note this documentary is organized into 6 chapters on YouTube, make certain you watch all 6 chapters. SAIGU (Links to an external site.) and ????Chai Vang???????? (Links to an external site.)
  2. Read from Strangers From A Different Shore, By Ronald Takaki:  Breaking Silences pp.481-484 and Redefining Race in America: The 1992 Los Angeles Riot pp. 493-497.   

Instructions for Discussion Posts

  1. In your initial post, write your opinion and explain how  each of these 3 case studies: Vincent Chin, SAIGU and Chai Vang relate to the Anti-Asian sentiment that is occurring today during this Covid-19 pandemic.  Include in your initial post, an explanation, describe how the concept/term of the model minority and yellow peril can be used to better understand interracial conflict between Asian Americans and other ethnic groups in the U.S.
  2. In your reply posts, review and reply to at least 2 other student’s initial post and provide positive feedback. It’s acceptable to disagree with another student’s comments, as long as we disagree with civility, and as long as the criticism is positive and constructive.

Just from Chapter 1 of the “Vincent Who” movie already demonstrates how crimes against Asians Americans often go unnoticed or never discussed. Vincent himself was a victim of Yellow Peril in the time when the Japanese automotive industry was on the rise. Even to this day, hate crimes towards Asian Americans are rarely discussed. Sure there has been some discussion but not on the level as other issues that would last for months. Over on the Vincent Chin movie, these issues are often ignored because the voices of Asian Americans go unheard.

For Chai Vang, he was another victim of racism and institutional racism. He had the right to use deadly force to defend himself. The victims stopped Chai Vang from respectfully leaving their private property.

Sai I Gu demonstrates the difficulties of relationships with other ethnic groups. The killing of Rodney King was unfortunate. But that did not give people the right to destroy property and harm their neighbors. Furthermore, Korean Americans had to defend themselves when the police wouldn’t help them.

What all three movies demonstrated is the lack of recognition that Asian Americans get in the justice system. As a whole, even the government fails to see the issues that have si

[2] The term, “model minority”, refers to a minority group perceived as particularly successful, especially in contrast with other minority groups. In the cases of Vincent Chin, SAIGU, and Chai Vang, Asian Americans were demonized and racially profiled which led to a national outcry and paved the way for Asian American rights. Many parallels can be made with the Anti-Asian sentiment then and during the current COVID-19 pandemic. We see Asians being used as scapegoats and being blamed for national issues such as the lack of jobs and for spreading the coronavirus.

The model minority myth creates a wedge between Asian Americans and other people of color within the U.S. since Asian Americans are perceived as privileged while being praised for apparent success academically, economically, and culturally. By positioning Asians as the model minority race, it also assumes that Asians don’t need any help, receive less aid and support throughout their lives, particularly in their academic and professional endeavors, and don’t require any further examination of how their race is discriminated against. It also prevents allyship with other communities of color who do not have the same privileges Asian Americans are perceived to have including Southeast Asian Americans, Native Hawaiians, and Pacific Islanders, whose struggles and economic hardships are often not publicized.

City College of San Francisco

there are four different questions from Information Security.

you can copy code from online or any other answers.

I just need the answers and screenshots for the questions.


Write a program (in any language you like) to help an analyst decrypt a simple substitution cipher. Your program should take the ciphertext as input, compute letter frequency counts, and display these for the analyst. The program should then allow the analyst to guess a key and display the results of the corresponding “decryption” with the putative key.

Upload your source code. File type does not matter.

a. Given the following ciphertext, use your program to find the key.


Enter all in uppercase. For example, LHFGKTMPZECBQRIYAUSODJWNVX means ‘a’ in plaintext is substituted to L, b is substituted to H, c is substituted to F etc.

b. Insert a screenshot of the test run of your program when trying to decrypt the message in.


Write a program (in any language you like) to implement the A5/1 algorithm. Your program should be able to take the values in the registers (X, Y, and Z) after a particular step, and output the following:

Upload your source code. File type does not matter.


Next n keystream bits;

the contents of registers (X, Y, and Z) after these n bits have been generated.

Suppose that, after a particular step, the values in the registers are
X = 1010101010101010101
Y = 1100110011001100110011
Z = 11100001111000011110000

Use your program to find out:

Next 32 keystream bits: ;

The contents of registers these 32 bits have been generated:

X =

Y =

Z =


Insert a screenshot of the test run of your program when trying to solve.


For RSA, suppose p and q are given, and of course, e is given. Recall that 𝑒𝑑=1mod𝜙(𝑛)


where 𝜙(𝑛)=(𝑝1)(𝑞1)


, and by definition of “mod”, 𝑒𝑑=𝑘𝜙(𝑛)+1


. Since for RSA, gcd(𝑒,𝜙(𝑛))=1


, we get 𝑒𝑑+𝑚𝜙(𝑛)=gcd(𝑒,𝜙(𝑛))


where m = -k.

Therefore, if we know p, q, and e, it’s not hard to find d and m using the extended Euclidean algorithm.

So, write a program that takes p, q, and e for RSA as inputs, and output the smallest possible d ( > 0) that can be used as a private key using the extended Euclidean algorithm.

Upload your source code. File type does not matter. If you have multiple files, please zip them.


Use your program to find the smallest possible d ( > 0) given p = 233, q = 331, e = 221.


Insert a screenshot of the test run of your program when trying to find the d for the question above.


Where are random numbers used in …

a. symmetric key cryptography?
b. RSA?

c. Diffie-Hellman?

City College of San Francisco

  1. Watch the documentary, First Person Plural (2000) Directed and Written by Deann Borshay Liem. (Please note: on YouTube it’s organized into 6 different parts, make certain you watch all parts) [TRT: 60 minutes] Link: (Links to an external site.) 
  2. In your initial post, describe and explain Deann Borshay’s struggle with being an adopted transnational orphan, cultural identity, assimilation/acculturation. 
  3. Each student is required to submit 2 reply posts,( one reply post to two different students) In your reply posts, provide constructive feedback to at least two different student’s initial post. 

[1] Deann Borshay’s struggle in being an adopted transnational orphan comes from the complete assimilation to American culture, which made it harder reconnect with her ethnic roots and cultural identity. When Borshay was brought into America with her adopted parents, her upbringing was nothing less of American. When she was young, she made an effort to remember her past life in Korea as much as she could while adapting to her new life, but her memories of Korea were no match for the many memories she would be making in America, so they began to fade away. Deann assimilated completely to her American life, but was depressed because she knew something was missing with her identity. No matter how hard she assimilated, she still did not look like her adopted family; she was still Korean by blood. She could not connect with her American parents the way she needed to in order to mourn for what she lost in Korea; she felt no connection with her Korean background. Because she could not retain her Korean culture into adulthood, reconnecting with her birth family and Korean roots was difficult because of the language barrier and having to accept that she now has two mothers. When she visited Korea, she was out of touch with her culture that she felt like a visitor instead of a family member there, despite the sense of familiarity and community with being around her kind.

[2]As a foreigner, she had identity issues which means that she probably felt like she didn’t belong in her life, including relationships with her American sisters, American parents, her classmates, and Korean family. Growing up in America she always had the feeling of being out of place, since her appearance was always strikingly different from everyone else, so much so that she used surgery to alter her appearance. Feeling like an outcast despite living with her American family the majority of her life she had wondered if they really saw her as one of their own. She was trying to figure out if she was Korean, or American, and dealing with the feeling of being lost from her “real” family. In her younger days, she believed that she was supposed to have only one mother, and she had a hard time choosing one or the other, unable to seek advice since no one she knew understood her problems. She believed that having her two families meet was her way of trying to answer those questions. After visiting Korea with her American parents she realized that both mothers always wanted the best for her and concluded that both were people she would always care about. In conclusion, Deann Borshay was able to validate her bond with her American mother as a real mother while also keeping ties with her biological mother.

[3]Having grown up as a transnational orphan, Deann Borshay has been through so many struggles towards her identity and assimilating / acculturating with the American society. When she first arrived in the US, language and physical appearance are the 2 major factors that she felt indifferent with her American family and society. She was trying so hard to learn English and to assimilate to the American culture but she felt like part of herself belonged to the other side of the world. Once she was able to speak English well enough, she told her American parents the true story behind her. Later on, she decided to fly to South Korea with her American parents to meet with her Korean family so that both the American and South Korean family could be presented in the same room and would live together in herself. After the trip, she realized that she couldn’t connect to the Korean family as she thought because she’s no longer able to speak the language and she found herself closer to her American parents.

In “Cultural Window”, a podcast interview by Hans Hermann, Dr. Joanna Lee Williams explains that adolescence is a critical time for teenagers to start thinking about which ethnic and racial group they belongs to and would develop the question of “Who am I”. During this time, the onset of puberty brings important changes to the brain and so they may start paying more attention to messages regrading of what’s like to be an Asian- American, White American, African American or so. One would then start to think about their own identity when interacting with other people in a social dynamic environment. I think that explains the struggles Deann has been through when she grew up and then decided to go back to South Korea to meet her family. However, over the years, she has acculturated to the American way of life as she speaks English fluently and she has been living in the US much longer than in South Korea. She found that her Childhood fantasy of living with her Korea family started to fade away. At the end, she knew that she’s more like a visitor to the Korean family and the only way for them to get closer is to accept that her Korean mom was not her mom for the last 30 years and her American mom has become her real mother.

[4] Deann Borshay greatly struggled with finding her identity and the process of getting there was difficult. Prior to arriving in America, the orphanage director had told Deann to not tell her adoptive family about who she really was until she was ready to take care of herself. As she lived with her adoptive family, her memories of Korea were almost forgotten. The recurring dreams allowed for Deann Borshay to set out and find the truth about her identity and her family. Cha Jung Hee was just an identity that did not belong to her. Deann Borshay’s real Korean name was Kang Ok Jin and she discovered this when her biological brother had reached out to her. When Deann Borshay travelled to Korea, her breath was taken away by her experience being surrounded with other people who were culturally and physically alike. Deann discovered that she could see parts of her in her biological family. This is an example of cultural identity because Deann felt that she belonged in this group even though she has not grown up with them. However, the language barrier between her and her biological family was difficult to manage. Deann felt that she lost that part of her identity because she was away from it for so long. This is an example of assimilation because although she was born in Korea, traveling there was a strange sense of familiarity and tension at the same time. Deann talked about how she struggled to talk with her adoptive family about her Korean family because she did not want to seem disloyal and alienated. Like the speakers from the podcast has stated, adolescents become more tuned to social information and this means that they are more aware of stereotypical messages and its impact on their identity. Similarly, Deann Borshay’s persistent dreams and vision of her ghostly father allowed for her to become more aware about her Korean identity. 

City College of San Francisco

In this reflection paper, you are to critically engage the topic of the social construction of identity in your life.

critically engage the topic of the social construction of identity in your life

How is your perception of your own identity related to or affected by social and cultural structures, ideas or conventions? Please discuss and provide examples of how at least one of your identities (i.e., religious, gender, ethnic, racial, class, sexual orientation, disability and/or age, among others) is shaped, or has been shaped, by cultural and societal influences within contexts of equality and inequality. Please integrate course material (concepts, theories, discussions, lectures, readings). Please cite at least one course reading and one appropriate outside source. All course materials are posted on the course HOME page.

Guidelines: Please review the rubrics before you start writing the paper. Your paper should have a clear structure, including a thesis, body paragraphs with clear topic sentences and focused discussions, and a conclusion. You can use any major citation format (APA, IEEE, Chicago, MLA); each paper should have in-text citations and a reference list.

Format: double space, 12 font size

please follow the rubric!!~~~!!!!

Reflection Paper #3 Rubric (2)

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeWriting competence/Essay organization/Mechanics

10 pts

Thesis is clearly stated in the introduction. Main points are fully supported with valid evidence. Logical closing paragraph includes a recap of the main points and any implications to consider. Writing (via sentence construction, grammar, and punctuation) is properly streamlined.

8 pts

Thesis is stated but not clearly focused. Main points are supported with some valid evidence. Closing paragraph includes some recap of the main points and implications to consider. Writing (via sentence construction, grammar, and punctuation) has some errors.

6 pts

Thesis is briefly hinted/mentioned in the introduction. Main points are lacking in support. Evidence is lacking or needs more credibility for support. Concluding paragraph is present but does not offer a recap of main points or implications for consideration. Writing (via sentence construction, grammar, and punctuation) needs improvement.

4 pts

Thesis is not stated or identified in the introduction or body of the essay. There is no logical conclusion. Main points are present but without a clear thesis the orgaznization and support is uncertain. Writing (via sentence construction, grammar, and punctuation) needs major improvement and proofreading.

0 pts

The essay has too many structural and grammatical problems and needs to be rewritten.

10 pts

This criterion is linked to a Learning OutcomeContent Criteria: Students will be able to describe how identities (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) are shaped by cultural and societal influences within contexts of equality and inequality.

30 pts

Discusses how the student’s identity is shaped by cultural or societal influences thoroughly with specific details. Discussion is clearly related to the main topic; includes clear ideas and consistent supporting details and/or examples.

25 pts

Discusses how the student’s identity is shaped by cultural or societal influences with some specific details. Discussion is clearly related to the main topic, but some parts of the paper are too general or unclear.

20 pts

Discusses how the student’s identity is shaped by cultural or societal influences. The main ideas are clearly related to the topic, but the discussion is not thorough; most parts of the paper do not have adequate supporting details and/or examples.

15 pts

Essay relates to the topic but is too general. The student does not give any specific examples that relate to the topic. Or, there are few details or specifics given in the response.

8 pts

Information is related to the main topic, but no details or examples are provided.

0 pts

The essay does not address the topic directly.

30 pts

This criterion is linked to a Learning OutcomeEssay length and format

5 pts

Essay meets minimum and maximum length requirements, uses Times New Rome 12 point font, and is double spaced.

4 pts

Essay is within 10% of meeting minimum and maximum length requirements. Essay assignment format is partially satisfied.

2 pts

Essay does not follow the assignment format guidelines. Essay did not meet minimum and/or maximum length requirements.

0 pts

Essay has fewer than 450 words and needs to be rewritten.

5 pts

This criterion is linked to a Learning OutcomeCites at least one reading from the course and one appropriate outside source

5 pts

The essay includes two citations from course readings or one citation from the course readings and a citation from other credible sources. The essay uses proper citation format in the text and in the reference list.

4 pts

The essay includes at least two citations from the course (or one from the course and one from other credible sources); includes in-text citations and a reference list, but has errors in either the in-text citations or the reference list.

2 pts

The essay includes two citations but does not cite the sources properly. Or the essay includes one citation only.

0 pts

The essay does not include any citation.

5 pts

This criterion is linked to a Learning OutcomeSLO 1: Describe identitiesStudents will be able to describe how identities (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) are shaped by cultural and societal influences within contexts of equality and inequality.

threshold: 3.0 pts

5 ptsExceeds Expectations

3 ptsMeets Expectations

0 ptsDoes Not Meet Expectation

City College of San Francisco

I’m working on a business law question and need an explanation and answer to help me learn.

Question 1

Jill Masterson hired Benjamin Heard as the chief salesperson of International Commodities Co. The term of the employment was from January 4 to July 4. Benjamin’s work was superb, and he was on the verge of completing a very sizable sales order—and a sizable commission to go with it—when Masterson fired him on April 21 without notice. Can Benjamin complete this sale? Please discuss.

Question 2

Clifford Taylor, real estate entrepreneur in Indianapolis, owned a number of empty lots suitable for development within the city. He hired Drew Miller a real estate agent to sell one his lot for $750,000 within the next 30 days. Miller was to receive a 5% commission if he completed the sale.

The day following his appointment, Miller visited the office of Thomas Kinkaid. Kinkaid, a real estate developer, was willing to pay as much as $850,000 for the vacant lot, but promised to pay Miller a bonus of $25,000 if he could arrange for the sale of the lot for $750,000. Miller agreed.

The vacant lot was sold for $750,000. Taylor, however, refused to pay Miller the 5% commission and Kinkaid refused to pay the $25,000 bonus. Miller is now suing both Taylor and Kinkaid. What would be the result of this lawsuit? Please discuss.

Question 3

Joseph Sinclair was a lower level administrator of the Wheeling Pennsylvania Power Co. He received a temporary assignment to the Unpaid customer department. His new assignment called for him to turn off power to customers who had not paid their power bill for four months.

One of the customers on his delinquent customer list was the American Salmon Farm Fishery. The Salmon Farm Fishery informed Sinclair that it was not delinquent in paying their power bill, but Sinclair turned off the power. This was done at a critical period in the incubation of new salmon, and the entire batch was destroyed. Salmon Farm Fishery sued Sinclair for $54,000, won the judgment, and Sinclair paid. Sinclair is now suing the Power company. What result? Please discuss.

City College of San Francisco

For the essay, you are to answer one of the questions listed below. The essay should be double spaced and no more than five pages. Use class definitions to define terms or points will be deducted from your grade. Research is not necessary. The class materials (the text, handouts and class notes) should provide you with sufficient information for answering the question.

1. Place at the top of your essay three or more amendments you would add to the Constitution that would result in making the U.S. a more democratic country. After reading your essay, the reader should be convinced that your proposals would result in advancing democracy. Be sure to discuss the meaning of democracy and, where relevant, how its characteristics would be more fully realized. If you propose eliminating the electoral college system, spell out in detail its replacement and how it would work, and explain how this proposal would advance democracy. If your proposal is for the winner to be the candidate who gets the most votes, address the issue of that candidate possibly receiving less than 35% of the vote in a race with many candidates.

2. Were people to organize and create much stronger labor unions and get the government to impose heavier rates of taxation on the rich while lowering the taxes on all others; to significantly raise the minimum wage; to guarantee free higher education and health care for all; to meaningfully address environmental problems; to provide housing for all; and to reduce military spending and, perhaps, the funding for the police, would the U.S. potentially be a more democratic country? Explain. Be sure to define democracy and discuss the impact the above proposals would have on the characteristics of democracy.

3. Are the rich better served by the U.S. government than workers? Explain. Cite specific examples and government policies that illustrate your arguments. Counter the ideas of one who would disagree with you. Discuss and tie your arguments to government policies that help workers such as social security, food stamps, public transportation, and funding of schools and colleges like CCSF.

4. Describe the characteristics of democracy and discuss to what extent they are the current practices of the U.S. You mustdiscuss how power is distributed in a democracy and how it is distributed in the U.S. Does the quantity of power exercised by the rich and corporations, especially in comparison to the amount held by working people, the majority of the population, pose a problem for democracy in the U.S.? Do businesses seeking to maximize profits undermine democracy? (Don’t discuss the textbook use of the terms elite and popular democracy and the three branches.)

5. Does voting for who you want to be president, for who you want to represent you in Congress, and for state and local officials make a significant difference in what happens in the U.S. and in determining how power is exercised by the government and by big business? Is voting a means by which the majority of the population can shape the direction of society? Explain. Do the choices on the ballot currently provide for a wide range of views? Should people vote? Why/why not?

City College of San Francisco

Approximately 100 slave narratives were
written by enslaved African-Americans before the Civil War (as well as
many that were written after slaves were freed after the war). These
first-hand accounts of life under slavery provide valuable documentation
about the nature of racial slavery in the antebellum south. Over the
next two weeks, you will read excerpts from one such narrative, Twelve Years a Slave,
written by Solomon Northup, a free African-American in New York, and
illegally kidnapped and sold into slavery in 1841. He was sold to a
series of owners in Louisiana and spent 12 years enslaved on a cotton
plantation. His account provides a vivid and more personal account of
the trends in antebellum slavery discussed in this week’s lesson.

  • NOTE: The book
    features very vivid descriptions of physical and emotional abuse of
    enslaved persons, so it may be hard to read at times. I assign this book
    because it represents an important, and often neglected, voice on the
    subject of slavery, and it is important to fully comprehend the reality
    of the institution that shaped so many Americans lives.

In this video, I provide step-by-step instructions on how to complete your paper, so definitely worth a watch before you begin!



  • Read assigned selections from Solomon Northup, Twelve Years a Slave.
    • I encourage you to read the whole book, but the minimum requirement is Chapters 3, 6-8, 12-14, and 16-18
    • If you choose not to read the whole book, read this
    • Edit

      before you read the assigned chapters to give you the necessary background on the events of the beginning of the book.
  • One of the main themes of Northup’s book is the way in which slavery was institutionalized throughout the entire southern society. Write a 3-4 page (double spaced) essay addressing this theme by analyzing 1-2 of the following prompt topics:
    1. One of Northup’s main goals in writing
      this book is to encourage northerners to join the abolitionist movement
      to abolish slavery in the U.S. Toward this goal, he carefully detailed
      the effect racial slavery had on enslaved people’s bodies, emotions,
      perspective, and lives, to present a vivid and accurate portrayal of the
      horrors of slavery for white Americans who may not have witnessed
      slavery first-hand. How does Northup describe racial slavery’s effect on
      black bodies, minds, goals, and dreams? (Note: Be specific! You must
      provide specific examples, quotes, and details from the book). On the
      other hand, how does Northup argue that slavery did NOT change enslaved
      people’s minds, goals, and dreams? What did you think would have been
      the most compelling aspect(s) of Northup’s account, for northern white
      readers? (Be sure to address ALL 3 questions if you chose this prompt)
    2. What laws, organizations, and social
      customs does Northup mention helped maintain racial slavery in
      Louisiana? Discuss several specific examples, and analyze what those
      examples tell us about antebellum slavery.
    3. It wasn’t only slave-owners who fueled
      racialized slavery. Non-slaveholders and poor whites also had a vested
      interest in continuing slavery, even when it did not directly benefit
      them through free labor. In what ways were all white members of
      Southern society complicit in the system of slavery, whether they owned
      slaves or not? What evidence from the assigned chapters can you cite to
      support your conclusions?
    4. In several places in his book, Northup
      calls attention to the intersection of race, gender, and violence by
      highlighting the exploitation of enslaved women. What can we learn about
      this intersection from the stories of Eliza and Patsey? How did the
      institution of racial slavery effect various women in Northup’s book?
    5. At the end of chapter 14, Northup
      argues: “It is not the fault of the slaveholder that he is cruel, so
      much as it is the fault of the system under which he lives.” What
      argument is Northup making? Really think critically about this quote—he
      is NOT excusing slaveowners’ behavior. What is the context in which he
      makes this statement, and what is he really saying? Note:
      This is the most challenging prompt question, requiring deep analysis
      and understanding this quote in context of all the assigned reading
      selections, not just the couple pages surrounding it. There is a lot to
      explore in this topic, but it is the most challenging to do well, so if
      you’re looking for an easier/quicker paper to write, I suggest picking a
      different prompt.
  • Upload your paper by hitting the red “Submit Assignment” button at the top of this page and following the instructions.
    • You can compose your essay in whatever
      word processing program you choose: Word, Pages, Google docs, text, etc.
      However, only Word Document and PDF files can be uploaded, so if you
      use a program besides Word, please save your document as a PDF before
      uploading it.
    • Reminder: Compose your assignment offline and save a copy for the semester.

Paper Requirements

  • Essays must be a minimum of 3 full pages, double spaced, in 12 point Times New Roman font.
    Papers shorter than the minimum page requirement will not receive full
    credit. There is no penalty for papers longer than the page requirement
    (write as much as you need to in order to make your argument well!)
  • Essays should include an introduction
    and conclusion, contain a clear organizational structure, and provide
    evidence from the reading to back up your argument.
  • Your essay MUST include specific examples from
    the assigned chapters to support the claims or arguments you make. You
    should also incorporate relevant information from the weekly lesson
    and/or textbook to support your argument, and to draw connections
    between the personal experiences Northup recounts and the broader trends
    in antebellum slavery discussed in this class.
  • You may not use any sources in writing your paper outside of the assigned readings, course textbook, and class lesson material. DO
    NOT use the internet as a source for your paper. Your papers will be
    checked with anti-plagarism software when you submit it. Any copying of
    ideas or information from an internet source will be considered copy writing and will result in an F on the paper.
  • You MUST provide citations for all direct quotes you use from the readings. At the end of the quote, use the following citation style:
    • If you read the physical book, cite the page number: (Northup, page #)
    • If you listened to the audiobook, you
      can cite either the time of the quote you use, or simply cite the
      chapter the quote is from: (Northup, 1:39:05) OR (Northup, Chapter 7).
    • If you read the ebook, cite the chapter: (Northup, Chapter 7)
    • Papers not citing sources will docked points.
    • You do not need to provide a Works Cited page.

City College of San Francisco

(minimum 750 words; no maximum)

Philosophers of Technology have often argued that technologies are value-laden rather than being merely value-neutral. One reason for thinking so is because the act of building or making always presupposes value-judgments about what we think is worth building or making in the first place. Put another way, what we make or build often reveals what we think is worth doing: making and building reveal what we take to be a problem, and whether that problem is worth solving.

In Paper 2, you wrote about how introducing new technologies into different cultures require their people to adapt or change their lifestyles, including the sphere of life we might call the political (that is, how and where they work, how they think, how they live, how they form organizations and institutions, etc.). In Paper 3, you will do the same kind of analysis: this time, with a social media platform of your choice.

Consider a social media platform of your choice that is being used in a country outside the US and Canada. Consider the influence of values (through the concept of values infrastructures) upon the designers and the adopting populations. Explain how the adopting culture has changed in response to internal and external pressures made manifest by the social media platform. (See also the Rokeach Values Survey and Hall-Tonna Values Inventory for examples of values.)

Required Reading/Citation: S.D. Noam Cook, “Design and Responsibility”

In your write up, be sure to:

1. Describe what social media platform you are investigating and the country in which it is being used.

2. Explain: what reasons can you think of for why it exists?; how was it made?; who made it?; and for whom was it made?

3. Try to list specific values that best explain the intentions behind the social media platform that you picked (using Cook’s concept of a ‘values infrastructure’). Consider the intentions behind the design (as you perceive them) and the intentions of the targeted end users. Can you anticipate or foresee unintentional consequences as a result of the platform? Can you foresee whether the platform will be used ethically or unethically?

4. Give a reasoned defense for how you reached your conclusions and defend your position appealing to the theories of technology discussed in class and readings.

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