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How was the “image of race” managed abroad as the US expanded its power overseas?

Why was World War II so significant for questions of liberation for Black people in the U.S. and for oppressed people across the globe? Then, explain the shift in Black politics after World War II and the beginning of the Cold War. This was when the Civil Rights Movement first emerged. What changed about their political strategies, as opposed to the Black internationalism prevalent before (and during) the war?

How was the “image of race” managed abroad as the US expanded its power overseas? Use the USIA film The Little Rock Nine and/or The March to explain your answer.

What was the relationship between the early years of the Civil Rights Movement and network television news programming? Either use the news special “Clinton and the Law” or network television’s coverage of the “The March on Washington” to explain your answer.

Describe some of the features of Malcolm X’s radical politics. Identify some of the major characteristics of the Black Panther Party. Make sure to state the connections both Malcolm and the BPP had with the earlier Black internationalists of the late 1930s-early 1940s.

How did the mainstream media portray the Panthers, and how did the Panthers portray themselves? Refer to Rhodes’ ideas of the Panthers’ ‘Revolutionary Culture’ and use specific examples from the BPP Newspaper, and the independent, activist documentaries (Newsreel and Chicago Film Group) to help you answer the question.

Identify the events and reasons that initiated Black public television programming. What were the networks’ initial intentions, according to Heitner, and how did Black producers use and re-envision public television for their own purposes? Identify some of the characteristics that made Black public television programming an alternative to mainstream television.

Discuss the sometimes problematic but ever evolving articulation of the ‘national interest’ at the National Film Board.

Discuss the significance of TWO of these in relation to the evolution of
Canadian Cinema. (maximum 250 words for each answer).
1. The National Film Board Act 1939.
2. Tax Shelter Films.
3. Igloolik Isuma Productions.
4. Genre and Canadian film.

OR
2. The founding mandate of the National Film Board has been to “interpret Canada
to Canadians.” Discuss the sometimes problematic but ever evolving articulation
of the ‘national interest’ at the National Film Board with reference to at least
three distinct historical periods, studios, or film movements from the founding of
the NFB in 1939 to the present moment, incorporating references to class
readings and screenings.
OR
3. In his essay, “Questions of National Cinema,” Andrew Higson argues that
“Cinema never simply reflects or expresses an already fully formed and
homogeneous national culture and identity.” How have your readings, screenings
of films in class and participation in class discussions opened up new ways to
think about Canadian cinema?
OR
4. Discuss the evolution of film policy from the National Film Board Act of 1939,
through the Canadian Co-operation Project, tax shelter years and including the
formation of federal and provincial funding agencies in Canada. How has the
tension between often antithetical understanding of cinema as a public good with
a pedagogic or cultural purpose and cinema as an industry shaped the evolution
of these policies? Outline the particular and unique role of the federal
government (in particular) in creating the conditions for the survival of Canadian
cinema.

Identify the specific nature of Epidemiological disease.

An Epidemiological Investigation
1. Is it an outbreak? Determine if the disease is common to the area or if it has been reported in the area previously. An outbreak has occured when the number of infections reported is higher than the expected number of infections.
2. Identify the specific nature of the disease. To verify the diagnosis, review clinical findings (symptoms and featurse of the illness) and laboratory results of the peopel who are affected. Visit several of the people who became ill and talk to some of the infected to gain a better understanding of the disease and those affected by it. In addition, you may be able to gather critical information by asking such questions as, what were their exposures before becoming ill? What do they think caused their illness? Do they know anyone else with the disease? Do they have anything in common with others who have the disease? Conversations with patients are very helpful in generating hypotheses about the cause, source, and spread of disease.
3. Define the disease. Create a definition based on the symptoms. This should include a defined method for determining if a person is infected with this disease.
4. Determine the number of people infected. Determine the risk factors: How many people were exposed, in what area, over what period of time? Information about risk factors will tailor your investigation to the specific disease in question.
5. Create a hypothesis based on information on everyone infected along with specimens collected through field work.
6. Test the hypothesis. Analytic epidemiology tests your hypotheses by using a comparison group to quantify relationships between various exposures and the disease.
There are two types of analytic studies: cohort studies and case-control studies.
Cohort studies compare groups of people who have been exposed to suspected risk factors with groups who have not been exposed.
Case-control studies compare people with a disease (case-patients) with a group of people without the disease (controls). The nature of the outbreak determines which of these studies you will use.
7. Control measures should be aimed at specific links in the chain of infection, the agent, the source, or the reservoir.