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Diversity Seminar
ANT 341/303 Indigenous Art of North America/Diversity Seminar
Oral Presentation, Guidelines and Suggested Sections:
Context for Artist’s work: culture, culture area, time period, map, material availability, etc.
The Artist’s work: select no more than 5 pieces to describe in detail but you can show more as you like (aim for 7-8 minute oral presentation overall).
Themes in the Artist’s work possibly highlight A) Ceremony/Ritual & “Religion”; B) Response & Reimagination; C) Resistance; D) Rejuvenation & Reclamation (or just one of these) from earlier in the semester
For Proposal (10% of your grade):
1) Small document (1-3 pages) that highlights your selected artist/group of artists. Answer basic questions relating to your artist (who, what, where, when, and why you selected them)
2) Select three scholarly sources to acquire and annotate them. Be sure to begin each entry with the full citation for the source in American Antiquity format.
For Annotated Bibliography (10% of your grade):
1) Select 7-10 scholarly sources, works of art (found in museum collections or items from the Artist’s body of work seen on their personal websites, etc.), websites or videos, Indigenous Community websites, etc. Interviewing your artist is possible through their public website/social media, etc., but please contact me before you contact your artist so that we may put your project through the IRB process if necessary.
2) Annotate them with the full citation for the source in American Antiquity format.
For the Oral Presentation (20% of your grade):
1) Prepare a 7-8 minute oral presentation visually illustrated with a set of PowerPoint slides. (Each presentation will have 1-2 minutes of a Question and Answer period immediately following it.) A 7-8 minute presentation generally has a “script” of no more than 5 pages printed using 14 point font. Your PPT should generally include no more than 10 to 12 slides (including your title, acknowledgement, and bibliography slides),
2) Remember to include a Bibliographic slide in your PPT*, containing the sources that you used in American Antiquity citation format. (* if you choose to present in a format other than PPT, be sure to save and upload it in pdf form to Blackboard).
I am here to assist you with putting your PPT together (formatting, etc.). You are able to embed brief video clips in your presentation, but these should not be more than 2 minutes long all together.
I am available to read your draft, to offer feedback on your PPT, and/or to listen to a run-through of your oral presentation.
Experiment to investigate effects on nitrogen fertilizers on vegetables
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Professor’s Name
Date Due
Experiment to investigate effects on nitrogen fertilizers on vegetables:
Problem statement
All plants require water, sunlight, and other soil nutrients to grow. One of the most important nutrient for the plant’s growth is nitrogen. This is because nitrogen is useful in building plant’s protein, nucleic acid and DNA. Though abundance nitrogen is found in the soil and the atmosphere in the form of nitrogen (N2), vegetables cannot utilize this form of nitrogen directly. The required nitrogen in the soil is usually obtained by combining oxygen or hydrogen with nitrogen chemically. Nitrogen present in the soil in the form of ammonia (NH2+ and nitrate (NO3+) fertilizers (Webster, 1959). A number of experiment show that, vegetables grow very well when nitrogenous fertilizers are applied into the soil, however, this method is very expensive since the process must be repeated each time nitrogen is used up in the soil.
In this experiment, we will compare vegetables grown without applying nitrogen to vegetables grown with some nitrogen applied in the soil (Rahn, 2001). We will observe the effect of nitrogen on plant’s health by measuring each plant’s biomass increase at the end of the experiment.
Requirements:
Eight small pots
Soil for filling pots
A packet of seeds
Nitrogenous fertilizers
Empty glass for mixing fertilisers
Procedures:
Make holes on eight ports, which will allow roots to breathe and excess water to drain out.
Put an equal amount of soil into each of the pots.
Pour an equal amount of water to moisten the soil in each pot. Ensure not to over wet the soil.
Level three pots with nitrogen fertilizer’ and other four with ‘no nitrogen fertilizer’
Vegetables seeds in each pot as you add nitrogen to pots label nitrogen fertilizer’ Remember no add nitrogenous fertilizers to those pots label ‘no nitrogenous fertilizers.
Place the planted vegetables in a place where they are enough sunshine.
Ensure that your vegetables are always moist by adding few amount of water when needed. Note that, vegetables label ‘no nitrogen fertilizer’ should be added regular water, while pots labelled ‘nitrogen fertilizer’ should be added water mixed with nitrogen fertilizer. It is also important to follow manufacturer’s recommendation while preparing this solution.
After an interval of every two weeks, record observation on the growth of the vegetables. That is, record the number of plant’s leaves and plant’s height. Record your observations in the table below.
‘No nitrogen fertilizer’ ‘With Fertilizer’
#1 #2 #3 #5 #6 #7
Date
Height
Number of leaves Date
Height
Number of leaves Date
Height
Number of leaves etc.
Record the observations obtained after every two weeks as the vegetables grow until they reach maturity. Then, conclude the results by averaging the weekly results of vegetables labelled ‘nitrogenous fertilizers’ results of the vegetables labelled ‘no nitrogenous fertilizers’ . This averaging should be done on results obtained after every two weeks.
Hypothesis: Nitrogen is the primary nutrient, which is required by plant in a large amount. It plays a vital role in the process of photosynthesis, by which vegetables manufacture its own food. Since the vegetables in the pots labelled ‘nitrogenous fertiliser were applied enough nitrogen, they will grow faster and are more health as compare to vegetables label ‘ no nitrogenous fertilizers.’
Data collection:
The following are data that were collected while undertaking the experiment.
‘No nitrogen fertilizer’ ‘With Fertilizer’
#1 #2 #3 #5 #6 #7
Date 22/2/2014
Height
Number of leaves 2 cm
2 3 cm
2 2 cm
2 3 cm
2 4 cm
2 4 cm
2
Date 8/3/2014
Height
Number of leaves 4 cm
4 4 cm
3 4 cm
4 6 cm
4 6 cm
5 7 cm
5
Date 22/3/2014
Height
Number of leaves 7 cm
7 6 cm
7 7 cm
8 9 cm
11 9 cm
11 9 cm
11
Date 5/4/2014
Height
Number of leaves 9 cm
11 8 cm
11
10 cm
11 13 cm
14 13 cm
16 13 cm
15
Results interpretation:
From the results, it is clear that the vegetables without enough nitrogen are growing slowly. The rate at which they increase their heights and number of leaves is low. Vegetables with enough nitrogen grow faster; they added many leaves and most heights every two weeks. Here is a table showing the average of those vegetables in pots labelled ‘nitrogenous fertilizers’ and average of those vegetables labelled ‘no hydrogenous fertilizers.’
Averaged results
‘No nitrogen fertilizer’ ‘With Fertilizer’
Date 22/2/2014
Height
Number of leaves 2.3 cm
2 3.6 cm
2
Date 8/3/2014
Height
Number of leaves 4 cm 6.3 cm
Date 22/3/2014
Height
Number of leaves 6.7 cm
7.3 9 cm
11
Date 5/4/2014
Height
Number of leaves 9 cm
11 13 cm
15
Following is a graph of high for the above data obtained after every two weeks. The graph compare the rate of growth for the nitrogenous treated vegetables with the untreated vegetables.
-6762751505585Plant’s height in CM
00Plant’s height in CM
Discussion:
The aim of this experiment was to determine how the nitrogenous fertilizer can affect growth of the plant. It is clear that nitrogenous fertilizers are required at all stages of plant life cycle. The control experiment is a clear evident that the usual nitrogen that takes up to 78% of the atmosphere is not available for the plant growth. When extra nitrogen, which is in a form available to the plant are introduce in to the soil, vegetables grow faster and healthier.
conclusion:
Nitrogen is a macronutrient, which is essential for all vegetables. It is used in the development of important plant’s components such as genetic, structural, and metabolic components of the plant. Furthermore, nitrogen forms a major part of chlorophyll, which is a vital component for vegetables. Chlorophyll is used in synthesising energy from the sunlight to produce sugar.
Increase in nitrogen supply during the early stage of a plant strengthens and support roots. This ensures that the plant takes more nutrients and water. By doing this, the plant grows more rapidly and produce more amount of succulent crops that are resistant to crop. pest and diseases and hence ensure the highest yield.
In our experiment, plant that has insufficient supply of nutrients are generally small and grow slowly since it lack nitrogen required to manufacture adequate genetic and structural materials. Lower leaves normally turn yellow or pale green due to lack of chlorophyll.
However, too much application of nitrogen in the soil, can also lead to poor production. With extremely high nitrogen in the soil, vegetables fail to flower or produce fruits. Too much application of nitrogen can lead to plant burning, which result in shrivelling and eventually die (Dris, 2004).
References
Dris, R. (2004). Production practices and quality assessment of food crops. Dordrecht: Kluwer Academic.Rahn, C. (2001). Proceedings of the International Conference on Environmental Problems Associated with Nitrogen Fertilisation of Field Grown Vegetable Crops: Potsdam, Germany, 30 August-1 September, 1999. Leuven, Belgium: ISHS, International Society for Horticultural Science.Webster, G. C. (1959). Nitrogen metabolism in plants. Evanston, Ill.: Row, Peterson.
How did nationalism emerge as a new kind of imagined community and what processes spread it
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How did nationalism emerge as a new kind of imagined community and what processes spread it?
According to Benedict Anderson, a nation can be defined as ‘an imagined political community where imagined is both inherently limited and sovereign.’ He believed that a nation was not a tangible or physical thing but rather an imagined idea that gave people a sense of belonging. He believed that nations are imagined ideas because at no circumstance will citizens of a particular nation meet, interact or know each other at a personal level. In his line of thinking, Anderson imagined that for a nation to exist physically, its citizens must have the capacity to know each other. He was determined to illustrate that nationalism was a social construct that that allowed people to have a commonality feel about each other even in circumstances where they do not recognize it. Anderson made an effort to trace the origin of nationalism and the emergence of nations as new communities.
In his arguments, Anderson identifies the historical reasons that led to the emergence of nationalism. He points out the several cultural factors that led to the emergence of nationalism such as the shift religious based communities, the decline of Latin as an administrative and sacred language, the fall of monarchies, the emergence of vernacular languages and the emergence of a modern secular society. He argues that the decline of religious-based communities across Europe led to the need for new communities to replace it. As a result, nationalism emergence as communities that took the place of religious communities leading to the establishment of nations. Language became center around which people would organize. As people of different vernaculars aligned themselves together, their bonds became strong and they developed a sense of belonging and this was the perquisites of modern nationalism.
Anderson also highlights technological developments as a contributor to nationalism in the 18th and 19th century. In the chapter ‘The Origin of National Consciousness,’ he holds that the convergence of diversity of vernacular languages, capitalism and printing helped create national consciousness. He holds that the emergence of a capitalist society coupled with the print media helped to disseminate nationalistic ideas across Europe. The print media helped create a readership culture and helped entrench the small languages into small communities that later became administrative units. The spread of the print media across Europe also helped to accelerate the fall of Latin as an acceptable universal language which in the end helped unify small communities based on linguistic similarities.
Chapter 7 of the book sees Anderson analyze the post-World War 2 nationalism. In this chapter titled ‘The Last Wave,’ he argues that the end of the 2nd World War resulted in the disintegration of the remaining European Empires. The nations that emerged after the war were characteristic of a blend of diverse and complex nationalism that came before them. Anderson does not think that racism was a result of nationalistic ideas but rather a by-product of class distinctions. In chapter ten, he focuses on the instruments and tools that were used for administration and control that nations adopted. The last chapter of the book sees Anderson explain how nations construct narratives that help define their identity while subverting specific historical facts and assimilate events and figures that help them pre-date their national belonging and consciousness. He also argues that the process of colonialism helped to spread nationalism across the globe. As communities tried to resist their colonizers, they helped erase indigenous identities and establish new ones based on new ideologies.
Work Cited
Anderson, Benedict. “Imagined Communities: Reflections on the origin and spread of nationalism.” The New Social Theory Reader. Routledge, 2020. 282-288.