CMDA 210-02
Haines
Thursday January 30, 2019
PRELIMINARY NOTES ON FRESH PRINCE: MISTAKEN IDENTITY
If I were going to write a 10-page critical analysis of today’s screening, these would be my preliminary notes. I would organize these notes as a kind of launch for my writing project, keeping in mind that multiple drafts would be in my future. Good writing is re-writing, yeah, yeah, yeah. It’s TRUE! Some of these notes would help lead me to my final draft; some of these notes would be discarded along the way. I am sharing this with you as a model for your own preliminary notes.
PRODUCTION
· What production company produced the series?
· Who are the principle personnel on the production and creative side? What are their professional track records? What happened to them after they finished with the series? Is their current status important?
· I need to make sure I have the episode’s end credits in my notes.
· Date of original broadcast.
· What was happening in the U.S. at the time of the original broadcast? What’s the original political and social context of the episode?
· Can I find out what the ratings were generally for the series?
· Can I find out the specific audience rating for this episode when it first aired?
· Looks like standard multi-camera sitcom live production; flat sitcom lighting; can I contact somebody on SCM’s production side for info?
· Can I find out the budget per episode?
· Who are the principle actors and their track records? What happened to them after the series?
· Who currently owns the series?
· Is there anything in the trade press that deals with the production of the series? Is it relevant to my argument?
DISTRIBUTION
· What network originally broadcast the series? Did the series stay on that network throughout the entire run?
· Can I figure out how this series fit into the overall network programming schedule in its original run?
· Can I track down hard audience data about demographics? What demographic categories were the original audience?
· Can I find out anything about the off-network syndication deal that propelled the series into TV markets throughout the country? Does the series have international off-network distribution?
· Besides off-network syndication, what are the other distribution channels for the series? I know there are DVDs; you can buy the entire run. Any other options?
· Is it possible to accurately estimate how much profit this property has generated?
CRITIQUE / INTERPRETATION / USE
· Maybe rhetorical analysis is the way to go on this; it seems to be trying to persuade, but what specifically is it trying to do? How does it instruct the audience? What’s the audience take-away? What is the rhetorical strategy of the episode?
· What are the chronological segments of the episode? It’s clearly the standard sitcom narrative structure, but I need to break it down and identify what happens in each segment.
· Should I bother to apply Todorov’s Equilibrium-Disequilibrium-Equilibrium narrative fo.
1) The document provides guidance for a Media GCSE exam focusing on serial drama. It recommends developing a pitch for an original teen drama series that features realistic teenage characters from diverse backgrounds and avoids stereotypes.
2) Exam questions will likely focus on the elements that make serial drama successful, including engaging narratives, compelling characters, and setting. Students should analyze examples from shows they've watched to address these topics.
3) When pitching their own serial drama idea, students should describe the narrative, setting, and three diverse lead characters. They should also propose ways to promote the show online in the months before its launch.
The document describes a man who visits Kaze No Denwa, the Phone of the Wind, one month after the 2011 Japanese tsunami, as he walks towards it in a large empty field, feeling emotional as tears well in his eyes while approaching the only object remaining in the field.
The document discusses an introduction to media studies course. It provides an overview of the course units, including examinations on media representations and reception, and coursework involving media production processes. It also discusses genre and how it will be analyzed using the TV show "Life on Mars" as an example.
Need Help With Essay Writing. . Step-By-Step Guide to Essay Writing - ESL BuzzJean Henderson
How to Write a Great Essay Quickly! – ESL Buzz. Do You Need Help To Write Your Essay Writing?. Step-By-Step Guide to Essay Writing - ESL Buzz. Help with essay writing - College Homework Help and Online Tutoring.. Get Essay Writing Help For Experts - Write On Deadline. 10 Tips to Write an Essay and Actually Enjoy It. College Essay Format: Simple Steps to Be Followed. International Student Guide to Writing an Essay. Why Do You Need Financial Assistance Essay - Writing an Essay? Here Are .... essay about help.
The document discusses the study of nonlinear electron-acoustic (EA) wave propagation in space plasma environments. EA waves involve electron plasma oscillations that can occur in an unmagnetized plasma due to collective effects when there is no correlation between electrons. The concept of EA waves was first developed by Fried and Gould to explain how electron density fluctuations can propagate in a plasma under certain conditions.
1) The document provides guidance for a Media GCSE exam focusing on serial drama. It recommends developing a pitch for an original teen drama series that features realistic teenage characters from diverse backgrounds and avoids stereotypes.
2) Exam questions will likely focus on the elements that make serial drama successful, including engaging narratives, compelling characters, and setting. Students should analyze examples from shows they've watched to address these topics.
3) When pitching their own serial drama idea, students should describe the narrative, setting, and three diverse lead characters. They should also propose ways to promote the show online in the months before its launch.
The document describes a man who visits Kaze No Denwa, the Phone of the Wind, one month after the 2011 Japanese tsunami, as he walks towards it in a large empty field, feeling emotional as tears well in his eyes while approaching the only object remaining in the field.
The document discusses an introduction to media studies course. It provides an overview of the course units, including examinations on media representations and reception, and coursework involving media production processes. It also discusses genre and how it will be analyzed using the TV show "Life on Mars" as an example.
Need Help With Essay Writing. . Step-By-Step Guide to Essay Writing - ESL BuzzJean Henderson
How to Write a Great Essay Quickly! – ESL Buzz. Do You Need Help To Write Your Essay Writing?. Step-By-Step Guide to Essay Writing - ESL Buzz. Help with essay writing - College Homework Help and Online Tutoring.. Get Essay Writing Help For Experts - Write On Deadline. 10 Tips to Write an Essay and Actually Enjoy It. College Essay Format: Simple Steps to Be Followed. International Student Guide to Writing an Essay. Why Do You Need Financial Assistance Essay - Writing an Essay? Here Are .... essay about help.
The document discusses the study of nonlinear electron-acoustic (EA) wave propagation in space plasma environments. EA waves involve electron plasma oscillations that can occur in an unmagnetized plasma due to collective effects when there is no correlation between electrons. The concept of EA waves was first developed by Fried and Gould to explain how electron density fluctuations can propagate in a plasma under certain conditions.
· Paper need to be 6 pages.· Times New Roman Font (11) Double-sp.docxLynellBull52
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JRN 380 Final Project Spring 2020 Select one of the tkarenahmanny4c
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Week 5 Instructor GuidanceOne of the topics we’ve been talki.docxcockekeshia
Week 5 Instructor Guidance
One of the topics we’ve been talking about throughout this course is how we can track both the personal and societal impact of film. In fact, your Week One Introduction post asked you to consider this issue and, as we progressed through the class and learned new terminology--new ways of looking at film, we were able to reconsider and develop our perspectives on this.
Both of your discussion posts this week touch on this issue, and it comes up in relation to your final written assignment as well.
While everything we’ve learned has helped us develop a critical capacity for talking about film, deepening our appreciation of the medium itself, ultimately our understanding of the (sometimes very personal) way film intersects with society is the key to unlocking another layer to the material from this course.
Students sometimes wonder about this course, asking how the material directly impacts their study of a chosen major. Students may even go a step beyond that and ask about how the material they've been studying has bearing on their anticipated career field at all!
That's why it's important to take a step back, away from the camera, away from the specifications of shots or the varying aspects of cinematography. It's time to pull our eyes away from the screen and look around at the world that surrounds us. We should be able to identify and consider the many ways film can impact society . . . as well as how society may impact film! In this way, we can start to consider how we can apply what we've learned in this class!
A recent study conducted by the University of Rochester (NY) finds that watching and discussing movies about relationships is as effective in lowering divorce rates as other, more intensive, early marriage counseling programs! Watch this video presentation.
Follow this link for more information about the study, and to download information about the films the couples watched, as well as the different questions the researchers asked the couples to reflect on after they watched specific movies.
As you reflect on your own journey in this class--how you watch movies and the kinds of impacts that films can have on people--try to think deeply about the many ways we engage with film and what it can really mean to us in our majors, in our careers, and in our lives!
Many of the movies we respond to are made for mostly for entertainment. No matter their artistic value, or how intelligent the plot may be, the main goal is to find an audience and get them to pay money to watch what unfolds onscreen. Individual members of the creative team--the director, the writer, specific actors--might have other more lofty aims, but at the root there is a basic economic principle at work.
Therefore, it would be easy to write these films off and focus more exclusively on documentaries or smaller budget movies made by guerilla filmmakers who aren't tied to the money making Hollywood scheme of things. We could focus on films that try.
The document discusses the film opening "Retundum" and how it addresses the audience. It uses an attractive main character and focuses on the antagonist's plot to destroy a wealthy city. Though it features a male lead instead of the preferred strong female, most action films have male characters. The film opening builds mystery through its title, abandoned setting with few distractions, and unanswered questions about the murdered hostages. It aims to entertain the audience and leave them wanting more through enigma and suspense.
How To Write Case Study Essay. Case study essay writing samplesChelsea Cote
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The document provides guidance on the pre-production phase for creating a film trailer or short sequence. It recommends conducting research on film genres, conventions, target audiences, and representation. This includes analyzing existing trailers, questionnaires, and considering representation in the chosen genre. It also suggests researching institutions, creating treatment, script, storyboard, shot list, schedule, test shots, locations, props, and soundtracks. The goal is comprehensive planning to facilitate high quality production and evaluation blog posts.
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Mcs 274 final paper proposal it is the 21st century now, amit657720
The document is a proposal for a final media analysis paper focusing on Asian stereotypes. The paper will analyze the characters played by actor Jimmy O'Yang in the works Space Force 2020 and Crazy Rich Asians 2018. The proposal notes that while comedy using stereotypes can be entertaining, it also risks reinforcing Asian stereotypes. However, comedy may also help reduce distance between races. The analysis will explore this issue from the perspective of an international student with experience living as an Asian American.
Dr. Dre has had a hugely influential career in hip hop as a rapper, producer, and entrepreneur. Some of his major accomplishments include co-founding influential rap labels like N.W.A.'s Ruthless Records and Death Row Records, producing seminal hip hop albums like The Chronic, launching the careers of stars like Eminem and 50 Cent through his label Aftermath Entertainment, and co-founding the hugely successful headphone company Beats Electronics. However, his career has not been without controversy as he was involved in legal issues related to assaults in the early 1990s during the east coast/west coast rap feud era.
The Outsiders Essay Questions. The outsiders essay questions and answers. Th...Veronica Diaz
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My Father Essay Telegraph. Online assignment writing service.Courtney Davis
The document provides instructions for creating an account and submitting a request on the website HelpWriting.net in order to have an assignment written. It involves a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions if needed, as HelpWriting.net guarantees original, high-quality work or a full refund.
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Edgar Allan Poe's death remains a mystery. He was found delirious in Baltimore in 1849 at the age of 40 and died days later. Some theories about his death include that he died of alcoholism or a brain disorder like rabies, but the exact cause is unknown. Poe suffered a tragic life from a young age and went on to become famous for his horror stories and poems, cementing his legacy in American literature despite the mystery surrounding his death.
1 AssignmentFor the essay, choose one television showchar.docxjesusamckone
1/
Assignment:
For the essay, choose one television show/character that relies on stereotyping to develop the character. Write an essay discussing how the plot or humor relies on either a gender, ethnic, or sexual orientation stereotype (ONLY PICK ONE). Also, please discuss whether this stereotype has become more apparent or less apparent over the years and whether it has deepened our understanding of people or perpetuated the stereotypical point-of-view in America.
For example, the sitcom show Will and Grace premiered in 1998 and ran until 2006 (imdb.com). The show deals with issues with gay men and has won several Emmy awards and nominations. However the show’s humor relies on the over-the-top gay character named Jack McFarland. Just Jack is a one dimensional character whose comedic value depends strongly on an unflattering gay stereotype (gay men are theatrical, judgmental, promiscuous, and catty). One could make the argument that Jack’s character is either detrimental to the public image of gay men or take the other opinion that Jack’s exuberant character positively influenced the American perception of gay men (since the series ran so long). The show was so popular and had such a strong following, that NBC (Links to an external site.) brought the show back in October 2017.
We have already looked at stereotyping in general on your Festival of Knowledge, but for this essay, we are going to focusing on one of the three specific stereotypes mentioned above (gender, ethnic, or sexual orientation stereotype).
Stereotypes:
The difference between stereotyping and generalizing can be tricky to define. According to Cortes, when speaking about groups of people:
Stereotypical statements tend to use or imply “all“ or “almost all“ when dealing with certain groups or group members. By speaking or writing in this sweeping manner, stereotypes encourage other to internalize those perceptions and apply them broadly to ‘all’ or ‘almost all’ of a group’s members” (6).
Gender stereotypes are “simplistic generalizations about the gender attributes, differences, and roles of individuals and/or groups. Stereotypes can be positive or negative, but they rarely communicate accurate information about others” (“Oversimplified”).
You can pick any television show. However sitcom shows may be an easier subject matter than dramas or reality TV shows. In order to find the back-story on television shows, you can look up the shows on the internet by the title or search for the show on the network’s website.
I encourage students to look up facts and statistics from the Internet Movie Database as well as through the show’s web site or any free streaming service
** Television sitcoms are the easiest subject matter to use for this essay and reality TV shows may be more difficult. By this point, most of you can identify stereotypes, but I have listed some below as examples. These are just sample stereotypes that are used in the media and not my personal beli.
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This document provides guidance on writing documentary treatments and pitches. It discusses the purpose of treatments, outlines common treatment elements like loglines and narrative synopses, and offers tips on style and common mistakes. Students will pitch their documentary projects to the class and receive feedback to help strengthen their treatments. Effective treatments tell a compelling story through visual language and present a worthy subject, theme, and central question.
How Long Does It Take To Write A Research PaperAlison Carias
This document provides instructions for creating an account, submitting a paper request, and receiving assistance from HelpWriting.net. Students can create an account with an email and password, then submit a request with instructions, sources, and deadline. Writers will bid on the request, and students can choose a writer based on qualifications, history, and feedback. Once a deposit is placed, the writer will start working. Students can then review the paper, authorize final payment if satisfied, and request revisions until fully satisfied. HelpWriting.net promises original, high-quality work and refunds for plagiarized content. The process aims to fully meet student needs with a convenient
The passage discusses the conflict of interest inherent in administrative reviews under the Employee Retirement Income Security Act (ERISA). ERISA governs claims relating to employer-provided health, disability, and other benefits. The author notes confusion around ERISA's application and coverage, which has led to litigation. Specifically, the author worked on a case where a healthcare administrator had previously approved coverage for breast reduction surgery three times but then denied it, raising issues around whether the administrator was precluded from denial. On appeal, the court had to determine if the administrator abused its discretion given the plan granted discretionary authority.
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docxmary772
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docxmary772
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docxmary772
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
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Week 5 Instructor Guidance
One of the topics we’ve been talking about throughout this course is how we can track both the personal and societal impact of film. In fact, your Week One Introduction post asked you to consider this issue and, as we progressed through the class and learned new terminology--new ways of looking at film, we were able to reconsider and develop our perspectives on this.
Both of your discussion posts this week touch on this issue, and it comes up in relation to your final written assignment as well.
While everything we’ve learned has helped us develop a critical capacity for talking about film, deepening our appreciation of the medium itself, ultimately our understanding of the (sometimes very personal) way film intersects with society is the key to unlocking another layer to the material from this course.
Students sometimes wonder about this course, asking how the material directly impacts their study of a chosen major. Students may even go a step beyond that and ask about how the material they've been studying has bearing on their anticipated career field at all!
That's why it's important to take a step back, away from the camera, away from the specifications of shots or the varying aspects of cinematography. It's time to pull our eyes away from the screen and look around at the world that surrounds us. We should be able to identify and consider the many ways film can impact society . . . as well as how society may impact film! In this way, we can start to consider how we can apply what we've learned in this class!
A recent study conducted by the University of Rochester (NY) finds that watching and discussing movies about relationships is as effective in lowering divorce rates as other, more intensive, early marriage counseling programs! Watch this video presentation.
Follow this link for more information about the study, and to download information about the films the couples watched, as well as the different questions the researchers asked the couples to reflect on after they watched specific movies.
As you reflect on your own journey in this class--how you watch movies and the kinds of impacts that films can have on people--try to think deeply about the many ways we engage with film and what it can really mean to us in our majors, in our careers, and in our lives!
Many of the movies we respond to are made for mostly for entertainment. No matter their artistic value, or how intelligent the plot may be, the main goal is to find an audience and get them to pay money to watch what unfolds onscreen. Individual members of the creative team--the director, the writer, specific actors--might have other more lofty aims, but at the root there is a basic economic principle at work.
Therefore, it would be easy to write these films off and focus more exclusively on documentaries or smaller budget movies made by guerilla filmmakers who aren't tied to the money making Hollywood scheme of things. We could focus on films that try.
The document discusses the film opening "Retundum" and how it addresses the audience. It uses an attractive main character and focuses on the antagonist's plot to destroy a wealthy city. Though it features a male lead instead of the preferred strong female, most action films have male characters. The film opening builds mystery through its title, abandoned setting with few distractions, and unanswered questions about the murdered hostages. It aims to entertain the audience and leave them wanting more through enigma and suspense.
How To Write Case Study Essay. Case study essay writing samplesChelsea Cote
The document provides guidance on how to write a case study essay. It discusses that a case study essay requires analytical skills, coherent writing style, and the ability to synthesize information effectively from meticulous research. The introduction must capture attention and set the stage, while the thesis statement guides the essay. The body presents facts and interpretations with a seamless flow. The conclusion synthesizes ideas and reflects on broader implications, leaving a lasting impression. Overall, writing a case study essay demands subject matter expertise as well as mastery of composition to weave various elements together accessibly yet deeply.
The document provides guidance on the pre-production phase for creating a film trailer or short sequence. It recommends conducting research on film genres, conventions, target audiences, and representation. This includes analyzing existing trailers, questionnaires, and considering representation in the chosen genre. It also suggests researching institutions, creating treatment, script, storyboard, shot list, schedule, test shots, locations, props, and soundtracks. The goal is comprehensive planning to facilitate high quality production and evaluation blog posts.
1984 Essay | English (Advanced) - Year 12 HSC | Thinkswap. 1984 Essay Plus Quotes Analysis Tables | English (Advanced) - Year 12 .... Impressive 1984 Essay ~ Thatsnotus. 1984 Analysis Essay.doc. 1984 George Orwell Essay | English (Standard) - Year 12 HSC | Thinkswap. Essay on 1984 | English (Advanced) - Year 12 HSC | Thinkswap. Essay on George Orwell's '1984' | English (Advanced) - Year 12 HSC .... 1984 essay | English (Advanced) - Year 12 HSC | Thinkswap. George Orwell 1984 Essay Help, Symbolism essay 1984. George ORWELL - 1984 by N D - Issuu. 1984 Literary Analysis - 1370 Words | Free Essay Example on GraduateWay. 1984 Year 12 essay | Year 12 HSC - English (Advanced) | Thinkswap. '1984' by George Orwell. Analysis of pages 72 until page 77. - GCSE .... Analysis of 1984 | English (Advanced) - Year 12 HSC | Thinkswap. 1984 Orwell Essay Prompts - George Orwell Essay Examples. 1984 FINAL ESSAY PROMPT. 1984 Essays | English (Advanced) - Year 12 HSC | Thinkswap. 1984 Essay Prompt #1 Core question: Can a society based on hate. 1984 Example Essay. Higher English sample critical essay George Orwell's 1984 and 'A .... Essay on 1984 | Politics | Truth. Essays | GradeSaver. 1984 Essay Outline. 1984 Final Essay | George Orwell | Mind. 1984 essay.doc. 1984 analysis. My 1984 Story - Free Essay Example | PapersOwl.com. 1984 Essay | Thought | Cognition. 1984 Essay Outline by Teaching Tools for ELA | Teachers Pay Teachers 1984 Analysis Essay 1984 Analysis Essay
Mcs 274 final paper proposal it is the 21st century now, amit657720
The document is a proposal for a final media analysis paper focusing on Asian stereotypes. The paper will analyze the characters played by actor Jimmy O'Yang in the works Space Force 2020 and Crazy Rich Asians 2018. The proposal notes that while comedy using stereotypes can be entertaining, it also risks reinforcing Asian stereotypes. However, comedy may also help reduce distance between races. The analysis will explore this issue from the perspective of an international student with experience living as an Asian American.
Dr. Dre has had a hugely influential career in hip hop as a rapper, producer, and entrepreneur. Some of his major accomplishments include co-founding influential rap labels like N.W.A.'s Ruthless Records and Death Row Records, producing seminal hip hop albums like The Chronic, launching the careers of stars like Eminem and 50 Cent through his label Aftermath Entertainment, and co-founding the hugely successful headphone company Beats Electronics. However, his career has not been without controversy as he was involved in legal issues related to assaults in the early 1990s during the east coast/west coast rap feud era.
The Outsiders Essay Questions. The outsiders essay questions and answers. Th...Veronica Diaz
The Outsiders essay. Essay the Outsiders-Eng. The Outsiders Final Essay Planning Guides by Determined 2 be Happy. The Outsiders Final Essay Planning Guides Essay plan, Informative .... The Outsiders Chapter 7 Discussion Questions Chapter 8. Outsiders Essay Questions Resume Letter. The Outsider - GCSE English - Marked by Teachers.com. The Outsiders Chapter 9 10 Discussion Questions The Outsiders. The Outsiders Essay English - Year 11 SACE Thinkswap. The Outsiders Free Essay Sample on Samploon.com. Writing Essay Questions using The Outsiders by SE Hinton by Jim Tuttle. The outsiders essay questions and answers. The Outsiders Quizzes .... Study Guide: The Outsiders Answer Sheet Chapter 1 Who is the. Essay on the outsiders english literature. THE OUTSIDERS - Summative Task - Literary Essay Literary essay .... Essay questions for the outsiders novel - Dental Vantage - Dinh Vo DDS. The Outsiders Narrative Essay. Outsiders Essay. ️The Outsiders Worksheet Answers Free Download Goodimg.co. Narrative Essay: The outsiders essay questions and answers. The Outsiders Essay Outline- Response to Literature Essay by Free in 4th. The Outsiders Essay Question Options Activity for 6th - 8th Grade .... the outsiders argumentative essay Fiction amp; Literature. The Outsiders Papers and Projects PDF Essays Paragraph. THE OUTSIDERS Study Questions amp; Essay Prompts review, lecture Google Docs. Outsiders Chapter Question Sets, S.E. Hintons The Outsiders, PDF .... The Outsiders. Narrative Essay: The outsiders essay questions. The Outsiders Questions - Compare and contrast the movie and. College Essay: The outsiders essay questions and answers The Outsiders Essay Questions The Outsiders Essay Questions. The outsiders essay questions and answers. The Outsiders Quizzes ...
My Father Essay Telegraph. Online assignment writing service.Courtney Davis
The document provides instructions for creating an account and submitting a request on the website HelpWriting.net in order to have an assignment written. It involves a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions if needed, as HelpWriting.net guarantees original, high-quality work or a full refund.
Argumentative Essay Prompts for High School Students. Business paper: Education essay sample. Awesome Argumentative Essay Topics For High School ~ Thatsnotus. 002 6th Grade Essays Sample1a ~ Thatsnotus.
Edgar Allan Poe's death remains a mystery. He was found delirious in Baltimore in 1849 at the age of 40 and died days later. Some theories about his death include that he died of alcoholism or a brain disorder like rabies, but the exact cause is unknown. Poe suffered a tragic life from a young age and went on to become famous for his horror stories and poems, cementing his legacy in American literature despite the mystery surrounding his death.
1 AssignmentFor the essay, choose one television showchar.docxjesusamckone
1/
Assignment:
For the essay, choose one television show/character that relies on stereotyping to develop the character. Write an essay discussing how the plot or humor relies on either a gender, ethnic, or sexual orientation stereotype (ONLY PICK ONE). Also, please discuss whether this stereotype has become more apparent or less apparent over the years and whether it has deepened our understanding of people or perpetuated the stereotypical point-of-view in America.
For example, the sitcom show Will and Grace premiered in 1998 and ran until 2006 (imdb.com). The show deals with issues with gay men and has won several Emmy awards and nominations. However the show’s humor relies on the over-the-top gay character named Jack McFarland. Just Jack is a one dimensional character whose comedic value depends strongly on an unflattering gay stereotype (gay men are theatrical, judgmental, promiscuous, and catty). One could make the argument that Jack’s character is either detrimental to the public image of gay men or take the other opinion that Jack’s exuberant character positively influenced the American perception of gay men (since the series ran so long). The show was so popular and had such a strong following, that NBC (Links to an external site.) brought the show back in October 2017.
We have already looked at stereotyping in general on your Festival of Knowledge, but for this essay, we are going to focusing on one of the three specific stereotypes mentioned above (gender, ethnic, or sexual orientation stereotype).
Stereotypes:
The difference between stereotyping and generalizing can be tricky to define. According to Cortes, when speaking about groups of people:
Stereotypical statements tend to use or imply “all“ or “almost all“ when dealing with certain groups or group members. By speaking or writing in this sweeping manner, stereotypes encourage other to internalize those perceptions and apply them broadly to ‘all’ or ‘almost all’ of a group’s members” (6).
Gender stereotypes are “simplistic generalizations about the gender attributes, differences, and roles of individuals and/or groups. Stereotypes can be positive or negative, but they rarely communicate accurate information about others” (“Oversimplified”).
You can pick any television show. However sitcom shows may be an easier subject matter than dramas or reality TV shows. In order to find the back-story on television shows, you can look up the shows on the internet by the title or search for the show on the network’s website.
I encourage students to look up facts and statistics from the Internet Movie Database as well as through the show’s web site or any free streaming service
** Television sitcoms are the easiest subject matter to use for this essay and reality TV shows may be more difficult. By this point, most of you can identify stereotypes, but I have listed some below as examples. These are just sample stereotypes that are used in the media and not my personal beli.
The document discusses how semiotics is used for branding. It explains that brands rely on signs and their connotation and denotation to relate to consumers. Graphic designers must consider visual and cultural aspects when developing a brand identity using a trademark and colors. Logo strategies aim to create familiar images, even if novel, and designs that appeal to cultural beliefs according to Gestalt psychology. Semantics and pragmatics influence logo interpretation based on an individual's background and culture.
This document provides guidance on writing documentary treatments and pitches. It discusses the purpose of treatments, outlines common treatment elements like loglines and narrative synopses, and offers tips on style and common mistakes. Students will pitch their documentary projects to the class and receive feedback to help strengthen their treatments. Effective treatments tell a compelling story through visual language and present a worthy subject, theme, and central question.
How Long Does It Take To Write A Research PaperAlison Carias
This document provides instructions for creating an account, submitting a paper request, and receiving assistance from HelpWriting.net. Students can create an account with an email and password, then submit a request with instructions, sources, and deadline. Writers will bid on the request, and students can choose a writer based on qualifications, history, and feedback. Once a deposit is placed, the writer will start working. Students can then review the paper, authorize final payment if satisfied, and request revisions until fully satisfied. HelpWriting.net promises original, high-quality work and refunds for plagiarized content. The process aims to fully meet student needs with a convenient
The passage discusses the conflict of interest inherent in administrative reviews under the Employee Retirement Income Security Act (ERISA). ERISA governs claims relating to employer-provided health, disability, and other benefits. The author notes confusion around ERISA's application and coverage, which has led to litigation. Specifically, the author worked on a case where a healthcare administrator had previously approved coverage for breast reduction surgery three times but then denied it, raising issues around whether the administrator was precluded from denial. On appeal, the court had to determine if the administrator abused its discretion given the plan granted discretionary authority.
Similar to CMDA 210-02HainesThursday January 30, 2019PRELIMINARY NOTE.docx (19)
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docxmary772
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docxmary772
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docxmary772
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
Codes of (un)dress and gender constructs from the Greek to t.docxmary772
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
Coding Assignment 3CSC 330 Advanced Data Structures, Spri.docxmary772
Coding Assignment 3
CSC 330: Advanced Data Structures, Spring 2019
Released Monday, April 15, 2019
Due on Canvas on Wednesday, May 1, at 11:59pm
Overview
In this assignment, you’ll implement another variant of a height-balancing tree known as a
splay tree. The assignment will also give you an opportunity to work with Java inheritance;
in particular, the base code that you’ll amend is structured so that your SplayTree class
extends from an abstract class called HeightBalancingTree, which gives a general template
for how a height-balancing tree should be defined.
As always, please carefully read the entire write-up before you begin coding your submission.
Splay Trees
As mentioned above, a splay tree is another example of a height-balancing tree — a binary
search tree that, upon either an insertion or deletion, modifies the tree through a sequence
of rotations in order to reduce the overall height of the tree.
However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees,
red-black trees) in terms of the type of guarantees that they provide. In particular, recall
that both AVL trees and red-black trees maintain the property that after any insertion or
deletion, the height of the tree is O(log n), where n is the number of elements in the tree.
Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible
for the height of a splay tree to become greater than O(log n) over a sequence of insertions
and deletions.
Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as
an amortized bound, which is essentially just a bound on the average time of a single opera-
tion over the course of several operations. In the context of splay trees, one can show that
over the course of, say, n insertions to build a tree with n elements, the average time of each
of these operations is O(log n) (but again, keeping in mind it is possible for any single one
of these operations to take much longer than this).
Showing this guarantee is beyond the scope of this course (although the details of the analy-
sis can be found in your textbook). Instead, in this assignment, we will just be in interested
1
r splay:
N
root
root
2
1
1
2
l splay:
N
1
2
rr splay:
N
N
N
ll splay:
rl splay:
1
2
N
lr splay:
Figure 1: Illustration of the six possible cases for on a given step of a splay operation.
in writing an implementation of a splay tree in Java that is structured using inheritance.
Splay Tree Insertions and Deletions
To insert or delete an element from the tree, splay trees use the same approach as the other
height-balancing trees we’ve discussed in class — first we insert/deletion an element using
standard BST procedures, and then perform a “height-fixing” procedure that rebalances the
tree. Thus, what distinguishes each of these height-balancing trees from one another is how
they define their height-fixing procedures.
To fix the tree after both inser.
CodeZipButtonDemo.javaCodeZipButtonDemo.java Demonstrate a p.docxmary772
CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassButtonDemoimplementsActionListener{
JLabel jlab;
JTextField jtf;
ButtonDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("A Button Example");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(220,90);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Make two buttons.
JButton jbtnUp =newJButton("Up");
JButton jbtnDown =newJButton("Down");
// Create a text field.
jtf =newJTextField(10);
// Add action listeners.
jbtnUp.addActionListener(this);
jbtnDown.addActionListener(this);
// Add the buttons to the content pane.
jfrm.add(jbtnUp);
jfrm.add(jbtnDown);
jfrm.add(jtf);
// Create a label.
jlab =newJLabel("Press a button.");
// Add the label to the frame.
jfrm.add(jlab);
// Display the frame.
jfrm.setVisible(true);
}
// Handle button events.
publicvoid actionPerformed(ActionEvent ae){
if(ae.getActionCommand().equals("Up")){
jlab.setText("You pressed Up.");
FileClock clock1=newFileClock(jtf);
Thread thread1=newThread(clock1);
thread1.start();
}
else
jlab.setText("You pressed down. ");
}
publicstaticvoid main(String args[]){
// Create the frame on the event dispatching thread.
SwingUtilities.invokeLater(newRunnable(){
publicvoid run(){
newButtonDemo();
}
});
}
}
CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassCBDemoimplementsItemListener{
JLabel jlabSelected;
JLabel jlabChanged;
JCheckBox jcbAlpha;
JCheckBox jcbBeta;
JCheckBox jcbGamma;
CBDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("Demonstrate Check Boxes");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(280,120);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Create empty labels.
jlabSelected =newJLabel("");
jlabChanged =newJLabel("");
// Make check boxes.
jcbAlpha =newJCheckBox("Alpha");
jcbBeta =newJCheckBox("Beta");
jcbGamma =newJCheckBox("Gamma");
// Events generated by the check boxes
// are handled in common by the itemStateChanged()
// method implemented by CBDemo.
jcbAlpha.addItemListener(this);
jcbBeta.addItemListener(this);
jcbGamma.addItemListener(this);
// Add checkboxes and labels to the content pane.
jfrm.add(jcbAlpha);
jfrm.add(jcbBeta);
jfrm.add(jcbGamma);
jfrm.add(jlabChanged);
jfrm.add(jlabSelected);
// Display the frame.
jfrm.setVisible(true);
}
// This is the handler for the check boxes..
CoevolutionOver the ages, many species have become irremediably .docxmary772
Coevolution
Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism.
This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate.
We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .
Coding Component (50)Weve provided you with an implementation .docxmary772
Coding Component (50%)
We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present.
We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly.
Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to
· augment the tree to maintain the height of each of its subtrees, as discussed in Studio;
· compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree);
· implement the AVL rebalancing operation, along with the supporting rotation operations; and
· call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion.
Code Outline
There are two main source code files you need to consider, both in the avl package:
· TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents.
· AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects.
The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture.
To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify.
Height Maintenance
You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C.
The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time.
You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere.
Rebalancing
You must implement four methods as part of AVL rebalancing:
· getBalance() computes the balance fact.
Codes of Ethics Guides Not Prescriptions A set of rules and di.docxmary772
Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party.
Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.
Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docxmary772
Codecademy: Monetizing a Movement? 815-093
815-093 Codecademy: Monetizing a Movement?
Codecademy: Monetizing a Movement? 815-093
9-815-093
RE V : OCT OB E R 1 4 , 2 0 1 5
JEFFREY J. BU SSGANG
LISA C. MA ZZANTI
Codecademy: Monetizing a Movement?
We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic.
— Zach Sims, Cofounder and CEO
Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1
The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill.
But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France.
As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity.
Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.
Code switching involves using 1 language or nonstandard versions of .docxmary772
Code switching involves alternating between languages or language varieties based on context. The document asks for a 175+ word response about a personal experience with code switching, including why it was done and potential benefits and consequences, as well as the outcome.
Code of Ethics for the Nutrition and Dietetics Pr.docxmary772
This document presents the Code of Ethics for the Nutrition and Dietetics Profession, which establishes the principles and ethical standards that guide nutrition and dietetics practitioners. It contains 4 main principles: competence, integrity, professionalism, and social responsibility. The code applies general ethical guidelines and standards for common practice situations to protect clients, patients, and the public. It also requires practitioners to abide by the code and report any perceived violations.
Code of Ethics for Engineers 4. Engineers shall act .docxmary772
Code of Ethics for Engineers
4. Engineers shall act for each employer or client as faithful agents or
trustees.
a. Engineers shall disclose all known or potential conflicts of interest
that could influence or appear to influence their judgment or the
quality of their services.
b. Engineers shall not accept compensation, financial or otherwise,
from more than one party for services on the same project, or for
services pertaining to the same project, unless the circumstances are
fully disclosed and agreed to by all interested parties.
c. Engineers shall not solicit or accept financial or other valuable
consideration, directly or indirectly, from outside agents in
connection with the work for which they are responsible.
d. Engineers in public service as members, advisors, or employees
of a governmental or quasi-governmental body or department shall
not participate in decisions with respect to services solicited or
provided by them or their organizations in private or public
engineering practice.
e. Engineers shall not solicit or accept a contract from a governmental
body on which a principal or officer of their organization serves as
a member.
5. Engineers shall avoid deceptive acts.
a. Engineers shall not falsify their qualifications or permit
misrepresentation of their or their associates’ qualifications. They
shall not misrepresent or exaggerate their responsibility in or for the
subject matter of prior assignments. Brochures or other
presentations incident to the solicitation of employment shall not
misrepresent pertinent facts concerning employers, employees,
associates, joint venturers, or past accomplishments.
b. Engineers shall not offer, give, solicit, or receive, either directly or
indirectly, any contribution to influence the award of a contract by
public authority, or which may be reasonably construed by the
public as having the effect or intent of influencing the awarding of a
contract. They shall not offer any gift or other valuable
consideration in order to secure work. They shall not pay a
commission, percentage, or brokerage fee in order to secure work,
except to a bona fide employee or bona fide established commercial
or marketing agencies retained by them.
III. Professional Obligations
1. Engineers shall be guided in all their relations by the highest standards
of honesty and integrity.
a. Engineers shall acknowledge their errors and shall not distort or
alter the facts.
b. Engineers shall advise their clients or employers when they believe
a project will not be successful.
c. Engineers shall not accept outside employment to the detriment of
their regular work or interest. Before accepting any outside
engineering employment, they will notify their employers.
d. Engineers shall not attempt to attract an engineer from another
employer by false or misleading pretenses.
e. Engineers shall not promote their own interest at the expense of the
dignity and integr.
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docxmary772
Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
Code#RE00200012002020MN2DGHEType of Service.docxmary772
Code#RE00200012002020MN2DGHE
*****************
Type of Service
Presentation task- Attack Vector
Solution
s Step 14: Submit the Presentation
Project Title/Subject
Attack Vector
.
CODE OF ETHICSReview the following case study and address the qu.docxmary772
CODE OF ETHICS
Review the following case study and address the questions that follow:
General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital.
Tasks:
Describe how organizational and professional codes of ethics were violated in this case.
Describe what role an organization’s ethics committee could play in addressing this or similar issues.
400 words APA format
.
cocaine, conspiracy theories and the cia in central america by Craig.docxmary772
cocaine, conspiracy theories and the cia in central america by Craig Delaval
Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars."
Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit.
In 1996 the agency was accused of being a crack dealer.
A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America.
The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America.
One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves.
"You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers."
But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy.
Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking.
Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Azure Interview Questions and Answers PDF By ScholarHat
CMDA 210-02HainesThursday January 30, 2019PRELIMINARY NOTE.docx
1. CMDA 210-02
Haines
Thursday January 30, 2019
PRELIMINARY NOTES ON FRESH PRINCE: MISTAKEN
IDENTITY
If I were going to write a 10-page critical analysis of today’s
screening, these would be my preliminary notes. I would
organize these notes as a kind of launch for my writing project,
keeping in mind that multiple drafts would be in my future.
Good writing is re-writing, yeah, yeah, yeah. It’s TRUE! Some
of these notes would help lead me to my final draft; some of
these notes would be discarded along the way. I am sharing this
with you as a model for your own preliminary notes.
PRODUCTION
· What production company produced the series?
· Who are the principle personnel on the production and
creative side? What are their professional track records? What
happened to them after they finished with the series? Is their
current status important?
· I need to make sure I have the episode’s end credits in my
notes.
· Date of original broadcast.
· What was happening in the U.S. at the time of the original
broadcast? What’s the original political and social context of
the episode?
· Can I find out what the ratings were generally for the series?
· Can I find out the specific audience rating for this episode
when it first aired?
· Looks like standard multi-camera sitcom live production; flat
sitcom lighting; can I contact somebody on SCM’s production
side for info?
· Can I find out the budget per episode?
· Who are the principle actors and their track records? What
2. happened to them after the series?
· Who currently owns the series?
· Is there anything in the trade press that deals with the
production of the series? Is it relevant to my argument?
DISTRIBUTION
· What network originally broadcast the series? Did the series
stay on that network throughout the entire run?
· Can I figure out how this series fit into the overall network
programming schedule in its original run?
· Can I track down hard audience data about demographics?
What demographic categories were the original audience?
· Can I find out anything about the off-network syndication deal
that propelled the series into TV markets throughout the
country? Does the series have international off-network
distribution?
· Besides off-network syndication, what are the other
distribution channels for the series? I know there are DVDs;
you can buy the entire run. Any other options?
· Is it possible to accurately estimate how much profit this
property has generated?
CRITIQUE / INTERPRETATION / USE
· Maybe rhetorical analysis is the way to go on this; it seems to
be trying to persuade, but what specifically is it trying to do?
How does it instruct the audience? What’s the audience take-
away? What is the rhetorical strategy of the episode?
· What are the chronological segments of the episode? It’s
clearly the standard sitcom narrative structure, but I need to
break it down and identify what happens in each segment.
· Should I bother to apply Todorov’s Equilibrium-
Disequilibrium-Equilibrium narrative formula? That might help
me to identity the rhetorical strategy. Yes! I should do that;
3. maybe use it in the paper. What IS the problem to be solved? Is
it solved? Is Equilibrium actually restored? In whose interest?
· OK, it’s about race and social class. How are race and social
class visually coded? Are the aural codes important in this
regard? I have to ID the codes! Start there and build.
· Stereotypes; got to ID them.
· Crazy white dude in the jail cell; HUH? What is the function
of this character? I need to know about the specific songs he
sings; why those choices? What’s with the minstrel thing?!
· Can I identify how this episode serves somebody’s political /
social/ economic interests? That’s the key to understanding the
ideological component of the episode.
· Has anybody else written about the series, or better---- has
anybody else written about this episode? What did they say?
· Any relevance to current political / social issues in 2019?
Black Lives Matters? Any campus contacts? Community
contacts?
· So, it looks like I will deal with ideology, codes of race and
social class, rhetorical strategy, narrative structure---- more
complicated than I figured!
SOCIAL REPRODUCTION
· Can I figure out what swag accompanied this series in its
original network run? T-shirts, action dolls, games?
· If I move quickly, I can organize a screening for a few people
(fellow majors, residence hall types, family members, etc.) and
then pick their brains about their reactions; kind of low-end
ethnographic audience analysis that Haines says is legit. 3 to 5
people only, otherwise it’s too much to handle.
· Reminder to self: This series has a long shelf life. It’s still
around, so it’s clearly important cross-generational. There’s got
to be some social reproduction going on; probably will surprise
me.
NEXT STEPS
· Start following up now on the questions I’ve jotted down.
· Develop some sense of the time line for the project; most
4. important, focus on at least one of the four segments, and start
writing a draft, even if it’s the “s*it” draft. Run it by Haines.
He says he’s my editor.
· Got to track down APA Style Guide ASAP; check Google for
free on-line summary of basic APA Style; format of paper must
comply.
· I may not be able to answer all the questions, so what’s my
triage plan? Also, what relatively challenging things can I
accomplish in order to demonstrate ingenuity, self-direction,
etc., because I DO want the A!
CMDA 210-02
Haines
Thursday January 31, 2019
SCREENING
Fresh Prince of Bel-Air
Season One / Episode Six: Mistaken Identity
Classic “fish out of water” formulaic sitcom; Will goes from
West Philly to Bel-Air (a very up-scale district in Los Angeles)
Network run: 1990-1996
Widespread off-network syndication worldwide
Created by comedian/satirist Andy Borowitz (1958- ) who
now writes a satirical political column for New Yorker
magazine.
In this episode, Will Smith (Will Smith, 1973- ) and Carlton
Banks (Alfonso Ribeiro, 1971- ) are arrested as they drive
from Los Angeles to Palm Springs.
The Formulaic Nature of the Situation Comedy
As a genre, the situation comedy can be understood as a highly
ritualized attempt at problem solving. Indeed, the “situation” is
always problematic. Characters get into trouble, and they have
5. to overcome it in about 18 minutes. How they overcome it is the
comedy part! The limited time frame requires economical
writing, one reason the genre is so very difficult for writers to
master and why the genre tends to be so formulaic.
The genre is ideologically volatile, because the problematic
situation very often taps into social, political, and economic
issues. The genre does this, because the problematic situation
has to be immediately recognized by the audience. There is a
reductive element to the writing; complex issues have to be
streamlined to fit into the time frame.
Additionally, there is almost always a stereotyping of characters
in the genre; stereotyping makes the characters immediately
recognizable. Part of the success of this series is that it plays
against racist stereotypes in our culture. And this famous
episode, especially, deals with race and social class.
As we conclude our reading of Stuart Hall’s influential work in
the area of Cultural Studies, consider the episode as a location
for ideological struggle. What values clash in this episode?
What seems to be the implied hegemonic or dominant ideology,
and how is it challenged? In whose interest is the world put
“right” by the episode’s closure? As an example of rhetorical
strategy, what seems to be the episode’s persuasive element?
What is the so-called privileged reading position for audience
members? What are the narrative functions of the character
Bob?
“One is the loneliest number you will ever do.” (Bob is played
by Raymond McLeod)
6. CMDA 210-02
Haines
Spring Semester 2019
POSTED: January 8, 2019
THE FINAL CRITICAL PAPER
Specifications
PURPOSE OF THE ASSIGNMENT: Remember that the
assignment is intended to give class members the opportunity to
apply some of the theoretical concepts that we are examining in
the assigned textbook (O&M), additional readings (especially
Stuart Hall’s Encoding/Decoding essay) and in classroom
lectures and discussions.
You apply the theoretical concepts to some example of media
content that you select and that you identify in your Game Plan,
due in class on September 19. You use the theoretical concepts
to support your interpretation of meaning of the media content.
In other words, you get to function as a serious media critic.
The assignment is also intended to help each class member
develop a coherent critical perspective on media content that
can be used again, well after the course concludes. Your critical
perspective is expected to keep evolving after the course, as you
fine tune it and as you gain experience and confidence in the
evaluation of media content.
It’s important to keep in mind that the overriding intention of
the entire course is to sharpen your critical skills, so that you
start thinking about media content in new ways. The critical
paper offers you the opportunity demonstrate those critical
skills and to build a strong foundation that you can take with
you at the end of the semester. It’s a valuable asset.
7. THE FORMAT OF YOUR PAPER:
· 10 pages, double spaced, computer generated. Your paper must
have a standard title page and a set of References at the end.
The title page and the References page are in addition to the ten
pages that makeup the body of your paper. A sample title page
is attached to these Specifications. You are required to use it as
a model. You are required to provide a brief Abstract for your
paper. We’ll ignore the APA requirement to place the Abstract
right at the beginning of your paper; let’s place it on the Title
Page as indicated in the sample below.
· Comply with the guidelines found in the American
Psychological Association’s (APA) style guide. These
guidelines are especially important as they pertain to source
citations within the body of your paper and to the References at
the end of your paper. Other style guides, including MLA, are
not acceptable.
· Do not use a plastic cover for your paper. Do not submit your
paper in a cardboard file.
· Do not use a paper clip to hold the pages together; use a
staple. Every student should have a stapler as part of an
academic tool box. I do not carry one around for your use in
class. Staplers are available for your use in Morehead Hall, but
you should have one of your own. Some class members may
need to go long on the page count, going beyond the required 10
pages, perhaps including additional pages that include images,
etc. This is fine, but it may mean that you will need the
industrial sized, heavy duty stapler in Morehead Hall. Under
very special circumstances, I will consider giving permission to
use a metal clip, but this must be discussed well before the due
date.
THE ORGANIZATIONAL STRUCTURE OF YOUR PAPER:
The structure of your paper must reflect the Encoding /
8. Decoding concept presented by Stuart Hall in the essay you read
on Canvas. You can accomplish this in one of two ways.
OPTION ONE
Four Sections with Subheadings: If you select this structure,
you use Stuart Hall’s formula of Production, Distribution, Use,
and Social Reproduction as clearly identified sections in your
paper. Here’s the approach:
· Production: Where does the content originate? Where is it
actually manufactured? What interesting and relevant things can
you tell us about the production process and the creative team
responsible for it? What’s the track record of the creative team?
Can you find out the production budget and the profit numbers?
How about ratings, box office sales, unit sales? How have
audiences and critics / reviewers reacted to the product? This
section positions your content as an industrial product, and so
does the next section.
· Distribution (Hall calls it Circulation): Simply, where does the
audience have to go to access this content? Network or cable
TV? Premium cable outlets? Internet services like Netflix or
Amazon? What are the various platforms that make the content
available? DVD? CD? Streaming? Note that distribution (what
Hall calls circulation) is very important, because it indicates
reach and share-of-mind.
· Critique (Hall calls it Use): Remember that Hall employs the
term Use to stress how audiences interpret the meaning of the
product’s content. At this point in the Encoding / Decoding
process, from Hall’s perspective, the audience experiences---or
“reads”---the content’s symbolic codes and thereby generates
the meaning of the content. Here, we do a bit of finessing of
Hall’s concept. Given the nature of the paper assignment, the
Use section becomes your critical interpretation of the content.
9. YOU are the user. So, why don’t we modify the term Use and
call it Critique?
In this Critique section, you get to make sense of concepts from
our reading and from lectures and discussions to interpret the
meaning of the content. Your perspective---your head----
becomes the instrument of examination; it’s your job to tell
your reader the meaning that you discover in the content.
In other words, this is the most challenging section of your
paper, and it is probably the longest section. Keep in mind,
also, that this section is an argument that you’re making, so it is
definitely rhetorical. You’re trying to convince your reader to
experience the content the way that you experience it. You’re
probably trying to convince your reader to either love or hate
the content. You’re trying to win an argument. I’ve provided
some tips for winning the argument at the end of these
Specifications.
· Social Reproduction: This section gets a little tricky, because
you may be examining a product that has simply not generated
much social reproduction among audience members. On the
other hand, keep in mind that social reproduction can be
nuanced and even under the radar, far from your observation.
Think in terms of how audience members (including you) make
use of the content as models of behavior or stylistics. There
may even be news reports about some audience members acting
out specific aspects of the narrative, perhaps adopting
costuming. Behavioral responses are especially golden in this
section, because behavior indicates penetration of the culture
and significant share-of-mind.
10. One of the more bizarre current examples of social
reproduction.
Now, here is a Big Warning: Do not, under any set of
circumstances, make claims about “effects.” Don’t even use the
word “effect” in this paper. In our field, media “effects”
research is distinctly different from the cultural orientation of
CMDA 210. You may observe behavior that seems to mimic the
content you have chosen, but deal with that behavior as cultural
phenomena, as if you were a cultural anthropologist. We can’t
make claims about media “effects,” because the theories that we
are using in this course simply do not allow us to do so. We’ll
talk more about this issue in class.
An interesting, productive, and entertaining way for you to get a
handle on the content’s social reproduction could include some
audience interviews or observations. The potential value of this
approach will be determined by the nature of the medium in
which the content operates. We’ll talk about this option in class.
OPTION TWO
You collapse all four phases of the Encoding / Decoding
formula into a well written essay with a structure that you
determine, using the eight sample “A” essays at the end of our
textbook (pp. 351-374) as inspiration. Given this option, your
paper should still hit upon the four phases of the formula, but
you have different options for creative expression. Don’t go this
route unless you read all eight sample essays carefully, as well
as other brief essays about current media content that I’ll
handout in class.
TIPS FOR WINNING YOUR ARGUMENT:
· Use relevant concepts from O&M, lectures, and discussions,
11. but use them wisely. Don’t just identify theoretical concepts for
the sake of identifying concepts. Make sure they actually apply
to your argument. Not all of the textbook’s concepts will be
relevant to your critical project. Part of the game is to locate
and apply the concepts that will support your persuasive
argument.
· You must put your essay through several drafts. Your first
draft should be written right off the top of your head, as if you
were writing a long letter home. First drafts are usually
horrible; at least, mine are. Most of the time, first drafts are
self-indulgent, incoherent, and thoroughly unpersuasive. But a
writer of criticism has to go through the torture and
embarrassment of a first draft just to discover what the writer is
trying to say. Get something down on paper, and then start
making sense of what you have written, using critical theory.
· Use specific examples from the media content to illustrate the
observations you make. The number three is the usual number
of examples that turn up in this kind of student essay. You need
at least three examples to support your observations, more if
you care to expand. Strict adherence to the number three helps
keep you away from the temptation to describe the entire bit of
content, which is unnecessary and potentially boring for your
reader. Your paper should not repeat in great detail the entire
narrative of your content. Note how the sample essays avoid
that trap. Read the sample student essays that O&M provide at
the end of textbook.
· Avoid the passive voice whenever possible. Remember, you’re
making an argument. You want to be declarative and forceful.
Take the position that you have nailed the content; you have the
definitive interpretation of the meaning. You’re tellin’ it like it
is. You’re throwing punches in an academic boxing ring. So,
avoid phrases like “In my opinion,” “I seem to think,” “I
believe that,” “It would appear to me that,” etc. Good criticism
has a declarative tone. It should be hard, if not impossible, for
you to imagine anybody disagreeing with your argument.
Criticism has an attitude. Adopt it.
12. · And good criticism almost always has an element of self-
disclosure, often implicit. The critic often reveals some
autobiographical aspect or values and beliefs, without even
trying to do so. If you read good criticism, you develop some
understanding of the person who is courageous enough to act on
the need to write it. Remember: Your paper is objective in the
sense that it’s based on disciplined observation and
interpretation (this is where the examples come into play); your
paper is also subjective, because you are revealing the meaning
that you, as the instrument of observation, discover in the
content.
· Don’t forget “interpellation” and Stuart Hall’s three reading
positions: Dominant, Negotiated, and Oppositional. They could
come in handy.
· Ott&Mack (O&M) must be used within the body of your
paper, and the textbook must be included in your References at
the end of your paper. The quality of your argument will also be
judged by the other sources you include. These other sources
will vary throughout the class, of course, but they should be
there. Trade journals, academic journals, popular press pieces,
etc., are all fair game. Wikipedia is not fair game, although
Wikipedia may offer you some tips on other sources. Remember
that Wikipedia is nothing more than a very helpful, often very
cool, on-line encyclopedia. That’s all that it is. An encyclopedia
citation, even from the legendary Encyclopedia Britannica
(which operates on an entirely different intellectual level from
Wikipedia) will undercut your credibility and weaken your
argument, unless you are the one who wrote the entry.
· You may want use the concepts of genre and narrative in your
paper, although it’s not required.
· Beginning now, as you start writing the first draft, you should
consider me your editor, a role that I have played
professionally. I like being an editor, so let me at your drafts as
you proceed. I’ll be happy to meet with writers throughout
January, February, and March, but access to your editor
becomes very dodgy in late-March and early April.
13. · Get this writing project underway now, not later.
· Feel free to run your ideas by other faculty and staff members
and the people who should be the harshest critics of your work:
Fellow students.
SUBMISSION REQUIREMENTS
· Two copies of your paper are required. One hard copy will be
submitted in class at our April 18, 2019 meeting. An electronic
copy is also required for submission as a pdf via our Canvas
site, also on April 18, 2019.
SAMPLE TITLE PAGE WITH ABSTRACT
A Buddhist Rhetoric of Suffering:
Visualizing Gun Violence in the Police Procedural
Mildred Pierce
School of Communication and Media
Montclair State University
CMDA 210-02
Professor Harry Haines
14. Submitted April 18, 2019
ABSTRACT: This paper examines the visual codes used to
represent gun violence in three television police procedurals:
Hill Street Blues, Homicide: Life on the Street, and Blue
Bloods. The paper makes use of Stuart Hall’s Encoding /
Decoding concept in conjunction with Rhetorical and Cultural
theories and argues that the visual codes constitute a rhetoric of
suffering consistent with contemporary Buddhist thought.
CMDA 210-02 Spring 2019 UN 1070 T/Th 10:00-11:15
GAME PLAN FOR FINAL CRITICAL PAPER
SPRING SEMESTER 2019
Detach this sheet, fill in the info, and be sure to submit it in
class on Tuesday February 5, 2019. Do not submit it via Canvas
or email.
YOUR NAME
_____________________________________________________
__
15. Identify the example of media content that you will analyze for
your Final Critical Paper: