Considering the elements and principles of art (see a list of 15 of th.docx
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Considering the elements and principles of art (see a list of 15 of them below), analyze the following piece of art and explain how it reflects its culture. Note: watch this video to understand the culture of the moment (what is happening in Picasso’s country and the world): https://www.youtube.com/watch?v=tI4OABAP4Is Mention the following Art terms 1) Color 2) Balance 3) Form 4) Contrast 5) Line 6) Design 7) Shape 8) Proportion (scale) 9) Space 10) Pattern 11) Texture 12) Perspective 13) Value 14) Unity 15) Variety .
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CJ 140 Module Two Assignment Template
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image1.jpeg
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(Links to an external site.)
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Choose one literary work from this semester’s readings to analyze.
Gilgamesh/The Iliad/Oedipus/Aeneid/The Canterbury Tales/Petrarchan poetry/Sunjata/Hamlet
form an analysis of any of the following aspects of the story:
Characterization
Conflict
Imagery
Point of view
Symbolism
In 1000 to 1500 words
Include a thesis statement at the end of the introduction paragraph.
Include Topic sentences at the beginning of each body paragraph.
must be formal and written in 3rd person.
must include at least 2 Secondary (outside) sources from a Literature Database.
must include multiple quotes from Primary (the literary work) and Secondary sources (the research or outside source).
Complete informal outline
Use MLA headings (See example below)
must be double-spaced
Font must be 12-point; Font must be Times New Roman or Courier New
Margins must be set at 1" on all sides
Indent each paragraph (use a Tab) and only double-space between paragraphs
Do not add extra returns between paragraphs
Key Features of a Literary Analysis
An arguable thesis — A literary analysis is a form of argument; you are arguing that your analysis of a literary work is valid. Your thesis, then, should be arguable, or at the very least, persuasive.
Careful attention to the language of the text — The key to analyzing a text is looking carefully at the language, which is the foundation of its meaning. Specific words, images, metaphors—these are where analysis begins. You may also bring in contextual information, such as cultural, historical, or biographical facts, or you may refer to similar texts. But the words, phrases, and sentences that make up the text you are analyzing are your primary source when dealing with texts. That’s what literature teachers mean by “close readingâ€: reading with the assumption that every word of a text is meaningful.
Attention to patterns or themes — Literary analyses are usually built on evidence of meaningful patterns or themes within a text or among several texts. These patterns and themes reveal meaning.
A clear interpretation — A literary analysis demonstrates the plausibility of its thesis by using evidence from the text and, sometimes, relevant contextual evidence to explain how the language and patterns found there support a particular interpretation. When you write a literary analysis, you show readers one way the text may be read and understood; that is your interpretation
Informal Outline
INTRODUCTION
(One paragraph)
What will you include in the Introduction paragraph?
Quote?
The SUMMARY SECTION
(One paragraph)
What are the essential plot points?
Quote?
THE LITERARY ANALYSIS SECTION
(Multiple paragraphs)
What is your main point of analysis or main theme?
What is the basis for your analysis? (Characterization, Conflict, Imagery, Point of view, or Symbolism)
Have you found any sources yet?
Any Quotes?
THE EVALUATION/CONCLUSION
(One paragraph)
W.
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Strengths and Weaknesses
Identify the strengths and weaknesses of the company relating to diversity issues.
Discuss how its diversity strengths and weaknesses impact perceptions of fairness, justice, social problems, social change, and respect.
Effectiveness
Are the company’s efforts effective?
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C. fascinating
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H. stoicism
1. majesty
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3. She made________
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7. The sheer_________
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8. In________
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Formulate, express, and support individual perspectives on diverse works and issues.
Instructions
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1:
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2:
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3:
Compare and contrast the two poems below:
LOVE’S INCONSISTENCY
I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.
PetrarchAfter great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?
The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.
This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go
Emily Dickinson
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COMP1609(2022/23)
Network and Internet Technology
and Design
Faculty Header ID:
11562
Contribution:100% of thecourse
Course Leader:
Jason Parke
NetSim Coursework
Deadline Date:
Monday 04/12/2022
This coursework should take an average student who is up to date with tutorial workapproximately 50 hours Feedback and grades are normally made available within 15 working days of the coursework deadline
Learning Outcomes:
A. Demonstrate knowledge of network communication, OSI and TCP/IP model.B. Demonstrate a critical understanding of the top network model with related key protocols, services, and applications.C. Evaluate common network problems (malfunction, poor performance), and adopt a systematic approach to troubleshooting and resolving the problem.D. Be competent in the use of tools designed to analyse and simulate network functionality.
Plagiarism is presenting somebody else's work as your own. It includes copying information
directly from the Web or books without referencing the material; submitting joint coursework
as an individual effort; copying another student's coursework; stealing coursework from
another student and submitting it as your work. Suspected plagiarism will be investigated and,
if
found
to
have
occurred,
will
be
dealt
withaccording
to
the
university's
procedures.
Please
see
yourstudent
handbook for
further details
of
what
is/isn't plagiarism.
All material copied or amended from any source (e.g., internet, books) must be referenced correctly accordingto the reference style you are using.
Your work will be submitted for plagiarism checking. Anyattempt to bypass our plagiarism detection systems will be treated as a severe Assessment Offence.
The
coursework
detailed
specification:
This
is
an
individual
assessment.
Your
investigation
shouldnot
be
shared
among
other
students.
The objective of the coursework is to simulate a client-server model communication over an IP network and to investigatean application and network performance in multiple providedscenarios.
This
assessment
requires
to use
NetSim
simulator.
The network architecture overview:
The company’s headquarters are in Greenwich (UK). They have recently opened regional offices in New York (USA), and Dubai (Dubai). The main service provided by the New York and Dubai offices will be gathered and distributed monthly and annual reports describing sales managed by theheadquarters in Greenwich, UK. The company has decided to perform a simulation in case they will expand with anadditional call centre.
Greenwich HQ LAN:
The network is undefined and needs to be designed by the student with justifications,this implies justification of several nodes, users, andapplications.
New York office LAN:
It consists of 35 users connected to a core switch, Local printer, and email. They are connected to the Internet via a backbone link. Some applications .
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Community Health Nursing
discuss the following:
Who are the clients in Community Health nursing?
What government resources might they be eligible for?
What agencies are responsible for those resources?
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COM 251 Communication, Information, and Society
Chapter 5: Digital Communication and MoJo
ONLINE COMMUNICATION
ONLINE COMMUNICATION & MOBILE JOURNALISM
In this presentation, we will discuss:
 What is online communication?
 Who are the digital natives?
 What is mobile journalism?
ONLINE COMMUNICATION
How people as well as computers communicate with each other through a computer network and the internet.
TYPES OF ONLINE COMMUNICATION
Emails
SMS
Chats
Forums
Instant Messaging
VoIP
Social Media
Key benefits of social media
• Encourage participation, conversation, and community - spread key messages, influence decision making, and promote behavior change.
• Reach people when, where, and how it is convenient for them, which improves the availability of content and might influence satisfaction and trust in messages delivered.
• Build awareness and credibility.
Components of a social media post
•# before a relevant keyword or phrase (no spaces) in a post - to categorize those posts and help them
show more easily when searching
•@ @replies, @tags - auto-suggest dropdown based on what you've typed after the @ symbol
•Video/ Photo material •Hyperlinks – www….
•Text, Text, Text….
Can you image what the future will look like?
The term digital native describes a person who has grown up in the digital age, rather than having acquired familiarity with digital systems as an adult, as a digital immigrant.
Example of social media segmentation use…
Mobile Journalism
Began as a phenomenon known as Backpack Journalism
News outlets began to realize that literally millions of human
beings were walking around with video cameras
They began accepting and then paying people for their video.
It’s a real thing The Wall Street Journal trains all reporters to use their phone as still and video
cameras
CNN iReport is an entire website dedicated to citizen journalism
TV stations are equipping their reporters with apps that will push back content
from the field
Sites such as MobileVideoDIY and apps such as Storymaker help anyone with a
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What is at stake? • Legal responsibilities (Freedom of speech/press vs. responsibility):
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- Defamation.
- Wiretapping.
- Invasion of Privacy.
What is at stake?
• Ethical and moral responsibilities : - Blasphemy. - Immoral content - Disrespect for specific social groups. (children, the elderly, victims etc.).
- Disrespect for one’s own family, group of friends, colleagues etc.
What is at stake?
• Social Responsibility:
- Environmental responsibility.
- Human rights responsibility.
- Philanthropic responsibility.
- Economic responsibility.
What is at stake?
• Risks:
- Your own privacy. - Your own security / safety?
(you may face threats and aggression) - Psychological consequences. - Plagiarism (vs. copyright).
WHAT TO KEEP
• Online communication shapes human societies.
• Types of online communication include email, videoconferencin.
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Common Signs and symptoms seen
Screening assessment tools
Recommended diagnostic tests (if any)
Treatment plans both pharmacologic and non-pharmacologic based on current clinical practice guidelines
Dermatology:
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Tinea
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CJ 140 Module Two Assignment Template To complete this template.docx
CJ 140 Module Two Assignment Template
To complete this template, replace the bracketed text with the relevant information.
image1.jpeg
CJ 140 Project One Scenario Family Visit to Jail
A female enters a correctional facility with her three minor children, ages three, five, and nine, to visit her husband, who is incarcerated. When she enters the facility, she signs in and follows the procedures to prepare for her visit. As she signs a form in which she acknowledges that she is in a correctional facility and therefore her person, property, and vehicle are all subject to search at any time, and that audio and video recordings are taking place throughout her visit, she frowns and shushes her children.
Her husband is brought to a visitation room. A sign advises all visitors and inmates that audio and video recording is taking place. The design of the room prevents the inmates from having any physical contact with their visitors. The room and each visitor are actively monitored via closed-circuit (CCTV) surveillance by facility officials. The inmate and visitor speak with each other via handset using an internal phone system. Their conversation is recorded.
During the visit, the corrections officer watching the interaction believes that a form of nonverbal communication is taking place between the female and her husband. The husband and wife are not speaking English, and the corrections officer listening does not understand the language they are speaking. It also appears as if the husband is tapping the plexiglass in a pattern, and then the female responds with a similar tapping. The corrections officer also believes that the female removed an object from her mouth and placed it in a small gap between the plexiglass and the desk. The corrections officer observing the situation silently signals to the corrections officer at the exit. The facility continues to monitor the interaction, without intervening, and the female repeats this action one more time.
While this interaction is taking place, the corrections officer also notes that the female continually bounces her leg, the children all sit silently against the wall with slouched shoulders, and the inmate nods his head any time he is not tapping on the glass.
After they conclude their visit, the female leaves the area silently. The corrections officer opens the door for her and walks alongside her, creating a space between her and her children.
As a matter of procedure, after each visit, all visitors and inmates are removed from the visitation room, the room is cleared by a prison official, and the room is then cleaned by a trustee-inmate in preparation for the next group. Before the trustee-inmate gains access to the room, prison officials tell him to wait. The trustee-inmate raises his eyebrow when told not to enter the area, but he silently complies with the corrections officer’s order. A corrections officer goes in and closely inspects the area where the female appeared to place the object. T.
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Choose
ten (out of the fifteen)
of the following questions and answer each in approximately
100 words each
. Each response is worth 10 points.
Use your own words
.
If you study with another student, you must each choose different examples and show evidence of your own thoughts. You may reference the class readings and your class notes without citation. If you use another source,
you must cite the source
.
Complete responses on a Word document and upload that document to this tab.
Please number your responses #1-10 and include the title of each question.
The biggest problem with student submission of this final has been plagiarism. Please be sure everything is in your own words or very brief cited quotes.
Learning Outcomes:
Connect personal experience to the humanities
Interpret a work of art, literature, philosophy, or religion.
Analyze multicultural perspectives.
Choose Ten of the Following:
Ancient Age Sculpture
Compare the
Venus of Willendorf
to a 21st century image of the body in popular art, culture, or the media. Include a photo or a link to the modern image you chose. Explain in detail how each depiction of the body expresses the values of each of the cultures (stone age and contemporary age); in other words, what does the depiction of the human form reveal about the values of each culture?
Contrapposto
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and explain how the sculpture is example of the rise of humanism that was not present in the earlier Greek sculptures.
Monotheistic Religions
Explain how Abraham is a founding figure in each of the three Abrahamic religions. Name the religions and tell why Abraham is significant in each.
The Medieval Church
The medieval Church influenced the arts in many ways. Give a specific example of how the Church influenced each of these five art modes(architecture, drama, literature, music, visual arts) in the medieval period, and place them in order of significance (#1 should be the art mode that was most influenced by the Church). Support your rationale for the ordering.
Medieval vs. Renaissance Art
Choose a work of medieval art (500-1400) and a work of Renaissance art (1400-1600) with a similar theme or subject. Give specific examples of the elements of Medieval and Renaissance techniques/elements in each and explain how the Renaissance piece is an example of the pictorial revolution.
The Influence of Martin Luther
View the painting
Allegorical Portrait of Jean de Dinteville and Georges de Selve (The Ambassadors)
by Hans Holbein the Younger, 1533.
(Links to an external site.)
How is the influence of Martin Luther shown in this painting? Give specific examples.
Non-Western Humanities
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Choose one literary work from this semester’s readings to analyze.
Gilgamesh/The Iliad/Oedipus/Aeneid/The Canterbury Tales/Petrarchan poetry/Sunjata/Hamlet
form an analysis of any of the following aspects of the story:
Characterization
Conflict
Imagery
Point of view
Symbolism
In 1000 to 1500 words
Include a thesis statement at the end of the introduction paragraph.
Include Topic sentences at the beginning of each body paragraph.
must be formal and written in 3rd person.
must include at least 2 Secondary (outside) sources from a Literature Database.
must include multiple quotes from Primary (the literary work) and Secondary sources (the research or outside source).
Complete informal outline
Use MLA headings (See example below)
must be double-spaced
Font must be 12-point; Font must be Times New Roman or Courier New
Margins must be set at 1" on all sides
Indent each paragraph (use a Tab) and only double-space between paragraphs
Do not add extra returns between paragraphs
Key Features of a Literary Analysis
An arguable thesis — A literary analysis is a form of argument; you are arguing that your analysis of a literary work is valid. Your thesis, then, should be arguable, or at the very least, persuasive.
Careful attention to the language of the text — The key to analyzing a text is looking carefully at the language, which is the foundation of its meaning. Specific words, images, metaphors—these are where analysis begins. You may also bring in contextual information, such as cultural, historical, or biographical facts, or you may refer to similar texts. But the words, phrases, and sentences that make up the text you are analyzing are your primary source when dealing with texts. That’s what literature teachers mean by “close readingâ€: reading with the assumption that every word of a text is meaningful.
Attention to patterns or themes — Literary analyses are usually built on evidence of meaningful patterns or themes within a text or among several texts. These patterns and themes reveal meaning.
A clear interpretation — A literary analysis demonstrates the plausibility of its thesis by using evidence from the text and, sometimes, relevant contextual evidence to explain how the language and patterns found there support a particular interpretation. When you write a literary analysis, you show readers one way the text may be read and understood; that is your interpretation
Informal Outline
INTRODUCTION
(One paragraph)
What will you include in the Introduction paragraph?
Quote?
The SUMMARY SECTION
(One paragraph)
What are the essential plot points?
Quote?
THE LITERARY ANALYSIS SECTION
(Multiple paragraphs)
What is your main point of analysis or main theme?
What is the basis for your analysis? (Characterization, Conflict, Imagery, Point of view, or Symbolism)
Have you found any sources yet?
Any Quotes?
THE EVALUATION/CONCLUSION
(One paragraph)
W.
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