Homework1
Below, you will find a set of readings and videos that will introduce you some of the best known and most influential artists involved with the Impressionist style. The Impressionists often chose to depict scenes of everyday life, following in the footsteps of Courbet and the other 19th century Realist artists we learned about a few weeks ago. Unlike the Realists, however, the Impressionists focused on the mechanics of seeing: on how color and light really look and how our eyes work to interpret them. Overall, most impressionists did not want art to be about what it means, they wanted it to be about how it looks. In this way, they built on the idea of Art for Art’s Sake that we were investigating in our assignments last week. The artistic style of the Impressionists was initially disliked because it was a radical departure from the style of painting people were accustomed to. Like many ground-breaking art movements, the broad public wasn’t ready for what the Impressionists were doing, and it took a few decades before the style was widely accepted.
Reading 1: This set of three articles will introduce you to the Impressionist style and explain the origins of the 1.movement and its historical (and art historical) contexts.
Click here for the article A Beginner’s Guide to Impressionism
(Links to an external site.)
Click here for the article How the Impressionists got their name.
(Links to an external site.)
Click here for the article Impressionism, Art and Modernity.
Reading 2: This set of readings consists of one article and four videos about French Impressionist painter Claude Monet.
Click here for the article Claude Monet. 1840-1926.
(Links to an external site.)
Click here for the video Monet, The Argenteuil Bridge
(Links to an external site.)
Click here for the video Monet, Poplars
(Links to an external site.)
Click here for the video Monet, Rouen Cathedral Series
(Links to an external site.)
Click here for the video Monet, Water Lilies
Reading 3: Now that you’ve looked closely at several Impressionist paintings it is a good time to learn about some of the specific social changes and technological innovations that helped to shape this art movement. The three short articles below all address the ways that Impressionists integrated new inventions and investigated the science of color.
Click here for the article Guide to Impressionism: Modern Life
(Links to an external site.)
Click here for the article Guide to Impressionism: Applying Science
(Links to an external site.)
Click here for the article Never Underestimate the Power of a Paint Tube
(Links to an external site.)
Reading 4: Often times when people think of Impressionism they picture landscape paintings. There were, however, many Impressionist painters who focused on the human figure and on documenting social activities. This set of readings will introduce you to the artworks of two of these more figure-focused Impressionists: August Renoir and Edgar Degas.
Click here ...
Required ResourcesTextPowers, S. K., & Dodd, S. L. (2017). Tot.docxaudeleypearl
Required Resources
Text
Powers, S. K., & Dodd, S. L. (2017). Total fitness & wellness, the Mastering Health edition (7th ed.). Retrieved from https://redshelf.com
· Chapter 1: Understanding Fitness and Wellness
Articles
Barley, E., & Lawson, V. (2016). Using health psychology to help patients: Theories of behaviour change. British Journal of Nursing, 25(16), 924-927. doi: 10.12968/bjon.2016.25.16.924
· The full- length version of this article is available through the CINAHL database in the Ashford University Library. This article explains five theories of behaviour change: The Health Belief Model, the Theory of Planned Behaviour, the Stages of Change Model, Self-Determination Theory, and Temporal Self-regulation theory. The review of these behavior change theories that will assist you in your quiz this week.
CommGAP. (n.d.). Theories of behavior change (Links to an external site.). Retrieved from http://siteresources.worldbank.org/EXTGOVACC/Resources/BehaviorChangeweb.pdf
· In this article, behavior change theories are defined and the key elements of behavior change are discussed. The following behavior change theories are reviewed in the article: Social Cognitive Theory, Theory of Planned Behavior, and Stages of Change. This article will assist you in your quiz this week.
Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)
Recommended Resources
Article
Hettler, B. (1976). The six dimensions of wellness model (Links to an external site.). Retrieved from http://c.ymcdn.com/sites/www.nationalwellness.org/resource/resmgr/docs/sixdimensionsfactsheet.pdf
· In this article, the six dimensions of wellness developed by Dr. Bill Hettler, the founder of the National Wellness Institute, are explained. A description of each wellness dimension is provided which will assist you in your discussions this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Multimedia
Paxton/Patterson. (2017, April 27). The eight dimensions of wellness (Links to an external site.). [Video file]. Retrieved from https://youtu.be/2NR4_5dt7JA
· In this video, the presenter provides information about the eight dimensions of wellness. Wellness is discussed as a process to creating a healthy lifestyle. This video provides information on the wellness dimensions that may assist you in your discussions this week.
Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)
SAMHSA. (2016). The eight dimensions of wellness (Links to an external site.). [Video file]. Retrieved from https://youtu.be/tDzQdRvLAfM
· In this video, the presenter provides information about the eight dimensions of wellness with a focus on mental health. This video provides information on developing a healthy life through focusing on the eight dimensions of wellness which may assist you in your discussions this week.
Accessibility Statement (Links to an external site.)Privacy Policy
Rubric for Unit 5 Written ...
Slide presentation by Dr Michael Paraskos of Imperial College London on how artists after the second world war used art to challenge society, including perceptions as to what art was, social injustice, the Vietnam war and the oppression of women.
JUST NEED (4) REPLIES TO THE OTHER STUDENTS2-3 Sentences Replay.docxcroysierkathey
JUST NEED (4) REPLIES TO THE OTHER STUDENTS
2-3 Sentences Replay
·
· Week Four Discussion 1
Compare the work of two artists from any two different art movements covered in Chapter 21.
· Describe, then compare, the contexts, concerns and main aspects of each movement and how those appear in the artworks you've selected.
· Be sure to explain why you made your particular choices of movements, artists and artworks.
· Evaluate the artwork you've selected according to any criteria you think are relevant (given what you have learned so far in the course).
Be sure that you are making an evaluative comparison of the two artists’ work, rather than simply discussing them in turn.
REPLY TO:Permenter
Week 4, Discussion 1
COLLAPSE
Top of Form
Romanticism and Impressionism vary greatly in their style. Romanticism was in favor for a much longer period of time, roughly 1800-1890, than Impressionism (1870-1880). Romanticism was more an attitude and choice of subjects than a true style. The artists of this period looked for emotions and imagination when deciding what they wanted to create. They looked for the risqué and exotic as well as mystery. Impressionist artists had some more flexibility with the new availability of equipment that was more portable. This allowed Impressionists to work in the actual outdoors as opposed to studios. These artists used natural light, shadows and a lighter color palette to express their ideas.
The pieces for this discussion were chosen due to the similar subject of the works yet stark contrast. Both pieces feature a group of people enjoying a leisurely activity, yet they are not alike at all. The way they contrast and show their specific movements is remarkably interesting. First, the Romanticism piece chosen is The Women of Algiers by Delacroix (p.485, fig. 21.2). This piece is very risqué, and the subject of the piece is quite scandalous. The women portrayed are women in a harem and it was unusual for outsiders to be allowed in, let alone document it such as this. Delacroix demonstrates this period by the subject of the piece being so exotic and mysterious. He does a great job showing unity yet variety here as well. The painting feels very dark and colors of the piece are mostly neutral and really work well together, with a kick of reddish orange here and there to brighten up the piece.
The Impressionist piece Le Moulin de la Galette (p.490, fig. 21.7) by Renoir is a stark contrast to The Women of Algiers . This piece, while detailed enough for one to see the subjects and understand the context of the painting, is not focused on the clear lines and defined objects as The Women of Algiers is. Renoir uses a freer stroke and uses emphasis and subordination. The emphasis of the painting is on the small group in the front of the painting as the rest get blurrier the farther away they are. This painting is so much brighter with a lighter palette than the other clearly showing that it is from a different mov ...
Chapter 15 BaroqueNote Know that the artarchitecture presenteEstelaJeffery653
Chapter 15: Baroque
Note: Know that the art/architecture presented here is baroque in style. You don’t have to memorize the names of the paintings/sculptures. For the music links provided, listen to them, you will hear music in the exam, but you will not see any information.
1) Name some characteristics of the Baroque style
2) What is the Counter-Reformation?
3) During the counter-reformation, church sponsored art in Rome thrived. What are some goals (3) of religious art sponsored by the church during this time?
4) What are some consequences/effects of the Thirty Years War ? include also the results of the Peace of Westphalia (which concluded the war)
5) What is the name and location of this building?
Note: The reconstruction of this building started in the renaissance era and continued during the baroque, so since there are renaissance and baroque style characteristics present here, do not label this building as one or the other.
6) Who created the Ecstasy of St. Theresa?
7) Who painted the Calling of St. Matthew? Know that there is a technique used here called tenebrism. Define the technique below.
8) What is the genre (type of painting: portrait, landscape, still life, other?) of the following painting? Who is the artist?
9) Who created this ceiling fresco? Know this is an example of quadratura; what are the characteristics of that illusionistic technique?
10) What is an opera?
11) Know who is the composer of Orfeo (the first notable work in the genre), and know the musical genre is “opera” (Note: this example is a recitative, but these works are much longer)
Tu Sei Morta (spanish subtitles)
Tu Sei Morta (English subtitles)- more modern setting
Note: In an exam, you would not see the video. You will just hear the audio. However, I wanted you to be able to understand what they are singing. The one with the Spanish subtitles is a more traditional performance; that’s why I decided to add it as well.
12) What is a concerto grosso?
13) Who is the composer of the Four Seasons? Know the genre of music is concerto and the style of music baroque.
Spring from the Four Seasons (1st of 3 movements) (listen)
14) Who was Amsterdam’s most important painter who took Caravaggio’s baroque lighting to new heights?
15) Who painted The Night Watch?
16) Who composed the Young Woman with a Water Pitcher? What was the artist’s specialty?
17) Who composed Marie de’Medici, Queen of France, Landing in Marseilles? Also what are 2 general characteristics of the Baroque style present here?
18) What is the genre of this painting, titled John Wilkins DD, and who was the painter?
19) Who painted the Maids of Honor or Las Meninas?
20) Which painter represents the classicizing and restrained tendency within the usually dramatic Baroque?
21) Who painted the Rape of the Sabine Women ?
22) What is the name and location of this building which was once a royal palace and today a famous museum?
23) What is the name a ...
Question 1 The Painting of Modern LifeThe late nineteenth c.docxnanamonkton
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894
Manet,
Bar at the Folies-Bergère
, 1881-82
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question 2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
httpswww.azed.govoelaselpsUse this to see the English Lang.docxpooleavelina
https://www.azed.gov/oelas/elps/
Use this to see the English Language Proficiency Standards of Arizona-Pick a grade level
https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0
http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standards/
how to read standards
Week 04
Acquisition and Customer Lifetime Value (CLV)
https://www.smh.com.au/politics/federal/nbn-customers-face-higher-prices-or-poorer-internet-connection-audit-warns-20190813-p52go7.html
Customer Relationship Management?
CRM is the process of carefully managing detailed information about individual
customers and all customer touch points to maximize customer loyalty.
Now closely associated with data warehousing and mining
Relationship
Relationship
Identifying good customers: RFM Model
Recency
Frequency
Monetary Value
Time/purchase occasions since the last purchase
Number of purchase occasions since first purchase
Amount spent since the first purchase
R
F
M
Total RFM Score: R Score + F score + M Score
CASE: Database for BookBinders Book Club
Predict response to a mailing for the book, Art History of Florence, based on the
following variables accumulated in the database and the responses to a test mailing:
Gender
Amount purchased
Months since first purchase
Months since last purchase
Frequency of purchase
Past purchases of art books
Past purchases of children’s books
Past purchases of cook books
Past purchases of DIY books
Past purchases of youth books
Recency
Frequency
Monetary
Example: RFM Model Scoring Criteria
R
Months from last
purchase
13-max 10-12 7-9 3-6 0-2
Score 5pts 10 15 20 25
F
Frequency > 30 21-30 16-20 11-15 0-10
Score 25pts 20 15 10 5
M
Amount
purchased
> 400 301-400 201-300 101- 200 100
Score 50 45 30 15 10
Implement using Nested If statements in Excel
Decile Classification
• Standard Assessment Method
• Apply the results of approach and
calculate the “score” of each individual
• Order the customers based on “score”
from the highest to the lowest
• Divide into deciles
• Calculate profits per deciles
Customer 1 Score 1.00
Customer 2 Score 0.99
….
Customer 230 Score 0.92
Customer 2300 Score 0.00
Decile1
Decile10
…
..
…
..
Output for Bookbinders club
Decile Score RFM No. of Mailings Cost of mailing RFM Units sold RFM Profit
10 17.6% 5000 $3,250 783 $4,733
20 34.8% 10000 $6,500 1,543 $9,243
30 46.1% 15000 $9,750 2,043 $11,093
40 53.4% 20000 $13,000 2,370 $11,170
50 65.2% 25000 $16,250 2,891 $13,241
60 77.9% 30000 $19,500 3,457 $15,757
70 83.3% 35000 $22,750 3,696 $14,946
80 91.7% 40000 $26,000 4,065 $15,465
90 97.5% 45000 $29,250 4,326 $14,876
100 100.0% 50000 $32,500 4,435 $12,735
Note: Market Potential = 4435 units and margin = $10.20
Leaky bucket
New customer
acquisition
Purchase increase by
current customers
Purchase decrease by
current customers
Lost customers
Lost customers
Credit Card Rewards Program ...
httpfmx.sagepub.comField Methods DOI 10.117715258.docxpooleavelina
http://fmx.sagepub.com
Field Methods
DOI: 10.1177/1525822X04269550
2005; 17; 30 Field Methods
Don A. Dillman and Leah Melani Christian
Survey Mode as a Source of Instability in Responses across Surveys
http://fmx.sagepub.com/cgi/content/abstract/17/1/30
The online version of this article can be found at:
Published by:
http://www.sagepublications.com
can be found at:Field Methods Additional services and information for
http://fmx.sagepub.com/cgi/alerts Email Alerts:
http://fmx.sagepub.com/subscriptions Subscriptions:
http://www.sagepub.com/journalsReprints.navReprints:
http://www.sagepub.com/journalsPermissions.navPermissions:
http://fmx.sagepub.com/cgi/content/refs/17/1/30 Citations
at SAGE Publications on September 9, 2009 http://fmx.sagepub.comDownloaded from
http://fmx.sagepub.com/cgi/alerts
http://fmx.sagepub.com/subscriptions
http://www.sagepub.com/journalsReprints.nav
http://www.sagepub.com/journalsPermissions.nav
http://fmx.sagepub.com/cgi/content/refs/17/1/30
http://fmx.sagepub.com
10.1177/1525822X04269550FIELD METHODSDillman, Christian / SURVEY MODE AS SOURCE OF INSTABILITY
Survey Mode as a Source of Instability
in Responses across Surveys
DON A. DILLMAN
LEAH MELANI CHRISTIAN
Washington State University
Changes in survey mode for conducting panel surveys may contribute significantly to
survey error. This article explores the causes and consequences of such changes in
survey mode. The authors describe how and why the choice of survey mode often
causes changes to be made to the wording of questions, as well as the reasons that
identically worded questions often produce different answers when administered
through different modes. The authors provide evidence that answers may change as a
result of different visual layouts for otherwise identical questions and suggest ways
to keep measurement the same despite changes in survey mode.
Keywords: survey mode; questionnaire; panel survey; measurement; survey error
Most panel studies require measurement of the same variables at different
times. Often, participants are asked questions, several days, weeks, months,
or years apart to measure change in some characteristics of interest to the
investigation. These characteristics might include political attitudes, satis-
faction with a health care provider, frequency of a behavior, ownership of
financial resources, or level of educational attainment. Whatever the charac-
teristic of interest, it is important that the question used to ascertain it perform
the same across multiple data collections.
In addition, declining survey response rates, particularly for telephone
surveys, have encouraged researchers to use multiple modes of data collec-
tion during the administration of a single cross-sectional survey. Encouraged
by the availability of more survey modes than in the past and evidence that a
change in modes produces higher response rates (Dillman 2002), surveyors
This is a revision of a paper presented at t ...
https://iexaminer.org/fake-news-personal-responsibility-must-trump-intellectual-laziness/
Fake news: Personal responsibility must trump intellectual laziness
By Matt Chan January 4, 2017
Where do you get your news? That question has become incredibly important given the results of our Presidential Election. How many times have you heard, “I read a news story on Facebook and …” The problem: Facebook is not a news service; it’s a “social media” site whose purpose is to connect like-minded friends and family, to provide you with social connections, and online entertainment.
For Asian Americans social media provides an important and useful way of connecting socially and in some cases politically, but there is a downside. The downside is how social media actually works. These sites employ elaborate algorithms to track and analyze your posts, likes, and dislikes to provide you with a custom experience unique to you. The truth is you are being marketed to, not informed. What looks like news, is not really news, it’s personal validation. All in an attempt to keep you on the site longer, to click a few more things, to make you feel good about what you’re reading. It makes it seem like most people agree with you because you’re only fed information and stories that validate your worldview.
On the other hand, real news is hard work. Its fact-based information presented by people who have checked, researched, and documented what they are presenting as the truth. Real news can be verified.
“Fake News” is, well, fake, often times entirely made-up or containing a hint of truth. Social media was largely responsible for pushing “fake news” stories that were entirely made up to drive clicks on websites. These clicks in turn generated money for the people promoting the stories. The more outrageous the story, the more clicks, the more revenue. When you factor in the algorithms that feed you what you like, you can clearly see the more “fake news” you consume on social media, the more is pushed your way. There’s an abundance of pseudo news sites that merely re-post and curate existing stories, adding their bias to validate their audience’s beliefs, no matter how crazy or mainstream. It is curated solely for you. Now factor in that nearly 44% of Americans obtain some or most of their news from social media and you have a very toxic mix.
The mainstream news media has also fallen into this validation trap. You have one news network that solely reflects the right wing, others that take the view of the left-center leaning, and what is lost are the facts and context, the balance we need to evaluate, learn, and understand the world. People seeking fact-based journalism lose, because the more extreme the media becomes to entice consumers with provocative headlines and click-bait to earn more money, the less their news is fact-based and becomes more opinion driven.
There was a time when fact-based reporting was required of broadcast news. It was called “The Fairness Doctrin ...
More Related Content
Similar to Homework1Below, you will find a set of readings and videos tha.docx
Required ResourcesTextPowers, S. K., & Dodd, S. L. (2017). Tot.docxaudeleypearl
Required Resources
Text
Powers, S. K., & Dodd, S. L. (2017). Total fitness & wellness, the Mastering Health edition (7th ed.). Retrieved from https://redshelf.com
· Chapter 1: Understanding Fitness and Wellness
Articles
Barley, E., & Lawson, V. (2016). Using health psychology to help patients: Theories of behaviour change. British Journal of Nursing, 25(16), 924-927. doi: 10.12968/bjon.2016.25.16.924
· The full- length version of this article is available through the CINAHL database in the Ashford University Library. This article explains five theories of behaviour change: The Health Belief Model, the Theory of Planned Behaviour, the Stages of Change Model, Self-Determination Theory, and Temporal Self-regulation theory. The review of these behavior change theories that will assist you in your quiz this week.
CommGAP. (n.d.). Theories of behavior change (Links to an external site.). Retrieved from http://siteresources.worldbank.org/EXTGOVACC/Resources/BehaviorChangeweb.pdf
· In this article, behavior change theories are defined and the key elements of behavior change are discussed. The following behavior change theories are reviewed in the article: Social Cognitive Theory, Theory of Planned Behavior, and Stages of Change. This article will assist you in your quiz this week.
Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)
Recommended Resources
Article
Hettler, B. (1976). The six dimensions of wellness model (Links to an external site.). Retrieved from http://c.ymcdn.com/sites/www.nationalwellness.org/resource/resmgr/docs/sixdimensionsfactsheet.pdf
· In this article, the six dimensions of wellness developed by Dr. Bill Hettler, the founder of the National Wellness Institute, are explained. A description of each wellness dimension is provided which will assist you in your discussions this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Multimedia
Paxton/Patterson. (2017, April 27). The eight dimensions of wellness (Links to an external site.). [Video file]. Retrieved from https://youtu.be/2NR4_5dt7JA
· In this video, the presenter provides information about the eight dimensions of wellness. Wellness is discussed as a process to creating a healthy lifestyle. This video provides information on the wellness dimensions that may assist you in your discussions this week.
Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)
SAMHSA. (2016). The eight dimensions of wellness (Links to an external site.). [Video file]. Retrieved from https://youtu.be/tDzQdRvLAfM
· In this video, the presenter provides information about the eight dimensions of wellness with a focus on mental health. This video provides information on developing a healthy life through focusing on the eight dimensions of wellness which may assist you in your discussions this week.
Accessibility Statement (Links to an external site.)Privacy Policy
Rubric for Unit 5 Written ...
Slide presentation by Dr Michael Paraskos of Imperial College London on how artists after the second world war used art to challenge society, including perceptions as to what art was, social injustice, the Vietnam war and the oppression of women.
JUST NEED (4) REPLIES TO THE OTHER STUDENTS2-3 Sentences Replay.docxcroysierkathey
JUST NEED (4) REPLIES TO THE OTHER STUDENTS
2-3 Sentences Replay
·
· Week Four Discussion 1
Compare the work of two artists from any two different art movements covered in Chapter 21.
· Describe, then compare, the contexts, concerns and main aspects of each movement and how those appear in the artworks you've selected.
· Be sure to explain why you made your particular choices of movements, artists and artworks.
· Evaluate the artwork you've selected according to any criteria you think are relevant (given what you have learned so far in the course).
Be sure that you are making an evaluative comparison of the two artists’ work, rather than simply discussing them in turn.
REPLY TO:Permenter
Week 4, Discussion 1
COLLAPSE
Top of Form
Romanticism and Impressionism vary greatly in their style. Romanticism was in favor for a much longer period of time, roughly 1800-1890, than Impressionism (1870-1880). Romanticism was more an attitude and choice of subjects than a true style. The artists of this period looked for emotions and imagination when deciding what they wanted to create. They looked for the risqué and exotic as well as mystery. Impressionist artists had some more flexibility with the new availability of equipment that was more portable. This allowed Impressionists to work in the actual outdoors as opposed to studios. These artists used natural light, shadows and a lighter color palette to express their ideas.
The pieces for this discussion were chosen due to the similar subject of the works yet stark contrast. Both pieces feature a group of people enjoying a leisurely activity, yet they are not alike at all. The way they contrast and show their specific movements is remarkably interesting. First, the Romanticism piece chosen is The Women of Algiers by Delacroix (p.485, fig. 21.2). This piece is very risqué, and the subject of the piece is quite scandalous. The women portrayed are women in a harem and it was unusual for outsiders to be allowed in, let alone document it such as this. Delacroix demonstrates this period by the subject of the piece being so exotic and mysterious. He does a great job showing unity yet variety here as well. The painting feels very dark and colors of the piece are mostly neutral and really work well together, with a kick of reddish orange here and there to brighten up the piece.
The Impressionist piece Le Moulin de la Galette (p.490, fig. 21.7) by Renoir is a stark contrast to The Women of Algiers . This piece, while detailed enough for one to see the subjects and understand the context of the painting, is not focused on the clear lines and defined objects as The Women of Algiers is. Renoir uses a freer stroke and uses emphasis and subordination. The emphasis of the painting is on the small group in the front of the painting as the rest get blurrier the farther away they are. This painting is so much brighter with a lighter palette than the other clearly showing that it is from a different mov ...
Chapter 15 BaroqueNote Know that the artarchitecture presenteEstelaJeffery653
Chapter 15: Baroque
Note: Know that the art/architecture presented here is baroque in style. You don’t have to memorize the names of the paintings/sculptures. For the music links provided, listen to them, you will hear music in the exam, but you will not see any information.
1) Name some characteristics of the Baroque style
2) What is the Counter-Reformation?
3) During the counter-reformation, church sponsored art in Rome thrived. What are some goals (3) of religious art sponsored by the church during this time?
4) What are some consequences/effects of the Thirty Years War ? include also the results of the Peace of Westphalia (which concluded the war)
5) What is the name and location of this building?
Note: The reconstruction of this building started in the renaissance era and continued during the baroque, so since there are renaissance and baroque style characteristics present here, do not label this building as one or the other.
6) Who created the Ecstasy of St. Theresa?
7) Who painted the Calling of St. Matthew? Know that there is a technique used here called tenebrism. Define the technique below.
8) What is the genre (type of painting: portrait, landscape, still life, other?) of the following painting? Who is the artist?
9) Who created this ceiling fresco? Know this is an example of quadratura; what are the characteristics of that illusionistic technique?
10) What is an opera?
11) Know who is the composer of Orfeo (the first notable work in the genre), and know the musical genre is “opera” (Note: this example is a recitative, but these works are much longer)
Tu Sei Morta (spanish subtitles)
Tu Sei Morta (English subtitles)- more modern setting
Note: In an exam, you would not see the video. You will just hear the audio. However, I wanted you to be able to understand what they are singing. The one with the Spanish subtitles is a more traditional performance; that’s why I decided to add it as well.
12) What is a concerto grosso?
13) Who is the composer of the Four Seasons? Know the genre of music is concerto and the style of music baroque.
Spring from the Four Seasons (1st of 3 movements) (listen)
14) Who was Amsterdam’s most important painter who took Caravaggio’s baroque lighting to new heights?
15) Who painted The Night Watch?
16) Who composed the Young Woman with a Water Pitcher? What was the artist’s specialty?
17) Who composed Marie de’Medici, Queen of France, Landing in Marseilles? Also what are 2 general characteristics of the Baroque style present here?
18) What is the genre of this painting, titled John Wilkins DD, and who was the painter?
19) Who painted the Maids of Honor or Las Meninas?
20) Which painter represents the classicizing and restrained tendency within the usually dramatic Baroque?
21) Who painted the Rape of the Sabine Women ?
22) What is the name and location of this building which was once a royal palace and today a famous museum?
23) What is the name a ...
Question 1 The Painting of Modern LifeThe late nineteenth c.docxnanamonkton
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894
Manet,
Bar at the Folies-Bergère
, 1881-82
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question 2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
Similar to Homework1Below, you will find a set of readings and videos tha.docx (17)
httpswww.azed.govoelaselpsUse this to see the English Lang.docxpooleavelina
https://www.azed.gov/oelas/elps/
Use this to see the English Language Proficiency Standards of Arizona-Pick a grade level
https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0
http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standards/
how to read standards
Week 04
Acquisition and Customer Lifetime Value (CLV)
https://www.smh.com.au/politics/federal/nbn-customers-face-higher-prices-or-poorer-internet-connection-audit-warns-20190813-p52go7.html
Customer Relationship Management?
CRM is the process of carefully managing detailed information about individual
customers and all customer touch points to maximize customer loyalty.
Now closely associated with data warehousing and mining
Relationship
Relationship
Identifying good customers: RFM Model
Recency
Frequency
Monetary Value
Time/purchase occasions since the last purchase
Number of purchase occasions since first purchase
Amount spent since the first purchase
R
F
M
Total RFM Score: R Score + F score + M Score
CASE: Database for BookBinders Book Club
Predict response to a mailing for the book, Art History of Florence, based on the
following variables accumulated in the database and the responses to a test mailing:
Gender
Amount purchased
Months since first purchase
Months since last purchase
Frequency of purchase
Past purchases of art books
Past purchases of children’s books
Past purchases of cook books
Past purchases of DIY books
Past purchases of youth books
Recency
Frequency
Monetary
Example: RFM Model Scoring Criteria
R
Months from last
purchase
13-max 10-12 7-9 3-6 0-2
Score 5pts 10 15 20 25
F
Frequency > 30 21-30 16-20 11-15 0-10
Score 25pts 20 15 10 5
M
Amount
purchased
> 400 301-400 201-300 101- 200 100
Score 50 45 30 15 10
Implement using Nested If statements in Excel
Decile Classification
• Standard Assessment Method
• Apply the results of approach and
calculate the “score” of each individual
• Order the customers based on “score”
from the highest to the lowest
• Divide into deciles
• Calculate profits per deciles
Customer 1 Score 1.00
Customer 2 Score 0.99
….
Customer 230 Score 0.92
Customer 2300 Score 0.00
Decile1
Decile10
…
..
…
..
Output for Bookbinders club
Decile Score RFM No. of Mailings Cost of mailing RFM Units sold RFM Profit
10 17.6% 5000 $3,250 783 $4,733
20 34.8% 10000 $6,500 1,543 $9,243
30 46.1% 15000 $9,750 2,043 $11,093
40 53.4% 20000 $13,000 2,370 $11,170
50 65.2% 25000 $16,250 2,891 $13,241
60 77.9% 30000 $19,500 3,457 $15,757
70 83.3% 35000 $22,750 3,696 $14,946
80 91.7% 40000 $26,000 4,065 $15,465
90 97.5% 45000 $29,250 4,326 $14,876
100 100.0% 50000 $32,500 4,435 $12,735
Note: Market Potential = 4435 units and margin = $10.20
Leaky bucket
New customer
acquisition
Purchase increase by
current customers
Purchase decrease by
current customers
Lost customers
Lost customers
Credit Card Rewards Program ...
httpfmx.sagepub.comField Methods DOI 10.117715258.docxpooleavelina
http://fmx.sagepub.com
Field Methods
DOI: 10.1177/1525822X04269550
2005; 17; 30 Field Methods
Don A. Dillman and Leah Melani Christian
Survey Mode as a Source of Instability in Responses across Surveys
http://fmx.sagepub.com/cgi/content/abstract/17/1/30
The online version of this article can be found at:
Published by:
http://www.sagepublications.com
can be found at:Field Methods Additional services and information for
http://fmx.sagepub.com/cgi/alerts Email Alerts:
http://fmx.sagepub.com/subscriptions Subscriptions:
http://www.sagepub.com/journalsReprints.navReprints:
http://www.sagepub.com/journalsPermissions.navPermissions:
http://fmx.sagepub.com/cgi/content/refs/17/1/30 Citations
at SAGE Publications on September 9, 2009 http://fmx.sagepub.comDownloaded from
http://fmx.sagepub.com/cgi/alerts
http://fmx.sagepub.com/subscriptions
http://www.sagepub.com/journalsReprints.nav
http://www.sagepub.com/journalsPermissions.nav
http://fmx.sagepub.com/cgi/content/refs/17/1/30
http://fmx.sagepub.com
10.1177/1525822X04269550FIELD METHODSDillman, Christian / SURVEY MODE AS SOURCE OF INSTABILITY
Survey Mode as a Source of Instability
in Responses across Surveys
DON A. DILLMAN
LEAH MELANI CHRISTIAN
Washington State University
Changes in survey mode for conducting panel surveys may contribute significantly to
survey error. This article explores the causes and consequences of such changes in
survey mode. The authors describe how and why the choice of survey mode often
causes changes to be made to the wording of questions, as well as the reasons that
identically worded questions often produce different answers when administered
through different modes. The authors provide evidence that answers may change as a
result of different visual layouts for otherwise identical questions and suggest ways
to keep measurement the same despite changes in survey mode.
Keywords: survey mode; questionnaire; panel survey; measurement; survey error
Most panel studies require measurement of the same variables at different
times. Often, participants are asked questions, several days, weeks, months,
or years apart to measure change in some characteristics of interest to the
investigation. These characteristics might include political attitudes, satis-
faction with a health care provider, frequency of a behavior, ownership of
financial resources, or level of educational attainment. Whatever the charac-
teristic of interest, it is important that the question used to ascertain it perform
the same across multiple data collections.
In addition, declining survey response rates, particularly for telephone
surveys, have encouraged researchers to use multiple modes of data collec-
tion during the administration of a single cross-sectional survey. Encouraged
by the availability of more survey modes than in the past and evidence that a
change in modes produces higher response rates (Dillman 2002), surveyors
This is a revision of a paper presented at t ...
https://iexaminer.org/fake-news-personal-responsibility-must-trump-intellectual-laziness/
Fake news: Personal responsibility must trump intellectual laziness
By Matt Chan January 4, 2017
Where do you get your news? That question has become incredibly important given the results of our Presidential Election. How many times have you heard, “I read a news story on Facebook and …” The problem: Facebook is not a news service; it’s a “social media” site whose purpose is to connect like-minded friends and family, to provide you with social connections, and online entertainment.
For Asian Americans social media provides an important and useful way of connecting socially and in some cases politically, but there is a downside. The downside is how social media actually works. These sites employ elaborate algorithms to track and analyze your posts, likes, and dislikes to provide you with a custom experience unique to you. The truth is you are being marketed to, not informed. What looks like news, is not really news, it’s personal validation. All in an attempt to keep you on the site longer, to click a few more things, to make you feel good about what you’re reading. It makes it seem like most people agree with you because you’re only fed information and stories that validate your worldview.
On the other hand, real news is hard work. Its fact-based information presented by people who have checked, researched, and documented what they are presenting as the truth. Real news can be verified.
“Fake News” is, well, fake, often times entirely made-up or containing a hint of truth. Social media was largely responsible for pushing “fake news” stories that were entirely made up to drive clicks on websites. These clicks in turn generated money for the people promoting the stories. The more outrageous the story, the more clicks, the more revenue. When you factor in the algorithms that feed you what you like, you can clearly see the more “fake news” you consume on social media, the more is pushed your way. There’s an abundance of pseudo news sites that merely re-post and curate existing stories, adding their bias to validate their audience’s beliefs, no matter how crazy or mainstream. It is curated solely for you. Now factor in that nearly 44% of Americans obtain some or most of their news from social media and you have a very toxic mix.
The mainstream news media has also fallen into this validation trap. You have one news network that solely reflects the right wing, others that take the view of the left-center leaning, and what is lost are the facts and context, the balance we need to evaluate, learn, and understand the world. People seeking fact-based journalism lose, because the more extreme the media becomes to entice consumers with provocative headlines and click-bait to earn more money, the less their news is fact-based and becomes more opinion driven.
There was a time when fact-based reporting was required of broadcast news. It was called “The Fairness Doctrin ...
http1500cms.comBECAUSE THIS FORM IS USED BY VARIOUS .docxpooleavelina
http://1500cms.com/
BECAUSE THIS FORM IS USED BY VARIOUS GOVERNMENT AND PRIVATE HEALTH PROGRAMS, SEE SEPARATE INSTRUCTIONS ISSUED BY
APPLICABLE PROGRAMS.
NOTICE: Any person who knowingly files a statement of claim containing any misrepresentation or any false, incomplete or misleading information may
be guilty of a criminal act punishable under law and may be subject to civil penalties.
REFERS TO GOVERNMENT PROGRAMS ONLY
MEDICARE AND CHAMPUS PAYMENTS: A patient’s signature requests that payment be made and authorizes release of any information necessary to process
the claim and certifies that the information provided in Blocks 1 through 12 is true, accurate and complete. In the case of a Medicare claim, the patient’s signature
authorizes any entity to release to Medicare medical and nonmedical information, including employment status, and whether the person has employer group health
insurance, liability, no-fault, worker’s compensation or other insurance which is responsible to pay for the services for which the Medicare claim is made. See 42
CFR 411.24(a). If item 9 is completed, the patient’s signature authorizes release of the information to the health plan or agency shown. In Medicare assigned or
CHAMPUS participation cases, the physician agrees to accept the charge determination of the Medicare carrier or CHAMPUS fiscal intermediary as the full charge,
and the patient is responsible only for the deductible, coinsurance and noncovered services. Coinsurance and the deductible are based upon the charge
determination of the Medicare carrier or CHAMPUS fiscal intermediary if this is less than the charge submitted. CHAMPUS is not a health insurance program but
makes payment for health benefits provided through certain affiliations with the Uniformed Services. Information on the patient’s sponsor should be provided in those
items captioned in “Insured”; i.e., items 1a, 4, 6, 7, 9, and 11.
BLACK LUNG AND FECA CLAIMS
The provider agrees to accept the amount paid by the Government as payment in full. See Black Lung and FECA instructions regarding required procedure and
diagnosis coding systems.
SIGNATURE OF PHYSICIAN OR SUPPLIER (MEDICARE, CHAMPUS, FECA AND BLACK LUNG)
I certify that the services shown on this form were medically indicated and necessary for the health of the patient and were personally furnished by me or were furnished
incident to my professional service by my employee under my immediate personal supervision, except as otherwise expressly permitted by Medicare or CHAMPUS
regulations.
For services to be considered as “incident” to a physician’s professional service, 1) they must be rendered under the physician’s immediate personal supervision
by his/her employee, 2) they must be an integral, although incidental part of a covered physician’s service, 3) they must be of kinds commonly furnished in physician’s
offices, and 4) the services of nonphysicians must be included on the physician’s bills.
For CHA ...
https://www.medicalnewstoday.com/articles/323444.php
https://ascopubs.org/doi/full/10.1200/JCO.2008.16.0333
https://journals.lww.com/co-hematology/Abstract/2007/03000/Influence_of_new_molecular_prognostic_markers_in.5.aspx
Influence of new molecular prognostic markers in patients with karyotypically normal acute myeloid leukemia: recent advances
Mrózek, Krzysztofa; Döhner, Hartmutb; Bloomfield, Clara Da
Current Opinion in Hematology: March 2007 - Volume 14 - Issue 2 - p 106–114
doi: 10.1097/MOH.0b013e32801684c7
Myeloid disease
Purpose of review Molecular study of cytogenetically normal acute myeloid leukemia is among the most active areas of leukemia research. Despite having the same normal karyotype, adults with de-novo cytogenetically normal acute myeloid leukemia who constitute the largest cytogenetic group of acute myeloid leukemia, are very diverse with respect to acquired gene mutations and gene expression changes. These genetic alterations affect clinical outcome and may assist in selection of proper treatment. Herein we critically summarize recent clinically relevant molecular genetic studies of cytogenetically normal acute myeloid leukemia.
Recent findings NPM1 gene mutations causing aberrant cytoplasmic localization of nucleophosmin have been demonstrated to be the most frequent submicroscopic alterations in cytogenetically normal acute myeloid leukemia and to confer improved prognosis, especially in patients without a concomitant FLT3 gene internal tandem duplication. Overexpressed BAALC, ERG and MN1 genes and expression of breast cancer resistance protein have been shown to confer poor prognosis. A gene-expression signature previously suggested to separate cytogenetically normal acute myeloid leukemia patients into prognostic subgroups has been validated on a different microarray platform, although gene-expression signature-based classifiers predicting outcome for individual patients with greater accuracy are still needed.
Summary The discovery of new prognostic markers has increased our understanding of leukemogenesis and may lead to improved prognostication and generation of novel risk-adapted therapies.
http://www.bloodjournal.org/content/127/1/53?sso-checked=true
An update of current treatments for adult acute myeloid leukemia
Hervé Dombret and Claude Gardin
Abstract
Recent advances in acute myeloid leukemia (AML) biology and its genetic landscape should ultimately lead to more subset-specific AML therapies, ideally tailored to each patient's disease. Although a growing number of distinct AML subsets have been increasingly characterized, patient management has remained disappointingly uniform. If one excludes acute promyelocytic leukemia, current AML management still relies largely on intensive chemotherapy and allogeneic hematopoietic stem cell transplantation (HSCT), at least in younger patients who can tolerate such intensive treatments. Nevertheless, progress has been made, notably in terms of standard drug dose in ...
httpstheater.nytimes.com mem theater treview.htmlres=9902e6.docxpooleavelina
https://theater.nytimes.com/ mem/ theater/ treview.html?res=9902e6db1639f931a25753c1a962948260
THEATER: WILSON'S 'MA RAINEY'S' OPENS
By FRANK RICH
Published: October 12, 1984, Friday
LATE in Act I of ''Ma Rainey's Black Bottom,'' a somber, aging band trombonist (Joe Seneca) tilts his head heavenward to sing the blues. The setting is a dilapidated Chicago recording studio of 1927, and the song sounds as old as time. ''If I had my way,'' goes the lyric, ''I would tear this old building down.''
Once the play has ended, that lyric has almost become a prophecy. In ''Ma Rainey's Black Bottom,'' the writer August Wilson sends the entire history of black America crashing down upon our heads. This play is a searing inside account of what white racism does to its victims - and it floats on the same authentic artistry as the blues music it celebrates. Harrowing as ''Ma Rainey's'' can be, it is also funny, salty, carnal and lyrical. Like his real-life heroine, the legendary singer Gertrude (Ma) Rainey, Mr. Wilson articulates a legacy of unspeakable agony and rage in a spellbinding voice.
The play is Mr. Wilson's first to arrive in New York, and it reached here, via the Yale Repertory Theater, under the sensitive hand of the man who was born to direct it, Lloyd Richards. On Broadway, Mr. Richards has honed ''Ma Rainey's'' to its finest form. What's more, the director brings us an exciting young actor - Charles S. Dutton - along with his extraordinary dramatist. One wonders if the electricity at the Cort is the same that audiences felt when Mr. Richards, Lorraine Hansberry and Sidney Poitier stormed into Broadway with ''A Raisin in the Sun'' a quarter-century ago.
As ''Ma Rainey's'' shares its director and Chicago setting with ''Raisin,'' so it builds on Hansberry's themes: Mr. Wilson's characters want to make it in white America. And, to a degree, they have. Ma Rainey (1886-1939) was among the first black singers to get a recording contract - albeit with a white company's ''race'' division. Mr. Wilson gives us Ma (Theresa Merritt) at the height of her fame. A mountain of glitter and feathers, she has become a despotic, temperamental star, complete with a retinue of flunkies, a fancy car and a kept young lesbian lover.
The evening's framework is a Paramount-label recording session that actually happened, but whose details and supporting players have been invented by the author. As the action swings between the studio and the band's warm-up room - designed by Charles Henry McClennahan as if they might be the festering last- chance saloon of ''The Iceman Cometh'' - Ma and her four accompanying musicians overcome various mishaps to record ''Ma Rainey's Black Bottom'' and other songs. During the delays, the band members smoke reefers, joke around and reminisce about past gigs on a well-traveled road stretching through whorehouses and church socials from New Orleans to Fat Back, Ark.
The musicians' speeches are like improvised band solos - variously fiz ...
https://fitsmallbusiness.com/employee-compensation-plan/
The puzzle of motivation | Dan Pink [Video file]. Retrieved from https://www.youtube.com/watch?v=rrkrvAUbU9Y
Refining the total rewards package through employee input at MillerCoors [Video file]. Retrieved from https://www.youtube.com/watch?v=_I7nv0B4_NU&feature=youtu.be
How to design an employee compensation plan [SlideShare slides]. Retrieved from http://www.slideshare.net/FitSmallBusiness/how-to-design-a-compensation-plan-dave?ref=http://fitsmallbusiness.com/how-to-pay-employees/
Compensation strategies [Video file]. Retrieved from https://youtu.be/U2wjvBigs7w
· Expectations for Power Point Presentations in Units IV and V
I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me.
1. You need a title slide.
2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work.
3. You need a summary slide (before the reference slide); same reason as above.
4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide.
- Direct quotes should not be used in this presentation as they are not analysis.
5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes.
6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation).
7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements.
Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open.
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Tesla, SmoothieKing, Suave, or Nintendo) by completing the questions below with an ORIGINAL response to each. At the end of the worksheet, be sure to develop a new ORIGINAL positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Tesla, SmoothieKing, Suave or Nintendo):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did. (NOTE: DO NO ...
http://hps.org/documents/pregnancy_fact_sheet.pdf
https://www.asge.org/docs/default-source/education/practice_guidelines/doc-5c7150fd-910a-4181-89bf-bc697b369103.pdf?sfvrsn=6
http://hps.org/hpspublications/articles/pregnancyandradiationexposureinfosheet.html
Data Science
and
Big Data Analytics
Chapter 12: The Endgame, or Putting It All Together
1
Chapter Contents
12.1 Communicating and Operationalizing an Analytics Project
12.2 Creating the Final Deliverables
Developing core material for multiple audiences, project goals, main findings, approach, model description, key points supported with data, model details, recommendations, tips on final presentation, providing technical specifications and code
12.3 Data Visualization Basics
Key points supported with data, evolution of a graph, common representation methods, how to clean up a graphic, additional considerations
Summary
2
12.1 Communicating and Operationalizing an Analytics Project
3
12.1 Communicating and Operationalizing an Analytics Project
Deliverables and Stakeholders
4
12.1 Communicating and Operationalizing an Analytics Project
Deliverables
General Deliverables – from Textbook
Presentation for Project Sponsors
Presentation for Analysts
Code
Technical Specifications
Deliverables For This Course
Presentation for Analysts – half hour per team, next week
Technical Paper for Research Day Conference
Submit CD – Presentation, Paper, Data or URL, Code
5
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Churn Prediction
This section describes a scenario of a fictional bank and a churn prediction model of its customers
The analytic plan contains components that can be used as inputs for writing the final presentations
scope
underlying assumptions
modeling techniques
initial hypotheses
and key findings
6
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Churn Prediction
7
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Analytics Plan
8
12.2 Creating the Final Deliverables
12.2.1 Developing Core Material for Multiple Audiences
Some project components have dual use
Create core materials used for both analyst and business audiences
Three areas on the next slide used for both audiences
Sections after the following overview slide
12.2.2 – Project Goals
12.2.3 – Key Findings
12.2.4 – Approach
12.2.5 – Model Description
12.2.6 – Key Points Supported by Data
12.2.7 – Model Details
12.2.8 – Recommendations
12.2.9 – Additional Tips on the Final Presentation
12.2.10 – Providing Technical Specifications and Code
9
12.2 Creating the Final Deliverables
12.2.1 Developing Core Material for Multiple Audiences
10
12.2 Creating the Final Deliverables
12.2.2 Project Goals
The project goals portion of the final presentation is generally the same for sponsors and analysts
The project goals are described first to lay the groundwork for the solution and recommendations
Generally, the goals are agreed on earl ...
https://www.worldbank.org/en/country/vietnam/overview
-------------- Context ----------------
Vietnam’s development over the past 30 years has been remarkable. Economic and political reforms under Đổi Mới, launched in 1986, have spurred rapid economic growth, transforming what was then one of the world’s poorest nations into a lower middle-income country. Between 2002 and 2018, more than 45 million people were lifted out of poverty. Poverty rates declined sharply from over 70% to below 6% (US$3.2/day PPP), and GDP per capita increased by 2.5 times, standing over US$2,500 in 2018.
In the medium-term, Vietnam’s economic outlook is positive, despite signs of cyclical moderation in growth. After peaking at 7.1% in 2018, real GDP growth in 2019 is projected to slightly decelerate in 2019, led by weaker external demand and continued tightening of credit and fiscal policies. Real GDP growth is projected to remain robust at around 6.5% in 2020 and 2021. Annual headline inflation has been stable for the seven consecutive years – at single digits, trending towards 4% and below in recent years. The external balance remains under control and should continue to be financed by strong FDI inflows which reached almost US$18 billion in 2018 – accounting for almost 24% of total investment in the economy.
Vietnam is experiencing rapid demographic and social change. Its population reached 97 million in 2018 (up from about 60 million in 1986) and is expected to expand to 120 million before moderating around 2050. Today, 70% of the population is under 35 years of age, with a life expectancy of 76 years, the highest among countries in the region at similar income levels. But the population is rapidly aging. And an emerging middle class, currently accounting for 13% of the population, is expected to reach 26% by 2026.
Vietnam ranks 48 out of 157 countries on the human capital index (HCI), second in ASEAN behind Singapore. A Vietnamese child born today will be 67% as productive when she grows up as she could be if she enjoyed complete education and full health. Vietnam’s HCI is highest among middle-income countries, but there are some disparities within the country, especially for ethnic minorities. There would also be a need to upgrade the skill of the workforce to create productive jobs at a large scale in the future.
Over the last thirty years, the provision of basic services has significantly improved. Access of households to modern infrastructure services has increased dramatically. As of 2016, 99% of the population used electricity as their main source of lighting, up from 14 % in 1993. Access to clean water in rural areas has also improved, up from 17% in 1993 to 70% in 2016, while that figure for urban areas is above 95%.
Vietnam performs well on general education. Coverage and learning outcomes are high and equitably achieved in primary schools — evidenced by remarkably high scores in the Program for International Student Assessment (PISA) in 2012 and 2015, ...
HTML WEB Page solutionAbout.htmlQuantum PhysicsHomeServicesAbou.docxpooleavelina
HTML WEB Page solution/About.htmlQuantum PhysicsHomeServicesAboutContact Me
This website gives a detail inward look in quantam physics as it is a evolving field now-a-days and has many upcoming changes that is going to leave the world in shock. There has been a lot of confusion lately related to this topics in people so it is encourage that people visit this website and get to know more about this field and explore the horizons there is yet to come.
HTML WEB Page solution/FirstLastHomePage.htmlQuantum PhysicsHomeServicesAboutContact Me
Definition
Quantum mechanics is the part of material science identifying with the little.
It brings about what may have all the earmarks of being some extremely peculiar decisions about the physical world. At the size of particles and electrons, a significant number of the conditions of old style mechanics, which depict how things move at ordinary sizes and speeds, stop to be helpful. In traditional mechanics, objects exist in a particular spot at a particular time. Be that as it may, in quantum mechanics, protests rather exist in a fog of likelihood; they have a specific possibility of being at point An, another possibility of being at point B, etc.Three revolutionary principles
Quantum mechanics (QM) created over numerous decades, starting as a lot of questionable scientific clarifications of tests that the math of old style mechanics couldn't clarify. It started at the turn of the twentieth century, around a similar time that Albert Einstein distributed his hypothesis of relativity, a different numerical unrest in material science that portrays the movement of things at high speeds. In contrast to relativity, nonetheless, the sources of QM can't be credited to any one researcher. Or maybe, various researchers added to an establishment of three progressive rules that bit by bit picked up acknowledgment and exploratory confirmation somewhere in the range of 1900 and 1930. They are:
Quantized properties:
Certain properties, for example, position, speed and shading, can once in a while just happen in explicit, set sums, much like a dial that "clicks" from number to number. This tested a crucial presumption of old style mechanics, which said that such properties should exist on a smooth, ceaseless range. To portray the possibility that a few properties "clicked" like a dial with explicit settings, researchers begat the word "quantized".
Particles of light:
Light can now and again act as a molecule. This was at first met with unforgiving analysis, as it negated 200 years of trials indicating that light acted as a wave; much like waves on the outside of a quiet lake. Light acts comparatively in that it ricochets off dividers and twists around corners, and that the peaks and troughs of the wave can include or counteract. Included wave peaks bring about more splendid light, while waves that counterbalance produce obscurity. A light source can be thought of ...
https://www.huffpost.com/entry/online-dating-vs-offline_b_4037867
For your initial post, provide a sentence to share which article you are referring to so that you can best communicate with your peers. Include a link to your selection.
· Explain how the argument contains or avoids bias.
i. Provide specific examples to support your explanation.
ii. What assumptions does it make?
· Discuss the credibility of the overall argument.
i. Were the resources the argument was built upon credible?
ii. Does the credibility support or undermine the article’s claims in any important ways?
In response to your peers, provide an additional resource to support or refute the argument your peer makes. Do you agree with their claims of credibility? Are there any other possible bias not identified?
Response #1
Allysa Tantala posted Sep 22, 2019 10:17 PM
Subscribe
The article that I am looking at is Online Dating Vs. Offline Dating: Pros and Cons.It was written by Julie Spira, an online dating expert, bestselling author, and CEO of Cyber-Dating Expert. The name of the article is spot on in describing what it is about. The author goes through the pros and cons of dating online and offline in today’s day and age. The author avoids bias because she looks at both options in both their positive and negative attributes. She comes at the issues from both angles and I believe she does a very good job at remaining unbiased. She states that “if you're serious about meeting someone special, you must include a combination of both online and offline dating in your routine” (Spira, 2013, par. 18). She’s stating that both options have their pros and cons and that really a combination of both is needed to find someone. The only bias I could see anyone pointing out would be that she is a woman, so you do not get the male perspective on these things. That being said, I one hundred percent think she covers all of the questions people may have about online and offline dating in today’s world. The only assumption being made here is that the reader wants to be out in the dating world and they need to know what is best. But, the title of the article is pretty self-explanatory so if someone did not want to know these things, they would not have to waste their time reading it all because they could tell what it would be about by the title.
The resource that she used was herself, and like I stated above, she is an online dating expert, bestselling author, and CEO of Cyber-Dating Expert; so she is more than qualified to give her perspective on these issues. I find her to be credible and thought provoking. Her credibility supports everything the article says and makes the reader feel like they are being told the truth by someone who completely understands all of the pros and cons.
Resource:
Spira, J. (2013, December 3). Online Dating Vs. Offline Dating: Pros and Cons. Retrieved from https://www.huffpost.com/entry/online-dating-vs-offline_b_4037867
Response #2
Jennifer Caforio posted Se ...
https://www.vitalsource.com/products/comparative-criminal-justice-systems-harry-r-dammer-jay-s-v9781285630779
THE ASSIGNMENT IS BASED ON CHAPTER 1 (ONE)
Login : [email protected]
Password: Greekyogurt13!
1
3Defining the Problem
Rigina CochranMPA/593
August 19, 2019
Peter ReevesDefining the Problem
The health care system in Colorado is a composition of medical professionals providing services such as diagnosis, treatment, as well as preventive measures to mental illness and injuries ("Healthcare policy in Colorado - Ballotpedia," 2019). Health care policy involves the establishment and implementation of legislation and other regulations that the states use to manage its health care system effectively. Further, this sector consists of other participants, such as insurance and health information technology. The cost citizens pay for medical care and also the access to quality care influence the overall health care providers in Colorado. Therefore, the need for the creation and implementation of laws that help the state maintain efficiency in the health sector in Colorado.
Problem Statement
The declining standards of medical care within the United States has caused significant concern in the world. Due to these rising concerns, there have been various policies implemented, leading to mixed reactions among the different states. Some of the active policies implemented offer a long-term solution to this problem including Medicaid and Medicare. After acquiring state control, the Republicans dismissed the idea to expand and create medical insurance for Medicaid in Colorado. Sustaining the structure of the health care payroll calls for the deductions from the employees and the employers, which may lead to loss of jobs and increased burden of expenditure (Garcia, 2019).
Identify the Methodology
The main objective of this policy plan is to investigate the role of legislation in the management of the health care sector in the United States. Due to the need for achieving in-depth exploration, this paper uses a combination of both qualitative and quantitative methods of data collection by addressing both practical and theoretical aspects of the research. Based on the answers that the policy requires, choosing survey as the research design. This method involves collecting and analyzing data from a few people who represent the principal group within health care. However, the survey method faces some challenges such as attitudes and perception of the health workers leading to the delimitation of the study. The target population for the study includes the nurses within the health sectors in Colorado. The selection of the participants involved in the use of stratified random sampling.
Identify your Stakeholders
The major stakeholders in the creation and implementation of the policy plan include the legislatures, local government, patients, and other private parties such as the insurance companies. Collectively, these bodies are involved in the makin ...
https://www.nationaleatingdisorders.org/learn/by-eating-disorder/arfid
AVOIDANT RESTRICTIVE FOOD INTAKE DISORDER (ARFID)
Avoidant Restrictive Food Intake Disorder (ARFID) is a new diagnosis in the DSM-5, and was previously referred to as “Selective Eating Disorder.” ARFID is similar to anorexia in that both disorders involve limitations in the amount and/or types of food consumed, but unlike anorexia, ARFID does not involve any distress about body shape or size, or fears of fatness.
Although many children go through phases of picky or selective eating, a person with ARFID does not consume enough calories to grow and develop properly and, in adults, to maintain basic body function. In children, this results in stalled weight gain and vertical growth; in adults, this results in weight loss. ARFID can also result in problems at school or work, due to difficulties eating with others and extended times needed to eat.
DIAGNOSTIC CRITERIA
According to the DSM-5, ARFID is diagnosed when:
· An eating or feeding disturbance (e.g., apparent lack of interest in eating or food; avoidance based on the sensory characteristics of food; concern about aversive consequences of eating) as manifested by persistent failure to meet appropriate nutritional and/or energy needs associated with one (or more) of the following:
· Significant weight loss (or failure to achieve expected weight gain or faltering growth in children).
· Significant nutritional deficiency.
· Dependence on enteral feeding or oral nutritional supplements.
· Marked interference with psychosocial functioning.
· The disturbance is not better explained by lack of available food or by an associated culturally sanctioned practice.
· The eating disturbance does not occur exclusively during the course of anorexia nervosa or bulimia nervosa, and there is no evidence of a disturbance in the way in which one’s body weight or shape is experienced.
· The eating disturbance is not attributable to a concurrent medical condition or not better explained by another mental disorder. When the eating disturbance occurs in the context of another condition or disorder, the severity of the eating disturbance exceeds that routinely associated with the condition or disorder and warrants additional clinical attention.
RISK FACTORS
As with all eating disorders, the risk factors for ARFID involve a range of biological, psychological, and sociocultural issues. These factors may interact differently in different people, which means two people with the same eating disorder can have very diverse perspectives, experiences, and symptoms. Researchers know much less about what puts someone at risk of developing ARFID, but here’s what they do know:
· People with autism spectrum conditions are much more likely to develop ARFID, as are those with ADHD and intellectual disabilities.
· Children who don’t outgrow normal picky eating, or in whom picky eating is severe, appear to be more likely to develop ARFID.
· Many children with ARFID ...
https://www.youtube.com/watch?time_continue=59&v=Bh_oEYX1zNM&feature=emb_logo
BA 325 Pivot Table Assignment Answer Sheet
Name:
Before you do anything fill out your name on the assignment and save your file as BA325 Firstname Lastname (use your actual name).
The table has all of the questions from the DuPont Assignment. Fill in your answers to the questions in the corresponding cell in the Answer column. Below the table there is a spot for the Screen Clippings from both the Practice Assignment, and the DuPont Assignment.
After you have filled out all of the answers and Screen Clippings submit the file to the Assignments folder in D2L.
Q Number
Question
Answer
Q1
How much was American Airlines’ Net Revenues in 2013?
Q2
What was the Return on Equity for Apple in 2015?
Q3
Which company had the highest Net Income and in which year? What was the value?
Q4
Which company had the lowest Net Income and in which year? What was the value?
Q5
How many unique companies in your sample had Net Losses exceeding one billion dollars? Which companies, and what years?
Q6
What was the Sum of the Net Income for all companies in the sample for 2015?
Q7
Which company had the highest total Net Income over the three year period? What was the value?
Q8
Which company had the lowest total Net Income over the three year period? What was the value?
Q9
Which industry had the highest Average Profit Margin over the three year period? What was the value?
Q10
In which year was the Average Profit Margin the highest for the entire sample? What was the value?
Q11
For how many companies do you have Profit Margin ratio data in 2013?
Q12
For what Industry do you have the most Profit Margin ratio data in the sample? What was the value? For that Industry what year was the highest? What was the value?
Q13
Which Industry has the highest Average Asset Turnover over the three year period? What was the value?
Q14
Which of the remaining Industries has the highest Asset Turnover in 2014? What was the value?
Q15
Which Industry has the highest Average Financial Leverage over the three year period? What was the value?
Q16
Which Industry has the lowest Average Financial Leverage that does not include negative numbers in any year? What was the value?
Q17
What is the Average Financial Leverage for the Transportation Industry in 2013?
Note: The answer is odd. You will have to use Data Cleaning to resolve the issue.
Q18
Which Industry has the highest Average Return on Equity over the three year period and which company is the highest within that Industry? What are the values?
Q19
Which two companies in the Public Utilities Industry have the highest Average Return on Equity during the period? What are the values?
Q20
Which Industry had the largest decrease in Average Return on Equity between 2013 and 2014? What was the value?
Q21
Which Industry had the largest increase in Average Return on Equity between 2014 and 2015? What was the value?
Q22
Bonus Question 1: How many industrie ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Homework1Below, you will find a set of readings and videos tha.docx
1. Homework1
Below, you will find a set of readings and videos that will
introduce you some of the best known and most influential
artists involved with the Impressionist style. The Impressionists
often chose to depict scenes of everyday life, following in the
footsteps of Courbet and the other 19th century Realist artists
we learned about a few weeks ago. Unlike the Realists,
however, the Impressionists focused on the mechanics of
seeing: on how color and light really look and how our eyes
work to interpret them. Overall, most impressionists did not
want art to be about what it means, they wanted it to be about
how it looks. In this way, they built on the idea of Art for Art’s
Sake that we were investigating in our assignments last week.
The artistic style of the Impressionists was initially disliked
because it was a radical departure from the style of painting
people were accustomed to. Like many ground-breaking art
movements, the broad public wasn’t ready for what the
Impressionists were doing, and it took a few decades before the
style was widely accepted.
Reading 1: This set of three articles will introduce you to the
Impressionist style and explain the origins of the 1.movement
and its historical (and art historical) contexts.
Click here for the article A Beginner’s Guide to Impressionism
(Links to an external site.)
Click here for the article How the Impressionists got their name.
(Links to an external site.)
Click here for the article Impressionism, Art and Modernity.
Reading 2: This set of readings consists of one article and four
videos about French Impressionist painter Claude Monet.
Click here for the article Claude Monet. 1840-1926.
(Links to an external site.)
Click here for the video Monet, The Argenteuil Bridge
(Links to an external site.)
2. Click here for the video Monet, Poplars
(Links to an external site.)
Click here for the video Monet, Rouen Cathedral Series
(Links to an external site.)
Click here for the video Monet, Water Lilies
Reading 3: Now that you’ve looked closely at several
Impressionist paintings it is a good time to learn about some of
the specific social changes and technological innovations that
helped to shape this art movement. The three short articles
below all address the ways that Impressionists integrated new
inventions and investigated the science of color.
Click here for the article Guide to Impressionism: Modern Life
(Links to an external site.)
Click here for the article Guide to Impressionism: Applying
Science
(Links to an external site.)
Click here for the article Never Underestimate the Power of a
Paint Tube
(Links to an external site.)
Reading 4: Often times when people think of Impressionism
they picture landscape paintings. There were, however, many
Impressionist painters who focused on the human figure and on
documenting social activities. This set of readings will
introduce you to the artworks of two of these more figure-
focused Impressionists: August Renoir and Edgar Degas.
Click here for the video Degas, the Dance Class
(Links to an external site.)
Click here for the video Degas, Visit to a Museum
(Links to an external site.)
Click here for the video Renoir, Moulin de la Galette
(Links to an external site.)
Click here for the video Renoir, Luncheon of the Boating Party
(Links to an external site.)
Reading 5: This final set of articles and videos will introduce
you to three more influential Impressionist artists: Mary
Cassatt, Gustave Cailbotte, and Berthe Morisot. If it is not
3. already clear, these three artists should help you to see the great
variety that existed within Impressionism. Most of these artists
knew and socialized with one another, and they shared some
core beliefs about painting, but they also each have different
approaches and highly individualized styles.
Click here for the video Caillebotte, The Floor Scrapers
(Links to an external site.)
Click here for the video Gustave Caillebotte, Paris Street; Rainy
Day
(Links to an external site.)
Click here for the video Morisot, The Mother and Sister of the
Artist
(Links to an external site.)
Click here for the video Cassatt, Woman with a Pearl Necklace
in a Loge
(Links to an external site.)
Click here for the video Cassatt, In the Loge
(Links to an external site.)
Click here for the video Cassatt, The Child's Bath
(Links to an external site.)
Do some research on the changes that were occurring in Europe
at the turn of the 20th century. Then, choose an artwork we’ve
studied this week that you feel reflects some of those changes.
Compose a 1page, double spaced essay in which you discuss
your chosen example and connect it up to the social conditions
and historical events that were occurring at that time. Use at
least two reputable research sources, and document them in a
bibliography at the end of your essay. Upload your assignment
via the link at the top of this window.
The student’s essay meets all of the format and research
requirements explained in the instructions. 10 points.
The student’s discussion of their example indicates an accurate
understanding of the artwork and style 10 points.
The student makes logical and thoughtful connections between
the artwork and its historical context 10 points
4. Homework 2
Expressionism: Emotion Driven Art.
Below, you will find a set of readings and videos that will
introduce you to artists and art movements that focused on
expressing emotion. Fauvism and German Expressionism are
both rooted in the first decades of the 20th century, and both
movements have expressionist elements.
The Fauvist movement was a short-lived, lasting only about two
years (1905-1907) but it was very influential. Fauvism was a
French style, and it was strongly influenced by two of the artists
we studied back in week 11: Van Gogh and Gauguin. Like those
earlier artists, Fauvists used color to express emotion, but
didn’t worry much about it accurately representing reality. One
of the overall goals of the Fauvists was to create a kind of art
that appeared fresh and un-labored, they wanted their paintings
to retain the sense of spontaneity that sketches often have.
German Expressionism is a category of expressionism that was
roughly parallel with the Fauvist style in France. German
Expressionism lasted longer than Fauvism however, and it is
also quite diverse, with many subgroups and trends within it.
German Expressionists are also highly emotional, but in a
different way than the Fauvists. They often focus on the self:
the emotional world of the artist, and their interactions with the
complex and sometimes frightening conditions of the Modern
world.
Reading 1: This set of two articles will introduce you to the
Fauvist style and explain its main characteristics.
Click here for the article A beginner's guide to Fauvism
(Links to an external site.)
Click here for the article Fauvism.
(Links to an external site.)
Reading 2: This set of articles and videos will feature several
5. artworks by the leader of the Fauvists and its most influential
member: Henri Matisse.
Click here for the article Matisse, Bonheur de Vivre
(Links to an external site.)
Click here for the article Matisse, Goldfish
(Links to an external site.)
Click here for the video Matisse, The Red Studio
(Links to an external site.)
Click here for the article Matisse, The Red Studio
(Links to an external site.)
Reading 3: This set of articles and videos will introduce you to
expressionism as a general term, and then move on to introduce
German Expressionist artist Ernst Ludwig Kirchner.
Click here for the article Expressionism
(Links to an external site.)
Click here for the article German Expressionism: Themes
(Links to an external site.)
Click here for the article Ernst Ludwig Kirchner
(Links to an external site.)
Click here for the article Kirchner, Self-Portrait As a Soldier
(Links to an external site.)
Click here for the video Kirchner, Street, Dresden
(Links to an external site.)
Click here for the video Ernst Ludwig Kirchner, "Street, Berlin"
(Links to an external site.)
Reading 4: This set of articles and videos focusses on Austrian
Expressionist artist Egon Schiele, and artist who died very
young, but whose work has since become a hallmark of
Expressionism.
Click here for the video Schiele, Seated Male Nude (Self-
Portrait)
(Links to an external site.)
Click here for the video Schiele, Hermits
(Links to an external site.)
Click here for the article A Rebel’s Feverish Burst of Insolence
(Links to an external site.)
6. Click here for the article Egon Schiele: a graphic virtuoso
rescued from the wilderness
(Links to an external site.)
Reading 5: German Expressionism had several phases and
trends within it. Käthe Kollwitz and Otto Dix—the two artists
introduced in this set of readings and videos—are from a
slightly later generation of Expressionists in Germany. Both of
these artists’ careers were strongly impacted by the rise of the
Nazis, and so an article about art in Nazi Germany is also
included below.
Click here for the article Käthe Kollwitz 1867–1945
(Links to an external site.)
Click here for the article Käthe Kollwitz, In Memoriam Karl
Liebknecht
(Links to an external site.)
Click here for the article The Art of War, Otto Dix’s Der Krieg
[War] cycle 1924
(Links to an external site.)
Click here for the video Dix, Portrait of the Journalist Sylvia
von Harden
(Links to an external site.)
Click here for the article Art in Nazi Germany
(Links to an external site.)
Reading 6: Not all Expressionism depicted recognizable figures
or objects. Vasily Kandinsky is one of the most influential
expressionists, and much of his work is fully abstract, and
creates emotions with color and shape alone. The article and
videos below will introduce you to his work.
Click here for the video Kandinsky, Improvisation 28 (second
version), 1912
(Links to an external site.)
Click here for the video Vasily Kandinsky, "Klänge (Sounds)"
(Links to an external site.)
Click here for the article How Kandinsky helped create abstract
art
7. Begin by reviewing the below description of Cubism:
“As a Cubist, I want to express my total visual understanding of
the paper coffee cup. I want more than the Renaissance painter
or even Cézanne, I want to express the entire cup
simultaneously on the static surface of the canvas since I can
hold all that visual information in my memory. I want to render
the cup’s front, its sides, its back, and its inner walls, its bottom
from both inside and out, and I want to do this on a flat canvas.
How can this be done?” (This comes from one of your required
articles this week)
Now, create a “Cubist poem”! Here is how:
1). Set up a simple scene in your house (a pile of fruit on a
table, or something like that) and then take a photo of it.
2). Describe the photo very very carefully in writing. Your
description should be based on what you see in the photo and
should include lots of details. It should be a strictly visual
description: describe the shadows, colors, shapes, etc. It should
be at least a full paragraph long.
3). Now, make your description into a written version of
Cubism by rearranging all of the words and phrases in the same
way that Cubist painters broke down and rearranged the scenes
that they depicted. Arrange the words in a way that sounds and
looks interesting to you, don't worry about preserving the
original meaning.
4). Post your photograph, and the “Cubist poem” you’ve made,
in the discussion area. Include a 3-5 sentence explanation at the
end that discusses your work and explains if (and how) it
changed your understanding of Cubism.
5). When you’ve completed and posted your assignment, review
and respond to the work of at least two of your classmates.
Grading Criteria
The student completed and posted all three parts of the
assignment (the photograph, the cubist poem, and the 3 sentence
explanation): 25 points
The student left substantive feedback for at least two
8. classmates: 5 points
Homework 3
Expressionism: Emotion Driven Art.
Below, you will find a set of readings and videos that will
introduce you to artists and art movements that focused on
expressing emotion. Fauvism and German Expressionism are
both rooted in the first decades of the 20th century, and both
movements have expressionist elements.
The Fauvist movement was a short-lived, lasting only about two
years (1905-1907) but it was very influential. Fauvism was a
French style, and it was strongly influenced by two of the artists
we studied back in week 11: Van Gogh and Gauguin. Like those
earlier artists, Fauvists used color to express emotion, but
didn’t worry much about it accurately representing reality. One
of the overall goals of the Fauvists was to create a kind of art
that appeared fresh and un-labored, they wanted their paintings
to retain the sense of spontaneity that sketches often have.
German Expressionism is a category of expressionism that was
roughly parallel with the Fauvist style in France. German
Expressionism lasted longer than Fauvism however, and it is
also quite diverse, with many subgroups and trends within it.
German Expressionists are also highly emotional, but in a
different way than the Fauvists. They often focus on the self:
the emotional world of the artist, and their interactions with the
complex and sometimes frightening conditions of the Modern
world.
Reading 1: This set of two articles will introduce you to the
Fauvist style and explain its main characteristics.
Click here for the article A beginner's guide to Fauvism
(Links to an external site.)
Click here for the article Fauvism.
(Links to an external site.)
9. Reading 2: This set of articles and videos will feature several
artworks by the leader of the Fauvists and its most influential
member: Henri Matisse.
Click here for the article Matisse, Bonheur de Vivre
(Links to an external site.)
Click here for the article Matisse, Goldfish
(Links to an external site.)
Click here for the video Matisse, The Red Studio
(Links to an external site.)
Click here for the article Matisse, The Red Studio
(Links to an external site.)
Reading 3: This set of articles and videos will introduce you to
expressionism as a general term, and then move on to introduce
German Expressionist artist Ernst Ludwig Kirchner.
Click here for the article Expressionism
(Links to an external site.)
Click here for the article German Expressionism: Themes
(Links to an external site.)
Click here for the article Ernst Ludwig Kirchner
(Links to an external site.)
Click here for the article Kirchner, Self-Portrait As a Soldier
(Links to an external site.)
Click here for the video Kirchner, Street, Dresden
(Links to an external site.)
Click here for the video Ernst Ludwig Kirchner, "Street, Berlin"
(Links to an external site.)
Reading 4: This set of articles and videos focusses on Austrian
Expressionist artist Egon Schiele, and artist who died very
young, but whose work has since become a hallmark of
Expressionism.
Click here for the video Schiele, Seated Male Nude (Self-
Portrait)
(Links to an external site.)
Click here for the video Schiele, Hermits
(Links to an external site.)
Click here for the article A Rebel’s Feverish Burst of Insolence
10. (Links to an external site.)
Click here for the article Egon Schiele: a graphic virtuoso
rescued from the wilderness
(Links to an external site.)
Reading 5: German Expressionism had several phases and
trends within it. Käthe Kollwitz and Otto Dix—the two artists
introduced in this set of readings and videos—are from a
slightly later generation of Expressionists in Germany. Both of
these artists’ careers were strongly impacted by the rise of the
Nazis, and so an article about art in Nazi Germany is also
included below.
Click here for the article Käthe Kollwitz 1867–1945
(Links to an external site.)
Click here for the article Käthe Kollwitz, In Memoriam Karl
Liebknecht
(Links to an external site.)
Click here for the article The Art of War, Otto Dix’s Der Krieg
[War] cycle 1924
(Links to an external site.)
Click here for the video Dix, Portrait of the Journalist Sylvia
von Harden
(Links to an external site.)
Click here for the article Art in Nazi Germany
(Links to an external site.)
Reading 6: Not all Expressionism depicted recognizable figures
or objects. Vasily Kandinsky is one of the most influential
expressionists, and much of his work is fully abstract, and
creates emotions with color and shape alone. The article and
videos below will introduce you to his work.
Click here for the video Kandinsky, Improvisation 28 (second
version), 1912
(Links to an external site.)
Click here for the video Vasily Kandinsky, "Klänge (Sounds)"
(Links to an external site.)
Click here for the article How Kandinsky helped create abstract
art
11. Choose two artworks to write about this lesson: they should be
from two different expressionist styles. The expressionist styles
we’ve discussed are: Fauvism and several German Expressionist
trends (including The Bridge, The Blue Rider, and New
Objectivity).
In a 1page double-spaced essay, compare and contrast your two
chosen examples. Describe and explain each example on its
own, and then discuss the two examples together, focusing on
their similarities and differences. Include accurate information
about the artists, styles, and historical context by using at least
two reputable research sources. Be sure your essay includes a
bibliography in MLA form, in-text citations where appropriate,
and an introduction and conclusion.
Option 1 Grading Criteria
The student composes a clearly written, error free, 1 page essay:
5 points
The student discusses each of the two artworks accurately and
in-depth 10 points
The student compares and contrasts the two images in a
thorough and accurate way 10 points
Two reputable research sources are used, and the paper includes
a bibliography and in-text citations where appropriate 5
points
Homework 4
Below, you will find a set of readings and videos that will
introduce you to two influential art movements from the first
half of the 20th century: Dada and Surrealism. Like the
expressionists we studied last week, these artists often used
abstract techniques, but with the goal of critiquing society or
communicating about their own thoughts, ideas, and
psychological processes. The Dada movement emerged during
WW1 in Zurich Switzerland (which was neutral during the war).
12. Zurich Dada included artists from throughout Europe, many of
whom were fleeing the war. Over the next decade, the Dada
movement expanded to cities in many other countries (Berlin,
New York, Paris, and others) and each Dada group had their
own unique characteristics. Overall, Dada artists used art to
protest against a world that they saw as self-destructive and
irrational. The form their protest took was itself irrational: they
fought the nonsense of the world with art that was deliberately
nonsensical. They also combined various mediums (like poetry,
performance, and collage) and created new techniques that
changed the definition of art. Several Dada artists ended up
participating in the next major art movement to emerge, which
was called Surrealism. Like Dada artists, Surrealists were
interested in the irrational and they embraced techniques like
the use of chance in art. Many (but not all) of the Surrealists
returned to more traditional forms of painting and drawing as a
way to represent the contents of their own psyches. The field of
psychology, and especially the theories of psychoanalyst
Sigmund Freud, were important influences on the Surrealist
movement.
Reading 1: This set of articles will introduce you to the Dada
movement, and will explain the earliest Dada group, which
formed in Zurich Switzerland during WW1.
Click here for the article World War I and Dada
(Links to an external site.)
Click here for the article 100 Years Ago Today, Dada Was Born
at Cabaret Voltaire in Zurich
(Links to an external site.)
Click here for an audio article by Susan Stamberg about a Dada
exhibition (listen to the article, or if you require text, click on
"transcript")
(Links to an external site.)
Reading 2: This set of articles and videos will introduce you to
the Dada movement in Berlin. Berlin Dadaists were known for
their experimentation with new kinds of collage, including
13. photomontage (a technique that they originated) and three-
dimensional assemblages. These readings will explain those
techniques, and then focus on three specific artists: Hannah
Hoch, Raoul Hausmann, and Kurt Schwitters (the latter of
whom is actually from Hannover, rather than Berlin).
Click here for a webpage from the Museum of Modern Art that
explains three Berlin-Dada techniques (collage, assemblage, and
photomontage).
(Links to an external site.)
Click here for the article The Spirit of Our Time; Mechanical
Head, Raoul Hausmann (1919)
(Links to an external site.)
Click here for the article Kurt Schwitters: Reconstructions of
the Merzbau
(Links to an external site.)
Click here for the article Hannah Höch: art’s original punk.
(Links to an external site.)
Click here for the video Höch, Cut with the Kitchen Knife Dada
Through the Last Weimar Beer-Belly Cultural Epoch of
Germany
(Links to an external site.)
Reading 3: This set of articles and videos will focus on an
especially influential Dada artist: Marcel Duchamp. Duchamp’s
development of the “readymade” as an art form permanently
changed the definition of art.
Click here for the article Marcel Duchamp (1887–1968)
(Links to an external site.)
Click here for the video Art as concept: Duchamp, In Advance
of the Broken Arm.
(Links to an external site.)
Click here for the video Duchamp, Fountain
(Links to an external site.)
Click here for the article Marcel Duchamp and the Readymade
(Links to an external site.)
Reading 4: This set of articles will introduce you to the
Surrealist movement and explore the connections between Dada
14. and Surrealism. It also includes two articles about surrealist
objects: the first by Man Ray and the second by Meret
Oppenheim.
Click here for the article Surrealism, an introduction.
(Links to an external site.)
Click here for the article Surrealism.
(Links to an external site.)
Click here for the article Man Ray, The Gift
(Links to an external site.)
Click here for the article Meret Oppenheim, Object (Fur-
covered cup, saucer, and spoon).
(Links to an external site.)
Reading 5: This set of articles and videos will continue to
explore the Surrealist movement by introducing two well-known
Surrealist painters: Rene Magritte and Salvador Dali.
Click here for the article Rene Magritte and his paintings
(Links to an external site.)
Click here for the video Magritte, The Treachery of Images
(Ceci n’est pas une pipe).
(Links to an external site.)
Click here for the video Conservation | René Magritte, "The
Portrait," 1935
(Links to an external site.)
Click here for the article The Surreal World of Salvador Dalí
(Links to an external site.)
Click here for the video Dali, The Persistence of Memory
(Links to an external site.)
Click here for the video Dali, Metamorphosis of Narcissus
(Links to an external site.)
Dada artist Tristan Tzara wrote that: “The beginnings of Dada
were not the beginnings of art, but of disgust.” For this written
assignment, consider that quote in relationship to what you have
learned this week about the Dada movement. What were the
Dadaists disgusted with? How did that disgust inform and shape
their art? Explore this quote in depth in a 1double-spaced paper.
15. Discuss at least one Dada artwork as part of your response.
Your paper should be informed by at least two reputable
sources. Cite your sources in-text as needed, and include a
bibliography in MLA form.
Grading criteria for option 1
The paper is 1-2 pages and includes a bibliography of at least 2
reputable sources: 5 points
The paper explores the given quote accurately and in depth: 5
points
The paper includes discussion of a relevant Dada artwork: 10
points
The paper indicates a strong understanding of this art
movement: 10 points