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(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / ) ESOL 052 (Essay #__) Steps: 1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb. 2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.) 3. Choose one of the following essay questions: a. What truth does this photograph reveal? b. What lie does this photograph promote? c. Why/How did people deliberately misuse this photograph and distort its true meaning? d. Why was this photograph misinterpreted by so many people? e. Why do so many people have different reactions to this photograph? f. ___________________________________________________________________________? (Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.) 4. Use the OPTIC chart to brainstorm and take notes on your photograph. 5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas. 6. Using correct MLA format, write a 3-5 page essay. 7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.) 8. Peer and self-edit during the writing process (Bb Wiki, in/outside class). 9. Get feedback from your peers and an instructor during the writing process. (Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.) 10. Proofread/edit/revise during the writing process. 11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.) Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies. Tone: The tone of this assignment should be formal and academic. Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet. Audience: The audience of this assignment is the student’s peers and instructor. Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.) Requirements: In order for a student to earn a minimum passing grade of 70% on this assignment, h.
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The Visual Argument Essay ENGL 1301 Law & JusticeLength & For.docx
The Visual Argument Essay
ENGL 1301: Law & Justice
Length & Format: At least 750 words (not including Works Cited) in MLA format, Times New Roman 12-point font, double-spaced. You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.
Image to Analyze: You may choose any image so long as it specifically relates to law, society, &/or justice.
Two Sources: 1. The image; 2. An outside academic source (from RLC online library database or an RLC library book, chapter, section, etc.)
Description: This essay analyzes an image. You must provide the image’s overall argument and explain how the visual evidence in the image supports the argument.
Reading & Pre-Writing Strategy:
First, carefully review the image you chose. Take notes and brainstorm in your Writer’s Notebook. Outline your ideas.
Writing Strategy:
Building upon your short preliminary outline, you should incorporate the components of a visual argument essay. These components correspond with the grading criteria:
1. Introduction Paragraph should include:a. Hook/Attention grabber-(question/rhetorical question, anecdote, surprising statement, or a declarative); b. Significance-explains how the hook relates to the thesis; and c. Thesis statement-A one-sentence, overall argument that you believe the image makes or its take-away message.
2, 3, & 4. Reason Paragraphs: These are argumentative paragraphs that link to and break down your thesis statement. These paragraphs should include:
a. A “reason” topic sentence. A reason provides a “why” or “because” the thesis statement is true. This sentence states the overall meaning or concept covered in the paragraph.
b. Visual evidence from the image (ie. main image, smaller images that surround it, colors, objects in foreground or background, text, placement of objects or text, etc.)
You must provide an in-text citation at the end of EVERY sentence where you summarize, paraphrase, or quote information from the image. You may quote only up toone line on your page. Otherwise, paraphrase. For images, an in-text citation should include the creator’s last name: (Thomas). If no creator is listed, then you should include the title in quotes: (“Just Say No”)
c. Analysis of the evidence. This information explains how the evidence you used relates to the reason. Analysis answers the following questions: So what? Why does it matter? Who cares? Why is it important? What is the big point (what it is)? What is the big picture (what it means?).
d. A conclusion sentence that summarizes the paragraph.
5.
Cultural Assumption Paragraph that explains how a different issue in our society relates the “issue” in the image. This paragraph should include:
a. A topic sentence. This sentence states the overall meaning or concept covered in the paragraph.
b. Outside academic source material. You must provide an in-text citation at the end of EVERY sentence where you summarize, paraphrase, or quote information ...
Ash eng 225 week 5 film critique final paper new
ash eng 225 week 5 dq 1 the impact of evolving technologies new,eng 225 week 5 dq 2 film analysis and its applications new,eng 225 week 5 film critique final paper new,ash eng 225 week 5,eng 225 week 5,ash eng 225 week 5 tutorial,ash eng 225 week 5 assignment,ash eng 225 week 5 help
Ash eng 225 week 5 film critique final paper new
ash eng 225 week 5 dq 1 the impact of evolving technologies new,eng 225 week 5 dq 2 film analysis and its applications new,eng 225 week 5 film critique final paper new,ash eng 225 week 5,eng 225 week 5,ash eng 225 week 5 tutorial,ash eng 225 week 5 assignment,ash eng 225 week 5 help
Ash eng 225 week 5 film critique final paper new
ash eng 225 week 5 dq 1 the impact of evolving technologies new,eng 225 week 5 dq 2 film analysis and its applications new,eng 225 week 5 film critique final paper new,ash eng 225 week 5,eng 225 week 5,ash eng 225 week 5 tutorial,ash eng 225 week 5 assignment,ash eng 225 week 5 help
Ash eng 225 week 5 film critique final paper new
uop eng 225 new week 5 dq 1,uop eng 225 new week 5 dq 2,uop eng 225 new week 5 film critique final paper new,uop eng 225 new week 5,uop eng 225 new week 5,uop eng 225 new,uop eng 225 new week 5 tutorial,uop eng 225 new week 5 assignment,uop eng 225 new week 5 help
1# homeworkInterpretive Analysis EssayPurposeThe purpo.docx
1#
homework
Interpretive Analysis Essay
PurposeThe purpose of this assignment is to produce an essay that critically analyzes a course film by synthesizing what you’ve learned this quarter about how film comments on the human condition and how film style and narrative communicates this message. The synthesis of research, critical analysis, and close textual/formal analysis in this essay is one of the primary skills needed in all Humanities writing, and the argumentative and writing skills required for this assignment will be essential for succeeding in your post-graduate career(s).1) Skills/Knowledge: As a result of completing this assignment, you will be able to:a. Critically analyze a film by understanding how it communicates through formal and
narrative techniques.b. Relate film to topics in the humanities.c. Conduct research specific to the field of film studies.d. Synthesize research, critical analysis, and close textual/formal analysis into a cohesive argument about the relationship of a film to the human condition.e. Create a strong example of persuasive scholarly writing.
Assignment Requirements
1) Develop a topic and argument of your choosing, but consider the following questions: What are the central meanings of the film and how does the film create them? How does the film use style and narrative to produce these (potential) meanings? In making these meanings, how does the film relate to and provide commentary on the humanities and the human condition? Use our previous assignments (Annotated Bibliography; Thesis and Shot
Analysis) as examples of how to begin writing this essay.2) Requirements for the essay:
a. Choose any screening from this quarter of Film 214 to analyze.b. Include a thesis that makes a strong and clear claim about the meanings of the film. It should look something like the following: “Boyz n the Hood (Singleton, 1991) draws on techniques of neorealism, including location shooting and the casting of non-professional actors, in order to provide a harsh commentary on the black experience in 1980s South Central LA.”c. A title that clearly and accurately reflects the content and argument of the essay.i. A strong title should clearly indicate the topic of your essay, and it should include the title of the film you’re analyzing. Be as specific as possible here.d. Pay attention to organization. The essay should be logically structured, with each body paragraph providing support for essay’s central thesis. Each paragraph should feature smooth transitions and clear topic sentences.e. Research/Sources: Use everything at your disposal to make your argument more persuasive. You will find it helpful to refer to lecture/discussion notes, PowerPoints, and class readings. The strongest essays will also make reference to outside research.
Research is not required, but it is strongly encouraged. “A” level papers will
incorporate credible research.i
. Extra Credit Opportunity: Annotated Bibliography
1.
Up to 5 points for each n ...
Recommended
The Visual Argument Essay ENGL 1301 Law & JusticeLength & For.docx
The Visual Argument Essay
ENGL 1301: Law & Justice
Length & Format: At least 750 words (not including Works Cited) in MLA format, Times New Roman 12-point font, double-spaced. You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.
Image to Analyze: You may choose any image so long as it specifically relates to law, society, &/or justice.
Two Sources: 1. The image; 2. An outside academic source (from RLC online library database or an RLC library book, chapter, section, etc.)
Description: This essay analyzes an image. You must provide the image’s overall argument and explain how the visual evidence in the image supports the argument.
Reading & Pre-Writing Strategy:
First, carefully review the image you chose. Take notes and brainstorm in your Writer’s Notebook. Outline your ideas.
Writing Strategy:
Building upon your short preliminary outline, you should incorporate the components of a visual argument essay. These components correspond with the grading criteria:
1. Introduction Paragraph should include:a. Hook/Attention grabber-(question/rhetorical question, anecdote, surprising statement, or a declarative); b. Significance-explains how the hook relates to the thesis; and c. Thesis statement-A one-sentence, overall argument that you believe the image makes or its take-away message.
2, 3, & 4. Reason Paragraphs: These are argumentative paragraphs that link to and break down your thesis statement. These paragraphs should include:
a. A “reason” topic sentence. A reason provides a “why” or “because” the thesis statement is true. This sentence states the overall meaning or concept covered in the paragraph.
b. Visual evidence from the image (ie. main image, smaller images that surround it, colors, objects in foreground or background, text, placement of objects or text, etc.)
You must provide an in-text citation at the end of EVERY sentence where you summarize, paraphrase, or quote information from the image. You may quote only up toone line on your page. Otherwise, paraphrase. For images, an in-text citation should include the creator’s last name: (Thomas). If no creator is listed, then you should include the title in quotes: (“Just Say No”)
c. Analysis of the evidence. This information explains how the evidence you used relates to the reason. Analysis answers the following questions: So what? Why does it matter? Who cares? Why is it important? What is the big point (what it is)? What is the big picture (what it means?).
d. A conclusion sentence that summarizes the paragraph.
5.
Cultural Assumption Paragraph that explains how a different issue in our society relates the “issue” in the image. This paragraph should include:
a. A topic sentence. This sentence states the overall meaning or concept covered in the paragraph.
b. Outside academic source material. You must provide an in-text citation at the end of EVERY sentence where you summarize, paraphrase, or quote information ...
Ash eng 225 week 5 film critique final paper new
ash eng 225 week 5 dq 1 the impact of evolving technologies new,eng 225 week 5 dq 2 film analysis and its applications new,eng 225 week 5 film critique final paper new,ash eng 225 week 5,eng 225 week 5,ash eng 225 week 5 tutorial,ash eng 225 week 5 assignment,ash eng 225 week 5 help
Ash eng 225 week 5 film critique final paper new
ash eng 225 week 5 dq 1 the impact of evolving technologies new,eng 225 week 5 dq 2 film analysis and its applications new,eng 225 week 5 film critique final paper new,ash eng 225 week 5,eng 225 week 5,ash eng 225 week 5 tutorial,ash eng 225 week 5 assignment,ash eng 225 week 5 help
Ash eng 225 week 5 film critique final paper new
ash eng 225 week 5 dq 1 the impact of evolving technologies new,eng 225 week 5 dq 2 film analysis and its applications new,eng 225 week 5 film critique final paper new,ash eng 225 week 5,eng 225 week 5,ash eng 225 week 5 tutorial,ash eng 225 week 5 assignment,ash eng 225 week 5 help
Ash eng 225 week 5 film critique final paper new
uop eng 225 new week 5 dq 1,uop eng 225 new week 5 dq 2,uop eng 225 new week 5 film critique final paper new,uop eng 225 new week 5,uop eng 225 new week 5,uop eng 225 new,uop eng 225 new week 5 tutorial,uop eng 225 new week 5 assignment,uop eng 225 new week 5 help
1# homeworkInterpretive Analysis EssayPurposeThe purpo.docx
1#
homework
Interpretive Analysis Essay
PurposeThe purpose of this assignment is to produce an essay that critically analyzes a course film by synthesizing what you’ve learned this quarter about how film comments on the human condition and how film style and narrative communicates this message. The synthesis of research, critical analysis, and close textual/formal analysis in this essay is one of the primary skills needed in all Humanities writing, and the argumentative and writing skills required for this assignment will be essential for succeeding in your post-graduate career(s).1) Skills/Knowledge: As a result of completing this assignment, you will be able to:a. Critically analyze a film by understanding how it communicates through formal and
narrative techniques.b. Relate film to topics in the humanities.c. Conduct research specific to the field of film studies.d. Synthesize research, critical analysis, and close textual/formal analysis into a cohesive argument about the relationship of a film to the human condition.e. Create a strong example of persuasive scholarly writing.
Assignment Requirements
1) Develop a topic and argument of your choosing, but consider the following questions: What are the central meanings of the film and how does the film create them? How does the film use style and narrative to produce these (potential) meanings? In making these meanings, how does the film relate to and provide commentary on the humanities and the human condition? Use our previous assignments (Annotated Bibliography; Thesis and Shot
Analysis) as examples of how to begin writing this essay.2) Requirements for the essay:
a. Choose any screening from this quarter of Film 214 to analyze.b. Include a thesis that makes a strong and clear claim about the meanings of the film. It should look something like the following: “Boyz n the Hood (Singleton, 1991) draws on techniques of neorealism, including location shooting and the casting of non-professional actors, in order to provide a harsh commentary on the black experience in 1980s South Central LA.”c. A title that clearly and accurately reflects the content and argument of the essay.i. A strong title should clearly indicate the topic of your essay, and it should include the title of the film you’re analyzing. Be as specific as possible here.d. Pay attention to organization. The essay should be logically structured, with each body paragraph providing support for essay’s central thesis. Each paragraph should feature smooth transitions and clear topic sentences.e. Research/Sources: Use everything at your disposal to make your argument more persuasive. You will find it helpful to refer to lecture/discussion notes, PowerPoints, and class readings. The strongest essays will also make reference to outside research.
Research is not required, but it is strongly encouraged. “A” level papers will
incorporate credible research.i
. Extra Credit Opportunity: Annotated Bibliography
1.
Up to 5 points for each n ...
Directions for Homework Paper All homework papers must be typed d.docx
Directions for Homework Paper: All homework papers must be typed double spaced with one
inch margins on all sides. The papers must be at least 2 ½ pages (625 words) in length but can be longer if
you like. Make sure your paper is thorough and please proof read. For some of the assignments
you will have a choice of questions.
The homework papers must be set up as follows:
You must put your name and class on the top of the paper
The title of the paper
You must include the question number and then thoroughly answer the question(s).
Include a list of the source
The grade for your homework assignments is based on the following criteria:
Did you answer all parts of the question(s) asked? (If you leave out parts of the question (s) the homework is incomplete and you only get a partial grade.)
How thorough were your answers? (If your answers are superficial, your grade will reflect that.)
Did you proof read spell and grammar check your paper? (If there are too many errors your assignment will received a substantially lower grade.)
Does the paper need citations? (If it does make sure you include them.)
Plagiarism will get you a 0 and your name will be forwarded to the Academic Integrity Officer.
The homework papers must be written as an integrated essay with an introduction, body and conclusion.
Answer one of the following questions for this paper. You must
only use the articles and books assigned for this class. No outside research is permitted. Answer ONLY ONE of the following questions.
2A) What was the Commercial Revolution? How did developments in the late middle ages (to me it is the early modern period) impact the Commercial Revolution?
2B) Discuss the nature of banking in the Commercial Revolution. What was the Price Revolution and what caused it? What was mercantilism and how did the Commercial Revolution sow the seeds of Capitalism? How important was double entry bookkeeping to Capitalism?
INFORMATIVE SPEECH OUTLINE FORMAT
Student’s Name:
Date:
Topic: Title that suggests the topic of your speech
Thesis: The central idea of your speech.
----------------------------------------------------------------------------------------------------
Introduction
A. Attention Getter: Something that grabs the attention of the audience.
Examples of this: startling statistics, stories,
rhetorical questions, quotations, scenarios, etc. This
point should be more than one sentence long.
B. Thesis Statement: Exact same statement as above.
C. Preview of Main Points: (this preview should reinforce the mode you have selected)
1. First, I will describe …
2. Second, I will examine …
3. Third, I will discuss…
TRANSITION to your 1st point_______________________
A. Statement of the first main point; you should not use a source in this sentence.
1. Idea of development or support for the first main point
a. Support material (ex: statistics, quotation, etc.- cite source)
b. Support material (ex: statistics, quotation, etc. -.
Method1. Conduct research and write an APA formatted Research E
Method:
1. Conduct research and write an APA formatted Research Essay using 3-5 sources
2. Then from the content of the Research Essay create your Final Presentation. Your Final Presentation, "Inclusive Voices," will teach your reader/viewer what you discovered from conducting your research through a recorded poster presentation, video presentation, or voice-narrated PowerPoint presentation.
3. Create a Script that you will use to present your Final Presentation
Ultimately, you will use the questions below to write your paper and drive the content and organization of your presentation. Completing your research should be organized in the following way and answer the following questions about your person/movement:
The introduction should briefly introduce and state the issue to be examined. It should start with creative, attention-getting hook then state why you chose the person/movement, show how you will critically evaluate the person or movement you chose, and provide a clear thesis statement.
The body of your paper contains information that explains who the person/movement is, what they did, and then provides a status update. The sub-headers used in APA formatting provide your divisions.
(Sub-header:) Who are/were they?
This sections answers the question who are they? This defines them and their power and limitations in the culture of the time. This section provides any historical information that is relevant about them personally.
(Sub-header:) What was happening in culture of the time?
Here you will give some perspective about events and attitudes of the time and what happened that allowed a space for their voice. What was going on in dominant culture at the time that allowed for their entry point into the cultural narrative?
(Sub-header:) What did they do?
This section should specifically explain what was their action that disrupted dominant culture.
(Sub-header:) Where are they now?
Here you will explain what happened as a result of their action or voice. What is the trajectory or lasting effects?; provide a status update about them or their movement.
(Sub-header:) Conclusion
The conclusion of the paper should cover the three major parts.
· Answer: the thesis statement, revisited.
· Summary: main points and highlights from the body paragraphs.
· Significance: the relevance and implications of the essay's findings and what further actions could still be taken.
More details of Requirements and Execution:
1. Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"), with 1" margins on all sides.
2. Title Page is required. The title page should contain the title of the paper, the author's name, and the institutional affiliation including course name, professor's name, and date. (centered)
3. NO ABSTRACT REQUIRED
4. Page number on each page
5. Acceptable fonts are 11-point Calibri, 11-point Arial, and 10-point Lucida Sans Unicode as well as serif fonts such as 12-point Times New Roman, 11-point Georgia
6. For citati ...
POSITION PAPER.ppt
for class discussion and other related teaching activities that would help the learners
STRUCTURAL ANALYSIS NINTH EDITION R. C. HIBBELER
STRUCTURAL
ANALYSIS
NINTH EDITION
R. C. HIBBELER
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris
Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong
Seoul Singapore Taipei Tokyo
Lecturer's name
Dr. Sarkawt A. Hasan
Department of Civil Engineering
College of Technical Engineering
University of Erbil Polytechnic
Erbil Polytechnic University
Subject: Structures
ProjectHouston’sFaults.Students willcarry out Internet res.docx
Project: Houston’s Faults.
Students will carry out Internet research on faults in and around Houston Texas. Your research should look at the following aspects related to faults.
· The origin of faults in the Houston area
· The distribution of faults in the area
· The type of faults (normal, reverse, strike slip etc.)
· How the faults impact city planning (location of airports, major highways, stadiums, city center, sewage lines etc. in relation to the major faults)
· Faults and earthquakes
· As a geoscience student, how can your knowledge of the origin, distribution and types of fault be useful to city planners?
Students will present this information in the form of a power point slide. Your power point should include all relevant information including sketches, photos, maps and should have a reference section.
EXAMPLE ON HOW YOU CAN FORMAT YOUR PRESENTATION: you will create a slide show then print it out and turn it in a black folder. You do not need to send it to me via email
1st slide Intro: What are faults? (types of faults; normal, reverse, strike slip etc)
*have figures but let them stand alone (meaning the should be on there on slide)
2nd slide Faults in Houston Texas
Origin of faults (what cause them)
Distribution (include a map of where faults are located) remember figures must stand alone)
3rd slide faults in city planning. (Stadiums, airports, major roads etc) how it affects it
Think: Hobby airport has a fault, roads have faults, city center, why are sewers where faults are, why do Houston Texas have faults but no earthquakes
POWER POINT SLIDE DUE APRIL 27TH THRUSDAY AS SOON AS YOU WALKING INTO CLASS.. Slides must be between 10 and 20 slides. *no less than 10 and nor more then 20
Abbreviated Title 1
Title
Your name here
School name here
Full course name and number
Instructor name
Date of submission
Remember the font should be 12 point, Times New Roman or Arial for everything, including the title page
Abstract
An abstract is nothing more than a summary of the main ideas. In this course, the abstract is a summary of the basic building blocks used in the research proposal. It will be slightly different than an abstract for a paper or essay.
In a paper or essay, the abstract summarizes the main points of the document. In a research proposal, the abstract summarizes the main research components (to be used) as demonstrated with the topic.
In either case, an abstract is simple. It is just a summary of the main ideas, points, or methodologies. The difference is what the author is summarizing. In other words, the reader should be able to read the brief abstract and understand what the researcher is proposing..... In 2 or 3 paragraphs, you should be able to answer the following questions in narrative form: What is the topic? What are the variables? What is the hypothesis? What is the design? What is the population/sample? What is the Data Collection Method(s)?
Title
This is your introducti.
Essay Option C Developing Historical and Cross-Cultural Insight.docx
Essay Option C: Developing Historical and Cross-Cultural Insight
Both Hayao Miyazaki and Zhang Yimou produce socially and culturally relevant artistic forms that illustrate the connections between culture, identity, and the tension involved in the relationship between citizens and their governments. Although both film-makers use very different looking films, they share an ability to address some of the most important questions regarding what it means to be a citizen of China and Japan. In this essay you will draw out the major themes of one film by either director (a list of acceptable films follows, you are limited to the films on this list without exception). Prior to viewing the films, reflect on the questions below. Then view the film and take notes on the film’s storyline, presentation and visual elements. Consider how the film director has consciously, through their cinematic choices addressed the issues raised in the questions. In particular, both Yimou and Miyazaki have created films with portrayals of traditional Confucian, Shinto and Buddhist values that also offer insight into their viewpoints concerning the role that such traditions continue to play in the post-modern era. The purpose of the assignment is to explore the way in which politics and art interact in an Asian cultural context, and also to develop expository writing skills.
Questions:
1. What is the larger message of the film regarding identity issues?
2. How do the characters in the novel represent different understandings of Chinese and Japanese culture and traditional values?
3. How do these characteristics relate to what was discussed in class regarding Shinto, Buddhist and Confucian value orderings – how do these value orderings condition the lives of the characters in the novel?
4. How have you come to understand what it means to be Chinese and/or Japanese through your reading of the film?
5. How does the film-maker use location, including the natural world to address their subject?
Your essay should draw on material from the film that you choose as well as the text and class discussions. Be sure to cite material appropriately (see attached guidelines),Use in text citations with a bibliography at the end of the paper. DO NOT USE FOOTNOTES.
Technical Instructions: Your paper should be 4-6 pages long and no longer than six pages. Include your title on the first page of the essay, hit return 3 times and begin writing. Your essay should be typed in Times New Roman font with margins no larger than 1 inch all around, double-spaced with page numbers centered in the footer. Be sure to include an introduction that explains your organization and conclusion, which pulls the essay together and presents your observations
Zhang Yimou Films
Hayao Miyazaki Films
Not One Less
Spirited Away
Riding Alone for Thousands of
Princess Mononoke
Miles
Howl’s Moving Castle
Raise the Red Lantern
Bibliographies and Citations
Note that the fundamental purpose of bib ...
Pages 2Topic Vietnam warStyle ChicagoSources 5Level Col.docx
Pages: 2
Topic: Vietnam war
Style: Chicago
Sources: 5
Level: College
Subject:
Language: U.S
Instructions
hi
prompts 2 is the best and the easy one out of the 3. " the vietnam war"
thanks.
1302-3001Assignment #4
Student Essay
Background Information
Creating an argument through the use of historical evidence is one of the key skills you should develop in this course.
As this is our second essay, you should feel more comfortable with writinga well-polished essay.Just as with our previous essay, I am giving you multiple prompts to choose from as well as additional information that should help you feel more confident in writing an effective essay.
Directions
Please chose
one
of the following prompts to write a 600+ word essay. Your essay should create an argument to fully answer the question and draw any conclusions that may be substantiated by data. You need to incorporate historical evidence such as people, events, legislation, etc. to support your conclusions. To prepare for this essay, I am including directions on writing an outline. Students need to turn in their outlines with their essay.
This essay is due in the dropbox by 11:55pm Tuesday, July 7
th
.
Writing Prompts
1.American prosperity in the 1950s birthed a new era of consumerism. Evaluate the changing political, social, cultural, and economic landscape within the nation that led to this new “consumer culture.” Be sure to include analysis on groups that did not partake in this prosperity.
2.
Analyze the Vietnam War. Explain how and why the Vietnam War brought turmoil to American society and eventually drove Johnson and the divided Democrats from power in 1968.
3.
Analyze post-WWII civil rights as it applied to two of the following:
African Americans
Homosexuals
Women
Native Americans
Hispanic Americans
Grading
This essay is worth
100
points and will be graded as follows:
-
20
points for a well developed thesis that fully addresses the prompt
-
50
points for content (accurate, thorough, and effective use of evidence to prove thesis)
-
10
points for writing style (Chicago format, grammar, and proof reading)
-
10
points for your works cited and footnotes (your essay must include at least four sources, (you may use your textbook as one of your sources)
-
10
points for your outline (include at the end of the document. It can be typed or hand-written and scanned)
How to write successful essays for History 1302
Different Types of Essays
In your history courses you might write different types of essays.
Most of them involve description of events, discussion of ideas, summarization of information, and analysis or evaluation.
Analysis might involve classifying, comparing and contrasting, explaining causes and effects, exploring a topic's history, or describing a process.
Or, you might be asked to write an essay that explains the effects of something: the effects of a war, of a law, of a social movement.
Sometimes you may need to take a stan.
Research PaperProvide critical analysis of an issue and policy.docx
Research Paper
Provide critical analysis of an issue and policy intended to address it. For instance, some issue which students have suggested are:
· Water or drought in California
· Educational spending proposals
· Impact of Proposition 47 (reducing sentencing)
· California Health Care Challenges and
Solution
s
· State Budget and Reform Concepts, e.g., pension reform or realignment
· Challenge of transportation (high speed rail) and environment (AB 32 or water)
· Other as approved by instructor
Develop the topic into a fairly narrowly focused “mini” research paper. The idea is to choose a topic that is sufficiently narrow and focused so that it is manageable in a 12-15 page paper plus references and cover page. Regardless of the topic you choose, your paper must present some kind of analysis supported by published research.
Analysis involves asking an important question. What, for example, are the most important features of a political conflict that generates notice of a relevant issue? Or, which features of a political issue or reform merits change and is significant in California Politics today? For instance: Water and the implications of drought? Building a peripheral canal? The effects of campaign reform financing?
Proposal and minimum sources
Please forward by e-mail attachment to me by March 1st a one page statement of your proposal and five annotated tentative references. Optional: an outline or initial draft of the paper can be e-mailed any time for comment up to the last week of March. The final draft is due by March 31st
Your annotated references should identify a minimum of five separate sources of information (in addition to the course text) about your topic. The more recent the sources – the better. Articles are more useful than books. Conduct a decent literature search in ProQuest. Be cautious when using only WWW sources. They are not all equally credible.
Avoid only popular magazines – Time, Newsweek, Psychology Today, Parents Magazine, etc. Similarly, avoid electronic sources for which the organizational affiliation is unknown. Critically review and cautiously use any material from an organization or agency that has a specific agenda, e.g., A.C.L.U., government agency, etc. Seek help from one of the Reference librarians in the Pearson Library
Final papers will be 12-15 pages in length and will analyze specific institutional and political influences placed upon policy development in the selected issue area using, in part, the information and interaction provided your written sources and the Sacramento persons with whom you met and their staffs.
Generally papers should be presented as policy briefs taking the following format:
1. Statement of the issue and its significance
2. Context or Background of the Issue
3. Pros and Cons of the issue (including what groups support each side)
4. Your views on the feasibility and desirability of one or more options
Final Class Presentation
Students ar ...
Ethical and Social Issues Relating to Information Systems Gradin.docx
Ethical and Social Issues Relating to Information Systems Grading Guide
BIS/320 Version 3
2
Learning Team Assignment: Ethical and Social Issues Relating to Information Systems
Purpose of Assignment
The purpose of the assignment is to analyze ethical and social issues that may occur when developing and maintaining Information Systems. These issues include protection of customer, employee, and company confidential information from thieves, competitors, and hackers.
Resources Required
Essentials of MIS, Chapter 4, 8
Electronic Reserve Readings for Week 4
Lynda.com® Foundations of IT Security: Core Concepts
Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Students discuss as a team how their chosen company addresses security concerns, including legal and privacy aspects of their websites and business.
Students identify ethical and social issues their chosen company must consider when using employee and customer data. Includes the impact of Web 2.0 technologies on their business.
The paper is 700 words in length.
Total Available
Total Earned
3.5
#/X
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
1.5
#/X
Assignment Total
#
5
#/X
Additional comments:
Copyright © 2016 by University of Phoenix. All rights reserved.
PART2 Due on 11/22
Final Paper/Contextual Analysis Paper
Due: Week 13
5 pages/1250-word final paper
For the final paper, students will choose a topic of their own making related
to issues of film censorship and regulation and/or controversial subject
matter. During class discussions, students will have ample opportunities to
work through sample case studies as a way to prepare for their final
projects.
Paper Requirements:
All paper topics must focus on a subject/film(s) that takes place no earlier
than the 1960s. This means you can pick any topic/film(s) from the 1960s
or later. It’s OK to reference films pre-1960, but the focal point of your
project must take place during the 1960s or later.
All subjects and films must be made in the U.S.-based film industry,
Hollywood and/or independent productions.
Final papers must use at least four bibliographic sources. See Final Paper
Outline instructions for instructions regarding sources.
No paper should be about more than three films. It’s OK to write about only
one film, but not more than three.
OK to write on a film(s) we’ve watched in class, but make sure your
analysis builds on the one we’ve pursued in class discuss ...
(APA 6th Edition Formatting and St.docx
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docx
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docx
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Dis) Placing Culture and Cultural Space Chapter 4.docx
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docx
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docx
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docx
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docx
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docx
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation10EventTrendsfor 201910 Event.docx
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
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Directions for Homework Paper All homework papers must be typed d.docx
Directions for Homework Paper: All homework papers must be typed double spaced with one
inch margins on all sides. The papers must be at least 2 ½ pages (625 words) in length but can be longer if
you like. Make sure your paper is thorough and please proof read. For some of the assignments
you will have a choice of questions.
The homework papers must be set up as follows:
You must put your name and class on the top of the paper
The title of the paper
You must include the question number and then thoroughly answer the question(s).
Include a list of the source
The grade for your homework assignments is based on the following criteria:
Did you answer all parts of the question(s) asked? (If you leave out parts of the question (s) the homework is incomplete and you only get a partial grade.)
How thorough were your answers? (If your answers are superficial, your grade will reflect that.)
Did you proof read spell and grammar check your paper? (If there are too many errors your assignment will received a substantially lower grade.)
Does the paper need citations? (If it does make sure you include them.)
Plagiarism will get you a 0 and your name will be forwarded to the Academic Integrity Officer.
The homework papers must be written as an integrated essay with an introduction, body and conclusion.
Answer one of the following questions for this paper. You must
only use the articles and books assigned for this class. No outside research is permitted. Answer ONLY ONE of the following questions.
2A) What was the Commercial Revolution? How did developments in the late middle ages (to me it is the early modern period) impact the Commercial Revolution?
2B) Discuss the nature of banking in the Commercial Revolution. What was the Price Revolution and what caused it? What was mercantilism and how did the Commercial Revolution sow the seeds of Capitalism? How important was double entry bookkeeping to Capitalism?
INFORMATIVE SPEECH OUTLINE FORMAT
Student’s Name:
Date:
Topic: Title that suggests the topic of your speech
Thesis: The central idea of your speech.
----------------------------------------------------------------------------------------------------
Introduction
A. Attention Getter: Something that grabs the attention of the audience.
Examples of this: startling statistics, stories,
rhetorical questions, quotations, scenarios, etc. This
point should be more than one sentence long.
B. Thesis Statement: Exact same statement as above.
C. Preview of Main Points: (this preview should reinforce the mode you have selected)
1. First, I will describe …
2. Second, I will examine …
3. Third, I will discuss…
TRANSITION to your 1st point_______________________
A. Statement of the first main point; you should not use a source in this sentence.
1. Idea of development or support for the first main point
a. Support material (ex: statistics, quotation, etc.- cite source)
b. Support material (ex: statistics, quotation, etc. -.
Method1. Conduct research and write an APA formatted Research E
Method:
1. Conduct research and write an APA formatted Research Essay using 3-5 sources
2. Then from the content of the Research Essay create your Final Presentation. Your Final Presentation, "Inclusive Voices," will teach your reader/viewer what you discovered from conducting your research through a recorded poster presentation, video presentation, or voice-narrated PowerPoint presentation.
3. Create a Script that you will use to present your Final Presentation
Ultimately, you will use the questions below to write your paper and drive the content and organization of your presentation. Completing your research should be organized in the following way and answer the following questions about your person/movement:
The introduction should briefly introduce and state the issue to be examined. It should start with creative, attention-getting hook then state why you chose the person/movement, show how you will critically evaluate the person or movement you chose, and provide a clear thesis statement.
The body of your paper contains information that explains who the person/movement is, what they did, and then provides a status update. The sub-headers used in APA formatting provide your divisions.
(Sub-header:) Who are/were they?
This sections answers the question who are they? This defines them and their power and limitations in the culture of the time. This section provides any historical information that is relevant about them personally.
(Sub-header:) What was happening in culture of the time?
Here you will give some perspective about events and attitudes of the time and what happened that allowed a space for their voice. What was going on in dominant culture at the time that allowed for their entry point into the cultural narrative?
(Sub-header:) What did they do?
This section should specifically explain what was their action that disrupted dominant culture.
(Sub-header:) Where are they now?
Here you will explain what happened as a result of their action or voice. What is the trajectory or lasting effects?; provide a status update about them or their movement.
(Sub-header:) Conclusion
The conclusion of the paper should cover the three major parts.
· Answer: the thesis statement, revisited.
· Summary: main points and highlights from the body paragraphs.
· Significance: the relevance and implications of the essay's findings and what further actions could still be taken.
More details of Requirements and Execution:
1. Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"), with 1" margins on all sides.
2. Title Page is required. The title page should contain the title of the paper, the author's name, and the institutional affiliation including course name, professor's name, and date. (centered)
3. NO ABSTRACT REQUIRED
4. Page number on each page
5. Acceptable fonts are 11-point Calibri, 11-point Arial, and 10-point Lucida Sans Unicode as well as serif fonts such as 12-point Times New Roman, 11-point Georgia
6. For citati ...
POSITION PAPER.ppt
for class discussion and other related teaching activities that would help the learners
STRUCTURAL ANALYSIS NINTH EDITION R. C. HIBBELER
STRUCTURAL
ANALYSIS
NINTH EDITION
R. C. HIBBELER
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris
Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong
Seoul Singapore Taipei Tokyo
Lecturer's name
Dr. Sarkawt A. Hasan
Department of Civil Engineering
College of Technical Engineering
University of Erbil Polytechnic
Erbil Polytechnic University
Subject: Structures
ProjectHouston’sFaults.Students willcarry out Internet res.docx
Project: Houston’s Faults.
Students will carry out Internet research on faults in and around Houston Texas. Your research should look at the following aspects related to faults.
· The origin of faults in the Houston area
· The distribution of faults in the area
· The type of faults (normal, reverse, strike slip etc.)
· How the faults impact city planning (location of airports, major highways, stadiums, city center, sewage lines etc. in relation to the major faults)
· Faults and earthquakes
· As a geoscience student, how can your knowledge of the origin, distribution and types of fault be useful to city planners?
Students will present this information in the form of a power point slide. Your power point should include all relevant information including sketches, photos, maps and should have a reference section.
EXAMPLE ON HOW YOU CAN FORMAT YOUR PRESENTATION: you will create a slide show then print it out and turn it in a black folder. You do not need to send it to me via email
1st slide Intro: What are faults? (types of faults; normal, reverse, strike slip etc)
*have figures but let them stand alone (meaning the should be on there on slide)
2nd slide Faults in Houston Texas
Origin of faults (what cause them)
Distribution (include a map of where faults are located) remember figures must stand alone)
3rd slide faults in city planning. (Stadiums, airports, major roads etc) how it affects it
Think: Hobby airport has a fault, roads have faults, city center, why are sewers where faults are, why do Houston Texas have faults but no earthquakes
POWER POINT SLIDE DUE APRIL 27TH THRUSDAY AS SOON AS YOU WALKING INTO CLASS.. Slides must be between 10 and 20 slides. *no less than 10 and nor more then 20
Abbreviated Title 1
Title
Your name here
School name here
Full course name and number
Instructor name
Date of submission
Remember the font should be 12 point, Times New Roman or Arial for everything, including the title page
Abstract
An abstract is nothing more than a summary of the main ideas. In this course, the abstract is a summary of the basic building blocks used in the research proposal. It will be slightly different than an abstract for a paper or essay.
In a paper or essay, the abstract summarizes the main points of the document. In a research proposal, the abstract summarizes the main research components (to be used) as demonstrated with the topic.
In either case, an abstract is simple. It is just a summary of the main ideas, points, or methodologies. The difference is what the author is summarizing. In other words, the reader should be able to read the brief abstract and understand what the researcher is proposing..... In 2 or 3 paragraphs, you should be able to answer the following questions in narrative form: What is the topic? What are the variables? What is the hypothesis? What is the design? What is the population/sample? What is the Data Collection Method(s)?
Title
This is your introducti.
Essay Option C Developing Historical and Cross-Cultural Insight.docx
Essay Option C: Developing Historical and Cross-Cultural Insight
Both Hayao Miyazaki and Zhang Yimou produce socially and culturally relevant artistic forms that illustrate the connections between culture, identity, and the tension involved in the relationship between citizens and their governments. Although both film-makers use very different looking films, they share an ability to address some of the most important questions regarding what it means to be a citizen of China and Japan. In this essay you will draw out the major themes of one film by either director (a list of acceptable films follows, you are limited to the films on this list without exception). Prior to viewing the films, reflect on the questions below. Then view the film and take notes on the film’s storyline, presentation and visual elements. Consider how the film director has consciously, through their cinematic choices addressed the issues raised in the questions. In particular, both Yimou and Miyazaki have created films with portrayals of traditional Confucian, Shinto and Buddhist values that also offer insight into their viewpoints concerning the role that such traditions continue to play in the post-modern era. The purpose of the assignment is to explore the way in which politics and art interact in an Asian cultural context, and also to develop expository writing skills.
Questions:
1. What is the larger message of the film regarding identity issues?
2. How do the characters in the novel represent different understandings of Chinese and Japanese culture and traditional values?
3. How do these characteristics relate to what was discussed in class regarding Shinto, Buddhist and Confucian value orderings – how do these value orderings condition the lives of the characters in the novel?
4. How have you come to understand what it means to be Chinese and/or Japanese through your reading of the film?
5. How does the film-maker use location, including the natural world to address their subject?
Your essay should draw on material from the film that you choose as well as the text and class discussions. Be sure to cite material appropriately (see attached guidelines),Use in text citations with a bibliography at the end of the paper. DO NOT USE FOOTNOTES.
Technical Instructions: Your paper should be 4-6 pages long and no longer than six pages. Include your title on the first page of the essay, hit return 3 times and begin writing. Your essay should be typed in Times New Roman font with margins no larger than 1 inch all around, double-spaced with page numbers centered in the footer. Be sure to include an introduction that explains your organization and conclusion, which pulls the essay together and presents your observations
Zhang Yimou Films
Hayao Miyazaki Films
Not One Less
Spirited Away
Riding Alone for Thousands of
Princess Mononoke
Miles
Howl’s Moving Castle
Raise the Red Lantern
Bibliographies and Citations
Note that the fundamental purpose of bib ...
Pages 2Topic Vietnam warStyle ChicagoSources 5Level Col.docx
Pages: 2
Topic: Vietnam war
Style: Chicago
Sources: 5
Level: College
Subject:
Language: U.S
Instructions
hi
prompts 2 is the best and the easy one out of the 3. " the vietnam war"
thanks.
1302-3001Assignment #4
Student Essay
Background Information
Creating an argument through the use of historical evidence is one of the key skills you should develop in this course.
As this is our second essay, you should feel more comfortable with writinga well-polished essay.Just as with our previous essay, I am giving you multiple prompts to choose from as well as additional information that should help you feel more confident in writing an effective essay.
Directions
Please chose
one
of the following prompts to write a 600+ word essay. Your essay should create an argument to fully answer the question and draw any conclusions that may be substantiated by data. You need to incorporate historical evidence such as people, events, legislation, etc. to support your conclusions. To prepare for this essay, I am including directions on writing an outline. Students need to turn in their outlines with their essay.
This essay is due in the dropbox by 11:55pm Tuesday, July 7
th
.
Writing Prompts
1.American prosperity in the 1950s birthed a new era of consumerism. Evaluate the changing political, social, cultural, and economic landscape within the nation that led to this new “consumer culture.” Be sure to include analysis on groups that did not partake in this prosperity.
2.
Analyze the Vietnam War. Explain how and why the Vietnam War brought turmoil to American society and eventually drove Johnson and the divided Democrats from power in 1968.
3.
Analyze post-WWII civil rights as it applied to two of the following:
African Americans
Homosexuals
Women
Native Americans
Hispanic Americans
Grading
This essay is worth
100
points and will be graded as follows:
-
20
points for a well developed thesis that fully addresses the prompt
-
50
points for content (accurate, thorough, and effective use of evidence to prove thesis)
-
10
points for writing style (Chicago format, grammar, and proof reading)
-
10
points for your works cited and footnotes (your essay must include at least four sources, (you may use your textbook as one of your sources)
-
10
points for your outline (include at the end of the document. It can be typed or hand-written and scanned)
How to write successful essays for History 1302
Different Types of Essays
In your history courses you might write different types of essays.
Most of them involve description of events, discussion of ideas, summarization of information, and analysis or evaluation.
Analysis might involve classifying, comparing and contrasting, explaining causes and effects, exploring a topic's history, or describing a process.
Or, you might be asked to write an essay that explains the effects of something: the effects of a war, of a law, of a social movement.
Sometimes you may need to take a stan.
Research PaperProvide critical analysis of an issue and policy.docx
Research Paper
Provide critical analysis of an issue and policy intended to address it. For instance, some issue which students have suggested are:
· Water or drought in California
· Educational spending proposals
· Impact of Proposition 47 (reducing sentencing)
· California Health Care Challenges and
Solution
s
· State Budget and Reform Concepts, e.g., pension reform or realignment
· Challenge of transportation (high speed rail) and environment (AB 32 or water)
· Other as approved by instructor
Develop the topic into a fairly narrowly focused “mini” research paper. The idea is to choose a topic that is sufficiently narrow and focused so that it is manageable in a 12-15 page paper plus references and cover page. Regardless of the topic you choose, your paper must present some kind of analysis supported by published research.
Analysis involves asking an important question. What, for example, are the most important features of a political conflict that generates notice of a relevant issue? Or, which features of a political issue or reform merits change and is significant in California Politics today? For instance: Water and the implications of drought? Building a peripheral canal? The effects of campaign reform financing?
Proposal and minimum sources
Please forward by e-mail attachment to me by March 1st a one page statement of your proposal and five annotated tentative references. Optional: an outline or initial draft of the paper can be e-mailed any time for comment up to the last week of March. The final draft is due by March 31st
Your annotated references should identify a minimum of five separate sources of information (in addition to the course text) about your topic. The more recent the sources – the better. Articles are more useful than books. Conduct a decent literature search in ProQuest. Be cautious when using only WWW sources. They are not all equally credible.
Avoid only popular magazines – Time, Newsweek, Psychology Today, Parents Magazine, etc. Similarly, avoid electronic sources for which the organizational affiliation is unknown. Critically review and cautiously use any material from an organization or agency that has a specific agenda, e.g., A.C.L.U., government agency, etc. Seek help from one of the Reference librarians in the Pearson Library
Final papers will be 12-15 pages in length and will analyze specific institutional and political influences placed upon policy development in the selected issue area using, in part, the information and interaction provided your written sources and the Sacramento persons with whom you met and their staffs.
Generally papers should be presented as policy briefs taking the following format:
1. Statement of the issue and its significance
2. Context or Background of the Issue
3. Pros and Cons of the issue (including what groups support each side)
4. Your views on the feasibility and desirability of one or more options
Final Class Presentation
Students ar ...
Ethical and Social Issues Relating to Information Systems Gradin.docx
Ethical and Social Issues Relating to Information Systems Grading Guide
BIS/320 Version 3
2
Learning Team Assignment: Ethical and Social Issues Relating to Information Systems
Purpose of Assignment
The purpose of the assignment is to analyze ethical and social issues that may occur when developing and maintaining Information Systems. These issues include protection of customer, employee, and company confidential information from thieves, competitors, and hackers.
Resources Required
Essentials of MIS, Chapter 4, 8
Electronic Reserve Readings for Week 4
Lynda.com® Foundations of IT Security: Core Concepts
Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Students discuss as a team how their chosen company addresses security concerns, including legal and privacy aspects of their websites and business.
Students identify ethical and social issues their chosen company must consider when using employee and customer data. Includes the impact of Web 2.0 technologies on their business.
The paper is 700 words in length.
Total Available
Total Earned
3.5
#/X
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
1.5
#/X
Assignment Total
#
5
#/X
Additional comments:
Copyright © 2016 by University of Phoenix. All rights reserved.
PART2 Due on 11/22
Final Paper/Contextual Analysis Paper
Due: Week 13
5 pages/1250-word final paper
For the final paper, students will choose a topic of their own making related
to issues of film censorship and regulation and/or controversial subject
matter. During class discussions, students will have ample opportunities to
work through sample case studies as a way to prepare for their final
projects.
Paper Requirements:
All paper topics must focus on a subject/film(s) that takes place no earlier
than the 1960s. This means you can pick any topic/film(s) from the 1960s
or later. It’s OK to reference films pre-1960, but the focal point of your
project must take place during the 1960s or later.
All subjects and films must be made in the U.S.-based film industry,
Hollywood and/or independent productions.
Final papers must use at least four bibliographic sources. See Final Paper
Outline instructions for instructions regarding sources.
No paper should be about more than three films. It’s OK to write about only
one film, but not more than three.
OK to write on a film(s) we’ve watched in class, but make sure your
analysis builds on the one we’ve pursued in class discuss ...
Similar to (Image retrieved at httpswww.google.comsearchhl=en&biw=122.docx (11)
Directions for Homework Paper All homework papers must be typed d.docx
Directions for Homework Paper All homework papers must be typed d.docx
Method1. Conduct research and write an APA formatted Research E
Method1. Conduct research and write an APA formatted Research E
ProjectHouston’sFaults.Students willcarry out Internet res.docx
ProjectHouston’sFaults.Students willcarry out Internet res.docx
Essay Option C Developing Historical and Cross-Cultural Insight.docx
Essay Option C Developing Historical and Cross-Cultural Insight.docx
Pages 2Topic Vietnam warStyle ChicagoSources 5Level Col.docx
Pages 2Topic Vietnam warStyle ChicagoSources 5Level Col.docx
Research PaperProvide critical analysis of an issue and policy.docx
Research PaperProvide critical analysis of an issue and policy.docx
Ethical and Social Issues Relating to Information Systems Gradin.docx
Ethical and Social Issues Relating to Information Systems Gradin.docx
More from AASTHA76
(APA 6th Edition Formatting and St.docx
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docx
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docx
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Dis) Placing Culture and Cultural Space Chapter 4.docx
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docx
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docx
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docx
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docx
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docx
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation10EventTrendsfor 201910 Event.docx
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docx
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#MicroXplorer Configuration settings - do not modifyFile.Versio.docx
#MicroXplorer Configuration settings - do not modify
File.Version=6
KeepUserPlacement=false
Mcu.Family=STM32L4
Mcu.IP0=NVIC
Mcu.IP1=RCC
Mcu.IP2=SYS
Mcu.IP3=USART2
Mcu.IPNb=4
Mcu.Name=STM32L476V(C-E-G)Tx
Mcu.Package=LQFP100
Mcu.Pin0=PA0
Mcu.Pin1=PA1
Mcu.Pin2=PA2
Mcu.Pin3=PA3
Mcu.Pin4=PA5
Mcu.Pin5=PB2
Mcu.Pin6=PE8
Mcu.Pin7=PD5
Mcu.Pin8=PD6
Mcu.Pin9=VP_SYS_VS_Systick
Mcu.PinsNb=10
Mcu.ThirdPartyNb=0
Mcu.UserConstants=
Mcu.UserName=STM32L476VGTx
MxCube.Version=5.0.1
MxDb.Version=DB.5.0.1
NVIC.BusFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.DebugMonitor_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.HardFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.MemoryManagement_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.NonMaskableInt_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PendSV_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PriorityGroup=NVIC_PRIORITYGROUP_4
NVIC.SVCall_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.SysTick_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.UsageFault_IRQn=true\:0\:0\:false\:false\:true\:false
PA0.GPIOParameters=GPIO_PuPd,GPIO_Label
PA0.GPIO_Label=JOY_C
PA0.GPIO_PuPd=GPIO_PULLDOWN
PA0.Locked=true
PA0.Signal=GPIO_Input
PA1.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA1.GPIO_Label=JOY_L
PA1.GPIO_Mode=GPIO_MODE_INPUT
PA1.GPIO_PuPd=GPIO_PULLDOWN
PA1.Locked=true
PA1.Signal=GPIO_Input
PA2.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA2.GPIO_Label=JOY_R
PA2.GPIO_Mode=GPIO_MODE_INPUT
PA2.GPIO_PuPd=GPIO_PULLDOWN
PA2.Locked=true
PA2.Signal=GPIO_Input
PA3.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA3.GPIO_Label=JOY_U
PA3.GPIO_Mode=GPIO_MODE_INPUT
PA3.GPIO_PuPd=GPIO_PULLDOWN
PA3.Locked=true
PA3.Signal=GPIO_Input
PA5.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA5.GPIO_Label=JOY_D
PA5.GPIO_Mode=GPIO_MODE_INPUT
PA5.GPIO_PuPd=GPIO_PULLDOWN
PA5.Locked=true
PA5.Signal=GPIO_Input
PB2.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PB2.GPIO_Label=LD_R
PB2.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PB2.GPIO_PuPd=GPIO_PULLDOWN
PB2.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PB2.Locked=true
PB2.PinState=GPIO_PIN_RESET
PB2.Signal=GPIO_Output
PCC.Checker=true
PCC.Line=STM32L4x6
PCC.MCU=STM32L476V(C-E-G)Tx
PCC.PartNumber=STM32L476VGTx
PCC.Seq0=0
PCC.Series=STM32L4
PCC.Temperature=25
PCC.Vdd=null
PD5.GPIOParameters=GPIO_PuPd
PD5.GPIO_PuPd=GPIO_PULLUP
PD5.Locked=true
PD5.Mode=Asynchronous
PD5.Signal=USART2_TX
PD6.Locked=true
PD6.Mode=Asynchronous
PD6.Signal=USART2_RX
PE8.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PE8.GPIO_Label=LD_G
PE8.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PE8.GPIO_PuPd=GPIO_PULLDOWN
PE8.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PE8.Locked=true
PE8.PinState=GPIO_PIN_RESET
PE8.Signal=GPIO_Output
PinOutPanel.RotationAngle=0
ProjectManager.AskForMigrate=true
ProjectManager.BackupPrevious=true
ProjectManager.CompilerOptimize=6
ProjectManager.
#include string.h#include stdlib.h#include systypes.h.docx
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docx
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include stdio.h#include stdlib.h#include pthread.h#in.docx
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#include customer.h#include heap.h#include iostream.docx
#include "customer.h"
#include "heap.h"
#include <iostream>
using namespace std;
int comparisonWay = 0; // 0 for arrival time, 1 for processing time
bool Customer::operator>(const Customer& c) {
return comparisonWay ? processing_time < c.processing_time : arrival_time < c.arrival_time; // a customer is "greater" if his time is shorter
};
void customerQueueTest(int n_cust) {
int current_time = 0;
int totalWaitingTime = 0;
int i;
int WT = 0; // waiting time for each customer
Heap<Customer> queue;
Customer* custList = new Customer[n_cust];
cout << endl << endl << "Setup" << endl;
cout << "List of customers and their arrival and processing times" << endl;
for (i = 0; i<n_cust; i++)
{
custList[i].setAT(i);
custList[i].setPT((n_cust - i) % (n_cust / 2) + 1 + (i % 2)*(n_cust / 2));
cout << "Customer " << i << " will arrive at time " << custList[i].AT() << " with PT=" << custList[i].PT() << endl;
}
cout << endl;
for (int round = 0; round<2; round++) {
// you may need a big modification within this for-loop
cout << endl << endl;
cout << "Test Round " << round + 1 << endl;
cout << (round == 0 ? "First come first serve" : "Customer with the least PT served first") << endl;
comparisonWay = round;
current_time = 0;
totalWaitingTime = 0;
queue.insert(custList[0]);
cout << "Customer arrives at time " << custList[0].AT() << " with PT=" << custList[0].PT() << endl;
while (!queue.empty()) {
// you should change all of the code here inside
Customer c = queue.extractMax();
cout << "Customer arrives when no one is waiting" << endl;
cout << "Customer is served at time " << current_time << " with AT=" << c.AT() << " and PT=" << c.PT() << " after waiting for "
<< WT << " min." << endl;
}
cout << "Total Waiting Time: " << totalWaitingTime << endl;
cout << "Average Waiting Time: " << totalWaitingTime / (float)n_cust << endl;
}
delete[] custList;
}
#pragma once
#include <math.h>
#include <iostream>
using namespace std;
#ifndef HEAPHPP
#define HEAPHPP
template <class T>
void Heap<T>::_bubbleUp(int index) {
}
template <class T>
void Heap<T>::_bubbleDown(int index) {
}
template <class T>
void Heap<T>::insert(T item) {
}
template <class T>
T Heap<T>::extractMax() {
return T();
}
template <class T>
void Heap<T>::printHeapArray() {
for (int i = 0; i < _n; i++)
cout << _heap[i] << " ";
cout << endl;
}
template <class T>
int Heap<T>::_lookFor(T x){ // not a very good implementation, but just use this for now.
int i;
for(i=0;i<_n;i++)
if (_heap[i] == x)
return i;
return -1;
}
template <class T>
void Heap<T>::decreaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::increaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::deleteItem(T x)
{
}
template <class T>
void Heap<T>::printTree() {
int parity .
#Assessment BriefDiploma of Business Eco.docx
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include stdio.h#include stdint.h#include stdbool.h.docx
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
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#2) Describe what family centered care is.
#3) Identify common areas or concerns of cultural diversity and apply these to nursing practice.
#4) Formulate 2 nursing diagnoses related to family health and what would be some interventions. How would you evaluate your interventions?
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- 1. (Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tb m=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis& oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.9685 69.0.969181.7.4.0.0.0.0.457.682.1j1j4- 1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#im grc=LU1vXlB6e2doDM: / ) ESOL 052 (Essay #__) Steps: 1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb. 2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.) 3. Choose one of the following essay questions: a. What truth does this photograph reveal? b. What lie does this photograph promote? c. Why/How did people deliberately misuse this photograph and distort its true meaning? d. Why was this photograph misinterpreted by so many people? e. Why do so many people have different reactions to this photograph? f. _____________________________________________________ ______________________? (Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.) 4. Use the OPTIC chart to brainstorm and take notes on your photograph.
- 2. 5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas. 6. Using correct MLA format, write a 3-5 page essay. 7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.) 8. Peer and self-edit during the writing process (Bb Wiki, in/outside class). 9. Get feedback from your peers and an instructor during the writing process. (Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.) 10. Proofread/edit/revise during the writing process. 11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.) Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies. Tone: The tone of this assignment should be formal and academic. Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet. Audience: The audience of this assignment is the student’s peers and instructor.
- 3. Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.) Requirements: In order for a student to earn a minimum passing grade of 70% on this assignment, his/her essay must be in the correct MLA format, have at least 3 FULL pages, and contain the following components: · Introduction (1 paragraph) · introductory device (general statement, strong/surprising statement, personal viewpoint, question, unusual fact, vivid example, definition, quote, statistic) · general discussion of the topic (funnel introduction) · 1 relevant/informative quote from 1 of the Bb readings or videos + analysis · parenthetical documentation (in-text citation) · thesis must be the last sentence in the introduction · thesis must contain a clear topic and focus · Body (3+ paragraphs)· 1 main idea in each body paragraph· transition words &/or phrases used to add coherence · specific supporting details & analysis inside each body paragraph · 1 relevant/informative quote(s) from 1 of the Bb readings or videos in each body paragraph + analysis · specific/relevant photo details in each body paragraph
- 4. · parenthetical documentation (in-text citations) in each body paragraph · quote analysis inside each body paragraph · Conclusion (1 paragraph) · concluding transition words &/or phrases used to add coherence (Do not use in conclusion.) · concluding device (general statement, emphatic sentence, possible course of action, statement regarding future research, advice) · 1 relevant/informative quote from 1 of the Bb readings or videos + analysis · parenthetical documentation (in-text citation) · summary of the essay’s main ideas · Works Cited · Each essay must utilize information from at least 3 sources: at least 1 Bb reading, 1 Bb video, & 1 photo · All quoted and paraphrased information must be cited inside the essay. · All sources should be listed alphabetically on the Works Cited page. · After you list your sources, please copy and paste your photograph onto the bottom of your Works Cited page. Make sure to copy and paste the link directly underneath the photograph. (The image on the next page was retrieved at http://thevisualcommunicationguy.com/2017/07/11/optic- strategy-for-visual-analysis/ ) Read the information below and then use the OPTIC strategy to brainstorm and take notes on your photograph.
- 5. Directions: Read the information on the previous page and then use the OPTIC Strategy for Visual Analysis to brainstorm and take notes on your photograph. OPTIC Elements Student Response Overview: Summarize the overall concept. Parts: Describe the parts. Title: Explain the title and creator. Interrelationships: Explain how the parts relate to the whole.
- 6. Conclusion: Conclude with a strong analysis. Pre-Writing (Students should create a BRIEF outline, graphic organizer, or some other type of pre-writing for their essay.) Outline: I. Introduction A. Device: B. General discussion: C. Quote + citation + analysis: D. Thesis statement: II. Body A. Main idea: B. Main Idea: C. Main Idea: III. Conclusion A. Transition: B. Device: C. Quote + citation + analysis: D. Summary of main ideas: Graphic Organizer:
- 7. Thesis Statement: Main Idea: Main Idea: Main Idea: Simms-Clark 3 I. Introduction Historical Truths Portrayed in Yaa Gyasi’s Homegoing The novel Homegoing is a historical fiction that starts during the Trans-Atlantic Slave Trade. The story talk about two half- sisters Esi and Effia as well as their descendants who are separated by slavery, ethnic rivalries, and many other issues. Effia marries Cape Coast castle British governor, while Esi, her half-sister was sold into slavery in the United States. This story resonates strongly with minorities who have long grappled with the effects of slavery and how their stories are told in the modern-day America. I have personally wondered about the roles of black people in enabling slavery as well as the unrelenting grandiosity with which the white man carted away millions of black people into slavery like cartons of milk. In fact, Alyssa Rosenberg, a Washington Post writer while making a comparison between two historical novels stated that ““Homegoing” is an excellent companion piece to the miniseries, deepening the questions “Roots” raises about what it means to recover lost histories.” Some historical truths inherent
- 8. in the Homegoing include: importance of cultural heritage among all people, the overarching influence of the family unit among, and the fact that inequality in its various forms has long existed. – Thesis Statement (Where the 3 main ideas are) – last line of introduction This introduction has A. Device: B. General discussion: C. Quote + citation + analysis: D. Thesis statement FILL IN THE TABLE FOR VISUAL and WRITE THE INTRODUCTION and PUT THREE MAIN IDEAS FOR THE MAIN ESSAY IN THE THESIS STATEMENT Read the information below and then use the OPTIC strategy to brainstorm and take notes on your photograph. Directions: Read the information on the previous page and then use the OPTIC Strategy for Visual Analysis to brainstorm and take notes on your photograph. OPTIC Elements Student Response Overview: Summarize the overall concept. Parts: Describe the parts.
- 9. Title: Explain the title and creator. Interrelationships: Explain how the parts relate to the whole. Conclusion: Conclude with a strong analysis. Pre-Writing (Students should create a BRIEF outline, graphic organizer, or some other type of pre-writing for their essay.) Outline: I. Introduction A. Device: B. General discussion: C. Quote + citation + analysis: Thesis statement
- 10. Example of how it should be written Introduction Financial stress is a major problem in today’s society. In fact, the author of one source stated that “____________________________________________________ _______________” (_________). This quote really shows how __________________________________________ _____________________________________________________ _______________________. I can really relate to this quote because _______________________________________________ _____________________________________________________ ________________________. This was a difficult time in my life, and I ___________________________________________ _____________________________________________________ ________________________. Many researchers have spent considerable time examining the issue of financial stress. According to this research, financial stress ___________________________________________ _____________________________________________________ ________________________. Picture to be Analyzed · Many people believe breastfeeding in public is disrespectful and unsocial. OR CHOOSE ANOTHER FROM HERE and give reasons https://yourshot.nationalgeographic.com/tags/controversial/#b/ USE QUOTES ONLY FROM THESE ARTICLES TO SUPPORT YOUR INTRODUCTION https://lens.blogs.nytimes.com/2009/06/03/behind-the-scenes-
- 11. tank-man-of-tiananmen/ - Behind the Scenes: Tank Man of Tiananmen (The New York Times) https://www.bbc.com/news/world-us-canada-36759711 - Baton Rouge killing: Black Lives Matter protest photo hailed as 'legendary'