Part 1 Do an independently guided tour of news and media coverage.docx

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Part 1 : Do an independently guided tour of news and media coverage of the monolith found in Utah. Consult a range of news and social media sources to construct a timeline, but, more importantly, to track and analyze the different audiences and forms of interest in this object. Be sure to do a search on whatever social media you typically use, and, try to depart from major news media outlets in your search. Summarize your findings, highlighting details that you find especially telling or interesting. Part 2 : In a thoughtful way, compare the monolith to at least one other artwork from this class (or, learn about John McCracken and compare to his work). Think about materials, placement, time period, intent (for the work we discussed). Be as specific as you can. Part 3 : Finally, why do you think this work captured worldwide attention? What do you think people found interesting? What do you make of the current outcome of the work? If you had an opportunity to see the object would you? If you had the ability to remove it, would you? .

Education

1. Working with your media lens of Plato’s cave allegory, reflect on a time when you’ve witnessed people around you treating a new technology as if it were the ‘sun’ from Plato’s cave allegory. What did you notice initially? A few months or years later? 2. Reflect on any line, probe, phrases from the excerpt you read in the Gutenberg Galaxy. 3. Reflect on ways that you see digital technology changing what is often considered a print-dominant culture or how you see new manifestations of orality and literacy manifesting in the ‘global village.’ Or...if you want to critique McLuhan’s idea of the global village, that is an option as well! 4. Reflect on the image posted of American media conglomerates. What stands out to you? 5. Choose a few lines from the Understanding Media reading for this week and write your reflection in response to those lines. Paste them on the top of your page and write about why they stood out to you, what it makes you think about, etc. They could be representing an idea you really like, something that confused you or something you disagreed with. It really doesn’t matter- as long as you are engaging with the ideas represented in the lines you choose. .

Art & Activity: Engaging Visual Literacy Skills & Prior Knowledge to Explore ...

Kate Gukeisen

This activity, created for MoMA's Art & Activity MOOC, involves students in closely looking at artwork from Post World War I Germany, which they have studied in their world history class. The activity has students looking at artwork in three different group sizes to determine a central idea and to draw conclusions based on prior knowledge, discussion, and personal reflection. Students are engaged as investigating, recording, reporting, and reflecting throughout this activity. The activity relies the following "big question" to frame investigation: Do you think the central idea of this work reflects what you have learned about Post World War I German society?

SociologyExchange.co.uk Shared Resourcesociologyexchange.co.uk

Assignment 2 Final Project Milestone 3 Access and CommunityLast .docx

MerrileeDelvalle969

Assignment 2: Final Project Milestone 3: Access and Community Last week you researched the history of your popular culture artifacts. You also examined the audience for your popular culture artifacts and how each affected the other. This week you look at how access to popular culture affects society. To prepare: Review your two chosen popular culture artifacts. Review your Final Project Worksheet from Week 1 and any feedback received. Spend some time looking at the student-contributed resources posted in Doc Sharing . ( Note: You will need to use at least one of these for this milestone.) Consider the following: How does the distribution mechanism control the issues addressed in the artifacts’ content? Determine who controls the distribution of your chosen popular culture elements. In what ways does the controller of distribution affect the shared experience of the audience and community? Keep in mind that a community may be local, regional, national, or global. Be specific in your discussion. By Day 7 Submit a 400- to 500-word essay that addresses these questions as they relate to your chosen popular culture artifacts. Be sure to include: At least one student-contributed resource from Doc Sharing .

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Part 1 Think an example speak up anything Part 2 example Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything The Logic and Practice of Financial Management Ninth Edition Foundations of Finance The Pearson Series in Finance Berk/DeMarzo Corporate Finance* Corporate Finance: The Core* Berk/DeMarzo/Harford Fundamentals of Corporate Finance* Brooks Financial Management: Core Concepts* Copeland/Weston/Shastri Financial Theory and Corporate Policy Dorfman/Cather Introduction to Risk Management and Insurance Eakins/McNally Corporate Finance Online* Eiteman/Stonehill/Moffett Multinational Business Finance* Fabozzi Bond Markets: Analysis and Strategies Foerster Financial Management: Concepts and Applications* Frasca Personal Finance Gitman/Zutter Principles of Managerial Finance* Principles of Managerial Finance—Brief Edition* Haugen The Inefficient Stock Market: What Pays Off and Why Modern Investment Theory Holden Excel Modeling in Corporate Finance Excel Modeling in Investments Hughes/MacDonald International Banking: Text and Cases Hull Fundamentals of Futures and Options Markets Options, Futures, and Other Derivatives Keown Personal Finance: Turning Money into Wealth* Keown/Martin/Petty Foundations of Finance: The Logic and Practice of Financial Management* Madura Personal Finance* Marthinsen Risk Takers: Uses and Abuses of Financial Derivatives McDonald Derivatives Markets Fundamentals of Derivatives Markets Mishkin/Eakins Financial Markets and Institutions Moffett/Stonehill/Eiteman Fundamentals of Multinational Finance Nofsinger Psychology of Investing Pennacchi Theory of Asset Pricing Rejda/McNamara Principles of Risk Management and Insurance Smart/Gitman/Joehnk Fundamentals of Investing* Solnik/McLeavey Global Investments Titman/Keown/Martin Financial Management: Principles and Applications* Titman/Martin Valuation: The Art and Science of Corporate Investment Decisions Weston/Mitchel/Mulherin Takeovers, Restructuring, and Corporate Governance *Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more. http://www.myfinancelab.com The Logic and Practice of Financial Management Ninth Edition Boston Columbus Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Foundations of Finance Arthur J. Keown Virginia Polytechnic Institute and State University R. B. Pamplin Professor of Finance John D. Martin Baylor University Professor of Finance Carr P. Collins Chair in Finance J. William Petty Baylor University Professor of Finance W. W. Caruth Chair in Entrepreneurship Vice President, Business Publishing: Donna Battista Editor-in-Chief: Adrienne D’Ambrosio Acquisitions Editor: Kate Fernandes Editorial Assis.

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Part 1 Art CreationSelect one of the visual art pieces from Cha.docx

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Part 1: Art Creation Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece. Part 2: Reflection Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper: Introduction Inspiration Piece Include image. Record the title, artist, year, and place of origin. Briefly explain the background of the inspiration piece. Your Art Piece Include image. Provide a title. Explain the background of your piece. Connection Explain the thematic connection between the two pieces. How are they similar and different? Are they the same medium? How does the medium impact what the viewer experiences? How do the formal elements of design compare to one another? Original Artwork Requirements Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.) No computer-generated pieces Writing Requirements (APA format) Length: 1.5-2 pages (not including title page, references page, or image of artwork) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 1 scholarly source) Grading This activity will be graded based on the W3 Art Creation & Reflection Grading Rubric. .

Part 1 Answer these questions in a couple sentences. 1. Wha.docx

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Part 1: Answer these questions in a couple sentences. 1. What is the difference between reliability and validity? 2. Describe different types of measures (e.g. self report, etc.). What are the pros and cons of each? Abstract 1: Vandell et al., 2010 Relations between nonrelative child care (birth to 4 ½ years) and functioning at age 15 were examined ( N = 1364). Both quality and quantity of child care were linked to adolescent cognitive and social functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15. Higher quality early child care also predicted youth reports of less externalizing social behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15. Summary: Abstract 2: Love et al., 2005 Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. .

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