Title
ABC/123 Version X
1
How Films Communicate
HUM/150 Version 9
1How Films CommunicateInstructions
Complete and submit Part I in your first week of class. In Week Two, complete Parts II & III after viewing a film of your choice from the Film List located under your Week One materials. Submit your completed worksheet in Week Two.
Part I: Beginning to Analyze Film
To compete Part I, choose a movie you have viewed in the past (this does not have to be from the Film List ). Review the following example in the table and then complete your information by inserting the title of your movie and completing the entries for time and place, costume, and set design, writing in complete sentences. For your final entry, describe the atmosphere created by the combination of film elements discussed in Ch. 1 of Film and how they contributed to your liking or disliking of the movie. Submit Part I in Week One.
Movie
Time and Place
Costume
Set Design
Describe the atmosphere created by the combination of film elements and how they contributed to your liking or disliking of the movie.
Example Movie
Alien, 1979
Example Entry
The movie is set in the far-off future. The movie takes place in space on board a spaceship and some action occurs on the surface of a planet.
Example Entry
The characters often appear in grubby, casual clothing and what appear to be worn-out uniforms. Also, they appear in space suits when they journey to the planet.
Example Entry
The sets looks very high-tech and run-down at the same time. In some areas there are very streamlined and modern-looking set pieces, and in other areas pipes or tubing can be seen running along the walls.
Example Entry
The overall atmosphere is gritty and realistic creating the sense that this is a lived-in world. The atmosphere of the planet they visit is creepy because the shapes of the set seems alive. The characters are all acting realistically, especially the character of Lambert who is terrified. The characters fit into this world well, looking sweaty and with no visible make-up. The elements combined contributed to my enjoyment by making the action feel like it was really happening. Also, the alien design was nightmarish.
<Title of your movie viewed in the past and the year it was released>
Part II: The Technical Language of Film
Select a film from the Film Listand view itbefore completing Parts II & III. Complete the following entries in the space provided by answering each question as it pertains to the movie you selected from Film List. Each answer must be at least 50 words in length and written in complete sentences. Submit Parts I, II, & III in Week Two.
<Insert title of the film Films Communicate Film List>
Question
Your Response
Identify aspects of cinematography in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of cinematography add value to your experience? If so, how? If not, why not?
Identify aspects of sound in y ...
Film WorksheetArt Education 1600 Art and Music since 1945For tChereCheek752
Film Worksheet
Art Education 1600
Art and Music since 1945
For this assignment, you are to see a film this semester and fill out your worksheet. Use the skills you learned for the Art Worksheet, but now you have to analyze the combination of sound and moving images.Step 1 Select a Film
Selecting a film to watch is more than picking a movie with favorite actors or a genre you like (science fiction, superheroes, detective mysteries, romance). The film you pick should have enough interesting content to write about. It helps to inform yourself with two kinds of film reviews. First, professional critics have seen many movies and write from a well-informed point of view, but theirs is just one point of view. Beyond the perspective of Professional critic, there are the reviews from moviegoers, like yourselves, who post their responses on blogs and theater websites. Viewer reviews can be just as valid as professional reviews, so long as they explain why they feel the way they do about a film. Both kinds of reviews can help you narrow your choice of a film, and in the end, pick a film you feel like writing about.
11 pts: State the title of the film you chose and a write brief synopsis of the film in your words (90 to 100 words):
Citations and References
If you decide you use ideas from the film reviews or any source, write the name of the source here AND Cite the source(s) where you use them:
REMEMBER
1. You must view the film for this worksheet personally and you must see it in a theater this semester. (Free screenings at the Union also count as a theater). Even if you choose an older film made in 1945 or later, we want you to see the film in a theater. At a theater, you sense the effects of the sound and moving images as they were intended. Films reproduced for television or on DVD on a home system lose the effect you sense in a theater.
2. Connect your review of the film with the cultural and social ideas we address in class. How do you think audiences relate the narrative on screen with other narratives in the press or entertainment media? Superheroes, for example, save the day when complicated agencies of government and military fail.
3. Look over the Film Worksheet before you attend the film, so you know what to look for in the film. Taking notes during the film is usually a problem, but you can make your notes afterward. You might be surprised at how much you will recall about the film and your experience of viewing it.
Late Paper Policy:
You will lose points for assignments turned in late after the final deadline.
1 day late: 20%
2 days late: -40%
3 days late: -60%
4 days late: -80%Step 2 Organize your data
This step is about your experience of viewing the film and how the director kept you engaged.
Step2.1: The audience and the space, and you
Your experience as a moviegoer is as important as the film itself.
State where you saw the film.
Analyze and describe the environmental conditions in the theater and how your circumstances ...
Eng 225 Believe Possibilities / snaptutorial.comDavis15a
For more classes visit
www.snaptutorial.com
ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
ENG 225 Week 2 DQ Genre
ENG 225 Exceptional Education - snaptutorial.comDavisMurphyB
For more classes visit
www.snaptutorial.com
ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
ENG 225 Week 2 DQ Genre Theory
ENG 225 Week 3 Assignment Establishing Theme
ENG 225 Week 3 DQ The Impact of Cinematography and Editing Optionsdocx
ENG 225 Week 4 Assignment Final Film Critique Preparation
Ash eng 225 week 5 film critique final paper newBartholomee
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Film WorksheetArt Education 1600 Art and Music since 1945For tChereCheek752
Film Worksheet
Art Education 1600
Art and Music since 1945
For this assignment, you are to see a film this semester and fill out your worksheet. Use the skills you learned for the Art Worksheet, but now you have to analyze the combination of sound and moving images.Step 1 Select a Film
Selecting a film to watch is more than picking a movie with favorite actors or a genre you like (science fiction, superheroes, detective mysteries, romance). The film you pick should have enough interesting content to write about. It helps to inform yourself with two kinds of film reviews. First, professional critics have seen many movies and write from a well-informed point of view, but theirs is just one point of view. Beyond the perspective of Professional critic, there are the reviews from moviegoers, like yourselves, who post their responses on blogs and theater websites. Viewer reviews can be just as valid as professional reviews, so long as they explain why they feel the way they do about a film. Both kinds of reviews can help you narrow your choice of a film, and in the end, pick a film you feel like writing about.
11 pts: State the title of the film you chose and a write brief synopsis of the film in your words (90 to 100 words):
Citations and References
If you decide you use ideas from the film reviews or any source, write the name of the source here AND Cite the source(s) where you use them:
REMEMBER
1. You must view the film for this worksheet personally and you must see it in a theater this semester. (Free screenings at the Union also count as a theater). Even if you choose an older film made in 1945 or later, we want you to see the film in a theater. At a theater, you sense the effects of the sound and moving images as they were intended. Films reproduced for television or on DVD on a home system lose the effect you sense in a theater.
2. Connect your review of the film with the cultural and social ideas we address in class. How do you think audiences relate the narrative on screen with other narratives in the press or entertainment media? Superheroes, for example, save the day when complicated agencies of government and military fail.
3. Look over the Film Worksheet before you attend the film, so you know what to look for in the film. Taking notes during the film is usually a problem, but you can make your notes afterward. You might be surprised at how much you will recall about the film and your experience of viewing it.
Late Paper Policy:
You will lose points for assignments turned in late after the final deadline.
1 day late: 20%
2 days late: -40%
3 days late: -60%
4 days late: -80%Step 2 Organize your data
This step is about your experience of viewing the film and how the director kept you engaged.
Step2.1: The audience and the space, and you
Your experience as a moviegoer is as important as the film itself.
State where you saw the film.
Analyze and describe the environmental conditions in the theater and how your circumstances ...
Eng 225 Believe Possibilities / snaptutorial.comDavis15a
For more classes visit
www.snaptutorial.com
ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
ENG 225 Week 2 DQ Genre
ENG 225 Exceptional Education - snaptutorial.comDavisMurphyB
For more classes visit
www.snaptutorial.com
ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
ENG 225 Week 2 DQ Genre Theory
ENG 225 Week 3 Assignment Establishing Theme
ENG 225 Week 3 DQ The Impact of Cinematography and Editing Optionsdocx
ENG 225 Week 4 Assignment Final Film Critique Preparation
Ash eng 225 week 5 film critique final paper newBartholomee
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
Ash eng 225 week 5 film critique final paper newcherriesjoy
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Ash eng 225 week 5 film critique final paper newuopassignment
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Eng 225 Education Organization-snaptutorial.comrobertlesew9
For more classes visit
www.snaptutorial.com
ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
ENG 225 Week 2 DQ Genre Theory
ENG 225 Week 3 Assignment Establishing Theme
ENG 225 Week 3 DQ The Impact of Cinematography and Editing Optionsdocx
ENG 225 Week 4 Assignment Final Film Critique Preparation
ENG 225 Week 4 DQ The Cinematic Auteur Theory
ENG 225 Week 5 DQ 1 The Impact of Evolving Technologies
ENG 225 Education Specialist / snaptutorial.com McdonaldRyan83
ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
ENG 225 Week 2 DQ Genre Theory
ENG 225 Week 3 Assignment Establishing Theme
ENG 225 Week 3 DQ The Impact of Cinematography and Editing Optionsdocx
Eng 225 Enhance teaching / snaptutorial.comBaileyab1
For more classes visit
www.snaptutorial.com
ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
ENG 225 Week 2 DQ Genre Theory
ENG 225 Week 3 Assignment Establishing Theme
ENG 225 Week 3 DQ The Impact of Cinematography and Editing Optionsdocx
ENG 225 Week 4 Assignment Final Film Critique Preparation
ENG 225 Week 4 DQ The Cinematic Auteur Theory
Cherry 2Writing Assignment IIGuidelines for the Film Revie.docxbissacr
Cherry 2
Writing Assignment II
Guidelines for the Film Review
Purpose: To evaluate and argue for or against the film, Snowden
Length: At least three (3) keyboarded pages, plus a work cited page with at least four
entries (Total: 4 pages)
Value: 200 Points
Assignment: Write a three page film review, that is, six-to-seven well developed paragraphs, in which you research and synthesize at least three film reviews you find in the library or on the Internet of the screened film, Snowden.
The film review must include the following five (5) components in the following sequence:
· An introduction, which includes background and contextual
information, such as the name of the film studio, origin of the screenplay, release
date, director, actors, actresses, and any awards received
· A claim statement that presents your argument. Underline in your paper.
· A plot summary of approximately one-to-two paragraphs
· An analysis of three elements of the film, such as characters, acting, theme, setting, pace, music/sound, cinematography, and director. Develop each of these in a separate paragraph or paragraphs. You must have at least three (3) documented instances of evidence to support your position. See Chapter 47,
“Using MLA Documentation and Format,” on pages 634-82, in The Little,
Brown Handbook, or see our class on E-campus/Blackboard and the “MLA
Documentation” item.
· A co.
A.Motion Picture Analysis WorksheetB. What do you thin.docxannetnash8266
A.
Motion Picture Analysis Worksheet
B. What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the
title of the film. List some people you might expect to see based on the title of the film.
Title of Film:
Record Group Source:
A. Type of motion picture (check where applicable):
Step 1. Pre-viewing
Step 2. Viewing
B.
C.
A.
Physical qualities of the motion picture (check where applicable):
Music
Narration
Special effects
Color
Live action
Step 3. Post-viewing (or repeated viewing)
B.
C.
Concepts/Ideas People
1.
2.
1.
3. 3.
2.
Animated Cartoon
Documentary Film
Newsreel
Propaganda Film
Theatrical short subject
Training film
Combat film
Other
Background noise
Animation
Dramatizations
Note how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film. What is
the mood or tone of the film?
Circle the things that you listed in the previewing activity that were validated by your viewing of the motion picture.
What is the central message(s) of this motion picture?
Consider the effectiveness of the film in communicating its message. As a tool of communication, what are its strengths and
weaknesses?
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
D.
E.
F.
How do you think the filmmakers wanted the audience to respond?
Does this film appeal to the viewer's reason or emotion? How does it make you feel?
Write a question to the filmmaker that is left unanswered by the motion picture.
What information do you gain about this event that would not be conveyed by a written source? Be specific.
G.
H.
1.
List two things this motion picture tells you about life in the United States at the time it was made:
2.
A.
Motion Picture Analysis Worksheet
B.
What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the title of the film. List some people you might expect to see based on the title of the film.
A.
Type of motion picture (check where applicable):
Step 1. Pre-viewing
Step 2. Viewing
B.
C.
A.
Physical qualities of the motion picture (check where applicable):
Step 3. Post-viewing (or repeated viewing)
B.
C.
Concepts/Ideas
People
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
D.
E.
F.
G.
H.
List two things this motion picture tells you about life in the United States at the time it was made:
Motion Picture Analysis Worksheet
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EXTRA CREDIT
History and Hollywood
· Students will have the opportunity to earn Bonus Points by watching two (2) movies previously approved by the professor.
· In order to earn the bonus points, the students must print and complete the "Motion Picture Analysis Workshe.
Film WorksheetArt Education 1600 Art and Music since 1945For t.docxssuser454af01
Film Worksheet
Art Education 1600 Art and Music since 1945
For this assignment, you are to see a film this semesterand fill out your worksheet. In a nutshell, your job is to use the skills you learned for the Art Worksheet, but now you will have to consider combinations of sound and moving images, which will complicate the task in a different way.
Step 1 Select a Film
Dear students:
I hope this assignment is interesting for you. You will choose the film you write about from a list of films we provide. Selecting a film to watch may seem as simple as picking a movie with favorite actors or a genre you like (science fiction, super heroes, detective mysteries, romance). Selecting a movie, however, with enough interesting content to write about is another matter. In addition to having a plot, as most movies do, there have to be other complexities involved. Because you cannot always know this when you buy your ticket, it will help to read reviews beforehand. Two kinds of reviews can be helpful. First, professional critics, who have seen many movies, write from a well-informed point of view, but you should remember that theirs is just one point of view. Many critics address mainstream audiences or small niche audiences with a particular interest. Other critics may specialize in one film genre or the other. Whatever the case, they can tell you a lot about the plot and depth of a film, but there is more to consider.
Beyond the perspective of Professional critic, with their one point of view, are other voices from moviegoers, like yourselves, who have seen films you are interested in and they often post their responses on blogs and theater websites. These reviews are not from professionals, but can be just as valid, so long as they tell why they feel the way they do about one movie or another. Both kinds of critics can be helpful as you narrow your choice of a film to write about. In the end, you still have to pick a film on the list you feel like writing about. Think of this task as a challenge to yourself.
Clayton Funk
10 pts: State the title of the film you chose:
Citations and References
If you decide you use ideas from the film reviews you read, whether from a professional critic or anyone else, write the name of the source here, so it will be easy to put in your reference list (bibliography).
Rules from the Syllabus
1. The film you select must be one that you view personally. You must see a film that is in theaters this semester and you must see it in a theater. Even if you choose an older film made in 1945 or later, we want you to see the film in a theater. At a theater, you see and feel the effects of the sound and moving images that are crucial to every film. When shown on television or even played from a DVD on a cutting edge five-channel system, the experience is not the same as going to a theatre. In addition to your responses to the film, we want you to tell about your ritual of attending a film. Do you go alone, with friends, on a da ...
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Ashford University ENG225 WEEK 05The week 5 written assi.docxdavezstarr61655
Ashford University | ENG225 WEEK 05
The week 5 written assignment is your final film critique. This is the culmination of the work you have been doing
in this class-- your chance to focus all the techniques and elements we've been studying on the thorough analysis
of one feature-length film. Additionally, you'll be asked to reflect on your own development-- what you've learned
and how you've learned it-- while looking ahead to see how the skills you've mastered here will apply to your
continuing studies and possible career fields.
Make sure to read through the guidelines carefully, noting all the different required elements, and take a look
ahead at the rubric so you know exactly how your work will be assessed. Here are a few key points to keep in
mind as you work on your paper.
Stage 1 of the paper asks you to choose a film to analyze from AFI's 10 Top 10 list. Stick to those lists and pick a
film you are familiar with or have easy access to, as you will probably need to watch it several times to hone your
points. Remember the lessons you've learned throughout this course. For example, you'll be called upon to
explain the difference between story and plot in the particular film you've chosen.
You'll also look at specific aesthetic choices. While we've discussed those throughout the class, you'll have to
explain them and apply them to the film you've chosen. Don't forget to get specific. Whether you're talking about
lighting, or editing, or any other cinematic techniques, be sure to drill down and reference specific scenes or shots
to help make your point.
Here are a few more tips to remember. Stage 1 asks you to consider the social or personal impact of a specific
film. The guidelines scaffold some different ways to think about this, but be sure to think broadly. This is an
important part of the paper, one where outside resources might be especially helpful.
Stage 2 is all about reflection. And this is different from talking about the personal impact of the specific film you've
chosen for this paper. The guidelines provide some questions for you to think about, so be sure to provide specific
examples as you formulate your response. This grounds the reflection with a practical understanding.
See the sample paper we've uploaded in the assignment prompt. This is a model of good student work-- what
your professors are looking for and the type of comments we will make. Also, keep in mind that the titles of films
should be italicized. Click into the Ashford Library English 225 study guide. It's a portal dedicated to the kinds of
articles, essays, and books that will be most helpful resources as you work on your written assignment.
Try to budget your time so that you can take advantage of the various resources offered by the Ashford Writing
Center to ensure that your paper is written and polished. Remember, the week 5 written assignment is a chance
to really apply your understanding of the concepts and skills we've be.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
De nada. El gusto es mío. Encantada. Me llamo Pepe.
Muy bien, gracias. Nada. Nos vemos. Soy de Argentina.
1. ¿Cómo te llamas?
2. ¿Qué hay de nuevo?
3. ¿De dónde eres?
4. Adiós.
5. ¿Cómo está usted?
6. Mucho gusto.
7. Te presento a la señora Díaz.
8. Muchas gracias.
Modelo ¡Hola! Buenos días.
Adiós cómo Chau de eres
es está gusto Hasta Le
mío Muy Soy usted vemos
1. ANA Buenos días, señor González. ¿Cómo (1) (2) ?
SR. GONZÁLEZ (3) bien, gracias. Y tú, ¿(4) estás?
ANA Regular. (5) presento a Antonio.
SR. GONZÁLEZ Mucho (6) , Antonio.
ANTONIO El gusto (7) (8) .
SR. GONZÁLEZ ¿De dónde (9) , Antonio?
ANTONIO (10) (11) México.
ANA (12) luego, señor González.
SR. GONZÁLEZ Nos (13) , Ana.
ANTONIO (14) , señor González.
• • Hasta mañana.
• Nos vemos.
• Buenos días.
• Hasta pronto.
• • ¿Qué tal?
• Regular.
• ¿Qué pasa?
• ¿Cómo estás?
• • Puerto Rico
• Washington
• México
• Estados Unidos
• • Muchas gracias.
• Muy bien, gracias.
• No muy bien.
• Regular.
• • ¿De dónde eres?
• ¿Cómo está usted?
• ¿De dónde es usted?
• ¿Cómo se llama usted?
• • Chau.
• Buenos días.
• Hola.
• ¿Qué tal?
Modelo un papel
unos papeles
1. : unas fotografías
2. : un día
3. : un cuaderno
4. : unos pasajeros
5. : una computadora
6. : unas escuelas
7. : unos videos
8. : un programa
9. : unos autobuses
10. : una palabra
Modelo el señor Díaz
Addresing him: usted
Talking about him: él
1. Don Francisco
Addressing him:
Talking about him:
2. Jimena y Marissa
Addressing them:
Talking about them:
3. Maru y Miguel
Addressing them:
Talking about them:
4. la profesora
Addressing her:
Talking about her:
5. un estudiante
Addressing him:
Talking about him:
6. el director de una escuela
Addressing him:
Talking about him:
7. tres chicas
Addressing them:
Talking about them:
8. un pasajero de autobús
Addressing him:
Talking about him:
9. Juan Carlos y Felipe
Addressing them:
Talking about them:
10. una turista
Addressing her:
Talking about her:
Modelo Ustedes son profesores.
Nosotros somos profesores.
1. Nosotros somos estudiantes.
Ustedes .
2. Usted es de Puerto Rico.
Ella .
3. Nosotros somos conductores.
Ellos .
4. Yo soy turista.
Tú .
5. Ustedes son de México.
Nosotras .
6. Ella es profesora.
Yo .
7. Tú eres de España.
Él .
8. Ellos son pasajeros.
Ellas
Modelo Yo soy Jorge.
1. Hola, me llamo Jorge y de Cuba. Pilar y Nati de España. Pedro, Juan y Paco de México. Todos estudiantes. La señorita Blasco de San Antonio. Ella la profesora. Luis el conductor. Él de Puerto Rico. Ellos de los Estados Unidos. El autobús de la agencia Marazul. Todos pasajeros de la agencia de viajes Marazul. Perdón, ¿de dónde tú, quién ella y de quién las maletas?
Modelo nombre / el pasajero
Es el nombre del pasajero.
.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
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ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
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ENG 225 Week 4 Assignment Final Film Critique Preparation
ENG 225 Week 4 DQ The Cinematic Auteur Theory
ENG 225 Week 5 DQ 1 The Impact of Evolving Technologies
ENG 225 Education Specialist / snaptutorial.com McdonaldRyan83
ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
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ENG 225 Week 2 DQ Genre Theory
ENG 225 Week 3 Assignment Establishing Theme
ENG 225 Week 3 DQ The Impact of Cinematography and Editing Optionsdocx
Eng 225 Enhance teaching / snaptutorial.comBaileyab1
For more classes visit
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ENG 225 Week 1 DQ Effective Use of Aesthetic Choices
ENG 225 Week 2 Assignment Genres and Genre Film
ENG 225 Week 2 DQ Genre Theory
ENG 225 Week 3 Assignment Establishing Theme
ENG 225 Week 3 DQ The Impact of Cinematography and Editing Optionsdocx
ENG 225 Week 4 Assignment Final Film Critique Preparation
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Cherry 2Writing Assignment IIGuidelines for the Film Revie.docxbissacr
Cherry 2
Writing Assignment II
Guidelines for the Film Review
Purpose: To evaluate and argue for or against the film, Snowden
Length: At least three (3) keyboarded pages, plus a work cited page with at least four
entries (Total: 4 pages)
Value: 200 Points
Assignment: Write a three page film review, that is, six-to-seven well developed paragraphs, in which you research and synthesize at least three film reviews you find in the library or on the Internet of the screened film, Snowden.
The film review must include the following five (5) components in the following sequence:
· An introduction, which includes background and contextual
information, such as the name of the film studio, origin of the screenplay, release
date, director, actors, actresses, and any awards received
· A claim statement that presents your argument. Underline in your paper.
· A plot summary of approximately one-to-two paragraphs
· An analysis of three elements of the film, such as characters, acting, theme, setting, pace, music/sound, cinematography, and director. Develop each of these in a separate paragraph or paragraphs. You must have at least three (3) documented instances of evidence to support your position. See Chapter 47,
“Using MLA Documentation and Format,” on pages 634-82, in The Little,
Brown Handbook, or see our class on E-campus/Blackboard and the “MLA
Documentation” item.
· A co.
A.Motion Picture Analysis WorksheetB. What do you thin.docxannetnash8266
A.
Motion Picture Analysis Worksheet
B. What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the
title of the film. List some people you might expect to see based on the title of the film.
Title of Film:
Record Group Source:
A. Type of motion picture (check where applicable):
Step 1. Pre-viewing
Step 2. Viewing
B.
C.
A.
Physical qualities of the motion picture (check where applicable):
Music
Narration
Special effects
Color
Live action
Step 3. Post-viewing (or repeated viewing)
B.
C.
Concepts/Ideas People
1.
2.
1.
3. 3.
2.
Animated Cartoon
Documentary Film
Newsreel
Propaganda Film
Theatrical short subject
Training film
Combat film
Other
Background noise
Animation
Dramatizations
Note how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film. What is
the mood or tone of the film?
Circle the things that you listed in the previewing activity that were validated by your viewing of the motion picture.
What is the central message(s) of this motion picture?
Consider the effectiveness of the film in communicating its message. As a tool of communication, what are its strengths and
weaknesses?
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
D.
E.
F.
How do you think the filmmakers wanted the audience to respond?
Does this film appeal to the viewer's reason or emotion? How does it make you feel?
Write a question to the filmmaker that is left unanswered by the motion picture.
What information do you gain about this event that would not be conveyed by a written source? Be specific.
G.
H.
1.
List two things this motion picture tells you about life in the United States at the time it was made:
2.
A.
Motion Picture Analysis Worksheet
B.
What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the title of the film. List some people you might expect to see based on the title of the film.
A.
Type of motion picture (check where applicable):
Step 1. Pre-viewing
Step 2. Viewing
B.
C.
A.
Physical qualities of the motion picture (check where applicable):
Step 3. Post-viewing (or repeated viewing)
B.
C.
Concepts/Ideas
People
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
D.
E.
F.
G.
H.
List two things this motion picture tells you about life in the United States at the time it was made:
Motion Picture Analysis Worksheet
ResetButton1: PrintButton1: TextField1: CheckBox1: 0TextField5: CheckBox2: 0TextField6: TextField7: TextField8:
EXTRA CREDIT
History and Hollywood
· Students will have the opportunity to earn Bonus Points by watching two (2) movies previously approved by the professor.
· In order to earn the bonus points, the students must print and complete the "Motion Picture Analysis Workshe.
Film WorksheetArt Education 1600 Art and Music since 1945For t.docxssuser454af01
Film Worksheet
Art Education 1600 Art and Music since 1945
For this assignment, you are to see a film this semesterand fill out your worksheet. In a nutshell, your job is to use the skills you learned for the Art Worksheet, but now you will have to consider combinations of sound and moving images, which will complicate the task in a different way.
Step 1 Select a Film
Dear students:
I hope this assignment is interesting for you. You will choose the film you write about from a list of films we provide. Selecting a film to watch may seem as simple as picking a movie with favorite actors or a genre you like (science fiction, super heroes, detective mysteries, romance). Selecting a movie, however, with enough interesting content to write about is another matter. In addition to having a plot, as most movies do, there have to be other complexities involved. Because you cannot always know this when you buy your ticket, it will help to read reviews beforehand. Two kinds of reviews can be helpful. First, professional critics, who have seen many movies, write from a well-informed point of view, but you should remember that theirs is just one point of view. Many critics address mainstream audiences or small niche audiences with a particular interest. Other critics may specialize in one film genre or the other. Whatever the case, they can tell you a lot about the plot and depth of a film, but there is more to consider.
Beyond the perspective of Professional critic, with their one point of view, are other voices from moviegoers, like yourselves, who have seen films you are interested in and they often post their responses on blogs and theater websites. These reviews are not from professionals, but can be just as valid, so long as they tell why they feel the way they do about one movie or another. Both kinds of critics can be helpful as you narrow your choice of a film to write about. In the end, you still have to pick a film on the list you feel like writing about. Think of this task as a challenge to yourself.
Clayton Funk
10 pts: State the title of the film you chose:
Citations and References
If you decide you use ideas from the film reviews you read, whether from a professional critic or anyone else, write the name of the source here, so it will be easy to put in your reference list (bibliography).
Rules from the Syllabus
1. The film you select must be one that you view personally. You must see a film that is in theaters this semester and you must see it in a theater. Even if you choose an older film made in 1945 or later, we want you to see the film in a theater. At a theater, you see and feel the effects of the sound and moving images that are crucial to every film. When shown on television or even played from a DVD on a cutting edge five-channel system, the experience is not the same as going to a theatre. In addition to your responses to the film, we want you to tell about your ritual of attending a film. Do you go alone, with friends, on a da ...
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Ashford University ENG225 WEEK 05The week 5 written assi.docxdavezstarr61655
Ashford University | ENG225 WEEK 05
The week 5 written assignment is your final film critique. This is the culmination of the work you have been doing
in this class-- your chance to focus all the techniques and elements we've been studying on the thorough analysis
of one feature-length film. Additionally, you'll be asked to reflect on your own development-- what you've learned
and how you've learned it-- while looking ahead to see how the skills you've mastered here will apply to your
continuing studies and possible career fields.
Make sure to read through the guidelines carefully, noting all the different required elements, and take a look
ahead at the rubric so you know exactly how your work will be assessed. Here are a few key points to keep in
mind as you work on your paper.
Stage 1 of the paper asks you to choose a film to analyze from AFI's 10 Top 10 list. Stick to those lists and pick a
film you are familiar with or have easy access to, as you will probably need to watch it several times to hone your
points. Remember the lessons you've learned throughout this course. For example, you'll be called upon to
explain the difference between story and plot in the particular film you've chosen.
You'll also look at specific aesthetic choices. While we've discussed those throughout the class, you'll have to
explain them and apply them to the film you've chosen. Don't forget to get specific. Whether you're talking about
lighting, or editing, or any other cinematic techniques, be sure to drill down and reference specific scenes or shots
to help make your point.
Here are a few more tips to remember. Stage 1 asks you to consider the social or personal impact of a specific
film. The guidelines scaffold some different ways to think about this, but be sure to think broadly. This is an
important part of the paper, one where outside resources might be especially helpful.
Stage 2 is all about reflection. And this is different from talking about the personal impact of the specific film you've
chosen for this paper. The guidelines provide some questions for you to think about, so be sure to provide specific
examples as you formulate your response. This grounds the reflection with a practical understanding.
See the sample paper we've uploaded in the assignment prompt. This is a model of good student work-- what
your professors are looking for and the type of comments we will make. Also, keep in mind that the titles of films
should be italicized. Click into the Ashford Library English 225 study guide. It's a portal dedicated to the kinds of
articles, essays, and books that will be most helpful resources as you work on your written assignment.
Try to budget your time so that you can take advantage of the various resources offered by the Ashford Writing
Center to ensure that your paper is written and polished. Remember, the week 5 written assignment is a chance
to really apply your understanding of the concepts and skills we've be.
Similar to TitleABC123 Version X1How Films CommunicateHUM150 .docx (10)
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
De nada. El gusto es mío. Encantada. Me llamo Pepe.
Muy bien, gracias. Nada. Nos vemos. Soy de Argentina.
1. ¿Cómo te llamas?
2. ¿Qué hay de nuevo?
3. ¿De dónde eres?
4. Adiós.
5. ¿Cómo está usted?
6. Mucho gusto.
7. Te presento a la señora Díaz.
8. Muchas gracias.
Modelo ¡Hola! Buenos días.
Adiós cómo Chau de eres
es está gusto Hasta Le
mío Muy Soy usted vemos
1. ANA Buenos días, señor González. ¿Cómo (1) (2) ?
SR. GONZÁLEZ (3) bien, gracias. Y tú, ¿(4) estás?
ANA Regular. (5) presento a Antonio.
SR. GONZÁLEZ Mucho (6) , Antonio.
ANTONIO El gusto (7) (8) .
SR. GONZÁLEZ ¿De dónde (9) , Antonio?
ANTONIO (10) (11) México.
ANA (12) luego, señor González.
SR. GONZÁLEZ Nos (13) , Ana.
ANTONIO (14) , señor González.
• • Hasta mañana.
• Nos vemos.
• Buenos días.
• Hasta pronto.
• • ¿Qué tal?
• Regular.
• ¿Qué pasa?
• ¿Cómo estás?
• • Puerto Rico
• Washington
• México
• Estados Unidos
• • Muchas gracias.
• Muy bien, gracias.
• No muy bien.
• Regular.
• • ¿De dónde eres?
• ¿Cómo está usted?
• ¿De dónde es usted?
• ¿Cómo se llama usted?
• • Chau.
• Buenos días.
• Hola.
• ¿Qué tal?
Modelo un papel
unos papeles
1. : unas fotografías
2. : un día
3. : un cuaderno
4. : unos pasajeros
5. : una computadora
6. : unas escuelas
7. : unos videos
8. : un programa
9. : unos autobuses
10. : una palabra
Modelo el señor Díaz
Addresing him: usted
Talking about him: él
1. Don Francisco
Addressing him:
Talking about him:
2. Jimena y Marissa
Addressing them:
Talking about them:
3. Maru y Miguel
Addressing them:
Talking about them:
4. la profesora
Addressing her:
Talking about her:
5. un estudiante
Addressing him:
Talking about him:
6. el director de una escuela
Addressing him:
Talking about him:
7. tres chicas
Addressing them:
Talking about them:
8. un pasajero de autobús
Addressing him:
Talking about him:
9. Juan Carlos y Felipe
Addressing them:
Talking about them:
10. una turista
Addressing her:
Talking about her:
Modelo Ustedes son profesores.
Nosotros somos profesores.
1. Nosotros somos estudiantes.
Ustedes .
2. Usted es de Puerto Rico.
Ella .
3. Nosotros somos conductores.
Ellos .
4. Yo soy turista.
Tú .
5. Ustedes son de México.
Nosotras .
6. Ella es profesora.
Yo .
7. Tú eres de España.
Él .
8. Ellos son pasajeros.
Ellas
Modelo Yo soy Jorge.
1. Hola, me llamo Jorge y de Cuba. Pilar y Nati de España. Pedro, Juan y Paco de México. Todos estudiantes. La señorita Blasco de San Antonio. Ella la profesora. Luis el conductor. Él de Puerto Rico. Ellos de los Estados Unidos. El autobús de la agencia Marazul. Todos pasajeros de la agencia de viajes Marazul. Perdón, ¿de dónde tú, quién ella y de quién las maletas?
Modelo nombre / el pasajero
Es el nombre del pasajero.
.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
TitleABC123 Version X1How Films CommunicateHUM150 .docx
1. Title
ABC/123 Version X
1
How Films Communicate
HUM/150 Version 9
1How Films CommunicateInstructions
Complete and submit Part I in your first week of class. In Week
Two, complete Parts II & III after viewing a film of your choice
from the Film List located under your Week One materials.
Submit your completed worksheet in Week Two.
Part I: Beginning to Analyze Film
To compete Part I, choose a movie you have viewed in the past
(this does not have to be from the Film List ). Review the
following example in the table and then complete your
information by inserting the title of your movie and completing
the entries for time and place, costume, and set design, writing
in complete sentences. For your final entry, describe the
atmosphere created by the combination of film elements
discussed in Ch. 1 of Film and how they contributed to your
liking or disliking of the movie. Submit Part I in Week One.
Movie
Time and Place
Costume
Set Design
Describe the atmosphere created by the combination of film
elements and how they contributed to your liking or disliking of
the movie.
Example Movie
Alien, 1979
2. Example Entry
The movie is set in the far-off future. The movie takes place in
space on board a spaceship and some action occurs on the
surface of a planet.
Example Entry
The characters often appear in grubby, casual clothing and what
appear to be worn-out uniforms. Also, they appear in space suits
when they journey to the planet.
Example Entry
The sets looks very high-tech and run-down at the same time. In
some areas there are very streamlined and modern-looking set
pieces, and in other areas pipes or tubing can be seen running
along the walls.
Example Entry
The overall atmosphere is gritty and realistic creating the sense
that this is a lived-in world. The atmosphere of the planet they
visit is creepy because the shapes of the set seems alive. The
characters are all acting realistically, especially the character of
Lambert who is terrified. The characters fit into this world well,
looking sweaty and with no visible make-up. The elements
combined contributed to my enjoyment by making the action
feel like it was really happening. Also, the alien design was
nightmarish.
<Title of your movie viewed in the past and the year it was
released>
Part II: The Technical Language of Film
Select a film from the Film Listand view itbefore completing
Parts II & III. Complete the following entries in the space
provided by answering each question as it pertains to the movie
you selected from Film List. Each answer must be at least 50
3. words in length and written in complete sentences. Submit Parts
I, II, & III in Week Two.
<Insert title of the film Films Communicate Film List>
Question
Your Response
Identify aspects of cinematography in your selected film.
Discuss them in terms of how they affected your viewing
experience; in other words, did the art of cinematography add
value to your experience? If so, how? If not, why not?
Identify aspects of sound in your selected film. Discuss them in
terms of how they affected your viewing experience; in other
words, did the art of sound effects add value to your
experience?
If so, how? If not, why not?
Identify the type of music in your selected film. Discuss them in
terms of how it affected your viewing experience; in other
words, did the score or songs add value to your experience?
If so, how? If not, why not?
Identify the types of editing in your selected film. Discuss them
in terms of how it affected your viewing experience; in other
words, did the different types of shots and framing add value to
your experience?
If so, how? If not, why not?
Part III: What is the Cultural Value of Film?
In completing Parts I & II, you have engaged your critical
thinking skills by becoming aware of and assessing various
elements of film. How do these exercises connect the study of
film to real-world experience? Additionally, in what other ways
do films have cultural value? Explain and defend your opinion.
Your response should be at least 50 words in length and written
5. research, internet research, and/or book research? The
conclusion should discuss why the research is important and
what unique aspect you hope to bring to the topic.
An Annotated Bibliography’s typical features are:
For this assignment, write an analysis of at least 6 sources, and
compile the sources into an Annotated Bibliography. An
Annotated Bibliography is a compilation of cited sources,
grouped around a defined focus (your topic), with annotations,
for each source. Each annotation should begin by giving a full
and complete citation for that source. After this, present an
evaluative analysis of a few sentences to a paragraph giving the
specific relevance of that source to your topic. In addition to
including a brief summary of the source, include one or more
sentences that (a) evaluate the authority or background of the
author, (b) comment on the intended audience, (c) compare or
contrast this work with another work you have cited, or (d)
explain how this work highlights your solution from your
proposal.
Assignment Checklist
*My name, instructor’s name, section number, and date are at
the top left hand corner of my paper. _____
*I have a cover page with my title, audience, purpose, and
genre. _____
*I have reviewed the format on both the Proposal and Annotated
Bibliography._______
*I am including my outline, rough draft and peer review stapled
together. _____
* I have proofread this paper twice (at least one of those times
reading it aloud and slowly)._____
* I revised the paper at least once, paying particular attention to
unintentional plagiarism. ______
*I submitted my essay to the Dropbox on Elearn._____
6. Content (70%)
Points Earned:
· All key elements of the assignment are covered in a
substantive way. Major points are stated clearly; points are
supported by specific details, examples, or analysis.
· The paper / presentation links theory to relevant examples and
the vocabulary of the theory (from the reading, etc.) is used
correctly.
Comments:
Organization (15%)
Points Earned:
· The tone is appropriate to the content and assignment.
· Provides a sufficient background on the topic and previews
major points.
· Organized, logical, and maintains a flow throughout the
presentation.
· The conclusion is logical, flows from the body of the
presentation, and reviews the major points.
Comments:
Mechanics (15%)
Points Earned:
· The presentation—including tables and graphs, headings, 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.
· Rules of spelling, grammar, usage, and punctuation are
followed.
· Sentences are complete, clear, concise, and varied.
Comments:
Total Point Earned:
7. Comments:
Title
ABC/123 Version X
1
How Films Communicate Film List
HUM/150 Version 9
1How Films Communicate Instructions
From the following list, select one film for viewing to complete
your Week Two Individual assignment. After completing your
Week Two assignment, submit the completed Material: How
Films Communicate document.
How Films Communicate Film List
The Battleship Potemkin (1925)
Gone With the Wind (1939)
The Wizard of Oz (1939)
Fantasia (1940)
The War of the Worlds (1953)
Oklahoma! (1955)
The Ten Commandments (1956)
North by Northwest (1959)
8. Psycho (1960)
To Kill a Mockingbird (1962)
Lawrence of Arabia (1962)
The Birds (1963)
The Good, the Bad, and the Ugly (1966)
2001: A Space Odyssey (1968)
The Andromeda Strain (1971)
American Graffiti (1973)
Jaws (1975)
Superman: The Movie (1978)
Star Trek: The Motion Picture (1979)
An American Werewolf in London (1981)
The Howling (1981)
E.T. the Extra-Terrestrial (1982)
The Untouchables (1987)
The Silence of the Lambs (1991)
Basic Instinct (1992)
Schindler's List (1993)
Saving Private Ryan (1998)
The Matrix (1999)
Gladiator (2000)
Spider-Man (2002)
9. A.I. (Artificial Intelligence) (2001)
Cold Mountain (2003)
Devil in the Blue Dress (1995)
Elizabeth (1998)
Fatal Attraction (1987)
Field of Dreams (1989)
Fight Club (1999)
Full Metal Jacket (1987)
Gangs of New York (2002)
Glory (1989)
Jarhead (2005)
The Last King of Scotland (2006)
Looking for Mr. Goodbar (1977)
Memoirs of a Geisha (2005)
Midnight Cowboy (1969)
Out of Africa (1985)
Rocky (1976)
The Silence of the Lambs (1991)