Western Influence on Asia; Opera and Society and a Dilemma Pleas.docx
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The document discusses Western influence on Asia through opera and society. It addresses how Westerners increased their presence in India, China and Japan in the 1700s-1800s through British policies and trade. It also discusses the dilemma of Wagner, who created brilliant operas but held antisemitic views. Modern examples of using art for social protest are compared to how slaves and abolitionists used literature and art. Finally, it asks the reader to explore how a modern opera relates to cultural impacts from the readings.
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Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
Describe the key motives involved in the increased presence of Westerners in India, China, and Japan in the 1700s and 1800s. Identify the key factors that led to Britain's successful imposition of its presence and trade policies on China, despite communications like those from Emperor Ch'ien-lung (i.e., Qianlong) and Commissioner Lin Zexu (i.e., Lin Tse-hsu). Argue for or against the British policies regarding China in the 1800s, using analogies from our own modern times.
Read, listen to, and watch the sources for the opera composers at the Websites below and in this week's Music Folder. Describe the major influences that Verdi, Wagner, or Puccini exerted upon opera in terms of making it more innovative, realistic, and even controversial. Next, consider Wagner and this dilemma: Wagner's brilliance is clear because his works remain some of the most popular and admired productions in our own time. Yet, he was a blatantly antisemitic and held notions of racial purity, traits that have stained his artistic legacy. (This was compounded by the later celebration of Wagner's music by Hitler and the Nazis). New York Times writer Anthony Tommasini wrote of Wagner in 2005: "How did such sublime music come from such a warped man? Maybe art really does have the power to ferret out the best in us." So, consider the issue of whether we should or can separate the artist from the art, whether we can appreciate the art but reject the artist. Or whether we should reject both the person and his or her art. Identify one (1) modern musician or artist where this dilemma arises.
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Baroque Style Please respond to one (1) of the following, u
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Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition that demonstrates the qualities of the Baroque musical style. It may be from the Websites below or from this week’s Music Folder. Identify your choice, and describe it by relating key terms from the textbook to your selection. Explain what you like or admire about the work. Compare it to a modern soundtrack or song that evokes a similar mood.
Select two (2) Baroque style paintings from the Websites below that no other student has selected. Identify each as to artist, date, and title or description. From the summaries of the Baroque style’s features in our class text, identify specific key aspects of each painting that fit the Baroque style. Explain why you selected each and what you like or dislike about it. Compare this style to a modern film, type of film, or to a modern situation.
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Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
In this week’s readings, a dispute in the French royal court is described about whether Poussin or Rubens was the better painter. Take a painting by each, either from our book or a Website below, and compare them and explain which you prefer. There is another conflict between the playwright Moliere and a well-born Parisian; Louis XIV stepped in. Explain how Louis XIV used the various arts and his motives for doing so. Identify one (1) example of a modern political leader approaching the arts this way.
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Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (for a symphony) by Haydn or Mozart, either at the Websites below or in this week's Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. Compare it to a specific modern musical work for which you might use the term "classic" or "classical".
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Explore
heading to shape your response!
1) Listen to one (1) composition (i.e., for a symphony) by Beethoven. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the features that lead you to your conclusion.
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3) Please give one example of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. How do you think the work you selected impacted its audience? What about the work enabled it to change minds?
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questions 1 This week, we look at several examples of early.docx
questions 1: This week, we look at several examples of early modernist* art such as post-impressionism*, cubism*, fauvism*, futurism*, and expressionism*. Let's discuss the relationships between these aesthetic categories and the sociopolitical* climate of the period, always (as we did for Rubens) describing and analyzing specific examples of these categories, as well as (as we did last week for romanticism to impressionism) questioning whether such categories express the wishes of the artists involved and/or if such terms have stuck with critics and scholars.
How did the sociopolitical climate of the time period, including especially the First World War, influence artists? As always, your posts need to meet multiple rubrics to get quality-points (one rubric means one point, up to four). Comparison with present-day examples are always welcome as added ornament, but the meat and potatoes of your point-getting posts will need to focus on the years between 1904 and 1939 (just before WWII).
Which artistic and philosophical sub-cultures (circles of friends, enemies, and patrons) were among the most influential in this period, and which works caused the most adoration and debate, then and now?
question 2:As it's Black History Month (when is white history month? Every other one?) and you may have seen that African-American singing was my Ph.D. topic and scholarly primary-area within music history, I'd like to invite everyone to consider the particular presence of continued "race" inequities in early-20th-century arts and politics over the globe (as we discussed slaves in Greece and the portrayal of lower classes in the realist strain within romanticism). In the U.S. what used to be referred to as "the black problem" has been particularly thorny.
Through most of the 19th century, by far the most-popular multimedia performance-form (music, dance, jokes, costumes) in the U.S. (with some popularity in England and elsewhere) was blackface minstrelsy, where both white and some black performers (mostly male) "blacked up" using burnt-cork and oil over their faces, while exaggerating and reddening their lips, wearing white gloves, etc., a disgusting but fascinating deep strain at the root of American popular culture.
But this thread is about roughly 1890-1939; what are some ways that African-Americans began to develop their own subcultures both in the South (where the vast majority of African-Americans lived in earlier, slave years) but also growing in the North (particularly business and industrial centers). What are some artistic, political, and philosophical sub-cultures (circles of friends, enemies, and patrons) under cultivation in these years, and what are some leading products of these circles? (For instance, were the patrons of most black art also black, and how did differences of class and ethnicity tend to affect the terms of this patronage?)
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Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
https://www.youtube.com/watch?v=drxcjTbDsts
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
...
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
No Plagiarism (Please answer in 1-3 Paragraghs)Beethoven; A.docx
No Plagiarism (Please answer in 1-3 Paragraghs)
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
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Describe the key motives involved in the increased presence of Westerners in India, China, and Japan in the 1700s and 1800s. Identify the key factors that led to Britain's successful imposition of its presence and trade policies on China, despite communications like those from Emperor Ch'ien-lung (i.e., Qianlong) and Commissioner Lin Zexu (i.e., Lin Tse-hsu). Argue for or against the British policies regarding China in the 1800s, using analogies from our own modern times.
Read, listen to, and watch the sources for the opera composers at the Websites below and in this week's Music Folder. Describe the major influences that Verdi, Wagner, or Puccini exerted upon opera in terms of making it more innovative, realistic, and even controversial. Next, consider Wagner and this dilemma: Wagner's brilliance is clear because his works remain some of the most popular and admired productions in our own time. Yet, he was a blatantly antisemitic and held notions of racial purity, traits that have stained his artistic legacy. (This was compounded by the later celebration of Wagner's music by Hitler and the Nazis). New York Times writer Anthony Tommasini wrote of Wagner in 2005: "How did such sublime music come from such a warped man? Maybe art really does have the power to ferret out the best in us." So, consider the issue of whether we should or can separate the artist from the art, whether we can appreciate the art but reject the artist. Or whether we should reject both the person and his or her art. Identify one (1) modern musician or artist where this dilemma arises.
...
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Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition that demonstrates the qualities of the Baroque musical style. It may be from the Websites below or from this week’s Music Folder. Identify your choice, and describe it by relating key terms from the textbook to your selection. Explain what you like or admire about the work. Compare it to a modern soundtrack or song that evokes a similar mood.
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Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
In this week’s readings, a dispute in the French royal court is described about whether Poussin or Rubens was the better painter. Take a painting by each, either from our book or a Website below, and compare them and explain which you prefer. There is another conflict between the playwright Moliere and a well-born Parisian; Louis XIV stepped in. Explain how Louis XIV used the various arts and his motives for doing so. Identify one (1) example of a modern political leader approaching the arts this way.
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Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (for a symphony) by Haydn or Mozart, either at the Websites below or in this week's Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. Compare it to a specific modern musical work for which you might use the term "classic" or "classical".
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Explore
heading to shape your response!
1) Listen to one (1) composition (i.e., for a symphony) by Beethoven. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the features that lead you to your conclusion.
2) What were the Romantics all about? If you had only one example to use to explain Romanticism to someone who had never heard of it or read your book, which work of visual art or literary art from your text would you choose, why? What did the Romantics think about the technological and scientific innovations of their age? Do you think they would feel similarly today, why or why not?
3) Please give one example of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. How do you think the work you selected impacted its audience? What about the work enabled it to change minds?
.
questions 1 This week, we look at several examples of early.docx
questions 1: This week, we look at several examples of early modernist* art such as post-impressionism*, cubism*, fauvism*, futurism*, and expressionism*. Let's discuss the relationships between these aesthetic categories and the sociopolitical* climate of the period, always (as we did for Rubens) describing and analyzing specific examples of these categories, as well as (as we did last week for romanticism to impressionism) questioning whether such categories express the wishes of the artists involved and/or if such terms have stuck with critics and scholars.
How did the sociopolitical climate of the time period, including especially the First World War, influence artists? As always, your posts need to meet multiple rubrics to get quality-points (one rubric means one point, up to four). Comparison with present-day examples are always welcome as added ornament, but the meat and potatoes of your point-getting posts will need to focus on the years between 1904 and 1939 (just before WWII).
Which artistic and philosophical sub-cultures (circles of friends, enemies, and patrons) were among the most influential in this period, and which works caused the most adoration and debate, then and now?
question 2:As it's Black History Month (when is white history month? Every other one?) and you may have seen that African-American singing was my Ph.D. topic and scholarly primary-area within music history, I'd like to invite everyone to consider the particular presence of continued "race" inequities in early-20th-century arts and politics over the globe (as we discussed slaves in Greece and the portrayal of lower classes in the realist strain within romanticism). In the U.S. what used to be referred to as "the black problem" has been particularly thorny.
Through most of the 19th century, by far the most-popular multimedia performance-form (music, dance, jokes, costumes) in the U.S. (with some popularity in England and elsewhere) was blackface minstrelsy, where both white and some black performers (mostly male) "blacked up" using burnt-cork and oil over their faces, while exaggerating and reddening their lips, wearing white gloves, etc., a disgusting but fascinating deep strain at the root of American popular culture.
But this thread is about roughly 1890-1939; what are some ways that African-Americans began to develop their own subcultures both in the South (where the vast majority of African-Americans lived in earlier, slave years) but also growing in the North (particularly business and industrial centers). What are some artistic, political, and philosophical sub-cultures (circles of friends, enemies, and patrons) under cultivation in these years, and what are some leading products of these circles? (For instance, were the patrons of most black art also black, and how did differences of class and ethnicity tend to affect the terms of this patronage?)
As always, be specific and avoid clichés, triteness, and hyperbole/exaggeration. Consider also the emergen ...
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
https://www.youtube.com/watch?v=drxcjTbDsts
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
...
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
No Plagiarism (Please answer in 1-3 Paragraghs)Beethoven; A.docx
No Plagiarism (Please answer in 1-3 Paragraghs)
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
Discussion 1Economists generally agree that U.S. antitrust polic.docx
Discussion 1
Economists generally agree that U.S. antitrust policy is complex, changing over time, divided among several U.S. federal government agencies, and subject to frequent court reversals. The underlying question remains whether the U.S. needs more or less regulation of market structures.
Key questions are:
• Are U.S. markets becoming less competitive because of mergers and acquisitions?
• Are U.S. markets becoming more competitive because of new technology?
• Are U.S. markets becoming more or less competitive because of globalization?
• Is enough information available for wise antitrust enforcement?
US Federal agencies involved in antitrust include US Federal Trade Commission at: http://www.ftc.gov
US Department of Justice: http://www.usdoj.gov/atr/index.htm
For international perspectives see:
http://www.usdoj.gov/atr/contact/otheratr.htm
For analysis:
For a strong anti-regulatory position see Heritage Foundation, a private advocacy group, has been influential in arguing against antitrust enforcement. For an overview see: http://www.heritage.org/search?query=antitrust+enforcement
See also: www.cato.org
The American Enterprise Institute: http://www.aei.org
For strong pro-regulatory position see the Economic Policy Institute, a private advocacy group, argues for more antitrust enforcement: http://www.epi.org/
The Brookings Institution attempts a non-partisan position and publishes frequent overviews of antitrust law. See, for example: http://www.brookings.edu/search?start=1&q=antitrust
Discussion 2
Global poverty is an international issue. Other countries are inclined to look to the U.S. with its great wealth to take an active role in assisting poor nations. People here spend money trying to counter baldness while people in other countries are starving to death. On the other hand, foreign aid may be distributed as political favors rather than going to those most in need. Present both sides of the argument on whether the U.S. should work to achieve the Millennium Aid goal for contributions to increase the U.S. contribution to 0.7% of its GDP. For each side of the argument, provide three facts to support the argument. Use at least three of the following concepts in your response:
· Extreme poverty
· Severe poverty
· Persistent poverty
· Economic growth
· Human Capital
Discussion 3
Manufacturers in the US want China to increase the value of the yuan. They say China undervalues their currency making their products cheap, thus undercutting American business. Some believe that this is why Americans are losing jobs. Wal-Mart and other companies believe it is a good thing because it keeps prices low for the products they sells. Discuss whether low yuan value is good for the US because of low prices or if it is costing too many Americans their jobs. You will want to do some research on the subject of currency manipulation for additional information to debate this topic.
Impressionism
Impression: Sunrise 1874, Claude Monet.
About This Module.
Art and Social Change a Critical Reader.pdf
Academic Paper Writing Service
http://StudyHub.vip/Art-And-Social-Change--A-Critical-Reade
A Case For The New Historical Novel (Dissertation)
Professional Writing Service
http://StudyHub.vip/A-Case-For-The-New-Historical-Novel-(Di 👈
Beethoven; Art and Protest in the 1800s Please respond to one (1).docx
Beethoven; Art and Protest in the 1800s" Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Next, describe one (1) example of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 906-912), Beethoven, qualities of the Romantic style in music
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(Note: Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.
Beethoven's Eroica at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to Social RealitiesBeethoven
Chapter 28 (pp. 920-948), art and literature in Industrial Revolution; Chapter 28 (pp. 930-936), slavery
The Museum of Fine Art in Ghent, Belgium (MSK Gent) —Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art—French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
Haven's article on Goodman's scholarship on art protesting slavery before the Civil War at
http://news.stanford.edu/news/2009/february18/artists-slavery-protests-021809.html
Art and Slavery article at
http://www.realhistories.org.uk/articles/archive/the-art-of-slavery.html
.
Chapters 13-18You must write at least 200 but no more than.docx
Chapters 13-18
You must write at least 200 but no more than 300 words for each essay.
Each essay is worth 15 points.
I have included a copy of the assignment and the pdf file for the textbook.
1. What is Orientalism? What aspects of colonialism inspired Orientalism? How has it affected art, both in terms of how the subject matter was portrayed by the artist and in the ways the work has been viewed? When discussing how the works are viewed take into consideration how artist wanted their works viewed, how the art was actually viewed when it was created, and finally how we, as modern viewers see it?
2. How important was Napoleon Bonaparte’s use of art as propaganda and censorship in the rise and consolidation of his power? Choose two pieces of art commissioned by Napoleon (does not have to be from chapter 18) that support your argument of his use of art propaganda. List the title, artist, date, and medium of each piece. Refer to each piece at least three times when composing your statements.
3. Define the Protestant Reformation and the Counter Reformation. How did these two movements affect art? Choose one piece during the Reformation and one piece created during the Counter Reformation and compare and contrast the two pieces. Be sure to point out changes in style between the two periods. List the title, artist, date, and medium of each piece if known.
4. Discuss the ways in which the movement toward Realism in art reflected the social and political concerns of the nineteenth century. Choose one piece of art created in the Realism period that supports your argument. List the title, artist, date, and medium. How does this piece reveal the concerns that you mentioned in the first part of the question? Give at least three examples.
5. Compare Neoclassicism and Romanticism as two cultural expressions of mid-eighteenth to mid-nineteenth century Europe. You must discuss the political atmosphere in both periods and how it affected art. Choose one piece of art from the Neoclassical period and one from the Romantic period that support your claim. List the title, artist, date, and medium of each piece. Refer to each of these pieces in at least three instances for this purpose.
6. Neither of these works was meant to be exhibited in a museum case for an art-loving public seeking a cultural experience. Both took on their primary meaning in the process of the performance of a cultural ritual. Discuss the ways in which an understanding of the ritual context of each is necessary if we are to grasp their cultural meanings for those who made them and saw them in use. And finally, how did they end up in museums?
7. The horrific violence of war and political oppression has been eloquently expressed by many artists throughout the history of art. Discuss the political circumstances that led to the creation of these two examples and assess how they relate to the styles of the artists and their time. Who was the audience for these works? Be sure to.
Post during Week 4 due datesRomanticism and Realism; Art a.docx
Post during Week 4 due dates:
"Romanticism
and Re
alism
; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading and our weekly readings
as the basis of your response, using
APA style for citing [using others words]
.
As prior suggested, choosing a different topic then your own for peer responses helps you cover more material for weekly comprehension!
In Mary Shelley’s
Frankenstein
, Dr. Frankenstein states that “The world was to me a secret which I desired to divine” and “I have described myself as always having been imbued with a fervent longing to penetrate the secrets of nature.” Using ideas from the Nature definitions of CH27, defining the Romantic World View, either agree or disagree with Dr. Frankenstein’s attitude about nature and explain why. Is this view prevalent today?
CH27 highlights the role of landscape paintings in Romanticism. Pick (2) artists from the chapter to comparison/contrast based on the attitudes about nature you see used by the two artists, and what supports your view. Do you see such attitudes reflected in the arts today?
Yes, Music again, but we would be remiss to not focus on Beethoven's contributions, as well as how his work also defined the style developments at this time. Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another - again focus is not on what you can compare back, but how contemporary music is influenced by different styles, and how artists influence each other.
If looking for another option instead of music, then select one (1) example of a literary work or a work of visual art from the 1800
s—either
Romantic or Realist in
style—that
responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style [Romantic or Realist], and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice - we can see in the last two weeks how powerful the arts have been, and are in terms of protest, as well as propaganda.
Explore:
Beethoven
Chapter 27, Beethoven, qualities of the Romantic style in music (classical style is discussed as well); review Week 4 “Music Folder”
The Beethoven-
Haus
Website at
http
://
www
.
beethoven
-
haus
-
bonn
.
de
/
sixcms
/detail.
php
?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig
von
Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http
://
www
.
youtube
.com/watch?.
who is willing to assist me at $15check instructions6 hours, .docx
who is willing to assist me at $15?
check instructions
6 hours,
Instructions:
Political science: 250 words for every question. MLA and 1 work cited document
Every question should be answered in its separate sheet of paper (s)
1.
What distinguished 19th century Europe’s “reactionaries,” “liberals,” and “radicals” from Each other? In particular discuss the critical views of Karl Marx in the mid-19th century. What aspects of the newly emerging global order did his views challenge?
2.
The nineteenth century witnessed a demographic revolution in terms of migration and urbanization patterns. Based on your study of population flows
, which nineteenth-century
migration patterns reflected older trends, and which were new? What factors contributed to these new trends? How migration flows and urbanization were connected?
3.
It has been argued that one unintended consequence of the British Raj in India was the emergence of an Indian national identity that had never existed before. Do you agree or disagree with this? Please discuss.
4.
Describe the general trend known as “cultural modernism” in the industrial world during the late 19th and early 20th centuries, with reference to at least two major characteristics of that trend (in different contexts such as literature, philosophy, scientific perceptions, sociology or the arts).
.
Who is the authorIs it an academicjournalist Where do they wo.docx
Who is the author?
Is it an academic/journalist? Where do they work? What other books/work have they written? Would you characterize them as a “global historian?” What areas of the world/time periods do they specialize in? How do their research interests inform their interpretation of global history?
What is the book about?
What time period does this book cover?
Which areas of the world?
What is the book’s argument/thesis? (what question is it trying to answer/explain?)*
Sources
What evidence does the author use to support their claims? (i.e. newspapers, correspondence, archival manuscripts, books, etc.)
Is the work footnoted? Does it have a bibliography? If the work is on a non-English subject, are any sources in a foreign language?
Global Approach
What trends in global history/globalization does this work cover?
How does this work inform your understanding of the historical processes discussed in class?
What does it add to the narrative of globalization from the European perspective?
Does it challenge any of the conclusions we have discussed in class?
Criticism
How effectively does the author present his/her story?
Do they answer their historical question?
Do they provide evidence for their claims?
What perspectives on historical events do they fail to acknowledge (or acknowledge incompletely)? For instance, the roles of women, non-European peoples, specific social classes
New questions
What remains unclear after reading this book?
What aspects of the book would you like to know more about?
.
who can do networking. I need perfect paper and will always use you..docx
who can do networking. I need perfect paper and will always use you. Before handshake review all instructions carefully.
8 ppt slides with min 2 external sources. Each slide 100-150 words with speaker notes
I am told i cant use chat until i approve account, and will be late if i wait.
.
White collar crime is a form of structural deviance that impacts all.docx
White collar crime is a form of structural deviance that impacts all of us on a daily basis. Nevertheless, its significance is not recognized by the public or by the media. This week you will write a paper that discusses white-collar crime from a sociological perspective. Your paper should:
Define the concepts of white collar crime and corporate crime,
Explain the concept of structural deviance and how it contributes to fewer punishments for white collar criminals (including corporate criminals),
Explain the correlative features of corporate crime,
Identify and discuss three cases of white collar crime or corporate crime and the outcome for the offender(s) and victims (such as the public), and
Apply conflict theory to analyze white collar and corporate crimes.
.
While on patrol with the Centervale Police Department (CPD) you are .docx
While on patrol with the Centervale Police Department (CPD) you are dispatched to a robbery in progress at the Centervale grocery store. You arrive to find the suspects have fled the scene. There are several witnesses inside the store including customers and two store employees. Obviously shaken, they are huddled together discussing the robbery. You know that taking witnesses' statements is a critical piece of any investigation because witnesses often hold valuable information about the incident and critical evidence. Further, witnesses also have first-hand knowledge that can be helpful in narrowing the scope towards apprehending a suspect and the eventual successful prosecution of a case. After calling in a Be on the lookout (BOLO) for the suspects and their vehicle, you proceed by separating the three witnesses inside the store in order to appropriately conduct interviews: Cashier—Connie Cousins; Maintenance manager—Larry Sweeney; and Customer—Sally Frederickson.
Connie Cousins, who is noticeably upset, shares that she has seen these culprits in the store before. She states, "They have been here before, one of them knows Larry, they seemed to know right where we keep our cash and who may be able to retrieve it, me. The older guy had a huge gun; he put it right in my face. He's the one that drove the vehicle that they came in."
Sally Frederickson, a customer, states, "I've never seen these guys before. They had a gun and seemed to want to shoot someone. I think I can identify them if I see them again, hey, I heard one of them call that guy (pointing to Larry) by his name. Larry right?"
During your investigation you develop a lead that another witness, Larry; the maintenance person of the store, is related to one of the suspects. Larry Sweeney is 80 years old and he appears mentally challenged. You learn from a fellow employee that Larry's mental capacity is below the fifth grade level. You know that it is crucial that Larry's mental capacity, his age, as well as his potential relationship to one of the suspects are factors that must be considered throughout the duration of the interview process.
During your investigation you notice some communication challenges as well as some inconsistencies between witness statements. Based on your findings, you begin to theorize that Larry Sweeney might have been involved in the crime. Because you have no probable cause you continue with the investigation by gathering important information to help determine who was involved and whose level of involvement meets the legal elements in order to be appropriately charged.
Two hours after the incident, a fellow police officer spots a vehicle sitting at a stoplight that matches the description of the suspect's vehicle. The officer observes two individuals sitting in the front driver's seat and front passenger's seat of the vehicle. Based on the information in the BOLO both individuals fit the descriptions that were given by witnesses at the store. The officer sto.
Which of the following statements about theme is false1.a f.docx
Which of the following statements about theme is false?
1.
a fine paid to those in power
2.
without name
3.
a condition of old age where bones become fragile
4.
without feeling
5.
a wealthy person who supports as would a father
a.
anonymous
b.
patron
c.
osteoperosis
d.
apathy
e.
tribute
.
Which sentence uses the italicized vocabulary word correctly[remo.docx
Which sentence uses the italicized vocabulary word correctly?
[removed]
The poet paid
homage
to the evil killer by eulogizing him in an epic poem.
[removed]
The instructions were written in
iambic pentameter
.
[removed]
The painting, which was not an
authentic
work, was found in Picasso's sketch book.
[removed]
Blake showed his
maturation
when he gave the last piece of pie to his brother
.
which you would like to work that operates under a traditional manag.docx
which you would like to work that operates under a traditional management model. The company's new CEO is looking to grow the company into a sustainable organization. In her initial evaluation, the CEO realizes that the traditional management approach is not compatible with being sustainable and wants to explore integrating a Corporate Social Responsibility program as an initial step to becoming a sustainable organization.
Apply
Lewin's or Kotter's model and
outline
the following:
The company that was chosen was
Cisco
. My section is:
Determine how performance will be validated.
AT LEAST ONE TO TWO REFERENCES!!!
.
Which one of the theories discussed in Chapters 3 and 4 of our cours.docx
Which one of the theories discussed in Chapters 3 and 4 of our course textbook do you think is most useful in understanding and explaining personality development in contemporary society? Explain your position. Be sure to select a theory, briefly describe it and name the theorist, rather than a general concept. Link your chosen theory directly to aspects of personality development in contemporary society you are attempting to explain rather than only summarizing the theory.
The theory I chose is
Erik Erikson’s Life Span Identity theory
.
Which of the following must be capitalized by a business[removed].docx
Which of the following must be capitalized by a business?
[removed]
a.
Amount paid for a covenant
not
to compete
[removed]
b.
Replacement of a windshield of a business truck which was broken in an accident
[removed]
c.
Repair of a roof of a building used in business
[removed]
d.
Only "Repair of a roof of a building used in business" and "Amount paid for a covenant
not
to compete" must be capitalized.
[removed]
e.
"Replacement of a windshield of a business truck which was broken in an accident", "Repair of a roof of a building used in business", and "Amount paid for a covenant
not
to compete" can be expensed rather than capitalized.
Jed is an electrician. Jed and his wife are accrual basis taxpayers and file a joint return. Jed wired a new house for Alison and billed her $15,000. Alison paid Jed $10,000 and refused to pay the remainder of the bill, claiming the fee to be exorbitant. Jed took Alison to Small Claims Court for the unpaid amount and was awarded a $2,000 judgement. Jed was able to collect the judgement but not the remainder of the bill from Alison. What amount of loss may Jed deduct in the current year?
[removed]
a.
$5,000
[removed]
b.
$3,000
[removed]
c.
$2,000
[removed]
d.
$0
[removed]
e.
None of these choices are correct.
Jack, age 30 and married with no dependents, is a self-employed individual. For 2016, his self-employed business sustained a net loss from operations of $10,000. The following additional information was obtained from his personal records for the year:
Nonbusiness long-term capital gain
$ 2,000
Interest income
6,000
Itemized deductions—consisting of taxes and interest
(12,000)
Based on the above information, what is Jack's net operating loss for 2016 if he and his spouse file a joint return?
[removed]
a.
($14,000)
[removed]
b.
($11,000)
[removed]
c.
($10,000)
[removed]
d.
($2,000)
[removed]
e.
($8,000)
On June 1 of the current year, Tab converted a machine from personal use to rental property. At the time of the conversion, the machine was worth $90,000. Five years ago Tab purchased the machine for $120,000. The machine is still encumbered by a $50,000 mortgage. What is the basis of the machine for cost recovery?
[removed]
a.
$70,000
[removed]
b.
$120,000
[removed]
c.
$140,000
[removed]
d.
$90,000
[removed]
e.
None of these choices are correct.
James purchased a new business asset (three-year personalty) on July 23, 2016, at a cost of $40,000. James takes additional first-year depreciation but does not elect Section 179 expense on the asset. Determine the cost recovery deduction for 2016.
[removed]
a.
$8,333
[removed]
b.
$26,666
[removed]
c.
$33,333
[removed]
d.
$41,665
[removed]
e.
None of these choices are correct.
Jordan performs services for Ryan. Which, if any, of the following factors indicate that Jordan is an independent contractor, rather than an employee?
[removed]
a.
Jordan files a Form 2106 with his Form 1040.
[removed]
b.
Jordan is paid based on tasks performed.
[removed]
c.
Ryan provide.
Which of the following leader roles involves offering direction to.docx
Which of the following leader roles involves offering direction to
employees,
establishing
relationships,
and acting as a representative for people both internally and
externally?
Informational role
Administrative role
Decisional role
Technical role
Interpersonal role
.
Which of the following is the BEST test for the theory of natural .docx
Which of the following is the BEST test for the theory of natural selection?
Species
Domain
Kingdom
Phyla
Genus
1.
Match the following terms to the definition or example. Not every definition will be used.
Animalia
Bacteria
Viruses
Protista
Fungi
A.
eukaryotic, multicellular organisms that make their own food
B.
most diverse kingdom
C.
prokaryotes such as E. coli
D.
eukaryotic, multicellular organisms such as mushrooms
E.
nonliving microbes
F.
eukaryotic, multicellular organisms such as mammals
1.
Match the following terms to the definition or example. Not every definition will be used.
Diatoms
Cnidaria
Tapeworm
Earthworm
Arthropods
Vertebrates
Plants
Algae
Yeast
Mold
A.
Animals with backbones
B.
Shrimp, insects, crabs, and spiders
C.
Only protists that produce their own food
D.
Animals without backbones
E.
Provide drugs like aspirin and digitali
F.
Single cells that produce a glass shell
G.
Jellyfish and corals
H.
Produces the flavor of cheese
I.
Parasitic flatworms
J.
One of the most commercially important fungal forms
K.
Segmented worms
Consider what you have learned about natural selection and mutation concerning health issues like TB and head lice, and apply it to pesticide use and farming. Explain what is meant by a "pesticide treadmill" and why it is a concern to farmers and consumers.
Your response should be at least 200 words in length. (please add references)
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Discussion 1Economists generally agree that U.S. antitrust polic.docx
Discussion 1
Economists generally agree that U.S. antitrust policy is complex, changing over time, divided among several U.S. federal government agencies, and subject to frequent court reversals. The underlying question remains whether the U.S. needs more or less regulation of market structures.
Key questions are:
• Are U.S. markets becoming less competitive because of mergers and acquisitions?
• Are U.S. markets becoming more competitive because of new technology?
• Are U.S. markets becoming more or less competitive because of globalization?
• Is enough information available for wise antitrust enforcement?
US Federal agencies involved in antitrust include US Federal Trade Commission at: http://www.ftc.gov
US Department of Justice: http://www.usdoj.gov/atr/index.htm
For international perspectives see:
http://www.usdoj.gov/atr/contact/otheratr.htm
For analysis:
For a strong anti-regulatory position see Heritage Foundation, a private advocacy group, has been influential in arguing against antitrust enforcement. For an overview see: http://www.heritage.org/search?query=antitrust+enforcement
See also: www.cato.org
The American Enterprise Institute: http://www.aei.org
For strong pro-regulatory position see the Economic Policy Institute, a private advocacy group, argues for more antitrust enforcement: http://www.epi.org/
The Brookings Institution attempts a non-partisan position and publishes frequent overviews of antitrust law. See, for example: http://www.brookings.edu/search?start=1&q=antitrust
Discussion 2
Global poverty is an international issue. Other countries are inclined to look to the U.S. with its great wealth to take an active role in assisting poor nations. People here spend money trying to counter baldness while people in other countries are starving to death. On the other hand, foreign aid may be distributed as political favors rather than going to those most in need. Present both sides of the argument on whether the U.S. should work to achieve the Millennium Aid goal for contributions to increase the U.S. contribution to 0.7% of its GDP. For each side of the argument, provide three facts to support the argument. Use at least three of the following concepts in your response:
· Extreme poverty
· Severe poverty
· Persistent poverty
· Economic growth
· Human Capital
Discussion 3
Manufacturers in the US want China to increase the value of the yuan. They say China undervalues their currency making their products cheap, thus undercutting American business. Some believe that this is why Americans are losing jobs. Wal-Mart and other companies believe it is a good thing because it keeps prices low for the products they sells. Discuss whether low yuan value is good for the US because of low prices or if it is costing too many Americans their jobs. You will want to do some research on the subject of currency manipulation for additional information to debate this topic.
Impressionism
Impression: Sunrise 1874, Claude Monet.
About This Module.
Art and Social Change a Critical Reader.pdf
Academic Paper Writing Service
http://StudyHub.vip/Art-And-Social-Change--A-Critical-Reade
A Case For The New Historical Novel (Dissertation)
Professional Writing Service
http://StudyHub.vip/A-Case-For-The-New-Historical-Novel-(Di 👈
Beethoven; Art and Protest in the 1800s Please respond to one (1).docx
Beethoven; Art and Protest in the 1800s" Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Next, describe one (1) example of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 906-912), Beethoven, qualities of the Romantic style in music
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(Note: Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.
Beethoven's Eroica at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to Social RealitiesBeethoven
Chapter 28 (pp. 920-948), art and literature in Industrial Revolution; Chapter 28 (pp. 930-936), slavery
The Museum of Fine Art in Ghent, Belgium (MSK Gent) —Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art—French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
Haven's article on Goodman's scholarship on art protesting slavery before the Civil War at
http://news.stanford.edu/news/2009/february18/artists-slavery-protests-021809.html
Art and Slavery article at
http://www.realhistories.org.uk/articles/archive/the-art-of-slavery.html
.
Chapters 13-18You must write at least 200 but no more than.docx
Chapters 13-18
You must write at least 200 but no more than 300 words for each essay.
Each essay is worth 15 points.
I have included a copy of the assignment and the pdf file for the textbook.
1. What is Orientalism? What aspects of colonialism inspired Orientalism? How has it affected art, both in terms of how the subject matter was portrayed by the artist and in the ways the work has been viewed? When discussing how the works are viewed take into consideration how artist wanted their works viewed, how the art was actually viewed when it was created, and finally how we, as modern viewers see it?
2. How important was Napoleon Bonaparte’s use of art as propaganda and censorship in the rise and consolidation of his power? Choose two pieces of art commissioned by Napoleon (does not have to be from chapter 18) that support your argument of his use of art propaganda. List the title, artist, date, and medium of each piece. Refer to each piece at least three times when composing your statements.
3. Define the Protestant Reformation and the Counter Reformation. How did these two movements affect art? Choose one piece during the Reformation and one piece created during the Counter Reformation and compare and contrast the two pieces. Be sure to point out changes in style between the two periods. List the title, artist, date, and medium of each piece if known.
4. Discuss the ways in which the movement toward Realism in art reflected the social and political concerns of the nineteenth century. Choose one piece of art created in the Realism period that supports your argument. List the title, artist, date, and medium. How does this piece reveal the concerns that you mentioned in the first part of the question? Give at least three examples.
5. Compare Neoclassicism and Romanticism as two cultural expressions of mid-eighteenth to mid-nineteenth century Europe. You must discuss the political atmosphere in both periods and how it affected art. Choose one piece of art from the Neoclassical period and one from the Romantic period that support your claim. List the title, artist, date, and medium of each piece. Refer to each of these pieces in at least three instances for this purpose.
6. Neither of these works was meant to be exhibited in a museum case for an art-loving public seeking a cultural experience. Both took on their primary meaning in the process of the performance of a cultural ritual. Discuss the ways in which an understanding of the ritual context of each is necessary if we are to grasp their cultural meanings for those who made them and saw them in use. And finally, how did they end up in museums?
7. The horrific violence of war and political oppression has been eloquently expressed by many artists throughout the history of art. Discuss the political circumstances that led to the creation of these two examples and assess how they relate to the styles of the artists and their time. Who was the audience for these works? Be sure to.
Post during Week 4 due datesRomanticism and Realism; Art a.docx
Post during Week 4 due dates:
"Romanticism
and Re
alism
; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading and our weekly readings
as the basis of your response, using
APA style for citing [using others words]
.
As prior suggested, choosing a different topic then your own for peer responses helps you cover more material for weekly comprehension!
In Mary Shelley’s
Frankenstein
, Dr. Frankenstein states that “The world was to me a secret which I desired to divine” and “I have described myself as always having been imbued with a fervent longing to penetrate the secrets of nature.” Using ideas from the Nature definitions of CH27, defining the Romantic World View, either agree or disagree with Dr. Frankenstein’s attitude about nature and explain why. Is this view prevalent today?
CH27 highlights the role of landscape paintings in Romanticism. Pick (2) artists from the chapter to comparison/contrast based on the attitudes about nature you see used by the two artists, and what supports your view. Do you see such attitudes reflected in the arts today?
Yes, Music again, but we would be remiss to not focus on Beethoven's contributions, as well as how his work also defined the style developments at this time. Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another - again focus is not on what you can compare back, but how contemporary music is influenced by different styles, and how artists influence each other.
If looking for another option instead of music, then select one (1) example of a literary work or a work of visual art from the 1800
s—either
Romantic or Realist in
style—that
responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style [Romantic or Realist], and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice - we can see in the last two weeks how powerful the arts have been, and are in terms of protest, as well as propaganda.
Explore:
Beethoven
Chapter 27, Beethoven, qualities of the Romantic style in music (classical style is discussed as well); review Week 4 “Music Folder”
The Beethoven-
Haus
Website at
http
://
www
.
beethoven
-
haus
-
bonn
.
de
/
sixcms
/detail.
php
?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig
von
Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http
://
www
.
youtube
.com/watch?.
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Beethoven; Art and Protest in the 1800s Please respond to one (1).docx
Beethoven; Art and Protest in the 1800s Please respond to one (1).docx
Chapters 13-18You must write at least 200 but no more than.docx
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Post during Week 4 due datesRomanticism and Realism; Art a.docx
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Every question should be answered in its separate sheet of paper (s)
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What is the book about?
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How does this work inform your understanding of the historical processes discussed in class?
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Does it challenge any of the conclusions we have discussed in class?
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How effectively does the author present his/her story?
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c.
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d.
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[removed]
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not
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b.
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c.
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b.
($11,000)
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c.
($10,000)
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d.
($2,000)
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e.
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b.
$120,000
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$140,000
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$90,000
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e.
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c.
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d.
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a.
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Which of the following is the BEST test for the theory of natural selection?
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Domain
Kingdom
Phyla
Genus
1.
Match the following terms to the definition or example. Not every definition will be used.
Animalia
Bacteria
Viruses
Protista
Fungi
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eukaryotic, multicellular organisms that make their own food
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most diverse kingdom
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E.
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F.
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Match the following terms to the definition or example. Not every definition will be used.
Diatoms
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Mold
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H.
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I.
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J.
One of the most commercially important fungal forms
K.
Segmented worms
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Your response should be at least 200 words in length. (please add references)
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Which of the following is the STRONGEST example of a salient stimulus?
(Points : 1)
[removed]
A crowd of Asian people on a ferry.
[removed]
A child in a crowd of people on a ferry.
[removed]
A screaming child in a crowd of people on a ferry.
[removed]
An Asian child in a crowd of people on a ferry.
__________ memories need the increased strengthening of neural connections throughout the brain. (Points : 1)
[removed]
Long-term
[removed]
Short-term
[removed]
Working
[removed]
Reflexive
The author suggests that “authentic goals” are all of the following EXCEPT (Points : 1)
[removed]
goals that are clearly defined.
[removed]
goals that are student-relevant.
[removed]
goals that are required of the curriculum.
[removed]
goals that are communicated after learning begins.
The separate regions of the brain that correspond to multisensory memory (of the same topic or event) are connected to one another by __________. (Points : 1)
[removed]
synapses
[removed]
amygdalas
[removed]
myelin sheathes
[removed]
dendrites
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[removed]
A perfectly adjusted student
[removed]
An authoritarian teacher
[removed]
A traditional class community
[removed]
A positive class climate
In
MOVES
, the author created an acronym for five steps to strengthen multiple neural networks as students review for a test. Which step combines tactile and visual memory? (Points : 1)
[removed]
Visualize
[removed]
Say
[removed]
Move
[removed]
Enter
Carrie watches a YouTube video demonstrating centrifugal force. Then her physics teacher covers the topic in class. What is this type of preparation called? (Points : 1)
[removed]
A flipped lesson
[removed]
A think-aloud
[removed]
Priming
[removed]
Peer-teaching
Which of the following scenarios is the best example of inconsistency in an environmental pattern?
(Points : 1)
[removed]
George hears birds and insects in the forest.
[removed]
George hears intermittent fireworks on July 4
th
.
[removed]
George hears an explosion at the mall.
[removed]
George hears his dog bark at the delivery person.
What typically happens during a peer interview at the beginning of a school year? (Points : 1)
[removed]
Two students who are good friends interview each other, then introduce their partner to the class.
[removed]
Two students who are good friends alternatingly introduce themselves to the class.
[removed]
Two students who do not know each other well interview each other, then introduce their partner to the class.
[removed]
Two students who do not know each other well alternatingly introduce themselves to the class.
Sensory intake that is interpreted as an immediate threat is sent to the __________. (Points : 1)
[removed]
frontal.
Which of the following is not listed as a challenge in long dist.docx
Which of the following is
not listed
as a challenge in long distance relationships? (Points : 1)
[removed] [removed] [removed] [removed]
.
Which of the assumptions of realism make the most sense to you Do y.docx
Which of the assumptions of realism make the most sense to you? Do you think most world leaders today embrace a "realist
worldview
" or a "liberal
worldview
?"
How would that choice change their approach to international relations? Which party is the most open to "realism" in the US today? Mainstream Republicans or the Democrats?
What is the central argument of the Liberal approach to global politics - collective security or free trade.. Or do they both reinforce each other?
Who is the least open to accepting the
neo
-liberal case for global free trade? Democratic progressives or Conservative Tea Party members?
How do the Marxian critics of
Neo
-Liberalism like Immanuel
Wallerstein
, combine elements of the realist and liberal arguments in their description of Global Capitalism as a "world system?
How does their argument about capitalism support critical alternatives?
Why might a "
constructivist
" agree with this historical approach to understanding the origins and development of the modern world system?
.
Which Dynasty saw the reunification of Egypt and thus brought about .docx
Which Dynasty saw the reunification of Egypt and thus brought about the end of the Third Intermediate Period?
Eighteenth Dynasty
Twentieth Dynasty
Twenty-fifth Dynasty
Twenty-seventh Dynasty
5 points
Question 2
Which two stones are considered to be the most popular stones used in Egyptian jewelry?
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Path
5 points
Question 3
Select the new features characteristics that were used to depict queens during the Third Intermediate Period, indicating a new ideal of how women should look?
Angular breasts
Rounder thighs
Small narrow hips
Curvy buttocks
5 points
Question 4
This deity, _____________________, was worshipped in Bubastis and was depicted as a cat goddess in the Third Intermediate Period.
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Path
5 points
Question 5
Who was Horpakhered, what does he represent, and what is a possible reason for the increase in imagery related to him?
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Path
10 points
Question 6
Why did coffin decoration become so elaborate and expansive during the Twenty-first Dynasty?
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Path
5 points
Question 7
Twenty-first Dynasty coffins continued the tradition of scenes relating to the daily cycle of the sun and the journey into the underworld. One common scene was the separation of the sky goddess ______________ from the earthy god _____________ during creation.
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Path
10 points
Question 8
Which of these was NOT a source for the vignette papyri illustrations developed at the end of the Twenty-first and beginning of the Twenty-second Dynasty?
Book of Gates
Amduat
Litany of the Ra
Book of the Dead
5 points
Question 9
What was the new decorative surface element introduced to statues during the mid to late Third Intermediate Period?
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Path
5 points
Question 10
The two crowns of Upper and Lower Egypt continued into this time period. Identify the color of the:
Upper Egypt Crown
Lower Egypt Crown
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Path
5 points
Question 11
The crossed hands on anthropoid coffins went out of style under the reign of King _______________ in the Twenty-second Dynasty.
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Path
5 points
Question 12
A young child god would be indicated as an infant because he wore a ____________.
Sun Disk
Scarab Crown
Moon Disk
Djed-pillar
5 points
Question 13
The __________ beetle is often sh.
Which disease can affect the human nervous system resulting in par.docx
Which disease can affect the human nervous system resulting in paralysis of respiratory and facial muscles?
Stomach
Alveoli
Liver
Trachea
Bladder
A.
Tiny air sacs where gas exchange occurs
B.
Storage sac where protein digestion begins
C.
Storage sac for urine
D.
Windpipe
E.
Produces bile
F.
Voice box
Match the disease to its description.
Asthma
Hypertension
Atherosclerosis
Stroke
HIV
A.
High blood pressure
B.
Allergic response resulting in the constriction of the bronchi
C.
Death of brain tissue
D.
Kills or disables helper T cells
E.
Accumulation of fat on the inside of arteries
.
Which characteristics are typically used to classify racespheno.docx
Which characteristics are typically used to classify races?
phenotypes (skin color, hair texture, and facial shape etc.)
genotypes (traits inherited from parents)
Must be at least 300 words- APA format (not including reference page)
NEED IN TWO HOURS FROM POST
.
Whether we know it or not, we already have an attitude toward our li.docx
Whether we know it or not, we already have an attitude toward our lives in general. We have an attitude toward our family, friends, co-workers, the stranger down the street, etc. Our attitude was developed at very early stages through messages we received from people we interacted with and others throughout our lives. Our attitude is a reflection of who we are. It represents our personality, beliefs, values, behaviors, motivations, etc. Understanding our attitude will help us explain how we see and behave toward situations we face on a daily basis. Please answer the following questions:
1. Define cognitive dissonance.
2. What are common methods to measure a person’s attitude?
3. List and describe ways attitudes can be changed.
4. What are the three components of the Tri-component Model of Attitudes? Briefly, explain each one of them.
5. Define and explain the halo effect and the horn effect.
minimum 1000 words
.
Whether a health care policy was formulated at the federal (country).docx
Whether a health care policy was formulated at the federal (country); state (providence or regional); or local level, policies inevitably have considerable impact on local health care organizations, communities, and relevant stakeholders. In other words, a health care policy that has far-reaching relevance to the nation, state, or region ultimately impacts the grassroots interests and concerns of the community.
To complete the Assignment, select a recent (within the last 5 years) health care policy that has had substantial impact on consumers. In particular, look at a high-impact health care policy to analyze the diverse and divergent perspectives that informed its development and then assess its impact at the local organizational level.
Detailed and current information on health care policy may be found on many websites, including the following:
American Hospital Association (AHA)
Centers for Medicare and Medicaid Services (CMS)
The Kaiser Family Foundation
Robert Wood Johnson Foundation (RWJF)
American Public Health Association (APHA)
American Association of Retired Persons (AARP)
After choosing a health care policy, select a local health care organization that is impacted by that policy. This might be a public agency, a health care facility, or any organization substantially influenced by the policy. It also might be the health care organization in which you work. As an administrator in this organization, you have been tasked with preparing an assessment of the impact of the policy on the organization’s operations and outcomes. This task requires you to take a large and complex topic (the policy) and synthesize it into digestible information that organizational stakeholders can strategically use to address issues raised by the policy.
For
Part 1
of this assessment, you will create a PowerPoint presentation that explains key points related to the health care policy you selected. This presentation is designed to inform and precede the dissemination of an in-depth policy assessment regarding the impact of the policy on the organization.
For
Part 2,
you will write an in-depth policy assessment that synthesizes the impact of the health care policy on the organization.
Part 1: PowerPoint Presentation: Key Points of a Health Care Policy
Succinct but accurate dissemination of information is often a key responsibility of a health care administrator, and understanding current changes in health care policy is an important need for many stakeholders within an organization.
For this Assignment, assume the role of a health care administrator and create a PowerPoint presentation to provide stakeholders within the organization foundational information about the policy you selected. In particular, focus on the formulation of the policy and the diverse perspectives of those who had a role in its development. As noted previously, this presentation is designed to inform the subsequent policy assessment you will distribute.
In a 12- to 15-slide PowerPoint .
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