discussion question

Week 9 Discussion

SHOULD GOVERNMENT SUPPORT THE ARTS? ART & MUSIC GO ABSTRACT

Watch Media

PRELIMINARIES: Our discussion this week has two subjects as usual, and both are related to chapters 37 and 38. Do both subjects. There is also the usual EXPLORE list under the topic. Be sure to use that instead of any random googling for answers–you are required to use the class text each week and at least one of the EXPLORE-listed websites. HINT: The Explore list normally suggests what page numbers to focus on. ANOTHER HINT: If using the eBook purchased via our bookstore, when you just click on the on-screen page, the page number appears on the lower left of the screen. Jot it down.

TOPIC: Please respond to both of the following, using the class text and sources under the Explore heading as the basis of your response:

—————————————–

  • SUBJECT ONE: Examine the U.S. Government’s support during the Great Depression for programs, such as the Federal Arts Project, the Federal Writers’ Project, and other such efforts. Determine whether or not such projects were good government investments during those hard times, and provide one specific example from the book that supports your viewpoint. And identify one way the government supports the arts today. Do your best to use examples classmates have yet to use.
  • SUBJECT TWO: Explain whether you agree or disagree with the perception of Abstract Expressionism as exemplifying individualism and freedom. Compare one example of Abstract Expressionist visual art from the book to John Cage’s musical compositions. After reviewing the pages and Websites below, explain how an abstract expressionist artist might respond to the assertion “my kid could paint that“; and explain your position on that assertion.

Explore:

Government and the Arts

Abstract Expressionism and Music

 
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Reports On Border Wall Funding Content Analysis

In this assignment, you will write a one-page description of a content analysis project that you plan to complete as a major component of the course. Content analysis can be used to examine any media content such as web sites, newspapers, advertising, magazines, YouTube videos, television programs, radio programs, billboards, pamphlets, etc. In your description, you must state a theory that you plan to use such as cultiviation theory, gatekeeping, or any of the mass media theories. You may also use other theories such as those pertaining to persuasion, rhetoric, etc. You will be responsible for examining a minimum of 25 media messages and your final project will require you to provide copies of those messages. Keep this in mind as you think about how your topic.

Content analysis topics are endless. Some possible topics to consider might be related to race or gender in media. For example, you could examine the ratio of news stories written by male reporters versus female reporters on the major news outlets on the web. You could examine photos on the covers of the major news magazines to determine the race of the people featured there. A theory that might support these topics would be cultivation analysis where the media may influence our perceptions related to stereotyping. You could examine a sample of 25 advertisements that appear in a major magazine to determine how many of them use humor as an appeal as opposed to other appeals. You could look at a sample of 25 or more Oscar winning films to examine the genres to determine how many were comedies as opposed to dramas and discuss why you believe one genre seems to win more Oscars. Determine what theory you will use for your project and how you can explore your research topic using this theory. You could select a random sample of 25 or more YouTube videos on pets that have 10,000 or more “hits”, then examine the themes and comments to determine what makes these videos so popular. You could obtain a sample of 25 pamphlets about breast cancer from major hospital websites and analyze the themes included in those pamphlets. How many of them include a statement about male breast cancer? Again, there are many possible topics you can suggest for your research project.

Your one-page research project description should include:

A title page with the title of your research topic and your name

A brief description of your research question or questions about the topic

A definition of the theory that you plan to use to examine your topic and a reference list that includes the source for this theory

  • A description of why you feel this theory fits well to explore your topic
  • A description of what media messages you be examining, how many, how and where you will obtain them, and how you will submit them for the final project
  • A description of what specific variables you will be looking for in the media messages
  • A timeline for completing your whole project by the end of Module 7(April 14)
  • Your reference list that includes at least one source for the theory you plan to use
  •  
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    pH Lab Report: environmental engineering

    Lab Report Guidelines

    You should consider the last section of each lab experiment as well as 1.5 Report Preparation part when writing a lab report.

    The Materials and Methods and results section should be written in the past tense, since your experiments are completed at the time you are writing your paper.

    Your lab report should include the following sections:

    Cover Page (0.5 pt)
     Include the title of the experiment, name, group number, and the date on which the experiment

    was performed

    Introduction(1 pt)

    •  Purpose of experiment
    •  Background InformationMaterials and Methods(2 pt)
    •  Equipment Used
    •  Schematic diagram of main equipment used (if required )
    •  Test procedure generally contains information on the physical nature of the experiment, such asthe type of instrumentation used, the variables controlled and those that are not controlled, and any unusual conditions. Here is an example of a section of that type.The experiment was carried out with a Nicolet Fourier transform infrared (FTIR) spectrometer. The resolution of the spectrometer was set at 1 cm-1 for all spectra. The experiment involved the accumulation of a background spectrum which were subtracted from the spectrum of the sample to provide the response of the sample. The detector was a nitrogen-cooled cadmium-telluride detector. Each experiment resulted from the average 64 transient responses coadded, with the background spectrum being the accumulation of 64 spectra without the sample present. The data were analyzed by Fourier transformation using the software of the instrument. The data were saved to disk, and were subsequently analyzed with a spreadsheet program, in this case, Microsoft EXCEL. Theoretical values of the parameters were predicted by computation with the program GAUSSIAN.The section need not be long, but it should include everything about the experimental setup that the author thinks is important.retrieved from”https://www1.udel.edu/pchem/C446/example.pdf”

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    Results(4 pt)

    •  Present your data using text AND figures/tables.
    •  Describes your major findings in the data presented in the figures and tables.
    •  Don’t interpret the data. It could be done in the Discussion section of the lab report.
    •  All figures and tables are properly formatted with numbers, titles and legends that are easy to thereader to follow.
    •  DO NOT ATTACH YOUR LAB DATA SHEET to show your results.Discussion(2 pt)
    •  Summarize what you found.
    •  Explain and interpret your results. It may involve comparison of the test results with existingempirical relationship
    •  Source of errors if any
    •  Other details not included in the reportReferences(0.5 pt)

     Sufficient and appropriate sources cited. All references are formatted appropriately

     
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    Rhetorical appeals and dangers of a single story discussion

    this week, you’ll be working with the materials found here: Rhetorical Appeals, The Danger of a Single Story, and below. For your Roll Call Post –

    Rhetorical Appeals :Techniques that Persuade: The Rhetorical Appeals

    The term, “rhetorical appeal,” is a fancy term for a simple concept: when we communicate with audiences, we often want to persuade them of something. Right now, I’m trying to persuade you about this idea.

    The guy in the picture at the top of this page is also trying to persuade us of something. I’m mostly persuaded that he needs better lighting.

    Rhetorical Appeals: The Vocabulary

    The vocabulary around rhetorical appeals, like the term “rhetoric” itself, is somewhat foreign, and this is for a good reason. The concepts were developed by the Greek philosopher Aristotle and others back in a place and time when decisions were made democratically. In democratic city-states, free men would appear in public forums to debate their points of view. Decisions were made in this manner.

    Imagine if this process of decision-making were alive in the US today. Imagine if we made decisions on the White House lawn with the president and legislators. As it would in front of the White House, in Greece persuasion mattered.

    So, Aristotle studied the question of persuasion and found the following appeals (and others) to be particularly persuasive.

    • Appeals to logic, evidence, reasoning (logos)
      • often used in argumentation
    • Appeals to authority (ethos)
      • often used in argumentation
    • Appeals to emotions (pathos)
      • sparingly used in argumentation
    • Appeals to relevance to given time, in a given place, and in the right tone (kairos)
      • important in argumentation

    [The word, “appeal,” means simply that. It’s an action that calls out to or appeals to a listener or reader.]

    Today, you’ll watch two short videos to learn more about these rhetorical appeals. But first…


    Persuasion is Different From Argumentation

    Persuasion is an effort to get someone else to agree. Advertisers try to persuade us that their products are the best. Lawyers try to persuade us that their clients are correct. Persuasive efforts don’t necessarily take both sides into account. This is how arguments differ.

    The term, “argument” might sound more adversarial, but academic arguments are the product of careful consideration of all evidence. They weigh all sides and only then render a judgment. In addition, arguments include (broadcast, represent, bring forth) points of opposition and should do so fairly. So, academic arguments are more like judges who weigh both sides, rather than like advertisers who want to manipulate us or like lawyers who only want us to see one side.

    The Danger of a Single Story : The Danger of a Single Story

    Narratives or stories are not only accounts of events but are frameworks we hang lots of ideas on, some well examined, some not. Have you ever heard the story, “Boy meets girl. (Boy saves girl.)”? A lot of people from my generation grew up with that story. But, what if our lives don’t fit that narrow narrative, then what? Is there only one story for everyone?

    So, when we’re creating narratives through our arguments, we want to be attentive to and ask questions about what’s going on inside and outside of ourselves. This is a form of critical thinking that helps us question and investigate our assumptions, biases, and beliefs that can be hard to see. The video that follows by Chimamanda Ngozi Adichie demonstrates this process very well.

    To help us think more critically about Adichie’s words, we’ll use one technique today: summary.


    Summarizing: One Form of Critical Thinking

    Summaries provide the main claim and key points of our sources in succinct form. To understand what an author is arguing, we have to listen and read closely.

    Main Claim: Often, authors don’t state their main claims in the first paragraph or in the first few minutes of speaking. In many cases, authors build up to their main points by providing intriguing context; they want us to know what led up to their conclusions in ways we can experience. One technique to figure out an author’s primary point is to ask ourselves, “What would this author like to convince me of?”

    PRO TRICK: Titles of sources often (but not always) give us a very helpful clue, as well. 🙂

    Subclaims: In addition to the main claim, summaries also include the key points that authors make to support their primary claims.


    1. Define each of the following rhetorical appeals: logos, ethos, pathos, and kairos. Then, think of a time you tried to convince someone of something and a type of rhetorical appeal you used. Tell us this story. Who were you trying to convince? What did you try to convince them of? What kind of appeal did you use and how did you use it? Were you successful?
    2. Summarize Adichie’s talk, “The Danger of a Single Story,” using the techniques shown below. In your summary, include how Adichie defines a single story.
    3. Provide your own example of a “single story,” as Adichie defines this concept. Who (what group) does this single story involve? What does it say about them? What makes this a single story? What should we know to improve our understanding about this group?

    Review: Summarizing

    • Summaries provide readers who haven’t read, seen, or heard the sources summarized with a clear sense of them.
    • Summaries begin with the author and title of the work you’re summarizing along with the main claim or primary point the author is making.
      • Capitalizing Titles: The first letter of all key words in titles are capitalized.
      • Punctuating Titles: The titles of short works, like short videos and articles, are placed in “Quotation Marks.”
    • Summaries then explain, in your own words, the important points the author or speaker makes to support their primary point.
    • Summaries do not include your thoughts or interpretations. In this case, it should be clear that you are referring to Adichie’s ideas throughout the summary.
      • Examples of signal phrases to use to show you’re referring to another author’s ideas:
        • Adichie explains, Adichie shows, Adichie finds…
      • Use the present tense when referring to authors’ ideas, even though they wrote or spoke these ideas in the past. Ideas are considered “eternally present.”

    MLA In-Text Citations for Summaries

      • Add an MLA in-text citation at the end of each key point, so a reader can easily find the points you’re referring to in the original source.
        • In-Text Citations are used after paraphrases of authors’ ideas AND direct quotations.

    MLA In-Text Review

      • MLA in-text citations follow the sentences in which source information is found.
      • For an author of a video: (Lastname 00:00:00-00:00:00). <– The zeros correspond to the time signature of the section you’re citing.
      • The period is always placed after the in-text citation, not after the sentence.
          • NO: Periods are placed after in-text citations. (Larson, par. 1).
          • YES: Periods are placed after in-text citations (Larson, par. 1).
    • Complete requirements for the B Contract and
      • Provide an additional example of a single story in 125-150 words, including the same kind of information you provided for your first single story.
      • Complete all elements of the prompt, including a response to your prior poster.
      • Demonstrate an understanding of the following rhetorical appeals: logos, ethos, pathos, kairos.
      • Analyze a video and summarize a video, demonstrating the qualities of an effective academic essay, as shown above.
      • Demonstrate the following technical skills:
        • Proper capitalization, formatting, and punctuating of titles
        • MLA in-text citations
        • The use of the present tense when referring to the ideas in sources
      • Write clearly and logically
     
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    Chapter reading attach

    1. Give one example each of issues/problems that could be answered using a qualitative research design in the following areas: A. nursing practice, B. nursing education, and C. nursing leadership.

    2. What topics are better suited for phenomenological or grounded theory or ethnography? Provide rationale. Provide one topic that could be researched using each of the following: phenomenological, grounded theory, and ethnography.

    3. Explain the various strategies used to promote qualitative research validity/trustworthiness/rigor as found in Chapter 25 of your assigned reading. Then, take one of these strategies and compare it to a specific quantitative strategy addressing similar issues of rigor.

     
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    Clinical Signs and Clinical Implications of Perimenopause Discussion

    Initial discussion response should be in the range of 300 words. This is not the only criteria utilized for evaluation; substantive content is imperative. All questions in the topic must be addressed. Please proofread your response carefully for grammar and spelling. All responses need to be supported by a minimum of 2 scholarly resource. Journals and websites must be cited appropriately. Citation and reference must adhere to APA format (6th Ed.)

    1. List the clinical signs and describe the clinical implications of perimenopause including family planning needs.
     
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    Biopsychosocial Assessment: Preparation

    Option 1: Movie

    Select a movie from the following list:

    1. Terms of Endearment (1983) (PG)
    2. Ordinary People (1980) (R)
    3. Saving Mr. Banks (2013) (PG-13)
    4. My Sister’s Keeper (2009) (PG-13)
    5. Kramer vs. Kramer (1979) (PG)
    6. Footloose (1984) (PG)
    7. The Queen of Versailles (2012) (PG)
    8. Extremely Loud and Incredibly Close (2011) (PG-13)
    9. 28 Days (2000) (PG-13)

    Watch the selected movie in preparation for the biopsychosocial assessment. As you watch the movie, focus on one specific character in the movie as the focus of your clinical attention. Take notes over relevant patterns and significant moments/details within the characters’ journey. Consider the character’s behavior patterns within the confines of the movie.

    Option 2: Case Study

    Read the attached case study. Take notes over relevant patterns and significant moments/details within the persons’ journey.

    Assignment

    Refer back to the movie you selected and watched or the case study you read during Topic 1. Consider the character you selected or the person from the case study and complete a biopsychosocial assessment about your selected person using the provided biopsychosocial template. Only complete Part 1 of the template, as Part 2 will be completed later in the course.

     
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    Visual Perception In The Newborn Infant: Issues And Debates

    1, After reading this week’s material, what are three key points that you’ve learned about visual perception? use pdf attached below)

    2, What can parents do to encourage visual perception development in infants? Provide specific suggestions.

    3, Does work on cognitive learning mean the teacher should ignore what is going on emotionally and socially among the children? Justify your response.

    4, Describe some things teachers can do that will help make cognitive learning a source of genuine pleasure to the children?

     
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    HA4050D Healthcare Court Case Final Research Paper

    Final Research Paper

    Directions: The Case/Issue Analysis Project (Final Research Paper) is a major assignment required for HA4050D. It is designed to provide students the opportunity to display what they have learned in the course as well as the opportunity to apply professionalism. Because the legal profession is heavily dependent on the written word, this course has also been designated as a writing course for the university. Your ability to write in an organized, coherent manner using the APA style of writing is especially important to demonstrate. With that said, you are to pick a prior court case dealing with a healthcare issue that interests you, a current healthcare event/issue that is pending or that has been in the news, or any like healthcare issue that is worthy of writing about and would be of interest to you or others. Whatever the topic/issue, you should be able to write about it using the criteria outlined below. If the topic does not lend itself to these criteria, it is probably not a good topic to consider.

    Scenario/Prompt *****ROUGH DRAFT OF RESEARCH PAPER ATTACHED****

    Please pick a prior court case dealing with a legal/healthcare issue that interests you, a current legal/healthcare event/issue that is pending or that has been in the news, or any like legal/healthcare issue that is worthy of writing about and would be of interest to you or others. Whatever the topic/issue, you should be able to write about it using the criteria outlined below. If the topic does not lend itself to these criteria, it is probably not a good topic to consider. The topic must center on some interaction between the legal system and the delivery of health care services. For an appropriate topic you should be able to rely upon scholarly sources (i.e. published case opinions, journal articles, and news accounts) and not tabloids or web sites. Use the Online Library to ensure that sufficient source material exists to support your proposed paper.

    Submit a Final Draft of your Final Research Paper which is worth 280 points

    Final Research Paper – Case/Issue Analysis Project

    TASK – Final Research Paper (Case/Issue Analysis).

    **FORMAT:**
    Format: This paper should be written in APA format. For assistance with APA citation, including a tutorial, guides, and examples, visit the NAU Online Library’s APA Formatting and Style page.
    • 1 inch margins [all four sides]
    • Double-spaced, Times New Roman (12-point font)
    • Pages numbered (upper right hand corner, along with a header)
    • Use titles noted below in Content as sub-section headings
    • Cover Page
    • Title
    • Student Name
    • National American University

    Content:
    1. Case/Issue Summary (1-2 pages)
    Overview of the history, the background, and the details of the case/Issue
    • List of the insufficient details about the case/Issue and the assumptions the student has to make because of the missing information
    • Identification of the issue(s) involved
    • Stakeholder identification and discussion
    • Identify all people/parties involved, including those not specifically mentioned in the case/issue
    • List the concerns all stakeholders face or might have.

    2. Identification and Evaluation of all Main Possible Solutions (2-3 pages)
    • List of all main possible solutions. For each resolution under consideration, students should include:
    • List of the significant possible consequences
    • List of the ways the particular solution is likely to positively or negatively affect every stakeholder
    • List of the ethical principles upheld or violated by the solution, including a brief explanation
    • Evaluate each main solution and its outcomes, likely impact, and the values upheld and violated by it. Compare the possible solutions to each other and weigh them.
    • Are some possible consequences of some possible solutions more important than others? Why?
    • Are some possible consequences of some possible solutions more likely to occur than others? Why?
    • Does one solution uphold or violate certain values in more or less important ways than another? Why?
    • Why is one possible solution better or worse than another?
    • If all main solutions are unsatisfactory, has the team searched for other possibilities or variations that have not been considered before?

    3. Decision Statement and Defense Against Weaknesses (2-3 pages)
    • State which solution is the best and why
    • Make clear why the team rejected the other possible solutions
    • Clarify the details of the chosen resolution and justify it
    • Recommend plan of action – exactly how the decision will be carried out
    • Defend the decision against objections to its main weaknesses
    • State the main weaknesses of the selected decision. Why might someone object the decision?
    • What are the best answers to these weaknesses? Explain why the team still considers their decision is the best.

     
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    Business Assessment III Discussion Questions

    1.we explored Article I, Section 8, Clause 8 of the United States Constitution. The creators of intellectual property have some protection. Explain what you view as threats to intellectual property in today’s world economy. What are some examples where intellectual property is threatened? What are some protections in place to give creators of intellectual property some protection?

    Your response should be at least 200 words in length.

    2. We stated that real property or “realty” is land and everything permanently attached to it. That seems like a simple concept. Explain how the idea of mineral rights can impact you as a business person. Include information from our Unit Lesson and your personal experience.

    Your response should be at least 200 words in length.

     
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