Humanities Discussion Question

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Answer the following Discussion each with minimum 120 words and 1 scholarly reference.

“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

 
Art Reacting to the Industrial Revolution

kent

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Final Paper

Choose one or two of the following aspects of Temperance (from Lecture 2 slides) and draw/expand upon the ideas (presented in the readings and lectures) to explain how these ideals could change/impact the way people discuss or engage in alcohol consumption. How would/could this be practically lived on a college campus? :

  • Temper (metal): Makes metal stronger but endures testing = Christians must become tempered in virtue to grow in relationship with God (recall the image of pruning the vine)
  • Temperature: Seeks thermal equilibrium and balance = Christians must gauge the climate of a room when discerning alcohol consumption.
  • Temporal (time): Seeks a proper time or season for something = Christians must balance celebration with ordinary life and leisure with work.
  • Temper (music): Allows harmonies to match up better = Christians must seek an inner harmony between the various aspects of one’s life.

Personal narrative accounts are encouraged but not necessary. Small narratives to accompany different theological/philosophical points can be helpful for illustrating your point. If you choose to use personal accounts, please do not let them exceed 30% (1/3rd) of your paper’s content. For example, if your paper is 6 pages long you can write up to 2 pages worth of personal accounts.

It is highly encouraged to draw upon the ideas and language of virtue, telos, and the worries of compartmentalization and objectification. I also encourage you to draw from Scripture and Christian Tradition.

Please have a thesis and develop your argument around this thesis.

“The Details”:

Length: 4 full pages (not 1 line or paragraph on the 4th page) – 6 full pages.

12 pt. font, Times New Roman, 1-inch margins, double-spaced, 6pt. spacing after paragraphs.

 

Only include Title and Name on front page (do not include class or date)

answer each question

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1. In many ways the underworld was considered dangerous, but there were also benefits for the deceased. Explain how it was important for kings to build their funeray toms as part of the sun god’s cycle.

2. explain how king hatsheput came into rule during the 18th dynasty

3. which king had the largest funerary complex at thebes?

a. KING THUTMOSEIII  B KING HATSHEPSSET  C KING AMENHOTEP   D KING THUTMOSEI

4. red quartzite shrines were build into temples to ser down the sacred_________ caarying the cult statue of the deity.

5, Red graniti was used in status as a symbolic statement about the kings connections to deities and the sun. a True B False

6. King amenhotep’s depictions underwent a phyical change after his first sed——–festival at the temple of luxor. what was different about his characteristic, and what did he own wear?

7. Both palaces and temples were built as microcosms of the world fromits very beggining   A True  B  False

8. In contrast to the temples, there was little decorating relating directly to the deites instead, what type of images would your find in a palace?

9. durinf the festival of the wadi the living crossed to the west bank to visit their tombs of their relatives during this cisit, they would share meals and drink, hunt and fish perform the openning of the mouth ceremony manufacture jewelry and other precious objects.

10. often the store in rock-cut tombs was too poor in quality to create reliefs.describe the decoration technique used in these situations.

11. pleasted garments, such as those shown on this wooden statue, became fashion able in the late ________dynasty

a. 16th

b 18th

c 20th

d 21st

 

12. this eye symbol called a______ is associated with the god hours and was often depicted on amulets on coffins. the drop and spiral imitate the making of a falcon, and represents healing and making whole.

13. the goddess_______ is represented as a vuhiere with outstretched wings and included in funerary at the temple of king hatsheppsut basket, nekhbet, ma’at, sekment

 

14. many time statues would be holding nujars, and the hieroglyph of the nu-jar generally meantr what? protection, re-birth, to offer, sacred sun

15. why does king hat shepsut generally dissapear from sources, even after her reign was considered succeeeful?

16. describe what a stelophorous statue looks like.

17. due to king, amenhotp’s increased on the solar aspects of deites, large open,________ counts were now individual in many temple complexes.

18. On stela depictions in the 18th dynasty only royal and divine figures would be placed below the sun disk  a True B False

 

Please anser each question and send it back by each question

 

 

sexual harrassment

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Sexual Harrassment Prevention

·         Read Evaluating a Training Program: A Case Study on pages 160-166 and then answer the following questions:

·          

1.    Create 2 more SMART goals for this training

2.    Explain what the “mean” for pre and post training is and why are these figures important?

3.    Using the Kirkpatrick Evaluation Model did the training achieve the desired results? Why or why not?

4.    Where there any unexpected findings from this training?  If not, why do you think the results were expected?

5.    Which levels of information were collected and used in the Kirkpatrick Evaluation Model? Explain why or why not each level was or was not used

6.    Must be submitted as an attachment (Word or Apache Open Office only

    • Professor example
    •  

·         Create a Word (or Apache Open Office) document with your name at the top. Copy and past the five assignment questions below then plug in your answers. Each answer will come out to be about a paragraph or two of information.  

·         1. Create 2 more SMART goals for this training (There are currently two SMART Goals for this training on page 160. Using the information about SMART goals earlier in the textbook as a guide, write two more in the exact same format as the first two on page 160)

·         2. Explain what the “mean” for pre and post training is and why are all these figures important? (This is pretty self-explanatory. Explain what the “mean” is and also why is it so important to compare the training data from before (pre) and after (post)?)

·         3. Using the Kirkpatrick Evaluation Model did the training achieve the desired results? Why or why not? (You’ll need to read about the Kirkpatrick Model (levels) in Chapter 7 and use it as a guideline to answer the questions)

·         4. Where there any unexpected findings from this training?  If not, why do you think the results were expected? (Self explanatory. Information can be determined from the case study on pp 160-166)

·         5. Which levels of information were collected and used in the Kirkpatrick Evaluation Model? Explain why or why not each level was or was not used. (Once again, this information is centered on the Kirkpatrick Model in Chapter 7. The difference here is you need to talk about the four levels and why/why not each level was used/not used. Be sure to address each of the four levels).  

 

Memorability Analysis speech

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Memorability Analysis speech

Use the checklist below to evaluate each of the following speeches.

 

Memorability Analysis Checklist

 

Organization

• something to gain attention

• clear main ideas

• coherent transitions

Language

• with details

• concrete, vivid, colorful • appropriate for the topic, audience, and event

• turn or twist of a popular phrase to make a new meaning

• use of a familiar concept or quote in a new way

Delivery

• pace that fits the purpose – usually without rushing

• pauses and vocal variety to be expressive of the meaning – not just to have variety, but to carry the meaning of what is being spoken

• rhythm that adds power to the meaning of a key idea

• strong eye contact without staring or looking too much at notes, nor too long at any one person

• minimal physical movement, limited to movements that carry a purpose

 

Prepare and submit one document containing a brief evaluation of each video. Each evaluation should have three headings titled: Organization, Language, and Delivery. Keep your review short and to the point.

Speeches

  • The Massachusetts 54th (0:49) (Lucas, 2011)
  • Reagan: Challenger (0:50) (Lucas, 2011)
  • Reagan: Normandy France (1:34) (Lucas, 2011)
  • Martin Luther King, Jr. I Have a Dream Speech (5:17minutes) (YouTube)

OR go directly to a transcript for the speech in the appendix of your textbook or at one of the sites below. You should be able to highlight key features electronically, or copy and highlight for your personal study and analysis on a printout.

Speech Transcript: “I have a Dream” by Martin Luther King, Jr. (National Archives)

For this last speech on your list, by Dr. Martin Luther King, Jr., you could find a lot of information all over the Web. Don’t go there. 

  • Use ONLY the resources you’ve been given above and the Memorability Checklist given above.
  • Thoughtfully report EXAMPLES that you can find in this speech to show its strength Organization (1 example), Language (3 examples), and Delivery (1 example) (so you will need to listen, too).
  • Look for imagery, metaphor, rhythm, parallelism, and repetition, and give examples of what you find. You will only be able to make inferences about eye contact, but think about it, and report what you think

 

Memorability Analysis
Module 4- Memorability Analysis
Criteria Ratings Pts
The Massachusetts 54th
Full Marks

20 pts
No Marks

0 pts
20 pts
Reagan: Challenger
Full Marks

20 pts
No Marks

0 pts
20 pts
Reagan: Normandy France
Full Marks

20 pts
No Marks

0 pts
20 pts
King: I Have a Dream
Full Marks

40 pts
No Marks

0 pts
40 pts
Total Points: 100
 

Discussion Question

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·         Course Text: Discovering Child Development

·          

o    Page 443: Adolescence

o    Chapter 14: Physical Development and Health in Adolescence

o     

§  Pages 445–451 (Read to “The Adolescent Growth Spurt”)

§  Pages 452–461 (Read from “The Process of Puberty”)

§  Pages 465–469 (Read from “Eating Disturbances and Disorders” to “Adolescents and Chronic Illnesses”)

§  Pages 474–480

o    Chapter 15: Cognitive Development in Adolescence

o     

§  Pages 485–493 (Read to “How Does School Influence Adolescent Development?”)

o    Chapter 16: Social and Emotional Development in Adolescence

o     

§  Pages 513–537 (Read to “How Do Mass Media Influence Adolescents’ Development?”)

§  Pages 547–549 (Read from “What Factors Influence Adolescents’ Vulnerability and Resilience?”)

·         Online Reading: Week 5: Sum It Up (PDF format)
From Exploring Child Development (2nd ed.) by Richard Fabes and Carol Lynn Martin
Published by Allyn and Bacon, Boston, MA. Copyright 2003 by Pearson Education. Used by permission of the publisher.

Media

·         Video: Laureate Education (Producer). (2008). Child development: Virtual field experience™: the developmental continuum [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 39 minutes.

 

Challenges of Adolescence

“[There is a] commonly held idea that adolescence is a time of storm and stress. But this stereotype holds true for only a small minority of adolescents. Most make adjustments to cope with the changes in positive ways” (Martin & Fabes, 2009, p. 445).

 

As noted in this quotation, adolescence is often perceived as a turbulent and difficult period of life. Although it may not be as stormy as popularly perceived, it can indeed be a stressful time in human development. Consider what you have learned and also draw on your experience regarding the challenges of adolescence and ways that important adults can support adolescents in working through those challenges. In particular, review Table 16.5 on page 549 in the course text for ways to enhance adolescents’ resilience.

With these thoughts in mind:

Post the following:

  • A specific reason (within the domain of physical, cognitive/language, or social-emotional development) why adolescence can be a “stormy and stressful” time in human development. Include both a positive way and negative way that an adolescent might respond to this challenge. Illustrate with a personal example from your own teen years or from the experience of adolescents you know.

 

  • Your ideas for how families, schools, and communities can provide guidance and support to help adolescents successfully deal with challenges they experience during this stage of development. Include personal observations about what works best to help strengthen adolescents’ resilience.

 

 

discussION 6

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Topic 1: Physical Dating Violence

What is your reaction to the incidence of female perpetrators of physical dating violence? Do you feel this is an area in which more attention should be directed? Explain your response.

Topic 2: Teen Dating Violence

In the article “African Americans and Teen Dating Violence,” the literature focuses on teen dating violence in the U.S. and possible reasons for teen dating violence particularly in the African American  culture. This is one example, but there are many other cultures and subcultures in the United States and each has their own challenges when it comes to teen dating violence.

Choose a culture other than your own to study. What information did you find  about teen dating violence in the culture you chose that is interesting to you? Support your reasons.


 

Discussion

 

Plagiarism is often thought of in the context of academic institutions, but there are many reported situations outside of the classroom where individuals use ideas from other people without giving proper credit. While in school, the consequences may be reflected in a student’s grade. Outside of school, the consequences may tarnish a professional’s reputation and potentially bring legal action. The Learning Activities included resources to help you avoid plagiarism, and this Discussion will give you an opportunity to practice those skills. For another helpful overview of plagiarism, review the TED Talks  Punishable Perils of Plagiarism.

Find a reliable secondary source for an argument for change in your community or workplace. Then, choose a short passage that verifies or disputes your position. Respond to the following prompts in at least two well-developed paragraphs (not including the copied-and-pasted material from your secondary source):

•               Describe the source you found, the process you used to find it, and why you selected it. What makes this a reliable source? Does it support or refute your argument?

•               Paraphrase relevant information from a short passage in the source you found. Be sure to use in-text citations with any sentences reflecting ideas from the source, e.g., (Doe, 2013) or According to Jane Doe (2013).

At the end of your post, provide a complete APA 6th Edition style references page citation for the source you found and copy/paste the original text that you paraphrased. Be sure to label clearly the part that is copied (e.g., original). Also, label what you have written (e.g., paraphrase).

wk2 hum300 questions parrt 2

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hum 300 I need each question answered and numbered 

 

  • devastation of war
    1  Class, if you’ve seen the movie version, do you think the mission was accomplished? The beginning of the war seemed to generate quite a bit of patriotic fervor, much as the days following 9/11 did in the 21st century. Songs such as “Praise the Lord and Pass the Ammunition” were popular, and enlistment posters extolled the values of each of the services. You’ve probably heard of Rosie the Riveter–real-life Rosies turned out an airplane an hour in the Willow Run plant in Detroit, while boy scouts collected scrap metal for weapons.

 

2  Perhaps the most famous actor to join up in WWII was Ronald Reagan, who became famous later as President…Jimmy Stewart, as well, was a fighter pilot, and stayed in after the war…I believe he eventually was promoted to general…many actors and actresses served–or participated in Bob Hope’s USO shows, which brought entertainment to the troops stationed all over the world. 

 

3  women writers 

  • here were many females who were a part of gaining gender equality. Christine de Pisan was one of those females. She was a French poet who wrote in the defense of woman. De Pisan is arguably the first female author in Europe that was making her living by writing. She helped a woman achieve becoming an author by simply providing the example that it can be done.

     Who were some other women in art and literature who worked to gain gender equality in the postwar era

 

 

1. Describe Okonkwo, the protagonist of “Things Fall Apart.” How does he work to achieve greatness as defined by his culture? 2. Describe Unoka, Okonkwo’s father. What are Okonkwo’s feelings toward Unoka, and why? How does his father shape Okonkwo’s cha

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1. Describe Okonkwo, the protagonist of “Things Fall Apart.” How does he work to achieve greatness as defined by his culture? 

2. Describe Unoka, Okonkwo’s father. What are Okonkwo’s feelings toward Unoka, and why? How does his father shape Okonkwo’s character and actions? 

3. Describe the setting (time, place, culture) of the novel. How is social life organized? 

4. What do we learn from the kola ceremony of hospitality? Note how Achebe introduces—but does not fully explain–Igbo customs, rituals, and ceremonies in the novel. Think about why Achebe chooses to do this, considering that he wrote for an international non-African audience as well as his own peoples.

5. What are the important crops? How does sharecropping work? What are the male and female designated crops? What is the relationship of women to agriculture?

 

6. What roles does Chielo play in the village?

 

7. How has Nwoye begun to “act like a man”? What values does Okonkwo associate with manliness? How does Nwoye relate to these values?

 

8. Why is Okonkwo asked not to take part in the killing of Ikemefuna? Why do you suppose they have decided to kill the boy? Why do you think Achebe does not translate the song that Ikemefuna remembers as he walks along?

 

9. How is the notion of white men first introduced into the story? Why might Africans suppose that they have no toes?

 

10. Why does Ekwefi prize her daughter Ezinma so highly? What attitudes toward children does the ogbanje reflect? Does Achebe seem to validate the belief in ogbanje?

 

 

Which African words and concepts does he translate into English, and which are left for the reader to understand through their use and context in the text? Why do you think Achebe chose to keep these words in their original language?

2. Is Okonkwo a good father and provider?

3. How do you think Okonkwo’s son Nwoye will grow up?

 

 

for phd isaac

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NOTE: All submission posting times are based on midnight Central Time. 

For this assignment, you will be analyzing two more short stories, “Battle Royal” (which is the first chapter in Ralph Ellison’s novel, Invisible Man) and “The Birthmark.” As you read, reflect on the ways each depicts characters that are deemed socially unacceptable because of their outward appearances.

Please write a comparison/contrast essay of 1000 words or more discussing the questions below. Remember to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the stories, and conclude your paper with a restatement of your thesis and closing remarks. Also, be sure to maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.

  1. Setting: Describe the settings of both pieces and identify how the eras in which they take place—with their distinct societal attitudes and customs—affect the main characters?
  2. Characters:
    • “Battle Royal:” Discuss the young man and his grandfather. Why do we never learn the young man’s name? What do the grandfather’s dying words reveal about him?
    • “The Birthmark:” Describe the main characters: Aylmer, Georgiana and Aminadab. What is important to each?
  3. Point of View: In which point of view (first- or third-person) is each piece told? If the point of view in “Battle Royal” was changed, would it have made the story more effective, or less so?
  4. Symbolism: 
    • “Battle Royal:” Analyze the deeper meaning of the following: the “battle royal” itself, the naked blonde, and the young man’s dream at the end of the story.
    • “The Birthmark:” What does Georgiana’s birthmark signify, first to her and then to Aylmer? What does alchemy represent in the story?
  5. Themes: What are the main themes/messages of each piece? What, in other words, do you think the authors, Ralph Ellison and Nathaniel Hawthorne, are trying to communicate about life and human nature in their respective stories?
  6. Fear: What role does fear play in both pieces?
  7. Discrimination: Both stories address physical appearance, specifically one’s skin, and the way people may discriminate against others because of external characteristics they deem inferior. Compare and contrast how discrimination and prejudice are presented in “Battle Royal” and “The Birthmark.”
  8. Final Thoughts: Author Tim O’Brien wrote, “That’s what fiction is for. It’s for getting at the truth when the truth isn’t sufficient for the truth.” Talk about how literature might give us “truer” insights into the human experience by appealing to our senses, emotions and empathy. Describe a situation in which you or someone you know may have been discriminated against because of appearance, gender, race or another attribute. What did the experience teach you?