Art project

You have to conceive a project for an exhibition with work of time-based art.

Your exhibition should include 3 works maximum and can concern any culture, any country, any style, any medium, or time periods. You can use either historical or recent works, or a combination of both. Also think about how these works will be presented in an exhibition together, what do you want your viewer to see first and last.

Your project must include:

  • A short 500 words written statement about your exhibition theme, the relationship between the works selected and the relevance of your exhibition today.
  • Reproductions of the works selected
  • Detailed captions for each works (artist name, title, date, medium, length, duration, and location).

Exhibition project

Appropriateness of the selection of 3 works max.

Quality of your exhibition statement

Efficiency of your detailed captions 

Clear communication

Quality of the visual documentation

Conception of the exhibition display

Grammar/spelling/punctuation

Title of your exhibition, reproductions of the work, Length (indicate word count)

Speech

The topic is a tribute speech on David Attenborough and I have MLA bibliography file attached where it has the sources you have to use. You cannot use any other sources because my professor wants to use the sources from school so I have attached the file called Tribute MLA.

I also attached the outline of tribute speech so you just have to start typing in it and all the points it asks for it

discussion

Non-verbal Messages Project

After viewing the 1982 version of the movie “Victor Victoria” (with Julie Andrews and

James Garner), . Such cues may be used to establish any of the aspects

of the story line, such as time, location, relationships, emotions, mood, etc. In addition,

due to the subject of the movie, they may be used to establish and enhance the gender of

the characters. Keep in mind that such gender-based cues may include subtle messages

to make males seem more masculine, females more feminine. In this particular movie

they may also be used to make a male seem feminine and a female seem masculine. Also

remember that nonverbal cues can include gestures, facial expressions, body movements,

body appearance, eye contact, the use of space, colors, touch, even the use of silence.

Identify and describe in detail at least ten specific examples of nonverbal messages and

explain how the cue was used and the effect it had.

What makes a family business successful?

 Write a plan for a new family busines .

 

What kind of business will it be? Give sentences 

Why will it be different from others? Give sentences

Which family members will work in your company? Give sentences 

Why will it be successful? Give sentences 

Prewriting Strategies Draft

The prewriting stage of the writing process is often overlooked by students who wait too long to begin writing, but it is an important part of the process. 

  • Begin by choosing a topic: a favorite place, a hated food, a musical group or theatre performance, a best friend, a bully from high school, a profession, something you just learned, a great idea. 
  • Choose two of the prewriting strategies–research your topic, brainstorm, freewrite, map, or outline–and use them to explore your topic. 

My topic is a profession. Dentist. 

Please use the outlining and freewrite strategies. 

Reference website below for prewriting strategies.

  

4-2

  • Describe information systems functionalities in claims management and member services maintained by Managed Care Organizations (MCOs).
  • Identify the significance of information systems in maintaining provider network operated by MCOs.
  • Discuss the changes in information systems to support consumerism that can be recognized in MCOs.

Statistics short answer questions

Two of the main goals of statistical inference are

  • estimating unknown parameters, using both point and interval estimates;
  • evaluating particular claims about the values of unknown parameters, using null hypothesis significance testing.

Chapters 5 and 6 of your textbook introduce these two goals of statistical inference in the context of data analysis involving categorical variables. When we make inferences from categorical variables, we usually focus on unknown population proportions π. These parameters quantify the proportions of the target population that belong to the different levels constituting a categorical variable or the different possible combinations of levels between two categorical variables. In the simple case of an indicator variable, π refers to the proportion of "successes" present in the population. Conversely, for multilevel categorical variables, π refers to the proportions of a particular level or group out of the overall population.

In Chapters 5-6 and in class, you explored several confidence intervals and hypothesis tests for unknown values of π:

  1. confidence intervals for one unknown population proportion;
  2. hypothesis tests for one unknown population proportion;
  3. confidence intervals for the difference between two unknown population proportions;
  4. hypothesis tests for differences between two unknown population proportions;
  5. hypothesis tests for differences between multiple unknown population proportions.

The first two of these methods rely on a normal approximation of the sampling distribution of proportions. The third and fourth similarly rely on a normal approximation of the sampling distribution of differences in proportions. The fifth relies on a chi-square approximation of the sampling distribution of X2 statistics.

In your quiz section discussions, you explored how each of these methods can be applied to realistic social science research, using an example from archaeological demography. This example is founded on the idea that the proportion of a population (π) who were juveniles (less than 15 years old) when they died is associated with the population growth rate: as the population growth rate increases, π also increases. More specifically, when π equals approximately 0.16, the population growth rate is 0, holding steady in abundance over time. Alternatively, if π is less than 0.16, this is an indirect indicator of a decreasing population, while a value of π greater than 0.16 indicates a growing population. Archaeologists and demographers also hypothesize that population growth rates of past populations responded to important economic and other cultural changes over time. By implication, π for a study population are expected to differ at different points in time.

The problem archaeological demographers confront is that we do not actually know π for past populations represented by individual cemetery samples. Consequently, we cannot compare values of π between populations represented by different cemeteries. Instead, many archaeologists have treated each cemetery’s sample proportion p as a point estimate of the value of π for the population it represents, comparing p rather than π between samples. However, as you now know, relying on point estimates alone is ill-advised because they are almost always erroneous estimates of unknown parameters.

For this participation report, respond to all of the following questions:

1. When you calculated confidence intervals and performed null hypothesis tests using a z-test for one sample proportion (tentatively Tuesday 15 February and Thursday 17 February), what was the important value of π that you were evaluating, and what does this mean for archaeological demographers?

2. When you performed null hypothesis tests for two samples using a z-test (tentatively Tuesday 22 February), what would the archaeological and demographic implication be if you rejected the null hypothesis? (Think about what π means for population structure and growth.)

3. When you performed null hypothesis tests for multiple samples using a chi-square test (tentatively Thursday 24 February), what would the archaeological and demographic implication be if you rejected the null hypothesis? How is this insight limited compared to the two-sample test?

4. Did you notice that the success-failure condition was more restrictive in some cases than others? If so, why?

postive cognitive bias

Requires 1 source of counter argument (counter my thesis)

I have already written one page, which will give you the genenral direction of the paper.
Going to argue that cognitive bias can be beneficial, but my current thesis is too vague, need amore specific thesis

Statistics short answer questions

Two of the main goals of statistical inference are

  • estimating unknown parameters, using both point and interval estimates;
  • evaluating particular claims about the values of unknown parameters, using null hypothesis significance testing.

Chapters 5 and 6 of your textbook introduce these two goals of statistical inference in the context of data analysis involving categorical variables. When we make inferences from categorical variables, we usually focus on unknown population proportions π. These parameters quantify the proportions of the target population that belong to the different levels constituting a categorical variable or the different possible combinations of levels between two categorical variables. In the simple case of an indicator variable, π refers to the proportion of "successes" present in the population. Conversely, for multilevel categorical variables, π refers to the proportions of a particular level or group out of the overall population.

In Chapters 5-6 and in class, you explored several confidence intervals and hypothesis tests for unknown values of π:

  1. confidence intervals for one unknown population proportion;
  2. hypothesis tests for one unknown population proportion;
  3. confidence intervals for the difference between two unknown population proportions;
  4. hypothesis tests for differences between two unknown population proportions;
  5. hypothesis tests for differences between multiple unknown population proportions.

The first two of these methods rely on a normal approximation of the sampling distribution of proportions. The third and fourth similarly rely on a normal approximation of the sampling distribution of differences in proportions. The fifth relies on a chi-square approximation of the sampling distribution of X2 statistics.

In your quiz section discussions, you explored how each of these methods can be applied to realistic social science research, using an example from archaeological demography. This example is founded on the idea that the proportion of a population (π) who were juveniles (less than 15 years old) when they died is associated with the population growth rate: as the population growth rate increases, π also increases. More specifically, when π equals approximately 0.16, the population growth rate is 0, holding steady in abundance over time. Alternatively, if π is less than 0.16, this is an indirect indicator of a decreasing population, while a value of π greater than 0.16 indicates a growing population. Archaeologists and demographers also hypothesize that population growth rates of past populations responded to important economic and other cultural changes over time. By implication, π for a study population are expected to differ at different points in time.

The problem archaeological demographers confront is that we do not actually know π for past populations represented by individual cemetery samples. Consequently, we cannot compare values of π between populations represented by different cemeteries. Instead, many archaeologists have treated each cemetery’s sample proportion p as a point estimate of the value of π for the population it represents, comparing p rather than π between samples. However, as you now know, relying on point estimates alone is ill-advised because they are almost always erroneous estimates of unknown parameters.

For this participation report, respond to all of the following questions:

1. When you calculated confidence intervals and performed null hypothesis tests using a z-test for one sample proportion (tentatively Tuesday 15 February and Thursday 17 February), what was the important value of π that you were evaluating, and what does this mean for archaeological demographers?

2. When you performed null hypothesis tests for two samples using a z-test (tentatively Tuesday 22 February), what would the archaeological and demographic implication be if you rejected the null hypothesis? (Think about what π means for population structure and growth.)

3. When you performed null hypothesis tests for multiple samples using a chi-square test (tentatively Thursday 24 February), what would the archaeological and demographic implication be if you rejected the null hypothesis? How is this insight limited compared to the two-sample test?

4. Did you notice that the success-failure condition was more restrictive in some cases than others? If so, why?

literature

Pedagogy of the Oppressed:  What is false and true generosity?  What is the fear of freedom?  What are an oppressor and oppressed consciousness?  How does Freire understand violence and love?  How can humanization and liberation be attained?  (1 page single-spaced)

 In Concerning Violence Fanon discusses the psychological processes involved for the colonized as they move towards decolonization.  Discuss those processes and more specifically, how does Fanon understand the role of violence in those processes? ( 1/2  page of single-spaced)

(No sources or cover letter needed)