David Bordwell argues that there is no such thing as a cinematic narrator. (Note that the cinematic-narrator is not the same as the voice-over narrator that we’ve previously discussed.) What do you make of this argument? If there is no one “telling the film,” how do we know it’s a story? Do we imagine that someone is telling the film, and if so, who?
In “Travis, B.” we have a third-person limited narrator who only presents things from Chet’s point of view. How would the story be different if Meloy chose to shift perspectives in the way Sembene does in “The Promised Land”? Is it possible to adapt third-person limited narration to the cinema? How might a film adaptation of this story suggest that we are seeing things from Chet’s point of view?
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Current Events Crisis Analysis: This assignment requires students to identify and examine a current example of a crisis taken from the news. Students will analyze various elements for consideration and apply course concepts. Students will critique the company/individual in terms of what was done well and what perhaps could have been orchestrated better and why.
Current Events Crisis Analysis Essay
This paper should be written in an APA-Style format.
Your paper will be evaluated on the following:
Content
Grammar
Structure and mechanics
Relevance to the topic(s)
***Each essay will be submitted to Turnitin.com, via the Dropbox link in Blackboard.***
Current Events Crisis Analysis: This assignment requires students to identify and examine a current example of a crisis taken from the news. Students will analyze various elements for consideration and apply course concepts. Students will critique the company/individual in terms of what was done well and what perhaps could have been orchestrated better and why.
Instructions:
Write about a company or industry that has faced or currently faces a crisis (or that is grappling with an issue which threatens to become a crisis.)
Include the following components: 1) analyze the underlying causation); 2) a stakeholder
analysis; 3) review what the organization did in response, and 4) evaluate its effectiveness and determine whether other approaches might have been taken.
You should do an analysis rather than a description. In addition, you should include documentation of source material. Finally, whichever sort of topic you choose should be of real interest to you.
Length: 3-5 pages (it’s expected that you employ sources, attributions and bibliography.)
Be sure to provide informed and thoughtful answers to all of the guideline suggestions/questions.
Style: APA Format (https://owl.english.purdue.edu/owl/resource/560/01/)
Guidelines:
I. Define the organization and its crisis / potential crisis.
II. Crises develop in four stages: Warning (detection, prevention, preparation), Point-ofno-return
(containment), Cleanup (recovery), and Back-to-normal (learning). What stage(s) apply to this crisis?
III. Who do you think is in charge of managing the crisis?
a. What are their highest priorities?
b. What are their motives behind their decisions?
IV. Attempt to define the stakeholders and their concerns.
a. What are the communication strategies?
b. What are the messages?
c. Are there any inconsistencies between early response and later response?
d. Did the organization utilize any intermediaries to help manage its relationships with stakeholders?
V. Evaluate the organization’s responses.
a. Restores trust? Damaging? Honest? Explanatory? Plain speech vs. technical speech? Deflects or invites participation of those affected to seek solutions?
Ignores, meets or exceeds stakeholder expectations?
b. Were concerns dismissed? Was blame cast elsewhere? Were mistakes acknowledged? Sympathetic? Were public apologies made?
VI. In your opinion, how well was the organization prepared for this crisis? Explain.
VII. If an organization’s reputation has been damaged, how might it be restored?
VIII. Can you detect or predict any potential benefits from this crisis?
**Submit your paper to TURNITIN.COM and Grademark Through the Blackboard Dropbox Link**
Review the detailed Turnitin instructions on how to submit your assignments and how to review the Grademark comments (feedback) from your professor.
All written assignments must be submitted to Turnitin Dropboxes by the posted deadline. Assignments submitted by any other means will not be accepted.
Turnitin drop boxes will be available within the Assignment Dropbox link off the course tools menu on the left hand side of the page within Blackboard.
Within one week after the assignment’s deadline has passed, you will receive written feedback on your assignment. The written comments on your assignment are accessible using the GradeMark function within your assignment submission.
Late Submissions must be uploaded in the appropriately labeled “Late Drop Box”
by the posted “Late Assignment Deadline”. Late submissions are only eligible for a maximum of 50% of the assignments original point value.
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Assignment 1: Problems Children Face: – This assignment is due at the end Week 3. This assignment will allow you to choose from the six (6) problems children experience daily.
In Assignment 1: You will choose one of the six (6) problems children experience daily.
Describe the problem
How common is this problem?
Who is affected by the problem?
What theories explain this problem?
Has the problem changed over the last decade?
How credible is the research you found related to this problem?
Is there generally a consensus about the key aspects of the problems, or is there a lot of controversy?
Research Paper or Opinion Paper?
Research, NOT opinion
Number of published, peer-reviewed sources required; must all be published within the last 8 years
Course Readings may be used as one of the resources.
Do not use any direct quotes from any sources
Five (5)
Length required (not including title page and references
Tables, graphs, charts, lists, figures, etc. may be used, however do not count toward the length requirement
Microsoft Word document submitted as attachment in Assignment Submission area. Do not attach to a Message or email, and do not paste into Submission text box.
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Create a 12-15-slide PowerPoint presentation to educate a group of students or adults about the core tenets listed above for an upcoming Constitution Day celebration in a school setting. You may select a grade level 1-12, teachers, or parents as your audience. Please specify your intended audience and include other pertinent information within the speaker notes. Your presentation should be engaging and appropriate for your chosen audience. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-100 words in your speaker notes per slide.
In addition to your PowerPoint, include a 250-500-word essay describing two interactive learning activities for your intended audience to coincide with your presentation.
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PLEASE MEET ALL THE REQUIREMENTS IN THE HIGHLIGHTED PORTION OF THE SCORING GUIDE.
Prepare a cash budget (4-5 pages) for a manufacturing company and a memo to new management (2-3 pages) that explains the purpose of a cash budget and its relationship to operational goals.
Introduction
This assessment will give you the opportunity to construct a complete budget for the manufacturing operations of a fictional company called the Spicer Corporation. In doing so, you will practice analyzing budget practices and techniques.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:
Competency 3: Apply appropriate budgeting techniques for planning, executing, and controlling.
Create a complete annual budget.
Competency 4: Apply quantitative models to create and manage budgets and forecasts and evaluate budget performance.
Create the sales budget.
Create the purchasing budget.
Create the payments budget.
Create the cash receipts budget..
Competency 5: Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Scenario
Cash budgets forecast cash needs to achieve operational goals, especially in terms of expected financing. For this assessment, you will act as a controller at a manufacturing company called the Spicer Corporation and your task will be to prepare a cash budget and an associated memo.
Your Role
You are a controller working for the vice president of finance at a manufacturing company called Spicer Corporation.
Requirements
The vice president has requested you create a cash budget (4–5 pages) for the coming year:
Use the Cash Budgeting Template [XLSX].
Include a supplement schedule for cash receipts for the coming year.
Assume management wants to maintain a minimum cash balance of $50,000.
When you complete the cash budget, include the component parts:
Sales budget.
Purchasing budget.
Payments budget.
Cash receipts budget.
In addition to the cash budget, the vice president has also requested that you prepare a memo to management (2–3 pages) that explains the purpose of a cash budget, its relationship to operational goals, and the process you performed to create it. As part of the memo, identify at least three key aspects of the current cash budget that management should note. For each key aspect, be sure to discuss how the overall cash budget will be impacted if there is a change in the expectation.
Use the Memo Template [DOC] to structure your memo.
Deliverable Format
Since the vice president of finance has requested these documents, you should make the cash budget and associated memo as clear, well-organized, and readable as possible. The vice president has requested the memo for management be 2–3 pages so that you have enough space to provide some scholarly and/or professional context.
Communication: Communicate in a manner that is scholarly, professional, and consistent with the needs and expectations of senior corporate leadership and other stakeholders. For this scenario, assume the vice president of finance expects original work, critical thinking, and scholarly sources. Your writing must be free of errors that detract from the overall message.
The memo is a professional document and should therefore follow the corresponding MBA Academic and Professional Document Guidelines, including single-spaced paragraphs.
Resources: Incorporate at least two resources that are scholarly and/or professional. So that your imaginary vice president of finance can locate more information about cash budgeting, include a reference page at the end of your report.
Budget length: According to template.
Memo length: Minimum of 2–3 pages, not including reference pages.
Font and font size: Times New Roman, 12 pt.
Faculty will use the scoring guide to review your
deliverable as if they were your immediate supervisor.
Review the scoring guide prior to developing and submitting your assessment.
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A reflective writing account highlighting a brutally honest account of the course (A Foundation course on academic writing skills) as it has impacted on academic writing and analytical skills and written competences in the disciplines associated with visual arts along with reflection on the degree programme’s capabilities in preparing arts practitioners for a career in their disciplines.
The reflection should not exceed one complete page.
The course is an academic writing course I’m doing that helps visual artists and Fine arts in general, to enhance the experience as a student at a university level.
The course will contribute significantly to the professional development by being current, practical and relevant to visual arts programme of study.
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What was the intended purpose of the “gatekeeper” system?
Based on what you’ve read, do you believe it has achieved its purpose? Why or why not? If not, what could be changed that would result in it meeting its intended goal? Be sure to read and comment upon a few of your fellow students’ remarks on this subject.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Overview:
TED is a nonprofit organization founded under the slogan “ideas worth spreading”, which they do in the form of powerful talks given on topics that range from science to business to art. For this assignment, you will choose one of the TED talks listed below and analyze the persuasive message that was delivered in speech form. You will analyze the purpose of the speech, the context of the speech, the claims in the speech, the audience for the original delivery of the speech, and the rhetorical appeals used in the speech. Finally, you will evaluate whether the message is effective in achieving the speaker’s purpose.
Essentially, you goal is to answer these questions – what is the speaker trying to accomplish with this speech, how are they doing that, and are they ultimately effective?
Process:
1. Consider the Rhetorical Situation: Read/view the speech several times over the course of different times/days, paying special attention to not only what the speaker is saying, but perhaps more importantly, how they present their ideas. A good way to begin is to write out on a separate piece of paper what you think the text’s purpose is, including: the thesis, the audience, the context in which the text was written, the tone, and the genre of the text. Think about the rhetorical situation (issues of purpose, audience, context, stance, etc.) in terms of the author’s choices. While you will need to address all elements, you will probably not focus on all of them equally (you will go into greater depth for those that are most relevant to your speech, and less in-depth for those which are not as relevant). This may seem like a lot of material to cover, but we will spend time in class talking about how best to arrange it.
2. Consider the Rhetorical Appeals: You should address all three elements of rhetorical appeals (Ethos, Logos, and Pathos). How does (or does not) the author utilize one (or all) of these three approaches? Note: texts typically utilize elements of all three, but they may not utilize them all equally.
3. Develop A Clear Thesis Statement: This is perhaps the most critical step in the writing process. You must ask yourself, “What is my purpose for writing this analysis?” Based upon your answer, you should be able to come up with a strong (unique) thesis statement. A thesis statement should reflect what you do in your analysis (i.e. a thesis statement is a roadmap for the rest of your analysis). Do not simply restate the author’s original thesis (remember the elements of the rhetorical situation — your purpose is different than the original author’s). In addition to stating your stance, your thesis should provide the reader with a clear direction of where you’re heading (e.g. what’s your topic/issue? what are your units of analysis?, what conclusion do you come to?, and/or what is the significance of your work?). We will take a class period to workshop thesis statements together.
4. Support Your Thesis Statement: The body of your analysis should be devoted to supporting evidence for your thesis statement. This will entail techniques of direct quotation/ paraphrasing of the source material, and your own assessment. You will go beyond summarizing what the author has already stated (this is your analysis). There is an important, but subtle, shift in focus from your thesis to your supporting evidence; your thesis states what you will do, but your supporting evidence reflects what (or why) the original author is doing it. This can be tricky, and causes some students difficulty, but we will cover this in class. Additionally, your paragraphs should each, subsequently, address the various rhetorical elements and the aspects of the rhetorical situation of the original text. Be sure each paragraph directly addresses your thesis statement. For each point you want to make in your analysis, you will want to give examples to support your claims. Using examples to support your claims will help your reader understand why you are making the claim you are making. For example, if you find a place in the text where the author is using pathos to appeal to the reader’s emotions, you should quote the place in the text where this appeal takes place.
5. State Your Conclusion: The purpose of your conclusion is to clearly, but briefly, reiterate what you were hoping to accomplish in your essay. In other words, it should reflect (mirror) your thesis. Note: It should not simply be a restatement of your thesis. It is designed to have the reader (re)contemplate on the thesis, in light of the evidence you provided in the body of the text, and understand the significance of your analysis.
Research: With the exception of the Works Cited page (in which you will include your chosen TED Talk citation information), no formal research is required for this assignment. However, for several of the rhetorical elements, you may have to go outside of the original speech to find the appropriate information (e.g. you may need to do a little research to find the author’s personal information or professional experience, what was happening, in the world, at the time the essay was written, etc.), if these things are relevant. If you find that you do want to research information to aid your analysis (background information about your author, or more information to place the context of the speech, for example), you will need to cite that information appropriately both in-text and on the Works Cited page. All analysis work, however, should be your own.
Paper Requirements:
• Length: 4-5 pages (4 full pages minimum)
• Format: MLA format, including:
o A header with your name, my name, the course number, & date
o Page numbers
o Double-spaced Times New Roman 12pt font
o An interesting title
o A Works Cited page (not included in page count)
Excellent (A)
Good (B)
Satisfactory (C)
Unsatisfactory (D)
Ineffective (F)
– ANALYSIS
20-18 pts.
Effectively presents a TED Talk, establishes its context, & clearly analyzes it based on the rhetorical situation & appeals that are well-supported by evidence from the Talk &/or relevant outside sources. Establishes credible ethos as being informed, trustworthy, & knowledgeable.
17-16 pts.
Clearly presents a TED Talk with its context & analyzes it based on the rhetorical situation & appeals that are supported by evidence from the Talk &/or relevant outside sources. Establishes credible ethos as being trustworthy & knowledgeable.
15-14 pts.
Presents a TED Talk, attempts to establish context & analyzes it based on the rhetorical situation & appeals that are somewhat supported by Talk &/or outside sources; attempts to establish credible & trustworthy ethos.
13-12 pts.
Presents a TED Talk but doesn’t establish a clear context &/ or analyze it based on the rhetorical situation & appeals; supporting details may be lacking or sources may be unrelated to the Talk. Ethos may not be trustworthy.
11-0 pts.
Chosen TED Talk is unclear or unapproved with limited/ no context presented; points of analysis may be unclear/ nonexistent with limited/ no supporting details from the Talk or relevant outside sources. Ethos isn’t trustworthy.
– Evaluation of Purpose/ Message
20-18 pts.
Clearly evaluates the Talk using specific points of analysis to create a strong, compelling argument concerning its effectiveness based on sound evidence & reasons.
17-16 pts.
Evaluates the Talk using specific points of analysis to create a strong argument concerning effectiveness based on evidence & reasons.
15-14 pts.
Attempts to evaluate the Talk using points of analysis to create an argument concerning effectiveness based on evidence & reasons.
13-12 pts.
Attempts to evaluate the Talk using points of analysis that may be unclear/ may not contribute to an argument about effectiveness based on evidence & reasons.
11-0 pts.
Argument concerning effectiveness may/ may not be specific, clear, present, or based on evidence & reasons.
Thesis Statement
10-9 pts.
Clearly focused & supportable thesis statement outlining points of analysis that contribute to a clear argument of effectiveness
8 pts.
Supportable thesis statement outlining points of analysis that contribute to an argument of effectiveness
7 pts.
Somewhat supportable thesis statement, points of analysis may be unclear in relation to argument of effectiveness
6 pts.
Thesis statement isn’t clearly supportable; points of analysis and/or overall argument about effectiveness may be unclear
5-0 pts.
Thesis statement is unclear/ unsupportable/ non-existent
– Organization
20-18 pts.
Organization is supported with helpful/effective transitions and coherent arrangement. Intro grabs attention and clearly explains the Talk. Conclusion effectively summarizes content/ conveys significance of topic.
17-16 pts.
Organization is supported with transitions and coherent arrangement. Intro grabs attention and provides some explanation of Talk. Conclusion summarizes content/ conveys significance of topic.
15-14 pts.
Organization is supported with some transitions. Arrangement may not be clear. Intro attempts to grab attention and/or provides limited discussion of Talk. Conclusion somewhat summarizes content/ conveys significance of topic.
13-12 pts.
Organization isn’t well-supported with transitions/ arrangement is unclear. Intro doesn’t grab attention/ provides limited discussion of Talk. Conclusion struggles to summarize content/ convey significance of topic.
11-0 pts.
Transitions are unclear/ arrangement is not coherent. Intro provides limited discussion of Talk. Conclusion doesn’t clearly summarize/ convey significance of topic
Use of Evidence
15-14 pts.
Evidence from both the Talk and/or outside sources effectively support analysis, are relevant to the subject & incorporated clearly. Both paraphrases & quotes are incorporated in accordance with paper guidelines
13 pts.
Evidence from both the Talk and/ or outside sources mostly support analysis, are relevant to the subject & incorporated well. Both paraphrases & quotes are incorporated in accordance with paper guidelines
12-11 pts.
Evidence from the Talk/ outside sources somewhat support analysis, and may struggle to be relevant to the subject & clear. Both paraphrases & quotes are incorporated in accordance with paper guidelines
10 pts.
Evidence struggles to support analysis, & may not be relevant to the subject, clear, and/ or incorporated in accordance with paper guidelines
9-0 pts.
Evidence does not support analysis, is not relevant to the subject, clear, and/ or incorporated in accordance with paper guidelines
Formatting
5 pts.
Formatted correctly in MLA style with evidence accurately represented and cited using MLA in-text citations that match a Works Cited page with correct source information.
4 pts.
Formatted in MLA style with evidence represented and cited using MLA in-text citations that match a Works Cited page that may contain errors.
3 pts.
Formatted in MLA style with most evidence cited using MLA in-text citations that match a Works Cited page with mostly correct source information.
2 pts.
MLA formatting attempted with some evidence cited using MLA in-text citations that might match a Works Cited page.
1-0 pts.
MLA formatting not used; evidence not accurately represented or cited using MLA in-text citations that match a Works Cited page.
– Mechanics:
form, tone,
grammar,
style
10-9 pts.
Communicates with clarity and effectively masters the English language with virtually no mistakes in grammar, punctuation, spelling, or syntax
8 pts.
Communicates with clarity with very few mistakes in grammar, syntax, punctuation or spelling
7 pts.
Communication is relatively clear with some mistakes in grammar, syntax, punctuation, or spelling.
6 pts.
Communication is
unclear with many
mistakes in grammar,
punctuation, syntax, or spelling.
5-0 pts.
Writing is filled with mistakes in grammar,
punctuation, spelling, and syntax.
Total: / 100
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