Writing Archives | Page 169 of 428

Swimming is a great workout Assignment

Swimming is a great workout

In regard to a choice a friend has made, ask, “Why do you decide to do that?” After the friend gives his or her initial response, ask that she or he elaborates so that you can understand his or her thinking. In your log, explain why you decided to ask that friend about that particular decision, describe the context within which your conversation occurred, and write down the questions you used to get a full and accurate understanding of your friend’s reasoning. Then write your friend’s response as fully as possible. Capture not only the option chosen, but the other options considered and the reasons leading to rejecting those options and selecting the option chosen. Carefully analyze what your friend said, but do not evaluate. In your log, map the decision your friend made, showing the reasoning process as objectively and fair-mindedly as possible, whether you agree or disagree with it. In fact, go out of your way not to reveal your evaluation of your friend’s decision. Individual Exercises Analyze and map the arguments in these quotes: 1. “Swimming is a great workout. When you swim you use all your muscles.” 2. “If it weren’t for how much it costs and how big it is, I’d buy that TV for our bedroom.” 3. Why did Billboards stop listing older albumsonits “Billboard 200” web page? Simple—it’s about money. The recording companies make money selling the most popular new albums. There is no money for them in the old releases people can download from iTunes. 4. “Michael Jackson was truly the ‘king of pop.’ Just look at all that he achieved. He was a pop sensation by the time he was 11 years old. His album, Thriller, was the best-selling album of all time. He started out in show business when he was only 5, and he performed for more than 40 years. And he had millions of fans all over the world.” 5. “People believe that small class sizes are essential for better learning. I’m not convinced. I say that a good teacher with a large group can be just as effective as a lousy teacher with a small group.” 6. “AstudyintheSanMateoCountyschoolsofsecond grade students’ reading and math skills shows that Share a draft of the map with your friend and explain to your friend how to interpret it. Listen to your friend’s comments about the accuracy of your analysis as it is revealed in the draft decision map you made. Note in your log all the amendments or revisions your friend wants to offer. Make another draft of the decision map in your log and compare the two side by side. Reflect on what you learned by allowing your friend to view and comment on your analysis. Did your friend change his or her story, add more reasons in favor of the selected choice, add more reasons opposed to rejected choices, ask you to remove argument strands that looked like weak reasons, or ask you to bolster argument strands that looked flimsy? Using the Holistic Critical Thinking Scoring Rubric from Section 1, add a final part to your reflective log in, which you permit yourself a few evaluative comments on your friend’s decision making.Individual Exercises Analyze and map the arguments in these quotes: 1. “Swimming is a great workout. When you swim you use all your muscles.” 2. “If it weren’t for how much it costs and how big it is, I’d buy that TV for our bedroom.” 3. WhydidBillboardstoplistingolderalbumsonits “Billboard 200” web page? Simple—it’s about money. The recording companies make money selling the most popular new albums. There is no money for them in the old releases people can download from iTunes. 4. “Michael Jackson was truly the ‘king of pop.’ Just look at all that he achieved. He was a pop sensation by the time he was 11 years old. His album, Thriller, was the best-selling album of all time. He started out in show business when he was only 5, and he performed for more than 40 years. And he had millions of fans all over the world.” 5. “People believe that small class sizes are essential for better learning. I’m not convinced. I say that a good teacher with a large group can be just as effective as a lousy teacher with a small group.” 6. “AstudyintheSanMateoCountyschoolsofsecond grade students’ reading and math skills shows that Share a draft of the map with your friend and explain to your friend how to interpret it. Listen to your friend’s comments about the accuracy of your analysis as it is revealed in the draft decision map you made. Note in your log all the amendments or revisions your friend wants to offer. Make another draft of the decision map in your log and compare the two side by side. Reflect on what you learned by allowing your friend to view and comment on your analysis. Did your friend change his or her story, add more reasons in favor of the selected choice, add more reasons opposed to rejected choices, ask you to remove argument strands that looked like weak reasons, or ask you to bolster argument strands that looked flimsy? Using the Holistic Critical Thinking Scoring Rubric from Section 1, add a final part to your reflective log in, which you permit yourself a few evaluative comments on your friend’s decision making. M05_FACI9661_03_SE_C05.indd 108 24/12/14 7:50 AM 7. 8. students from classes averaging 15 to 20 students scored significantly higher than students from classes averaging 25 to 35 students. A second study looking at the same test scores for fourth and fifth grade students in the Fresno County schools showed the same results. Kids from the schools with average class sizes around 30 had significantly lower scores, on average, than did kids coming from schools with class sizes around 17. Three other studies, all of them conducted several years ago in Los Angeles, San Diego, and Anaheim, reported similar findings. So, it is reasonable to conclude that average class size makes a difference when it comes to elementary school students’ test score results in math and reading.” “Everyone knows that if we ever needed change in Washington DC, it is now. And, everyone believes that change is possible. So, elect me! I can bring the change we need in Washington DC.” “The university’s anti-bias policy goes too far. I agree that campus clubs should be open to anyone. But the part of the anti-bias policy that says that leadership positions in those clubs must be open to anyone is the problem. What about religious clubs. Should a Palestinian be permitted to hold aleadership position in the campus club for Jewish students? If a conservative Christian fellowship club wants to ban gays from leadership positions, it should have the right to do so without being kicked-off campus.”14 9. “Nobodyreallybelievesinclimatechange.Youcantell that by how people act. Political leaders don’t pass the legislation needed to change our nation’s dependence on carbon-based fuels. Cities do not require solar heating in all new construction. We keep building condos along the ocean in places that will flood as the sea levels rise. We pave over our farms to build suburbs. Instead of wearing a sweater, we keep the thermostat too high in the winter. Instead of taking off our suit jackets, we keep office buildings too cold in the summer.” 10. “Manyfamilieswhohavepetdogsalsohavechildren. Julio and Teresa have a cute pet dog named Bowser. I know because Teresa was talking about Bowser and how he loves to put his paws on the windowsill and bark at the passing cars. I overheard her telling Arnold about Bowser and the cars last week. So, long story short, Julio and Teresa probably have a couple of kids, too.” 11. “I need a break! It’s been nothing but nonstop work since last Thursday. I didn’t even get a weekend. My parents visited unexpectedly, and that was majorly stressful.” 12. “So, let me get this right. You’re Harvey’s sister’s husband. And you’re saying that Harvey is actually my uncle. So, this makes his sister my aunt. And, I guess that makes you my uncle, too. Wow.” 13. “A 2014 study in the Journal of Urban Health linked Missouri’s 2007 repeal of gun permit background checks to an increase of 60 murders per year statewide. During the same years homicide rates nationally decreased. Homicide rates involving guns remained steady in neighboring states where laws were not changed. Other possible explanations for the increase in gun related homicides in Missouri, such as incarceration rates, were ruled out statistically. Therefore, gun control regulations save lives.15 14. The new store manager called the staff together and said, “Looking at our marketing, I think we need to make some changes. First, the display in the store window looks like something out of the 1980s. It’s dated and shabby looking. Second, our in- store signage isn’t colorful. There are no pictures of happy people. The signs are so small they are hard to read. And they are positioned in places that make them unnecessarily hard for our customers to find. Third, we have to do something about our Web site. 15. 16. 17. 18. 19. When was the last time it was updated—2008? It is clunky, confusing, wordy, and has lots of out-of-date information. Our phone number on the Web site is wrong, for heaven’s sake! Finally, our newspaper ads are a total waste of money. Why are we paying graphic designers and printers to produce things nobody pays any attention to? We keep printing 10 percent coupons in those newspaper ads but we have not had any customers bring in a coupon from one of those ads in over three months.” “Everyone has two biological parents. Each of them in turn had two biological parents. So, it must be true that in our grandparents’ day there were four times as many people as there are today!” “I was about to register online for music updates, but decided not to. The thing was that if you registered they gave you an e-mail account. You couldn’t use any of your existing e-mail accounts. And the last thing I wanted was one more e-mail account. It takes too much of my day to check the three I already have.” Frontline, the PBS documentary series, describes how for-profit colleges are changing how Americans think about higher education. The PBS website highlights the May 4, 2010 Frontline broadcast, “College Inc.” with “The business of higher education is booming. It’s a $400 billion industry fueled by taxpayer money.” Analyze and map the arguments and counterarguments as presented in that PBS documentary for the claim that the for-profit college12. “So, let me get this right. You’re Harvey’s sister’s husband. And you’re saying that Harvey is actually my uncle. So, this makes his sister my aunt. And, I guess that makes you my uncle, too. Wow.” 13. “A 2014 study in the Journal of Urban Health linked Missouri’s 2007 repeal of gun permit background checks to an increase of 60 murders per year statewide. During the same years homicide rates nationally decreased. Homicide rates involving guns remained steady in neighboring states where laws were not changed. Other possible explanations for the increase in gun related homicides in Missouri, such as incarceration rates, were ruled out statistically. Therefore, gun control regulations save lives.15 14. The new store manager called the staff together and said, “Looking at our marketing, I think we need to make some changes. First, the display in the store window looks like something out of the 1980s. It’s dated and shabby looking. Second, our in- store signage isn’t colorful. There are no pictures of happy people. The signs are so small they are hard to read. And they are positioned in places that make them unnecessarily hard for our customers to find. Third, we have to do something about our Web site. 15. 16. 17. 18. 19. When was the last time it was updated—2008? It is clunky, confusing, wordy, and has lots of out-of-date information. Our phone number on the Web site is wrong, for heaven’s sake! Finally, our newspaper ads are a total waste of money. Why are we paying graphic designers and printers to produce things nobody pays any attention to? We keep printing 10 percent coupons in those newspaper ads but we have not had any customers bring in a coupon from one of those ads in over three months.” “Everyone has two biological parents. Each of them in turn had two biological parents. So, it must be true that in our grandparents’ day there were four times as many people as there are today!” “I was about to register online for music updates, but decided not to. The thing was that if you registered they gave you an e-mail account. You couldn’t use any of your existing e-mail accounts. And the last thing I wanted was one more e-mail account. It takes too much of my day to check the three I already have.” Frontline, the PBS documentary series, describes how for-profit colleges are changing how Americans think about higher education. The PBS website highlights the May 4, 2010 Frontline broadcast, “College Inc.” with “The business of higher education is booming. It’s a $400 billion industry fueled by taxpayer money.” Analyze and map the arguments and counterarguments as presented in that PBS documentary for the claim that the for-profit college business is booming and that its boom is being fueled by taxpayer money. The 2012 historical film Lincoln, includes a scene where President Lincoln explains why he wants the Thirteenth Amendment passed by Congress before the end of the Civil War. If you can get access to the film, which is enjoyable in its own right,
locate that scene and write down the arguments pro and con that the characters articulate. Then map those arguments.
The long running Showtime series Penn&Teller: Bullshit!
examines the arguments for some of the most cherished urban myths, popular misconceptions, and “Internet in our culture. The show is definitely not PG. There is always a dollop of vulgarity and sexual
explicitness to these broadcasts. But each show does make an argument, not necessarily a strong argument, but an argument nevertheless. In the case of show 10 of season 8, “Vaccinations” (August 28, 2010), Penn and Teller argue that the anti-vaccination movement is, well, not to put too fine a point on it, thoroughly mistaken

We can write this or a similar paper for you! Simply fill the order form!

Artifact on Chinese Bronze bells Essay Paper

Artifact on Chinese Bronze bells

Artifact Questions

• What is the artifact? What is it made of?
• Where do you find it in society?
• Who uses it? An individual or a society?
• What is the function of this artifact in society? What is its significance?

Critical Thinking Questions

¥ In order for this object to exist, what else needs to exist within the society that created it? In other words, what historical context allows this object to exist?

¥ What does this object say about the people who made it? What do they value?

¥ What does this object tell you about the social rank, status or class of the individual that used it? What does it say in general about people of that rank, status or class?

¥ Is there is a difference between the people who used it, those whom it was used upon, or those who created it?

World History specific:

• How does this artifact ease or problematize global connections?
• Does this artifact connect or disconnect people from their culture or others’ culture?

• Does this artifact represent a specific kind civilization? How? Why? At the expense of other civilizations?

• Does this artifact follow a migration pattern?
• Does it embrace the geography of its culture or region?

• Is it a resistance object or an object of assimilation?

Conclusion Thoughts:

¥ What emotions or reactions does this object inspire
in you? Would every generation have the same reaction to it?
Why or why not?

We can write this or a similar paper for you! Simply fill the order form!

Psychosocial abilities Research Papers

Psychosocial abilities

For the second half of this rather long chapter, our authors begin with a discussion of the difference between adult organized and peer play. Within adult organized sports the actions of the players are regulated. There is a strong emphasis on order. Kids wait to be told what to do by the adults, and spontaneous behavior is equal to “horsing around.” The kids get to make very few decisions and carry out the decisions of adults. The athletes are closely supervised and the kids may stop playing if the coach is not around. In peer play games, the players rely on informal rules to regulate the game. Kids make consensual decisions and there are few rules. Instead of focusing on winning, the kids’ focus is on action, personal involvement, keeping the game close, and reaffirming friendships. The peer games are often voluntary, flexible, and based in consensus. What youth sports or activities best fit within these descriptions? Are there adult sports that act as peer play? (Hint: The adult activities that I can think of are often strongly associated with California.)

Moreover, when looking at youth sports, we are often told that youth sports build character, but is this true? This is tough to say, however, researchers have attempted to measure sports affect on “life skills.” Life skills are conceptualized as psycho-social abilities that enable individuals to deal effectively deal with the demand and challenges of everyday life. Specifically, researchers have examined how sport participation may assist kids develop responsibility, self-confidence, leadership skills, self-esteem, and the ability to make decisions. Alternatively, researchers have examined youth sports to see if they may hamper the child’s social development. Sadly, we do not have many conclusive studies, because many of the studies do not test for causation, but correlation. We may find that young athletes are more likely to have x characteristic, but it is difficult to know if that characteristic played a role in pushing the kids to join a sport, in tandem with sport participation, or if that characteristic developed during sport participation. (Note: I recently set up a study to see if an after school program actually improved self-esteem, self-efficacy, and so on, but the after school program backed out of the study due to the intensive work that was needed to actually test for causation.)

While causation for life-skills is difficult and there aren’t as many studies done as we would like, researchers have found evidence to support the notion that developing sport competencies and skills positively influences a child’s self evaluation and their social esteem among their peers. Research has consistently shown that young sports participants score higher on a variety of test that measure mental health. Moreover, we can think of our own experiences in high school. Often for boys the most “popular” guys on campus are athletes. Interestingly, this doesn’t carry over to university, even at the big sport schools (we will read more about this when we read the Adlers’ book Blackboards and Backboards).

Despite the benefits of organized youth sports, young athletes face many issues during their participation as well. First, adult intrusions into the sports can be a problem. This is most obvious when it comes to adult violence at games or practices. Second, some parents and coaches may be living out their own sport dreams through the young athletes. Adults may see the youth’s accomplishment as their own, which may encourage the parents to place pressure on the kids to perform. Moreover, while kids used to switch sports with the seasons, today, we see more kids being pushed to specialize within a single sport. College coaches are recruiting from middle-schools, which may put tremendous pressure on our young athletes. Traveling teams or club teams may place a great deal of pressure young athletes (and financial pressure on families). Traveling teams are attractive because the traveling teams often offer better coaching, players play on well-kept facilities, there is year-round training, and there are opportunities for elite competition. However, within this world there is often little regard for anything but winning. Within these leagues, the youth often must abandon other sports, and travel with their team year round. Family lives must be re-centered around youth sports and some families relocate or send their children off to sport academies. Interestingly, my university is not far from Cooperstown. It is amazing how many families come out here for youth baseball games during the summer. It is an amazing part of our summer economy and raises housing costs in an area of the US that would otherwise be affordable.

Youth may also have their education disrupted in favor of their sport. When young athletes must practice for eight hours a day or travel on a regular basis it may interfere with their ability to go to school. Some families turn to tutors or sports academies. However, in my research on skateboarders, I saw many of the young (working class) skaters simply drop out of school in order to pursue a career in skateboarding. Athletic careers do not last forever and many will never make it big, so the lack of an education may hinder life chances as the athlete ages. Injury is another significant risk in youth sports. Heavy participation and overtraining result in a greater likelihood of being injured. As our book points out, some doctors are seeing younger athletes come in for serious surgeries. In addition, in some youth sport worlds, wining is everything. The young athletes’ win-lose records may define them. Adults and one’s peers may shower winners with prestige and honor, while the losers suffer disdain and ridicule ( back when the Simpsons were funny there was an episode where Bart and Lisa play hockey that perfectly describes this situation https://youtu.be/3SS_q5NbK5o?t=1m5s ).

The question is how do encourage young people to be active, but avoid overburdening them with pressure? As many of you mentioned on Tuesday, childhood has changed for contemporary youth. Kids are spending a great deal of time indoors, watching TV, playing video games, and clicking around on the Internet. The indoor childhood has become more common in the past 10 years. There have been declines in spontaneous outdoor activities such as bike riding, swimming, and touch football. Due to the indoor docile lifestyle of contemporary youth, we see childhood obesity increasing. How do we combat this? How do we encourage sport for young people while not placing too much pressure on them and assist them in avoiding unnecessary injuries? How do we combat a growing number of hyper involved parents, sport academies, and other organizations that profit from the current system? How do we retain the best aspects of youth sport and avoid the worst?

PART 1
QUESTION :
For the second half of the chapter, I want you all simply to respond to the chapter and maybe answer some of the questions above. There are portions of the chapter that I didn’t cover in this “intro,” such as a Bill of Rights for Young Athletes, Sports Academies (I mentioned them but I didn’t go into detail), Youth Olympic Games, etc., you should consider commenting on these sections.

PART 2
REPLY BACK TO FOLLOWING POST:
“I believe one of the most important steps to encourage kids to be more active is to let them try a variety of sports and outdoor activities. That way they can choose which activities they enjoy most. It also provides children the satisfaction of making their own choices and not feel like they are being forced to do something that they don’t enjoy. When it comes to the indoor childhood, it should be the parent’s obligation to monitor the time that is spent indoors and on electronic devices. In my home my son is only allowed a minimal amount of time on electric devices. On the weekends he must go play outside. At first it was a struggle, he would say that outside was boring but we told him that he had to spend at least an hour outside. Now we can’t get him to come in the house. When it comes to trying to keep the best aspects of youth sport and avoid the worst, that is a very tough subject to tackle. I currently have a 10 year old son, and the pressure that come with playing sport now is pretty tough. As a parent I always want him to do his best, especially when playing on a club team. When it comes to parents they need to make sure to have open communication. My son took an entire year off from sports, as hard as it was at the time it was something that we decided as a family. The child needs to feel like the parent is making the best decisions for their happiness and allow the child to provide input.”

We can write this or a similar paper for you! Simply fill the order form!

The Leadership Self-Assessment Quizzes

The Leadership Self-Assessment Quizzes are an important component of the Written Exercise for this module. The quizzes are intended to reveal certain personality traits and leadership behaviors that you may not be fully aware of. By no means are these quizzes regarded as “all knowing” of your leadership skills, and thus the results should not be taken as the end, but rather as the beginning, of the self-assessment process. You are expected to critically analyze the results and not just accept them at face value.

Take the following Leadership Self-Assessment Quizzes in the text:

• Leadership Self-Assessment Quiz 15-1: The Interpersonal Skills Checklist

• Leadership Self-Assessment Quiz 15-2: My Attitudes Toward Mentoring

Written Exercise 8

Self-Assessment Report /Leadership Skill-Building Exercises

(Part 8 of Leadership Portfolio Project)

This is the final self-assessment component of your Final Project (Leadership Self-Reflection Portfolio). Complete Leadership Skill-Building Exercise 15-2 and then submit the written report discussing your interpersonal skills checklist and attitudes toward mentoring as viewed in quizzes 15-1 and 15-2.

Submit a written report (not to exceed 1,000 words)
that covers both of the portfolio building
skill- building exercises. The report should also
incorporate your findings and conclusions from the
self- assessment quizzes in this module, and from personal reflection.

We can write this or a similar paper for you! Simply fill the order form!

High-risk projects or customers Assignment

High-risk projects or customers

Question 1 (5 points)

Why do some organizations take on high-risk projects or customers? (think banks or collection
agencies) What benefit is there in doing this if the chances of failure are high?

Question 2 (5 points)
Discuss the differences between an industrial economy and a network economy. What aspects are
the same, and what are very different. Please give at least 2 examples of each.

Question 3 (5
Question 6 (5 points)
Given a manufacturing company that is NOT vertically integrated. What advantage and disadvantage
could there be for adding 1 additional level into vertical integration? (such as part of the supply
chain or part of distribution) Please give 1 advantage and 1 disadvantage. Again here, consider how
Information Systems could help.

Question 7 (5 points)
When considering a SaaS application: List 2 advantages and 1 disadvantage of SaaS.

Question 8 (5 points)
Consider the airline industry where the rivals are fierce for business. Thinking of Porter’s “Rivalry
among Existing Competitors” how have the airline companies used Information systems to combat
competition and increase revenue? Give 3 examples with justification.

Question 9 (5 points)
Consider a Retail Store: How can proper Information Systems help management make good
decisions? (or at least “better” decisions) List 2 pieces of data from an IS and how decisions can be
better because of it.

Question 10 (5 points)
Think of a SWOT analysis for your university. From a leadership level, what would go in the
Opportunities and Threats areas? Give 2 items for each.

Question 11 (5 points)
ROE: what does this represent (in plain terms)? In what range would this number typically be? What
type of person/position would monitor this number (what is their role)?

Question 12 (5 points)
When using Information Systems in business it is often said “Decisions can be made faster”. Is this
true? What are some advantages of having a decision sooner? (think both internally and among
rivals

We can write this or a similar paper for you! Simply fill the order form!

Comparing Leadership Models PRESENTATION

Purpose of Assignment

The purpose of this assignment is to provide the student with an opportunity to understand and analyze the Universal Model of Leadership in the text, and compare it to one other model to see the similarities and differences.

Assignment Steps

Create a 10- to 12-slide PowerPoint® presentation to compare the Universal Model of Leadership in Mastering Leadership to one other leadership model.

Include the following:

A graphic that compares and contrasts the two models, noting similarities and differences.
Your conclusions regarding the significance of these models in business. How might they apply?
Detailed speaker notes or narrated slides, supporting citations, and references.
Format your assignment consistent with APA guidelines.

We can write this or a similar paper for you! Simply fill the order form!

Writing a Theatre Report Assignment Paper

Writing a Theatre Report

Your report should always include the name of the play, the author, the Production Company or
school where it is happening, and a specific reference to which performance you saw (date).
At the beginning of the report itself, and often in the first sentence or two, to the best of your
ability, identify the general type of play you’re reporting on. Is it a contemporary musical, a 1940s
mystery thriller, a well-known classic comedy, a rarely produced French tragedy, an original
comedy, or a category you invent. This is not so much a formal designation of the play’s genre but
rather an in-your-own words description, designed to give your reader a framework for the
remainder of the report. You might also note whether the play was adapted from an earlier one, is
newly translated, or presented in an unusual style. It may also be helpful to comment on the
location and time period of the play’s setting, especially if these vary from the location and period
specified by the playwright.
Additionally, identify the director by name, even if you do not plan to discuss his or her work in
the play. Any particular individual whose work you discuss is a name you should include in the
play (“Katy Elliot’s costume designs were awesome!” “Joe Brady’s performance as the Tin Man
was mediocre.”).
Where and how you do these things is really up to you. The most important thing is that you write
a Review, an essay that discusses what you felt was effective or “worked” about the play and what
didn’t, as well as address why you feel this way or what prompts you to feel this way.
Your essay should be at least 400 words in length.

Following are some more ideas about what you might write about or how you might
approach this project if you have not done a review of this sort before.
Watching a play should evoke hundreds of sensations. These individual feelings and observations
you have and make are going to merge together into a single, over-riding opinion. And really, that
is what a Review is: one or more opinions about the performance and, by extensions, reasons for
that (or those) opinion(s).
One of the very best ways to either arrive at or solidify your sense of a play is to talk about it with
other people who just saw it or who have also seen it. One of the best ways to forget how you felt
about a play or why is to NOT talk about it or not talk about it soon after you see it. Speak about
and compare your impressions. This will make those feelings and observations MU
What to Look for When Watching/writing about a Play
One very important thing to try to focus upon is specific details. You might even want to take
notes before the show begins or during the intermission or during brief scenery changes. The
concrete details you remember are going to help you write your Review and pepper your Review
with information that helps you support the point of view you want to express.
What should you focus on? Well, what do you see? What do you hear? What are your impressions
of this character or that performance? Take note of any details that arouse your curiosity. Every
detail you see or hear is intended to focus upon the larger themes of the play. That’s what doing
theater is all about. Going to a play is an immersive kind of experience. What do you experience?
What did it feel like, look like, sound like? Each of those details you note is the result of an attempt
by an actor or designer or director to say something, to mean something. Whether the attempt
made was successful or not is completely about you and what YOU think. So tell me what YOU
think. But back it up. WHY do you think that?
All of this ultimately means you need to have a sense of what you feel are the larger themes of the
play. If you don’t think you know those it becomes pretty hard to try to discuss how this or that
detail does or does not successfully emphasize those larger themes. And not being able to tell what
those larger themes might be is actually also an opinion about the play’s overall clarity.
Don’t worry. You can start to react to some of these things, to note some of these things before the
action of the play even starts. Is there pre-show music? Does it put you in a mood? What kind of
mood? What about the set? If there is no curtain and you can see it, what do you see? Is it “real”
looking? Is it a representation of something? What? Are there aspects of the set, lighting or sound
designs that are specific or draw your interest? How or why? Is there a predominance of cool blue
tones, jagged, neurotic edges? What moods and preconceptions are bubbling up in you as a result
of noticing these things?
For this kind of assignment, you have to try to grasp the fundamentals of the story as it is unfolding.
That’s the way this whole thing was planned. The play is definitely supposed to try to entertain
you. And if you need a regular or poetry dictionary to understand what the actors are saying, I can
see how that might not be very entertaining. By the same token, if that language difficulty is there
but you still know just exactly what’s going on in the play, that’s a pretty good sign, isn’t it? By
the same token, if the character is supposed to scare you and you aren’t scared, then there are pretty
clear ways this particular part of the play is proving unsuccessful, right?
That’s what a Review is ultimately all about: was the play successful or effective? If so, why and
if not, why not?
Now let’s be honest and fair about this: If you start out your viewing experience with your mind
closed and thinking that you don’t like theater, that this show cannot make you laugh or cry or
have any feelings, YOU are making this play work MUCH harder than you almost ever make any
movie or TV show work. Give it a chance. Pay attention. Make sure you are following the story
What to Look for When Watching/writing about a Play
as it unfolds because that is exactly what it will be doing: unfolding. Watching a play – and
especially consequently writing about it – is an active experience.
This production you are watching is both a play – a story – and the group of people who are
working together to try to tell it to you. Your task, therefore, is two-fold: You must decide what
the playwright is trying to convey to you AND you must try to assess the goals and tactics of the
director, performers and designers who are working in service of that playwright’s vision.
Once the play has ended, try to come to terms with what impact the play had on you. One of the
most interesting aspects of all this is separating out all the various elements to see which have
made their maximum contributions to your theatrical experience.
Here are some questions you might consider:

About the play:
· What is the play really about?
· What characters, if any, did you root for? Which ones did you like? Which ones did
you hate? Why?
· Who, in your real life or in public life, do these characters resemble, if anyone? Did
the play increase your understanding of (or compassion for, or anger at) such people?
· Did the play get more or less interesting as it went along?
· Did the play address questions pertinent to your life (in terms of your country, culture,
religion, age, or social group)?
· Did it make you rethink your values, or wish others would rethink theirs?
· Were there emotionally moving moments in the play? Staggering moments? Or were
you simply left out in the cold?
· Were there hilarious moments? Were there dazzlingly written and delivered
arguments? Or were you perplexed? Bored? Looking at your watch?
· Was the play too long? Or did you want it to continue? If the former, what parts could
have been eliminated or shortened? If the later, how could it have been augmented? ·
What was great about the play? What was confusing? What was missing?

About the production and performance:
· Did the acting seem believable? Did the characters seem like real people? Did you
feel for their predicament? Empathize with their feelings? Care what happened to them?
· Did the “in love” characters really seem to be in love? Or were they just faking it? ·
Did the “angry” characters thrill you with the intensity of their anger? Or were they just
bellowing?
· Was the acting exciting? Did the actors enchant you with any particular performance
skills, beauty, emotional power, or rhetorical gifts? There are performers, in both
professional and amateur theatre, who can literally take your breath away; did any of
these actors do this? Or did the acting seem stilted, mechanical, forced?
What to Look for When Watching/writing about a Play
· Were the sets and the costumes appropriate for the show? (You don’t need to be a
theatre expert to answer this.)
· Did the scenery and costume elements help to make the play either more believable,
more theatrically exciting, or both?
· How did the lighting and the sound design contribute to the quality of your experience?
Did they propel the action forward and enhance the play’s ideas and emotions? Or did they
unnecessarily call attention to themselves?

About the audience:
· Was the house filled or was the attendance sparse?
· Was the applause tepid or thunderous? Was the laughter dutiful or helpless? Was the
audience rapt with interest or merely listening politely?
· Did the audience seem to enjoy the play as you did? More than you did? Less?

With your intermission notes on the production’s details and having spent some time thinking and
talking about the preceding questions (and perhaps making some notes on them as well), you will
be in a good position to write a theatre report or review of the performance.

We can write this or a similar paper for you! Simply fill the order form!

The Sacred Canopy by Berger Assignment

The Sacred Canopy by Berger

Describe what Berger means when he states that Society is”a dialectic phenomenon” and discuss the ‘fundamental dialectic’ processes (3), comment on sentence (p9)- “…the humanly produced world attains the character of objective reality” (outlined in Chapter 1 of “The Sacred Canopy”). Also, comment on why “The Sacred Canopy” is an excellent title for this book (What does Berger mean by this phrase?)

Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.

We can write this or a similar paper for you! Simply fill the order form!

Dinner Party Economics Essay Assignment

Dinner Party Economics

Need to write a persuasive letter to a politician or news outlet about the book titled “Dinner Party Economics”, need to talk about 3 topics from the book, 1st topic to be obvious, 2nd to be interesting and 3rd to contradicting to you opinion, quotation and page number needed, the style of narrative to be some what close to that of the book. Add real life examples so that the writers can relate the book to his life

The writing assignment should have the following components:
1) It should be a well written persuasive letter to a politician or news outlet about what you are learning from reading Dinner Party Economics (DPE) using proper spelling, grammar and paragraphs.
2) It should be between 1100 and 1200 words.
3) It must reference 3 concepts found in DPE. One concept must come from chapters 1-4, another from chapters 5-9 and the last from chapters 9-12.
4) It should outline how and why you have found these ideas to be important.
5) You should apply these concepts a) to something in the news.
6) It should reference the page number with (pXX) in text. For example, “Now I understand why the Keynesian revolution replaced the classical view of Macroeconomics (p.174).”

THE BOOK ” DINNER PARTY ECONOMICS” WILL BE REQUIRED TO WRITE THIS LETTER.

We can write this or a similar paper for you! Simply fill the order form!

Trade Secret Theft Study Assignment

Trade Secret Theft Study

The purpose of this assignment is to determine when business assets may constitute intellectual property (IP), to analyze when an IP theft has occurred and possible remedies for IP theft, and to assess the importance of protecting and enforcing IP rights in a business setting.

Read the following scenario.
Futuretek sells high-tech computer chips and software to smartphone manufacturers worldwide. Futuretek maintains two software databases: one containing Futuretek’s customer list with nonpublic contact information for key personnel, and the other containing customer purchasing trends. The information in the two databases is available for employees to view and use in connection with their job duties.
Dana is a computer programmer for Futuretek. Dana plans to run her own company one day and design and sell her own computer chips to smartphone companies. As an employee, she has access to the two databases containing Futuretek’s key purchaser and purchasing trends information.
Dana decides to leave Futuretek and start her own computer chip business. Before she leaves, she makes a copy of the two databases on a portable hard drive. Dana uses the information to contact Futuretek’s customers and offer them cheaper, but comparable, computer chips manufactured by Dana’s new company, SmartChip.
Futuretek becomes aware of Dana’s actions and asks you, the chief operations officer, for advice and recommendations on what to do.

In a 5- to 10-slide Microsoft® PowerPoint® or Prezi® presentation, complete the following:
Determine whether Dana has taken Futuretek’s intellectual property (IP), and if so, describe the type(s) of IP that was taken.
Explain any civil actions in tort or criminal actions that may be brought against Dana or SmartChip.
Assume Futuretek sues SmartChip, and Futuretek wins the lawsuit. Recommend ethical policies that SmartChip can put into place to prevent future legal claims and litigation against the company.
Recommend risk management procedures that Futuretek can implement to avoid or limit this type of activity from happening to the company in the future.

Cite a minimum of two references according to APA guidelines.

We can write this or a similar paper for you! Simply fill the order form!