A product that says something about its purchaser.

This essay I would like to research about how Chinese Characters （han zi）influence other asian countries，like Korea Japan… Global Perspectives Final Paper The final paper should be 5-7 pages in length, in MLA format with footnotes. This is a formal academic paper and must address specifically the material read during this semester. You are required to use quotes from the books and essays that are part of this course. Do not write about your personal life for more than one page of the paper. Avoid generalizations and unsubstantiated claims. You must use further research to support your argument but only from primary or secondary sources. (No Wikipedia). Please consult your instructor if you have questions.Proof-read your essay before you submit it. You may also consult the Writing Center on the fourth floor of Bunting. Typographical, spelling or grammar errors will lower your grade. Failure to follow these guidelines will mean that your paper will be rejected.

Option #1: Tracking a Bolus of Food The digestive system is designed to process food into molecules that can be absorbed and utilized by the cells of the body. The purpose of this paper is to demonstrate an understanding of the body’s ability to utilize nutrients through the processes of digestion and absorption. To do so, write a paper that follows a bite of food from the mouth through the digestive tract. Address the following points in your paper: Identify the names and functions of the different regions of the digestive tract, and the accessory organs of digestion. Differentiate between mechanical digestion and chemical digestion, including a discussion of the roles of enzymes and hormones in the digestive process. Describe the roles of the sympathetic and parasympathetic nervous systems in digestion. Summarize your information by comparing and contrasting the digestion and absorption of carbohydrates, fats, and proteins. Essay Requirements: Your cohesive and well-organized essay should be at least 3-4 pages in length, double spaced. Include at least two scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references. Include a title page and a references page. Follow the CSU-Global Guide to Writing and APA.

The block business letter must adhere to the following requirements: Content: Address the communication issue from the scenario. Provide bad news from the company to the recipient. Concentrate on the facts of the situation and use either the inductive or deductive approach. Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management. Format: Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment. Provide an appropriate and professional greeting / salutation. Single space paragraphs and double space between paragraphs. Limit the letter to one page in length. Clarity / Mechanics: Focus on clarity, writing mechanics, and professional language/style requirements. Run spell/grammar check before submitting. This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details. Assignments must be submitted through the online course shell only. The specific course learning outcomes associated with this assignment are: Plan, create, and evaluate professional documents. Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation. Deliver professional information to various audiences using appropriate tone, style, and format. Analyze professional communication examples to assist in revision.

Write a brief on the article including your insight applying what you learned in class. Outside sources/articles and class materials should be used to support your analysis. Your submission should be 1-3 pages, 500 words or less. Bibliography listing sources should be included at the end. Summarize the main idea surrounding Native Advertising being placed between advertising and credible content. What is your reaction to this article? How can the industry learn from it?

A research paper in the weaving class about Chinese embroidery and Chinese art.

1. Why do you think Alexie in Absolutely True Diary and Baldwin in “Sonny’s Blues” decided to tell their stories partly through artforms other than words? We see many of Junior’s drawings, and in several styles, and Baldwin uses contrasting musical styles as a key motif in “Sonny’s Blues.” Write one or two paragraphs on each work (do not compare and contrast.) For background on Alexie, read the interview with illustrator Ellen Forney at the back of ‘Absolutely True Diary of a Part-Time Indian.” Why does the book use contrasting styles and how does it tie in with writing styles/moods from chapter to chapter? For Baldwin, listen to and learn about the radical change from traditional jazz (like Louis Armstrong), to modern Bebop (‘Bird’/Charlie Parker). Do some web research before you write. Why did many middle-class, religious, and older blacks attack and dislike Bebop? Who in ‘Sonny’s Blues’ is aligned with each? Why do you think Baldwin uses contrasting jazz styles and gospel music to tell this particular story about an African American artist and his family?   2. Select one key character in Go Tell It on the Mountain who is not given a separate chapter (ie, not John, Gabriel, Florence, Elizabeth). How is that character treated as both believable, complex, and human, yet also at the same time as a symbolic, even Biblical figure? What part does he or she play in the intertwined stories of racist violence, prayers, visions, sin, and redemption?  

Select one of the following options to submit for the Life Skills & Content Integration Plan. Label the assignment with the title of the option you selected. Option 1: Mathematics-Oriented Career Education Planning Chart Complete the Mathematics-Oriented Career Education Planning Chart on page 358 of Math Instruction for Students with Learning Problems for your case study student. Even if your student is in elementary school, this chart is still applicable. As a teacher, you may decide some of the categories under the subdomain column, but some might be guided by the student’s interests. Use the Mathematics Content Codes on page 230 of Math Instruction for Students with Learning Problems. Note. You may reformat the chart to fit your needs as long as it is clear, organized, and contains the same headings. Option 2: Content Integration Planning Chart Create a chart similar to Figure 7.3 on page 214 of Math Instruction for Students with Learning Problems for your case study student. Decide which subject you want to integrate with mathematics to design a unit. The Unit Problem must be like the example: a question that is open ended, requiring investigation, without a set answer. This does not have to be connected to the unit plan or previous lesson ideas for your case study student. Keep in mind the difference between a concept and a skill. Note. You may reformat the chart to fit your needs as long as it is clear, organized, and contains: A Unit Problem and three questions with corresponding concepts from both mathematics and another subject. (SEE ATTACHMENT FILES) Submit a compilation of the Student Profile, Assessment Analysis, Assignment Revision and Life Skills or Content Integration Plan as a Word document by Sunday. Consider making revisions from instructor feedback of your Student Profile, Assessment Analysis, and Assignment Revision before submitting the assignment.

It’s a concert report and here is the requirement: “The objective of this paper is to connect what you hear during the concert to the content of the course and your own personal/cultural experiences, and to also attempt to express in words your general reaction to the music. You may describe how the music “made you feel,” but always follow up that statement with why you believe the music made you feel that way. In a similar vein, stay away from subjective comments concerning whether you liked or disliked the music, and instead use the information we’ve discussed during the course to make informed statement about the music itself. You are also encouraged to take notes during the performances if possible (only with pen and paper, absolutely not with a laptop) and, more importantly, research the pieces being performed before you attend the concert. You can then ask yourself, among other questions, are the pieces being performed indicative of the time period in which they were composed? A piece composed in the 1700’s probably won’t have the same aural properties as a piece composed in 2018. Why is that? The most important thing to do during a concert is to ask the question: why? If the chorus of a song gets you really excited, or if the slow movement of a sonata “sounds” morose, try to identify what it is about the collection of sounds that works or doesn’t work using the information we’ve learned in class. Sometimes you may be able to identify the exact reasons a passage has certain aural properties, but sometimes you won’t, in which case you should either try to make an educated guess as to what the music is “doing,” or try to make an educated guess on why you perceive the piece a certain way.” Try to use some music vocabulary in this report, like “dynamic”, “Tempo”, “Major key or minor key”

Imagine that you are troubled that a good friend is a very heavy smoker. Discuss how you could use compliance strategies, such as the foot-in-the-door technique, low-balling, the door-in-the-face technique, the norm of reciprocity, and exploitations of mindlessness to get their friend to quit smoking. Write a brief report (maximum 500 words), and be sure to use your textbook and notes for background to support your strategy, using at least 3 of the listed techniques.

FAH 101/2019 Essay #2 Assume a Position! Critical Viewing of the Art Gallery of Ontario Carol Duncan and Allan Wallach’s “The Universal Survey Museum.” Michael Snow (Canadian), Walking Women (entrance, AGO) Format: 1100 words. double-spaced, 12-point font, standard margins. Due: Thursday November 21, 2019 at 5:00pm Sign and check all the boxes on the Academic Integrity form, sign & attach as a doc to your essay. Name your file in this format: i.e. Wang_045938_AGOEssay Upload on Quercus in DOC or DOCX format. Components of the Assignment: Reading 1: Carol Duncan and Allan Wallach, “The Universal Survey Museum,” Art History 3 no. 4 (1980): 448-469. (Quercus) Reading 2: Dana Arnold, chapter 3, “Presenting Art History,” in Art History: A Very Short Introduction. Visit to the Art Gallery of Ontario in Toronto Description of the Assignment: In your essay, you will 1) apply Duncan and Wallach’s arguments to the architecture and spatial arrangement of the Art Gallery of Ontario. 2) evaluate 2 specific installations (see list below) in the museum as evidence of the AGO’s responsiveness to racial/national/indigenous/feminist/non-Western critiques of the “universal museum” described in Duncan &Wallach’s essay. A successful essay will integrate the two parts of the assignment. For background on Canada’s history, with reference to its indigenous peoples, and efforts to address historical injustices, see: https://www(dot)cbc(dot)ca/news/entertainment/museums-review-indigenous-representation-1.5101817 About the AGO: Founded in 1900, the AGO is a municipal art gallery, funded with public and private funds. Until recently, its collections focused on European and North American art (a survey of “western” art). Ancient art, the arts of Asia, Africa, Latin American, and Australia were not part of its collections for decades. The AGO has been through several building phases, the last of which saw a new façade, additions to the entrance sequence, and a large addition to the back adding an upper floor by Frank Gehry (2008). An important part of the original building is visible inside in the Walker Court, where Frank Gehry also made a visible intervention. Essay Part 1: The Ritual of the AGO. In this part of the essay, evaluate the AGO as an example of a universal survey museum, as analyzed by D & W. Evaluate the kind of ritual the AGO creates for the viewer by means of the architecture and objects installed in its entrance sequence. For Part 1 Analysis of the following elements is required: a) Entrance space with Michael Snow sculpture b) Walker Court and c) Gehry Staircase Spaces (see map of Ground Floor for the spaces in pink). Essay Part 2: What is the AGO’s subject position? In this part of the essay evaluate the AGO’s participation in and redress of implicit ideological positions in specific installations in the museum (see list below) D & W describe the formation of the museum – which was implicitly white, male, and Western – and the enactment of a civilizing process through the history of art. In Part 2, consider whether the AGO is a universal survey museum and whether it has reconsidered the white/western/male narrative characteristic of that museum type’s history. Look for those exclusions, and new inclusions, with attention to how they are presented in 2 of these works of art or galleries: For part 2, analysis of 2 of the following 6 installations is required: 1. Magical and Talismanic Art in Ethiopia A small one-room temporary exhibition of “medieval art” from Ethiopia (listen to the 5-minute video of a discussion by curators) 2. Gallery 136 “Europe’s Dilemma” (modern art). Who is represented in this gallery? Inclusions and exclusions? 3. Gallery 115 Bronze Crucifix by Gian Lorenzo Bernini (1650s) and three photographs by Rebecca Belmore (contemporary), an artist of indigenous descent. 4. Gallery 126 “Canadian Art of the early 1900s”: Specifically Emily Carr, Church in Yuquot Village (1929) and Sonny Assu, Re-Invaders: Digital Intervention of an Emily Carr Painting (2014). 5. Gallery 234 (2nd floor): “Indigenous (Canadian) art II”: Specifically: Kent Monkman The Academy (2008) 6. Gallery 227 Esmaa Mohamoud, A Seat Above the Table (2018) These spaces are marked in green on the map Installations #3-#5 are newly acquired works by indigenous artists. The arts of the indigenous peoples of this land were collected by the Royal Ontario Museum for their “ethnographic” collections (alongside natural history specimens), rather than by the AGO, an “art museum”. The AGO’s collections were primarily European and North American painting until relatively recently, when new geographical regions and the arts of the indigenous peoples of Canada began to be actively collected. For context about the indigenous peoples of Canada and the Truth and Reconciliation Committee’s 2015 articles that inform the museum’s installations see: https://www(dot)thecanadianencyclopedia(dot)ca/en/article/aboriginal-people https://www(dot)cbc(dot)ca/news/entertainment/museums-review-indigenous-representation-1.5101817 https://en(dot)wikipedia(dot)org/wiki/Truth_and_Reconciliation_Commission_of_Canada How to proceed: READ the Duncan & Wallace essay carefully, taking notes and summarizing its main arguments for yourself. You might write up a page or two of principal points just about the article before turning to the AGO part of the project. READ Chapter 3 of Dana Arnold’s Art History: Very Short Introduction, which concentrates on the institutions of art history, including museums. Because she discusses the history of museums and some contemporary examples, it will help you formulate questions about the AGO. Jot down the questions that you would want to answer at the AGO. Arnold’s chapter makes one aware of the significance of when a museum was founded; what its goals might have been at the time; how its collections come into being. This isn’t a research project — you are not expected to answer these questions about the AGO. And you are not allowed to use any research materials -– base your essay entirely on the museum itself. STUDY THE PLAN (see PDF in Quercus Module) Before visiting the museum itself in person study the plan of the museum that is also online: https://ago(dot)ca/visit/gallery-map. Analyze it. How much space is given to European art, Canadian art, First Nations art, African art, Latin American art, Asian art. How does the AGO comply with the museum types discussed by Duncan and Wallach?