Discussion: Defining the Donabenian Model for Quality

1.A useful initial step in analyzing any movie is to distinguish an individual scene’s content from its form. Try to first identify a scene’s subject matter: What is this scene about? What happens? Once you have established that content, you should consider how that content was expressed. What was the mood of the scene? What do you understand about each character’s state of mind? How did you perceive and interpret each moment? Did that understanding shift at any point? Once you know what happened and how you felt about it, search the scene for those formal elements that influenced your interpretation and experience. The combination and interplay of multiple formal elements that you seek is the cinematic language that movies employ to communicate with the viewer.（20points） 2.Do any narrative or visual patterns recur a sufficient number of times to suggest a structural element in themselves? If so, what are these patterns? Do they help you determine the meaning of the film? （20points） 3.Do you notice anything particular about the movie’s presentation of cinematic space—what you see on the screen? Lots of landscapes or close-ups? Moving or static camera? （10points） 4.Does the director manipulate our experience of time? Is this condensing, slowing, speeding, repeating, or reordering of time simply practical (as in removing insignificant events), or is it expressive? If it is expressive, just what does it express? （20points） 5.Does the director’s use of lighting help to create meaning? If so, how? （10points） 6.Do you identify with the camera lens? What does the director compel you to see? What is left to your imagination? What does the director leave out altogether? In the end, besides showing you the action, how does the director’s use of the camera help to create the movie’s meaning? （20points）

– How big is your personal footprint? – How has it changed (if at all) since the first time you completed the assessment six weeks ago? Gotten better. – As a result of taking this course, what steps will you take to make you footprint smaller?

Based on the reliance on conspiracy statutes to connect leaders of organized crime with activities carried out by their subordinates, the use of confidential informants is often critical to the investigation and prosecution of organized criminal activities; however, the relationship between informants and law enforcement can become quite complicated. Whitey Bulger, the leader of the Winter Hill Gang, was actually a confidential informant for the FBI. FBI agent John Connolly was convicted of second-degree murder and racketeering due to his relationship with Bulger. Using the Bulger case as an example, discuss, as a team, the pros and cons of the use of confidential informants in the investigation and prosecution of organized crime. Address the following in your discussion: The motivations of the informant The need to protect the informant The need to control the informant Any other benefits or problems connected with the use of confidential informants Compile the team discussion into a TABLE that identifies the pros and cons of the use of confidential informants.

Is myth meant to be a substitute for science? If so, are we currently living in a post-mythic world? Responses to essay questions should argue for a specific academic viewpoint Primary evidence from the text must be used to support analysis Warning: Do not simply narrate the texts with no analysis Citations are not necessary i will attach a list of the stories you may use for evidence please only use these stories and cite them well List of stories- these are stories we read in class. Just use examples from these stories you do not need to quote and use citations Morford, M.P.O., Lenardon, R.J., & Sham, M. 2014. ‘Interpretation and Definition of Classical Mythology.’ Classical Mythology. 10th ed. Oxford: Oxford University Press. Dalley 228-249 Dalley 249-274 Inca creation story African-Yoruba creation story Metamorphosis Prose Edda Greece- Theogony Mesopotamia creation story Beowulf Odysseus in the Underworld Virgil: “Aeneas in the Underworld” African Mwindo Epic Roman: “Cupid and Psyche” Egyptian/Greek (Plutarch) “Isis and Osiris” Indian: “The Tale of Tulisa” (Ludwig Friedlander) Mabinogion:Pwyll Prince of Dyfed: 3-20, Manawydan son of Llŷr (excerpt): 35-37 The Ballad of Mulan The Amazons Prometheus “Stories of Anansi” (African/Ashanti) American Indian Trickster Tales Polynesian Trickster Tales

The next step in the process of acquiring information is to move past what we can think of onto what we can see. That is, we have the way things are done and how to do them but we have not yet touched the work. In this case, we begin by reviewing some information regarding a trend towards bipedalism based on an arbitrary scale. That is, we use diagnostic features we can see and judge for ourselves. Although some may believe arbitrary assessments to be vague or assumptive, this step is sometimes used by those who know about the subject. That is we have spent many weeks getting to the point where you are trained observers. That is what you see matters and you will now “show what you can do with what you know.” This quick step is used to give immediate feedback to guide the path of inquiry. For example, an arbitrary scale can give values which can be interpreted as useful or not. The values can also be added to a graph which may show connections, divergence, and trends. Although the arbitrary assessments may be cursory they can be used to help make predictions. The predictions can aid in a direction of inquiry such as future experimental design to pursue a lead or quickly and simply rule out an assumption. An assumption in science can be either a premise for an idea based on experience, or a prediction based on prior data. That is, the premise from an informed previous statement can lead to inquiry. Informed statements come from experience or existing data. Therefore, an assumption in science is very different from how assumptions are used in daily activities by many non-scientists. Here we may assume that the diagnostics features listed in the drawing plantigrade, digitigrade, unguligrade highlight things of interest in relation to patterns of locomotion, in this case distinctions of speed and power compared to bipedalism. Grade scale x/30 x 20 = score 12.1. Bipedalis.Start with an ABC about each foot grade. Now that we have gone past the basics and the surprise that other animals have very similar skeletal structures it is time to review the basics of locomotion. Later, other forms of locomotion will be investigated in depth, but, for now it is wise to stay with what is familiar and the basic three. On the drawing for anthbiolab.mckendricksj.footgrades.plantigrade.digitigrade.unguligrade above, observe the normal standing postures and note the following for each species A, B,and C: (3 points) On the drawing above note the angle of the hip to the femur by the scribed line(s) down to the caudal line (a line towards the tail) of the hip in connection to the femoral line (of the femur). Estimate the angles of hip to femur by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. Species B what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. Species C what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. (1 point) Note the location of the calcaneus relative to the point of contact at ground level and length relative to the tibia by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia Species B the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia Species C the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia (1 point) Note the relative length of the metatarsals compared to the other species by selecting the answer(s) which fits (delete the wrong answers) for each species; Species A Short Short to medium Very long Species B Short Short to medium Very long Species C Short Short to medium Very long (1 point) Note the position of the pedal phalanges in relation to the metatarsals especially note hooves as on the ground but not the pahalages by selecting the one answer which fits (delete the wrong answers) for each species: Species A On-ground- inline On-ground-not-inline Off-ground-not- inline Species B On-ground- inline On-ground-not-inline Off-ground-not- inline Species C On-ground- inline On-ground-not-inline Off-ground-not- inline (1 point) Note the pedal phalanges in relation to the tiba phalanges by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. Species B On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. Species C On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. (1 point) If a species has an angle of femur to hip bone is closer to 90 deg., then they are better at jumping without a run. Select the species one or more which has that by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has a calcaneus not in contact with the ground and has a longer length relative to the tibia, then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species, one or more, which has that characteristic by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has a relatively longer calcaneus length when compared to the other species then they are better at jumping without a run. Select the species one or more which has that by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has pedal phalanges in relation to the metatarsals which are not in line and have less contact overlength to the ground then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species, one or more ,which has that characteristic by selecting the one answer which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer 10. (1 point) If a species has the tibia in relation to the pedal phalanges which are in excess of 90 degrees then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species one or more which have that by selecting the one answer which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer 11. (10 points) From questions 1 thru 5 fill in the table to evaluate which species ranks the lowest for power for speed and jumping. Total each time A species scored a 1. 12. (2 points) Questions 1 thru 5 and 11 indicate that Species A is unique. What are they limited by, what can’t they do? 13. (2 points) Questions 6 thru 10 indicate that species B and C have less limitation and can do what? 14. (6 points) Why is this interesting to learn that humans even when compared to dogs and deer, to say nothing about them to top predators, have far less abilities in relation to their bipedalism? 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Resources: Microsoft Excel®, The Payment Time Case Study, The Payment Time Case Data Set Review the Payment Time Case Study and Data Set. Write a 500 to 700-word paper including the following calculations and using the information to determine whether the new billing system has reduced the mean bill payment time: Assuming the standard deviation of the payment times for all payments is 4.2 days, construct a 95% confidence interval estimate to determine whether the new billing system was effective. State the interpretation of 95% confidence interval and state whether or not the billing system was effective. Using the 95% confidence interval, can we be 95% confident that µ ≤ 19.5 days? Using the 99% confidence interval, can we be 99% confident that µ ≤ 19.5 days? If the population mean payment time is 19.5 days, what is the probability of observing a sample mean payment time of 65 invoices less than or equal to 18.1077 days?

Details: 12 pt. Times New Roman font Double-spaced 1″ margins Last name and page numbers as headers In-text citations, if possible Prompt: For this exam, we are focusing on Nikki Finney’s Rice and the particular challenge we’ll work on is how to read analytically across more than one poem. To structure that work, I’d like you to begin with an idea or concept (e.g. body, land, family, gender, violence etc.) that you understand to be broadly relevant to the project of Finney’s volume. In the first sentence of your exam, you’ll identify this concept. Then, you’ll formulate a question about that concept that is big enough to be applicable to more than one poem, but not so broad as to be ungrounded in the specific poems that you’ll close read. A question like: “Why is the concept of family important to Finney’s Rice?” is too broad; one like: “How does Finney use the idea of outer-space to theorize Blackness?” is probably too specific to “Mae/I”; but something like: “What potentially non- normative forms of reproduction does Finney think about using the metaphor of the seed?” is about right. Then, you’ll show how two poems answer the question you’ve posed. You do not have to find a unifying answer to the questions across the two poems. Instead, what links your analyses of the poems will be the question itself. If you’d like you can even structure your answer in numbered sections (i. introduction ii. reading one iii. reading two).

Brand pyramid Coursework for M&Ms Brand, instructions in the attached file.

Adolescent Physical Development Assignment This assignment is required for this unit and will count towards your course grade. Purpose: The purpose of this assignment is to enhance your understanding of puberty, associated changes in physical development and sexuality, and related concepts. Task: Write an essay (minimum length is 500 words) in which you apply 5 of the following concepts to real-life examples. First, choose 5 concepts that you have clear memories of from puberty or in which you are especially interested: puberty puberty rite menarche spermarche early puberty (“early bloomer”) late puberty (“late bloomer”) thin ideal Anorexia nervosa Bulimia nervosa primary sexual characteristics secondary sexual characteristics growth spurt sexually transmitted infection distorted body image sexual double standard Use your textbook or additional resources to define/describe each term. Your descriptions should be *in your own words* and in enough detail that someone unfamiliar with this material could understand your description. Please do not copy or quote from the textbook Next, for each concept, provide a real-life example. This example can come from personal experience (your own or a friend’s), a news story, an online/social networking site, etc. The example you write about might even be a picture of yourself during adolescence (you can paste it into your document). Make sure to clearly explain why each is an example of the concept and expand on the example to show your understanding. For example, perhaps you’ll mention if this was a typical or atypical example based on what you’ve learned in this class or you might discuss how the experience made you feel. Include any links to other resources.

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?