I want to do journal home work for art

This documentary sets out to show that with the help of some important non-English people, England was able to partake in a Renaissance of its very own. The Renaissance in England has often been forgotten or ignored, and some very interesting light has been shed in this film.
Journal Questions:
Describe which artwork/s or segment/s made strong impressions upon you while watching the film. You are not limited to just one.
How did the artwork/s or segment/s make you feel and/or think of?
Did this film open your eyes or challenge your views regarding the period in which historians have dubbed the Renaissance?
Do not go to Google for answers to the questions or supporting information. The journal experience is about you telling me your very own thoughts and opinions while viewing the documentary film.
If any portion of your entry is not yours, meaning you used/referred to other sources, your journal entry will receive a zero.
Writing your Essay:
Write a short essay that answers the above questions and provide comments about your own viewing experience.
Quality is better than quantity. Be sure to stay on task. Citing and quoting from the film may prove helpful as does referring to particular time segments (at 12:16 when such and such is mentioned) when the name of the artwork might be in question or to better support your idea. The purpose of this exercise is to promote critical thinking. Be sure to provide detailed and supportive answers.
The best method for entering your essays into canvas is to cut and paste them after they have been through spell checking and translating.
Points will be distributed in this manner:
Original and relevant content (10 points max)- Displaying you have studied and are knowledgeable of the material by writing your own thoughts and feelings regarding the material’s content.
A critical analysis (10 points max)- Exhibiting you have engaged with the material by providing original, insightful observations and thought-provoking commentary.
Quality of writing (10 points max)- Cleary and concisely articulates ideas and feelings about the material utilizing good sentence fluency (syntax), spelling, and grammar. College-level writing is required.
DO NOT use outside sources to help write your journal entry.
DO NOT attach word docs or pdf files. Attached files that require downloading for viewing will NOT be looked at and will earn a zero.
RubricArt Journals
Art Journals
CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeOriginal and relevant content (10 points max)Displaying you have studied and are knowledgeable of the material by writing your own thoughts and feelings regarding the material’s content.
10 to >9.0 ptsExcellent
The journal’s content is relevant to the required material. The student has displayed they studied ALL the material by conveying in-depth knowledge of the material’s content. Specific examples from the material were used to support one’s thoughts and ideas. The student uses their own words to explain their views of the concepts in the material, without using direct quotes or keeping direct quotes minimal. The students writing is close to 100% their own thoughts and feelings regarding the material’s content and concepts.
9 to >8.0 ptsGood
The journal’s content is relevant to the required material. The student has displayed they have studied the material by conveying knowledge of the material’s content. Specific examples from the material were used to support one’s thoughts and ideas. The student employs their own words to explain concepts in the material using MINIMAL direct quotes when discussing their thoughts and ideas regarding the material’s content and concepts.
8 to >7.0 ptsMinor improvements needed
The journal’s content is relevant to the required material. The student has displayed they are familiar with the material by conveying fundamental knowledge of its content—few examples in the students’ own words were used to support one’s thoughts and ideas. The student mostly uses their own words to explain concepts in the material. Still, the writing is slightly heavy on using direct quotes when discussing their thoughts and ideas regarding the material content and concepts.
7 to >6.0 ptsSubstantial improvements needed
The journal’s content is relevant to the required material. The student has displayed they are familiar with the material by conveying some basic knowledge of its content and concepts. Little to no examples in the students’ own words were used to support one’s thoughts and ideas. The student relies on heavy use of direct quotes in discussing their thoughts and ideas regarding the material content and concepts.
6 to >0 ptsIncomplete requirements
The journal’s content is vaguely or not at all relevant to the required material. The student has displayed some basic or no knowledge of the material’s content and concepts. Little to no examples in the students’ own words were used to support one’s thoughts and ideas. Instead of the student using their own words when discussing the content and concepts of the material, most of the writing uses direct quotes. The journal entry lacks the use of one’s own original words, thoughts, and feelings in relation to the required material.
10 pts
This criterion is linked to a Learning OutcomeA critical analysis (10 points max)Exhibiting you have engaged with the material by providing original, insightful observations and thought-provoking commentary.
10 to >9.0 ptsExcellent
The student has exhibited above and beyond engagement with the content and concepts of the material. The engagement is apparent through in-depth thought-provoking commentary. The student has displayed incredible internalization of the context and concepts of the material by providing original, insightful observations throughout their writing.
9 to >8.0 ptsGood
The student has displayed engagement with the content and concepts of the material. The student’s writing provides in-depth commentary. Also, the student has displayed internalization of the context and concepts of the material by providing some original, insightful observations.
8 to >7.0 ptsMinor improvements needed
The student has shown adequate engagement with the content and concepts of the material. The student’s writing reflects an adequate analysis of the material and some thoughtful observations—some unnecessary reiteration of general information reduces the impact of the overall critical analysis of the journal.
7 to >6.0 ptsSubstantial improvements needed
The student has shown minimal engagement with the content and concepts of the material. The student’s writing provides a minor analysis of the material and one or two thoughtful observations. The quality of thoughtful observations and commentary depreciates due to the heavy reiteration of general information rather than employing critical analysis to the content and concepts of the material.
6 to >0 ptsIncomplete requirements
The student has shown little to no engagement with the material’s content and concepts, providing nothing to very little regarding analysis or thoughtful observations. The writing consists of a significant reiteration of general information lacking any of the student own critical thoughts on the material.
10 pts
This criterion is linked to a Learning OutcomeQuality of writing (10 points max)Clearly and concisely articulates ideas and feelings about the material utilizing good sentence fluency (syntax), spelling, and grammar. College-level writing is required.
10 to >9.0 ptsExcellent
The student’s writing clearly articulates ideas and feelings throughout the journal with excellent sentence fluency—few minor to no grammatical or spelling mistakes.
9 to >8.0 ptsGood
The student’s writing contains several grammatical errors of little consequence to the messaging of ideas and thoughts about the material’s content. The student maintains effective sentence fluency is consistent throughout the writing.
8 to >7.0 ptsMinor improvements needed
The student’s writing contains enough grammatical errors to create a minor adverse effect in the messaging ideas and thoughts about the material’s content. The student’s sentence fluency is slightly inconsistent throughout the writing.
7 to >6.0 ptsSubstantial improvements needed
The student’s writing contains numerous grammatical errors, adversely affecting the clarity of ideas and thoughts about the material’s content. The student’s sentence fluency is inconsistent throughout the writing.
6 to >0 ptsIncomplete requirements
The student’s writing contains a substantial amount of grammatical errors, severely affecting the intelligibility of ideas and thoughts regarding the material’s content. The student’s sentence fluency is inconsistent to such an extent the messaging of ideas and thoughts is approaching unintelligible.
10 pts
Total Points: 30

Lesson 8 Court System

S. v. M. Farah and Others
List all the facts and circumstances relevant to prove there was probable cause to issue the search and arrest warrants.
In your opinion, do you believe there was probable cause to deny bail to each of the defendants? Back up your answer with details from the affidavit and from the relevant text in Chapter 12.
Do the defendants have a reasonable expectation of privacy in their tweets, texts, and emails? Back up your answer with details from relevant sections of Chapter 1, and sections in this chapter.
In your opinion, should it matter where each of the defendants was born? Defend your answer.

Communication Ethics Discussion: Mentors

One way to build moral courage is to identify mentors. Read the articles in the attached files. Answer the following questions:
Discuss 1 person in your life outside work who overcame a challenge and inspires you. Explain the following:
What was the challenge (it does not necessarily have to relate to a communication project in an organization)?
What did this person say or do?
What happened afterward?

Identify one person in your communication field who you consider
a mentor or would like to be your mentor. Answer the following:
How do you know this person?
In what ways has this person set an example for you?
How could this person guide you?

Compare “Three is a Lucky Number” to the Golden Age Formula

Respond to the following prompt in a 250-word (minimum) response:
Describe the Margery Allingham piece in relationship to the other Golden Age story we’ve read, Evil Under the Sun.
Compare it to the criteria in Danyte’s commentary on the Golden Age. How does it compare?
What’s unique about “Three is a Lucky Number” apart from Golden Age characteristics?
For each section, give examples and quotations from the text to support your claims.
Materials:
Read: “The Simple Art of Murder,” (Links to an external site.) by Raymond Chandler

hi i want help in my homwork

This week you will be responsible for watching a video on the topic documenting children’s learning. You will need to click on the following link to watch
Documenting Children’s Learning (Links to an external site.)
After watching the video you will need to write a ONE page reflection on the video. In addition to your reflection, imagine you are at our center during your lab hours. List some examples of some of the documentation you have seen teachers doing or displayed in the classroom.
PLEASE NOTE THAT HE REFLECTION IS DIFFERENT THIS WEEK
Reflection for Week 8
Along with the assignment for the week, please submit a short personal paragraph reflecting your experience as the college transitions to an online only format for this this and all courses. How do you feel about this transition? What do you wonder about?
SUBMITTING YOUR TWO FILES
After you type your assignment and your reflection, save the two files. You will submit the TWO files as a doc or pdf file using Canvas. Other formats will not be accepted. If you need assistance submitting your file onto Canvas I have included another link which can help below:

The theme is that the theory of marketing is to enable a business to better survive, but not the root of survival.

You must prepare an original PowerPoint mini presentation. Sources must be cited in the slides; a reference list must be provided on the last slide of the PowerPoint.
You must demonstrate the ability to:
communicate ideas of a discipline specific topic effectively;
organise material in a logical manner;
communicate clearly in verbal format;
engage your audience;
integrate sources into your speech.
Then you will lead a Discussion for 10-11 minutes.
At least 10 days prior to the seminar you will need to provide your group members reading materials and discussion questions on the topic to enable them to prepare for the seminar discussion. All group members must participate in the seminar discussion.
You must demonstrate the ability to:
start a discussion
maintain a discussion (encourage participation)
clarify contributions (where necessary)
prevent domination
manage the time
sum up the discussion

Discussion 1 post

https://openoregon.pressbooks.pub/ccj230/
Week 1
Reading section: (1.1, 1.2, 1.4-1.9, 1.11, 1.10) IN THE LINK
In what ways do you believe that the criminal justice system can ensure fair and equal treatment for all? Be sure to use course readings to support your thoughts.
After posting your original post, be sure to engage in discussion with your peers. Once you finish the assignment i will place two classmates work for response.
Attached is the discussion guidlines on the post.
Also attached learning modules

interactive artwork analysis

Need 600 words.
Please make sure, 1, choose the artwork that fulfill instruction, 2, use at least 1 given readings in the list, 3, use at least 2 academic sources to support your analysis.
The sturtcure of this paper is lebaled in 1, 2, 3, … 8 in the instrucction.
Instruction:
https://drive.google.com/file/d/1UQXJYt_gQBA06MZmQ…

simple business questions

59). Using one of the examples in these types (or your own), explain how and which of the nine drivers (on p. 61) the company used to make successful service innovation. For instance, you can take the example of Netflix and suggest which of the nine drivers were used and how it contributed in the success of the service innovation. please refer to reading added.

Ethos, Rhetoric, Numerical Data 3000 words

In his analysis of the Challenger accident, Edward Tufte argues that a correct visual representation of the data would have overcome “all sorts of political and other mischief” including an overly optimistic flight schedule, the politics of the client/provider relationship between NASA and Morton Thiokol, the public relations pressure of an impending presidential State of the Union Address. He writes: “But these pressures would not have prevailed over credible evidence against the launch, for many other flights had been delayed in the past for good reasons. Had the correct scatterplot or data table been constructed, no one would have dared to risk the Challenger in such cold weather” (52). In short, for Tufte, correct visual representations have credibility and can generate the needed ethos and logos to take precedence over other rhetorical strategies.
Defend or reject Tufte’s assertion that information graphics with sufficient ethos could have overcome other political/rhetorical forces in the decision to launch the Challenger, drawing upon a close reading of one author’s work from our syllabus. Incorporate specific examples from the NASA History of the Accident website. https://history.nasa.gov/sts51l.html
Incorporate summary, paraphrase, and direct quotations from our texts, and appropriately make use of at least FIVE (5) specialized terms used by the authors themselves, demonstrate that you understand each key word’s meaning by using it appropriately in a sentence of your own construction. Boldface these five terms in your response.
Specialized Terms : use five
Writing, Renaissance, Noetic , Concomitant, Primary orality, Chirographic Secondary orality , Imperious Moveable Type Rhetoric, Logos, Pathos, Ethos, Forensic, Deliberative, Epideictic, Paradigm, Oratory, Science studies, Scientific revolution, Stasis, Objectivity,Theory, Normal Science, User centered design, Mapping, Context, Culture, heuristic, Distributed Work