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Answer one of the three questions below in a 500 word or less critical reflection following guidelines on previous PPT.

Answer one of the three questions below in a 500 word or less critical reflection following guidelines on previous PPT.. I need help with a Film question. All explanations and answers will be used to help me learn.

1) Select one of these 3 films covered in PPT 4.1: Dulac’s Seashell and the Clergyman; Duchamp’s Anemic Cinema, or Léger and Murphy’s Le Ballet Mécanique. Describe how the film engages in one or more of these styles or movements: Pure Cinema, Dada, Surrealism. Describe and analyze how the form of the film conveys the philosophy of the style or movement. What was the film promoting? What was it reacting against?
2) Metropolis is a dystopian science fiction film of the Weimar period in Germany. Explains how it engages, in form and content, in many of the approaches of German Expressionism to reflect and engage in the politics and culture of Germany during the late 1920s.
3) Vertov’s Man With a Movie Camera engages in “constructivist” form, following the principles of “dialectical materialism.” Choose a sequence from the film and explain how it engages in constructivism and follows or models the principles of dialectical materialism in support of the newly modernizing Soviet socialist state.
Answer one of the three questions below in a 500 word or less critical reflection following guidelines on previous PPT.

ENGL 1301 Instructions for Summary/Response Essay Assignment Descriiption For this essay, you will both summarize and respond to an

ENGL 1301 Instructions for Summary/Response Essay Assignment Descriiption For this essay, you will both summarize and respond to an article you have read—either one provided to you by your instructor or one that you select for a list of options. (See eCampus for details and a list of readings). In a summary/response essay, you first summarize the central claim of an article and then respond to those by agreeing, disagreeing, or modifying the claim (i.e., agreeing with some but not all of the claim or supporting ideas). Steps to take: 1. Actively read the selected or provided article. Suggestions for active reading: • Take note of the author, the title, the date, and the place of publication. • Note words you don’t know and look up their definitions. • Annotate the text and/or take notes on key points, main ideas, and supporting claims. • Take note of important supporting evident, facts, stats, data, etc. • Pose questions about the reading to reflect on for better understanding. 2. Write Your Summary/Response Essay As you draft your essay, but sure it contains all of these elements: 1. An introduction. This first paragraph should clearly identify the author and article you’re summarizing, provide some context, and give a general overview of what topic or issue the source is addressing. The introduction must include the following: a. a statement conveying what you believe to be the author’s thesis—i.e., the central claim or main point of the article. b. your own thesis statement, which presents your response to the article, and which you will support in detail in the essay. 2. A summary of the source (one or two paragraphs). Be sure to accurately represent the main ideas, supporting claims, and evidence from the source. Also be sure that you remain objective here, conveying only the key information from the article that helps support the author’s claim. Your summary should have a similar balance of information as the original article and be a fair representation of it. 3. Your response to the source (one or two paragraphs). Be sure to include a clear statement of agreement, disagreement, or modification. You should also include evidence from the article, relevant examples, your own reasoning, and your own experiences to support your ideas. Remember that the purpose of a response paper is to add your own voice to the mix, to join the conversation. Take this opportunity to develop your own voice. 4. A conclusion. This paragraph should reinforce the ideas you stated in the essay. Minimum Requirements • 1000-1250 words (approx. 3-4 pages) • An interesting and informative title • The four elements listed above • MLA format with in-text citations and a works cited entry. Readings for Essay #2 Readings for Essay #2 Below is a list of readings that you will use for the next Discussion Board Assignment and for Essay #2, the Summary and Response Essay. Take the time to read each essay, annotate and take notes, and formulate responses to the ideas they contain. Please note that these articles are listed here in proper MLA citation format, so you can easily make use of them later in the Works Cited for Essay #2. Milman, Oliver. “How SUVs Conquered the World—and Ruined the Environment.” Mother Jones, 8 Sept. 2020, Sandel, Michael. “Are We All in This Together?” The New York Times, 13 April, 2020, Perry, Andre M. “School Dress and Grooming Codes are the New ‘Whites Only’ Signs.” The Brookings Institution, 14 Feb., 2020, Hanauer, Nick. “Better Schools Won’t Fix America.” The Atlantic, July, 2019, Cobb, Jelani. “Voter-Suppression Tactics in the Age of Trump.” The New Yorker, 21 Oct., 2018,

The Causes of High School Dropping Out Essay

essay writing help Generally, it is necessary to state that the problem of school dropouts can be regarded as one of the burning issues American society faced. Taking into account the fact that dropouts are considered to be costly and experience numerous societal difficulties, one can conclude that the problem requires governmental concern. The causes of the dropout problem are rather ambiguous. For instance, special investigations show that the representatives of ethnic minorities as well as those, who seem to be economically disadvantages, drop out more often. Thus, as far as the problem seems to be mostly associated with demographic factors, one can suppose that policymakers and educators are to be greatly interested in solving the problem. In other words, it becomes evident that immediate measures are to be taken, in order to avoid numerous unpleasant consequences. To analyze the causes of the problem, one is to rely on numerous social disciplines. Thus, various psychological, anthropological and economical data must be taken into account. According to sociological studies, dropping out of school is mostly caused by school factors, which most common is recognized to be poor progress. Individual causes involve certain family problems, difficulties with communication, some racial stereotypes and prejudices. Taking into consideration the above-mentioned data, one can suppose that the major causes of dropping out of school are based on four key factors. Thus, community, family, demographic background and personal experience are considered to be the most important categories. Demographic background cannot be ignored, as certain statistical data show that dropout rates are higher within the representatives of various racial groups. For instance, the rates for Blacks and Hispanics are higher than the rates for native-born representatives. Generally, the fact can be explained on the basis of some historical data. Thus, the representatives of ethnic minorities seem to be more economically disadvantaged than native-born students. Lower levels of academic achievement can be explained on the basis of the same historical interpretations. So, one can make a conclusion that the socioeconomic status of ethnic minorities’ representatives is considered to be an important factor. The aspects of family background should be also analyzed in detail. Thus, one is to keep in mind that the structural characteristics of family play an important role in dropping out of school. These characteristics involve family’s income, parental education, the status of parents (i. e. the situation when a man or a woman brings up a child without a partner can be regarded as an important aspect dropout rates depend upon). Get your 100% original paper on any topic done in as little as 3 hours Learn More On the other hand, one more important aspect, which is to be highlighted, is the so-called parental involvement in schooling. Generally, it should be noted that those parents, who are interested in their children’s academic success and participate in various school programs, help school governance. Moreover, parental involvement allows to lower dropout rates. Parenting style is also one of the key variables dropout rates are related to. The interdependence between community and dropping out cannot be neglected. It is necessary to state that communities influence students’ school results. Personal experience involves school experiences. For instance, disruptive behaviors are recognized to be the most widespread causes, which determine dropout rates. So, to understand the causes of dropping out, there is a need to consider numerous data on various disciplines, including sociological and psychological studies. Demographic background, personal experience, family issues and the relationship between communities and dropping out are the major categories the problem of discussion is to be based on.

Fujiwara Clan Essay

The family of Fujiwara was one of the most powerful clans in the history of Japan. Fujiwara held control over the Japanese government for three centuries beginning with the 9th and ending with the 12th. Their authority was based not on political planning or military excellence but diplomacy and judicious intermarriage. Fujiwara established a policy of keeping the connection with the imperial family via getting the daughters of the clan with emperors. As a result, the daughters became empresses, which led to grandchildren and other descendants becoming emperors, as well. Thus, the family obtained full control of the government. No matter whether the chief of the clan was in the government or not, he had all the necessary means to rule the country at his disposal. In order to make its impact even more powerful, the Fujiwara made connections with the Buddhist hierarchy. They convinced emperors to withdraw from worldly events. Additionally, the clan created a solid economic base for its political authority. Fujiwara emboldened the landowners to entrust their land to the clan. As a result, taxes for landowners were cut down to a great extent. Simultaneously, Fujiwara became able to redirect the profits into the family treasury. The clan’s power was commenced in the Asuka period by Nakatomi Katamari. He was the leader of a coup that was held in 645 against the Soga. Katamari introduced several important reforms. In 668, Katamari received a title and a new family name from the Emperor Tenji. After Katamari’s death in the same year, his son Fuhito started using the new family name. He was also the one who launched the tradition of connecting his family to the imperial dynasty. Fuhito arranged the family alliance by getting his daughter married to Emperor Shōmu. Fuhito had four sons, and each one of them set up family divisions. However, the full power of the clan was not acknowledged up until the 9th century. Fujiwara Yoshifusa’s son-in-law was the reigning monarch at the time. Accordingly, Yoshifusa’s grandson was the heir apparent. Upon the death of the Emperor, Yoshifusa managed to get his grandson receive the throne when the boy was only nine years old. Meanwhile, Yoshifusa was entitled to perform the functions of the regent. It was the first time in the country’s history that a man who did not belong to royal family received such a position. Since then, Fujuwara initiated and repeated the practice of convincing emperors to retire when they were still young and give up the throne to their children. Fujiwara’s role in the scheme was that they were regents to the child emperors. Over the next two hundred years, there were eight cases of throne abdication, and children became emperors seven times. The only shortcoming in Fujiwara’s scheme was that regents could only rule the country until the emperor legally became an adult. This issue was resolved by Mototsune, Yoshifusa’s nephew. Mototsune introduced a new post that was more influential and esteemed than the regent: a chancellor. The duty of the chancellor was to act as the emperor’s representative and negotiator between the administration and the sovereign. The only short break in the clan’s activity was when the throne was taken by the emperor Uda in 887. His mother did not belong to Fujiwara. Furthermore, Uda ruled without a regent and even without a chancellor after Mototsune’s death. His son, Tokihira, managed to return the clan’s control promptly. While he did not become a chancellor, Tokihira did everything possible to subdue or remove any resistance to his family. Because he managed to do so without playing any prominent political role, Tokihira proved that his Fujiwara had the absolute power in the country. The pinnacle of the clan’s power was reached by Fujiwara Michinaga. Three of his daughters got married to emperors, and the fourth one got married to an heir apparent who became an emperor subsequently. Four of Michinaga’s grandsons were emperors. His son became a regent. Michinaga indulged in glory and prosperity for three decades. His exuberant lifestyle gave inspiration to writers who described the grandeur of Michinaga’s mansions. Get your 100% original paper on any topic done in as little as 3 hours Learn More While Michinaga enjoyed glory in the capital, the clan’s power started to deteriorate quickly in the provinces. In 940s, there were two major rebellions that were restrained by warrior families with which Fujiwara had friendly relationships. However, the victories affected Fujiwara in a negative way. Rather than supporting the clan, the landowners started helping the military families and were more likely to give their lands to them than to Fujiwara. Because the clan did not pay sufficient attention to such a tendency, they gradually lost their dominance to the military families. In 1027, after Michinaga’s death, the clan’s decline was inevitable. They were not able to hinder the new emperor to take the throne because his mother was not Fujiwara. Moreover, in 1068, a new system of administration was introduced that undermined the clan’s power. Ironically, the Fujiwara were eventually defeated by warrior families which the clan had always treated with disrespect.

TCAT Patient Clinician Communication Behaviors HIV and Perceptions Discussion

TCAT Patient Clinician Communication Behaviors HIV and Perceptions Discussion.

Be sure to support your postings and responses with specific references to the resources. Levine, S. B., Risen, C. B., & Althof, S. E. (Eds.). (2016). Handbook of clinical sexuality for mental health professionals (3rd ed.). New York, NY: Routledge.
Chapter 22, “Recognizing and Reversing Sexual Side Effects of Medications” (pp. 273-284)Chapter 19, “Challenges of Sexual Life After Breast and Prostate Cancer” (pp. 285-249)Golin, C., Davis, R., Przybyla, S., Fowler, B., Parker, S., Earp, J., & … Grodensky, C. (2010). SafeTalk, a multicomponent, motivational interviewing-based, safer sex counseling program for people living with HIV/AIDS: A qualitative assessment of patients’ views. AIDS Patient Care & STDs, 24(4), 237–245.Horan, S. M. (2016). Further understanding sexual communication: Honesty, deception, safety, and risk. Journal of Social and Personal Relationships, 33, 449–468.
TCAT Patient Clinician Communication Behaviors HIV and Perceptions Discussion