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ART1204 Rasmussen College Mod 3 Quick Sketch of The Art Project

ART1204 Rasmussen College Mod 3 Quick Sketch of The Art Project.

For this piece of the Course Project, you will submit your artwork choice along with a quick sketch of the art, your thesis, and outline as a single 1-2 page Word document. This outline will be a guide of how your paper will flow. Part of your grade will be determined by how well you follow this outline.Once you have identified the work of art you want to write about, do a brief sketch of it. Make notes within the sketch about the elements and principles of design you see, and any other feelings and impressions you have. Take a photo of your sketch, to be turned in with your paper.You will NOT be graded on your drawing skills for this sketch! This is just a perceptual exercise to help you really see the details of your chosen work of art. The process of sketching helps you see the work on a deeper level and will make the writing process much easier.After your sketch is completed, begin your outline following the format below.IntroductionTitle, artist, date, location, dimensions, medium of the work, and the name of the exhibition/museum in which the work is displayed.List brief descriptive qualities. For example, “Landscape of mountain scene, barn, cows.” Or “Portrait of woman wearing hat.”Thesis statementBodyList the Elements of Art and Principles of Design that you see.Name the medium the artist used and any obvious characteristics of the medium.Note the initial reactions, thoughts, and questions you had when first viewing this work.ConclusionWrap up the essay by summarizing your thesis. Note any new interpretations of the thesis that emerged.Note: Your project will be submitted as a word document. There are a number of ways to submit the photo you your artwork. One method would be to take the photo with your phone camera and then send it to yourself as an email attachment. You can then add the photo into your Word document, or you can submit the file as a second submission.
ART1204 Rasmussen College Mod 3 Quick Sketch of The Art Project

ESP (English for Specific Purposes) is defined as an approach to language teaching in which all decisions as to content and method are based on the learners’ reason for learning (Hutchinson and Waters, 1986). In other words, ESP courses are designed with the intention of meeting learners’ needs. Moreover, they also indicate that ESP is just one branch of EFL/ESL, the tree of which is nourished from communication and learning. Thus, like other forms of language teaching, ESP courses are designed in order to meet the certain purposes which learners are required to learn English for. They can be academic purposes (EAP) or work/training purposes (EOP/EVP/VESL). In another classification, the purposes of ESP courses can be for Science and Technology, Business and Economics or Social Sciences. As those above-mentioned purposes are quite various, it raises the necessity of Needs Analysis, which is considered as “the irreducible minimum of an ESP approach to course design” (Hutchinson and Waters, 1986, p54) or a vital step in the process of designing and carrying out any ESP courses (Songhori, 2008) or the very first step of course design process which provides validity and relevancy for all subsequent course design activities (Johns, 1991). With such increasingly importance of Needs Analysis to ESP course designers, this paper is conducted as a practice of carrying out Needs Analysis. However, due to the timing constraint as well as the requirement of the course, the paper just focuses on choosing an appropriate Needs Analysis approach to collecting the information of a specific group of learners’ needs. The paper also provides a detailed rationale and some samples of the means of data collection in order to support for the selection. NEEDS ANALYSIS THEORIES Since Needs Analysis is performed in order to find out not only the “necessity”, the “lacks” and the “wants” of learners towards the target situations (target needs) but also the learning needs or what learners need to do in order to learn, there exists different approaches to Needs Analysis, namely Target Situation Analysis, Present Situation Analysis, Pedagogic Needs Analysis. Deficiency Analysis, Strategy Analysis or Learning Needs Analysis, Means Analysis, Register Analysis, Discourse Analysis, and Genre Analysis. The term “Target Situation Analysis” (TSA) was first introduced as “communication in the target situation” in Chambers’ article (1980). However, in his book published in 1978, Munby already mentioned the target situation which, according to him, was closely concerned with the target needs and target level of performance and this has been followed by many researchers (Hutchinson and Waters, 1986; Dudley-Evans and St. John, 1998; West, 1994) with inheritance and development. Yet, whatever similarities or differences they share, they all use TSA with the same aim of finding as thoroughly as possible the linguistic form a prospective ESP learner is likely to use in various situations in his target environment. For example, Hutchinson and Waters (1986) considered Target Needs Analysis as “in essence a matter of asking questions about the target situation and the attitudes towards that situation of various participants of the learning process” (p59) and most of those questions are closely related to Munby’s parameters. The second type of Needs Analysis that needs mentioning is PSA or Present Situation Analysis which may be posited as a complementary to target situation analysis (Robinson, 1991). As presented from its term, PSA is used with the attempt to find out the information about learners at the beginning of the course. It may estimate the strength and weaknesses of learners in all aspects, including language, skills as well as learning experiences. It may also involve information about the teaching and learning settings or the user-institution’s reference. The information for PSA can come from a well established test or from learners’ previous learning results. Deficiency analysis or lack analysis is claimed to form the basis of the language syllabus (Jordon, 1997) since it is supposed to provide information about both the present situation and target situation and thus, the gap between them for the course designer to consult. Strategy analysis or learning needs analysis is another important type that the course designer should take into considerations when he/she designing an ESP course. It is concerned with learners’ view of learning or their learning preferences. It tries to establish how they wish to learn rather than what they need to learn and consequently help course designer to find ways of motivating and enabling learners to reach the goals of the course. Means analysis is considered to provide the course designer with “information about the environment in which the course will be run” (Dudley-Evans and St. John, 1998, p125) and consequently, the approach attempts to adapt the ESP course to the setting of the learning institution. The last type mentioned in this paper is Pedagogic Needs Analysis proposed by West (1998). It is considered to be a combination of all above-mentioned approaches with the hope to compensate all shortcomings of the above approaches through the combination. However, in some cases, it does not always work. In the history of ESP development, there may exist some other Needs Analysis approaches. However, due to the limit of this paper, only nine above approaches are selected to be briefly described. BRIEF DESCRIPTION OF TARGET LEARNERS As aforesaid, this paper only focuses on finding a suitable Needs Analysis approach for a specific group of learners. More specifically, they are twenty 2nd-year students of Electronics and Telecommunications Department, College of Technology. They have just finished two terms of General English. According to their learning results of the first two terms, they are pre-intermediate English learners. This ESP course is their 3rd and also the last term of learning English at university and it is supposed to be a preparation for them to be ready for their future career of telecommunication engineers. The course is planned to last four months which will be divided into fifteen weeks of learning. In each week, learners are intended to attend seven 45-minute periods which will be allocated in two different mornings. The institution (i.e. College of Technology) assures to provide all needed facilities for the process of learning and teaching. For instance, essential teaching aids like tape/CD players, computers, projectors and a well-equipped library are always available for use. Teachers are also promised to have best conditions of finding appropriate materials as well as creating teaching environments to assist to process of learning and teaching. Above is all provided information about the target group of the English course for Telecommunication which is taught in the third term of the university curriculum. APPROACH SELECTION WITH A DETAILED RATIONALE In order to support the process of designing the most appropriate and effective course for the above-mentioned target group, it is necessary to give an adequate profile of the above-mentioned learners’ needs by means of a combination of two approaches: (1) target needs analysis and (2) learning needs analysis. The reasons for such selection are discussed as followed: Firstly, as aforesaid, an ESP course is designed to meet some certain needs of learners by bridging the gap between a current state and a desired or target one (Graves, 2000). Thus, it is necessary for the course designer to be aware of the learners’ states at both point of time. In other words, he/she is suggested to carry out both TSA and PSA. However, in this situation, since the target group of this ESP course is in their 3rd term at university, the course designer is quite sure about the current state of the learners as well as the current state of the institution facility. He/She knows where the learners are and what the learners lack. He/She also know what kinds of facilities are available to support the process of learning and teaching. Consequently, there is no need of carrying out a PSA for learners’ existing state of language/skills or the conditions of learning but there must be a necessity of TSA which is supposed to gather adequate and specific information about how the language will be used, what the content areas will be, who the learners will use the language with, where and when the language will be used, etc. (Hutchinson and Waters, 1986) or about purposive domain, setting, interaction, instrumentality, dialect, communicative event, communicative key and target level (Munby, 1978). In conclusion, TSA is hoped to be a reliable indicator which can determine the destination of the course. It can also act as a compass to give the direction for the journey of teaching and learning. Nevertheless, TSA only provides the course designer with the information of the target situation. In other words, TSA can just answer the question of what to teach and how to teach. In this case, that is not enough. As this term is a part of a learning process, it is also crucial for the course designer to take into considerations the learners’ learning preferences. Thus, the employment of another needs analysis (i.e. learning needs analysis/LSA) is a good choice to make the process of course design perfect. Moreover, it is believed that the learning preferences and strategies for GE (general English) may be different from those for ESP. As a result, the course designer needs to know these differences in order to design an appropriate course for most of the learners. All in all, a combination of TSA and LSA is considered inevitable and is expected to offer the ESP course designer a full profile of both target situation and learning preferences for the 3rd-year students of Electronics and Telecommunications Department, College of Technology. SAMPLES OF THE MEANS FOR DATA COLLECTION As decided in the previous part, a combination of TSA and LSA is employed to give a detailed profile of target situation and learning preferences in order to support the design of the English course for Telecommunication. More specifically, both formal and informal means will be used to collect the data for the needs analysis at the beginning and during the course. At the beginning of the course, formal interviews with the managers of some telecommunication foreign companies will be carried out to identify the target situations in which learners will have to use the language. Below is some sample questions that may be included in the interview: Who will your employees speak English to? Native or non-native speakers? What is their level of main interlocutors’ knowledge? Expert or layman? Where will your employees have to use English? In the office, at the workshop or in the meetings? Can you mention some other situations? Firstly, an informal questionnaire with both closed and open-ended questions will be delivered to learners to find out the preferences of learners’ learning. Below is one sample question that may be included in the questionnaire: What kinds of materials do you want to work with in the course? (Please tick on the box the materials you want to work with) Textbooks provided by teachers Authentic materials (manuals, articles about telecommunication in newspaper, magazines, etc.) provided by teachers Authentic materials (manuals, articles about telecommunication in newspaper, magazines, etc.) searched and selected by learners A mixed use of all kinds Informal interviews with ex-learners (i.e. learners who already took the English course of Telecommunication) will be also utilized to specify the information of what they think should be included in the course as well as the way they think the best way to learn the target language. Below is a potential question that may be included in the interview In your point of view, which is the most important language skill that learners of this ESP course should improve? Reading? Speaking? Writing? Or listening? Why do you think so? During the course, another informal questionnaire will be delivered to learners of the course in order to check whether the course goes right or not.

Attention Deficit Hyperactivity Disorder: Signs and Strategies Research Paper

ADHD in Children (K-3, Age 5-6): Disorder Description Signs and Symptoms: How ADHD Manifests Itself Determining the presence of Attention Deficit Hyperactivity Disorder (ADHD) in a child and addressing the disorder is often a rather intricate process because of the vagueness that surrounds the issue (Smith, 2017). Although the symptoms appear in K-3 children with ADHD just as prominently as they do older patients (e.g., first-graders), there is a very fine line between the regular behavior of a child and the behavioral characteristics of those with ADHD (Mullet

Factors Forn The Golden Age In Europe

essay writing help 1939 – 1945 was one of the toughest periods in human history as economies and whole countries were ravaged by the conflict. All across Europe output and production was only a fraction of the pre – war numbers. Per Capita income dropped 25% in the largest Western European countries; Industrial output fell 20 – 40% across countries (Germany, France, Italy etc) and agricultural output was only 4/5ths of pre – war levels. The Great War resulted in the destruction of colossal amounts of factors of production, resulting in a fall in the available labour force and the loss of significant channels of input and output. This was in the backdrop of a setting where there was a savings constraint, meaning that it was hard to raise money for new capital formation and replacement; a foreign exchange constraint, which meant that governments were low on funds to pay with for purchase of goods from abroad and finally, a fiscal constraint, where, after several years of heavy spending on the war, governments were burdened with large debt that needed servicing, depriving money from fiscal stimulus programmes that could get the economy growing again. It is in this context that I shall explore the factors which were crucial in helping Europe to enter and experience a period of unprecedented economic growth known as the Golden Age, and the reasons why it ended in 1973. The group of Western European economies most directly affected by the devastation of World War II witnessed a period of growth and stability in the two decades that followed. Between 1945 and 1970 income per capita grew at an average rate of 6.62% per year in Germany, 5.64% in Italy and 4.61% in France. At such rates German income per capita doubled every decade, Italian doubled every twelve years and French doubled every decade and a half (Cuadrado, 2005). From Table 1 and Figure 1 we can see that during the years 1950 – 1973, these countries were characterised by a high and slowly decreasing growth rate, an increasing capital – output ratio, a steadily increasing savings rate and an increasing wage share. When trying to explain the Golden Age of European Growth one should look at several things – why the economic growth was so rapid between WW2 and 1973; why different countries grew at different rates and why, it eventually came to an end. Introduced in 1948 over a period of 3 years, the Marshall Plan transferred $13billion in aid from America to European countries, averaging 2.5% of the combined GDP of the recipients. $2.7 billion went to France, $1.5 to Italy and $1.43 billion to Germany. It provided enough to finance public expenditure, to eliminate bottle necks that obstructed economic growth and to guarantee the needed flow of imports at a time when public capital flight was occurring during the early fifties. Mee (1984). Whilst Eichengreen (1991) argues that the aid, of which 33% (De Long and Summers 1992) went to imports of raw materials and capital goods necessary for infrastructure development and investment, went to provided financing for public expenditure and helped eliminate bottlenecks that could have potentially obstructed economic growth, Milward (1984) suggests that growth would have been same even without the aid, whose only benefit was to help facilitate public investment dependent recovery process. Overall it’s hard to deny the interactions between government spending and growth, with Saint-Paul (1993) emphasising the beneficial role played by the French government in providing the economy with new and modern infrastructure after the war. Structural transformation of traditional economies, with substantial reallocations of resources from the agricultural sector to modern manufacturing sector resulted in large migrations from agriculture to manufacture that took place in post-war Europe. Temin (2002) argues that the period of growth in post war Europe was a result of the misallocation of resources which occurred by the economic and political models that dominated the interwar period. As a result too much labour was involved in agriculture for the level of income and stages of development of those European countries resulting in large rural to urban migrations in the post war period (Figure 2). Assuming that the productivity of labour and capital intensity are higher in the new manufacturing industries than the old agricultural ones, the migrations could potentially largely account for the substantial increases in output, capital – output ratio’s and wage share witnessed during the Golden Period. This further explains why countries such as Britain had lower growth than Germany, which had 20% more labour in agriculture in comparison in 1950 (Broadberry 1997), and as such had more resources which required ‘reallocation’. This can be seen in Table 2, where we can see that a rise in the comparative labour productivity in manufacturing didn’t mirror the aggregate rise and as such can be conclusively said to be caused by sectoral shifts. The surge of intra-European trade allowed for many positive effects such as shifting resources into more productive uses and curtailing the dominance of domestic monopolies. Furthermore, whilst the interwar period was characterised by countries trying to purse self sufficient economic policies, growing trade once again allowed for the specialization of production and hence the ability to exploit economies of scale. Llewellyn and Potter (1982), assert that the move away from autarkic policies combined with the diffusion of the technological innovations of the 1930’s further helped accelerate the growth rate of total factor productivity. Giersch et al (1993), point towards German import liberalization and the subsequent formation of the European Economic Community customs union as an important step in helping opening the domestic markets to competitive forces from abroad. The 1959 reforms meant that tariffs were reduced by 10% a year, with all legal barriers among members being eliminated by 1968, helping regional integration, as pointed out by Ben-David (1994). By 1960 West Germany’s share of world imports and exports was greater than the territorially larger German Reich which preceded it before the War, with Hennings (1982) emphasising the large proportion of German products which had income elasticity of above unitary, meaning that demand for them rose with increase in income. There are however also different approaches to the trade view, with Saint-Paul (1993) being of the opinion that it wasn’t so much the increase in the amount of trade going on, but rather the change in the structure of trade, increasingly moving to a intra-European trade model, away from a trans-Atlantic one. Solow’s framework is often used to provide a way to organize historical data on growth by listing population investment and total factor productivity as determinants of growth; however it ignores other variables and doesn’t account for the differences between countries. Factoring in human capital and hence differences in education expanded on the model and explained some of the differences between countries (Mankiw, et al. 1992). Whilst some historians (Crafts and Toniolo 1996) broadly assert that the rapid growth was partly a consequence of slow growth in the previous period, others go into more depth. Abramovitz (1986) claims that the preservation of the ‘social capability’, i.e. level of education, organization of production and markets and the openness to competition, is more important for growth than the destruction of physical capital. In his view, the process of catch up depends on facilities for structural change such as labour supply and an increasing technological gap which allows for the rise in productivity, with limitation only occurring as the technological frontier is reached. Eichengreen (1996) takes a different approach in that he believes that the growth and high levels of investment were related to the wage moderation and export growth which occurred at the time, making investment an attractive, profitable option. This in turn was due to government institutions and policies which had the goal of ‘restraining’ workers from pushing for higher wages in return for productive, job creating and wage raising investments. Perverse incentives for workers to try and cash in on their enhanced productivity as a result of investment, and investor’s incentives to pay themselves the profits of wage moderation instead of reinvesting it, were curtailed by institutions which made reneging harder and increased incentives for honouring long term contracts. On the domestic side this included national wage, union representation on company boards and conditional access to government programmes. Internationally, institutions such as the General Agreement on Tariffs and Trade (GATT), which encouraged multilateralism, non discrimination and resulted in a series of multilateral agreements on reductions of tariffs (Table 3), were set up in 1949 to help promote increased efficiency and specialization, although Eichengreen concludes that this served more as a prevention of negative effects rather than an encouragement of positive ones. Eichengreen’s (1996) multiple suggestions for the end of the Golden Age reveal the absence of a specific explanation, with causes including the end of the Bretton Woods System (which was responsible for establishing adjustable pegging currency to the gold standard ($1 = 35 ounces), fixed exchange rates and special drawings rights for countries with a deficit) and the oil shocks of the 70’s, causing a supply-side shock; growth in the strength of unions, the end of the ‘catch-up’ and reduction in the incentives to keep the bargains that produced the Golden Age. Kindleberger (1967) takes the stance that the differences in the rate of growth between countries were associated with the varying amounts excess labour supply present in those economies. Whilst elastic labour supply promoted economic growth by keeping wages low and preserving industrial peace, the eventual decline in the volume of cheap labour caused the economic growth to slow down. In conclusion, we have looked at some of the explanations in regards to what caused the Golden Age of Economic Growth, and now we shall attempt to settle on the main reason and see if that brings us closer to answering what caused the end of the growth. We will first examine the Marshall Plan. Despite providing over $13billion in matched aid, it never accounted for more than 20% of total investment even at its peak. Milward (1984) points out that with the exception of Germany, Italy and Austria, industrial production per man hour in 1948 was equal to that of 1938. Eichengreen (1992) concludes that the channels through which it worked (investment and import capacity) were relatively unimportant in the big picture, with the aid not large enough to stimulate growth by replacement or expansion of capital stock. It did however solve the “marketing crisis” by restoring financial stability and the role of pricing mechanisms (Figure 3). Although the aid is estimated to have increased national income by 0.5% over 4 years, it was no enough to make it a decisive factor in growth. Furthermore, even though there was on average a budget deficit of 10% of GDP in 1946, much of the restoration of infrastructure was completed before the plan came into effect, and whilst it eased the constraint on the import of raw materials in short supplies, it wasn’t a major force. The lack of correlation between Marshall Aid and growth can be seen in Figure 4. Next we examine the increased trade, through agreements such as GATT. Irwin (1995) concludes that whilst it didn’t stimulate rapid liberalization of world trade, it did help create a commitment to an open and stable world economy that stimulated recovery through trade and specialization as well giving birth to the International Bank for Reconstruction and Development. Finally, we shall use the following regression model to find the impact of 1) Conditional convergence; 2) Wartime destruction that deranges production in short run and 3) excessive labour in agriculture (Temin 2002). g = a b (y* – y ) c GAP d (A – A*) e = (a by* – dA*) – by c GAP dA e where, g is average growth rate of y, per capita GDP; GAP is the percentage gap between per capita GDP in 1948 and 1938 and A being the labour force in Agriculture, with A* being the equilibrium share. Growth is regressed on current income with A* being same for all countries (table 3

You will develop a business proposal persuading the senior management of your organization to initiate a change in processes, procedures, products, people, or structure based on events currently happening in your company.

You will develop a business proposal persuading the senior management of your organization to initiate a change in processes, procedures, products, people, or structure based on events currently happening in your company.. Paper details Prior to beginning work on this final paper, read Chapter 14 and Chapter 15 from your textbook and the Week 5 Weekly Lecture. You will develop a business proposal persuading the senior management of your organization to initiate a change in processes, procedures, products, people, or structure based on events currently happening in your company. You may use experience with a past company if applicable. In your paper, Develop an introduction that provides sufficient background on the topic, a thesis statement, and a logical conclusion that smoothly flows from the body of the paper. Identify processes, procedures, products, people, or structures that need change based on events that are or were happening in your current or past company. Organize the information using appropriate headings based on the context of the recommended change initiative. Provide a fully developed rational argument to persuade management into initiating change. The Business Proposal Final Paper Must be six to seven double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center’s APA Style (Links to an external site.) Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.). Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing IntroductionsYou will develop a business proposal persuading the senior management of your organization to initiate a change in processes, procedures, products, people, or structure based on events currently happening in your company.

The equation y = k x is an inverse proportion. It read

The equation y = k x is an inverse proportion. It read.

The equation y =kx is an inverse proportion. It reads “y varies inversely with x.” Which of the equations does NOT show this inverse relationship?A)yx= kB)y = kxC)y= kx

 = 1x

The equation y = k x is an inverse proportion. It read