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DSIN 141 American Military University Week 7 Adobe Photoshop Paper

DSIN 141 American Military University Week 7 Adobe Photoshop Paper.

Assignment InstructionsInstructions: Find an old family photo to restore. Enhance the photo with at least five to seven different elements that you’ve learned Then, create a magazine cover page using that photo with some creative idea behind it utilizing at least one other photo for a background. You will upload three photos minimum. The original family photo, background photo and the final cover page.Once this is completed, you will complete a minimum of a four page write up (not including the title page or reference page): 12 font Times New Roman, double spaced paper in APA Style format describing the following:Purpose of the magazine. You must identify a valid purpose as if this magazine will be published for the public.Identify five to seven tools used and any challenges encountered.Describe the tools applied and why selected.Describe the layers applied and why selected.Examine the differences, the benefits and the limitations of the different image file types.Discuss the purpose and usage of smart objects, layers and vectors in editing, also differentiate between a raster image and a vector image; also detail the layer concepts of hiding, linking, and setting layer styles.Outline the different processes to enhance images including sharpness, color, contrast, hue, brightness and resolution.Evaluate the image processing capabilities such as feathering, filtering and burning.Describe the process for performing advanced selection using masks, channels, refine edge, and defringing.Detail the capabilities of Adobe Photoshop as a tool for editing and restoring digital images, also describe the process for enhance digital images by manipulating sharpness, color, contrast, hue, brightness and resolution.Submission Instructions: Submit the original family photo, background photo, final cover page and write up in APA format in the assignment area. You may need to reduce the file size of the images if the file is over 25 mb. Do this by reducing the PPI for the image.
DSIN 141 American Military University Week 7 Adobe Photoshop Paper

An examination of the English population during the 19th century shows that from 1801 to 1901 the English population grew from 8.9 million to a staggering 32.5 million. This means that within the span of 100 years, or precisely 2 generations, the population tripled in size creating a unique problem within Great Britain. It must be noted that during the 19th century England was undergoing a distinct cultural and social change brought about by the industrial revolution. As populations grew so to did the various populations centers however instead of effectively spreading out people tended to concentrate themselves within particular centers leading to the problem of overpopulation. In 1798 the English economist and demographer Thomas Malthus stated with population growth following an exponential trend but with food production developing linearly, food demand would eventually outstrip food supply capacity resulting in mass starvation which would in effect naturally cull the population. While such an argument is inherently fatalistic, for me, it does indeed have some merit. While various critiques may state that Malthusian pessimism was proven wrong in the 19th century wherein instead of starvation massive migrations took place the fact remains that it is logical to assume that a closed off system with limited resources cannot hope to contain exponential population growth. I group myself among the Malthusian pessimists due to the irrevocable truth that the Earth is a closed off finite system of resources that cannot hope to endure consistent population growth. The fact is even now I can see the results of an overburdened ecological system with forests turning into deserts, harsh droughts and fierce storms being common and the inevitability of a culling of the population coming soon in the future. For me, the reason why Malthusian pessimism was shown to be faulty during the 19th century was due to the fact that it neglected to take into account the potential for populations to migrate to areas with more resources. My view takes into account the current global situation wherein humanity at the present does not have the means to merely transfer to another resource rich location. Based on humanity’s current technological level and the rate in which it develops, it is unlikely that the technology can develop to a point in the immediate future where people could easily just transfer to another planet. Not only are the distances infeasible but even if it were attempted only the smallest fraction of the current population could even do so. Get your 100% original paper on any topic done in as little as 3 hours Learn More On the other hand various theorists, such as Lomborg state that the Malthusian premise regarding population growth and proper resource growth is faulty. They state that with developing technologies in food production the Earth itself could provide exponential growth in terms of food production as well. They cite technologies that have created greater harvests and faster growing rates for livestock. For me such a view, while based on scientific fact, is inherently naive since even if food production could be increased beyond a linear fashion the fact remains that exponential population puts far too much of a strain on the global ecology that eventually it can be expected that the planet’s ecology may fall under the strain. While such a view may seem to be fatalistic for me it is a realistic assumption of possible future events should exponential population growth continue.
Introduction The amount and variety of travel brochures made available to tourists is vast. There are language and literacy implications for the targeted audience based on common features amongst different brochures. For example, depending on the advertising location, there are diverse cultural impacts that affect language. Also, because most travel brochures are persuasive, we explored how language is influenced by how companies and/or organizations want to attract tourists. We also researched the use of semantics, specifically descriptive language, within brochures to see if there are any commonalities in how and why it is used. In regards to pragmatics, we looked at the use of captions and pictures, the inclusion of quotes and testimonials, as well as other persuasive elements. This led to researching other uses of linguistic strategies, such as ego-targeting and euphoria, which travel brochures employ to appeal to its readers. Target audience was also another feature that impacted the language of travel brochures, which also influenced the tone of these advertisements. We looked at whether there were differences or commonalities in terms of syntax across our different brochure resources. Lastly, because some travel brochures are not written by standard English learners and/or speakers, we explored its impact on phonetics through the use of foreign words or cognates. We have compiled our data in a Google Slide presentation. Here is a link to the presentation: https://docs.google.com/presentation/d/1poZ2aXYeb7dMznpFyM2vnprh747HaGKCt4QiP2M8m1U/edit?ts=5cfd33fb#slide=id.g5b369d1180_0_139 Synthesis Semantics Travel brochures use descriptive and positive adjectives as a way to entice and persuade the reader to visit their attraction or location. The language used in travel brochures is referred to as tourism English and differs than conversational English. Olli-Pekka Maasalmi (2013) states that tourism English is defined as “a special register of English that is different than general English and that serves some specific purposes” (as cited in Lam, P. Y. W., 2007). Based on a review of American and British tourism material, the language of tourism in English includes more adjectives than general English. These adjectives are pleasant and descriptive and convey positive emotions. Maasalmi (2013) asserts “the colorful, vivid and fascinating introductions and descriptions tend to impress and attract more potential tourists to visit” (as cited in Kang, N.
San Diego State University Accounting for Income Taxes Discussion.

Hello, would you be able to help me answer the following questions: After reading Chapter 16, post your answers to the following questions pertaining to Judgment Case 16-10 in the Chapter 16 discussion forum. Be sure to support and explain your answers. the professor wants detailed explanations of the answer provided. I do need by tomorrow night at 10:00 PM Please.QUESTIONS:1. Identify the objectives of accounting for income taxes.2. What is the rationale for the argument that long-term deferred tax liabilities should be excluded from liabilities when computing the debt-to-equity ratio?3. What would be the effect on Macy’s debt-to-equity ratio of excluding deferred tax liabilities from its calculation? What would be the percentage change?4. What might be the rationale for not excluding long-term deferred tax liabilities from liabilities when computing the debt-to-equity ratio?31 mins agoATTACHMENTSspiceland10e_ch16_ppt_instructor_ch
San Diego State University Accounting for Income Taxes Discussion

University Of Maryland Historical Methods Marxism Discussion

University Of Maryland Historical Methods Marxism Discussion.

Discussion #2: Material Interpretations ~ Marxism (class-based history) & the Annales School (Social History)This week we ramp up the reading level, as well as the sophistication of the approaches that historians use to interpret and make sense of the historical past. The first grouping we are going to look at are called material interpretations. These different interpretive approaches include Marxism (also known as Historical Materialism, or class-based history), and the Annales School (also known as Social History). These two approaches look at how structures shape historical understanding. In other words, structures within societies are the framework in which historical change happens – for the Annalists/Social Historians, it would be things like geography, the political relationship between kings and their subjects, the power of larger State or Church institutions, work, school/education, social relationships (like the family). For Marxists, it is economic structures/material conditions and one’s place within these structures (their class) that is the prime mover. It is the structures within which people operate – so they both argue that people have agency – they are active members in the story, so to speak – but it is within their participation in structures that larger historical change happens.The readings for this discussion are as follows: “Marxism and Radical History” (Palmer); “The Annales Paradigm” (Burke) –> these will give you a solid understanding of the approaches themselves; “The Machine Breakers (Hobsbawm – Marxism/class-based history)”; “Urban Society in the Orleanais (Lefebvre – The Annales School/Social History)” –> these two are examples of the interpretive approaches in action; or how historians would use them.Once you have read and reflected on the readings about the materialist approach, answer the following questions in your initial post (a paragraph for each question will suffice):-What is the common factor that links together all materialist approaches?-Do you see any differences between the Annales approach (Social History), and the class-based approach of Marxists (Historical Materialists) in how they interpret the historical past?-All historical approaches are a response to earlier approaches, so how did these materialist approaches challenged the political history narrative used by the Empiricists? Also, what trend from the Empiricists did they continue? (think about dependence on factual material) -What strengths and/or weaknesses do you see in the use of the materialist approach, as you read in the articles by Hobsbawm and Lefebvre? Think about what in History the materialist approaches will illuminate (that is show us) that another approach might miss as well as what do you see as not covered or explained through the use of a materialist interpretive framework. Post your initial post here. Then come back and respond to at least two more of your peers’ initial posts along with any questions addressed to you. Do you agree with their ideas, can you expand their ideas, or do you just have questions for them? Remember that peer responses are designed to help us gain a deeper understanding of the course material. Remember to try to make your initial post about 2-3 paragraphs in length and your peer responses around a full paragraph. Avoid the single sentence peer response as they don’t add much to our discussion.Also try to provide an in-depth demonstration of your understanding of these materialist interpretations through both your initial post and peer responses.If you have any questions, please ask me. ***One last point, while what is called the Marxist approach is one of the materialist approaches, the Marxist interpretive approach in History is not socialism and/or communism. So don’t go off topic into some political editorial about these political/economic ideologies. What we are studying here are not Marx’s political ideas or philosophies – rather, we are learning about how he argued we should understand the historical past. Think about how Marxism (Historical Materialism) is a class-based interpretation of History and the value in thinking about historical actors in terms of their class backgrounds (which all historical actors have).It must be in Chicago style format.I have atteched all nessecary reading material and included a link as well.https://www.historians.org/publications-and-direct…
University Of Maryland Historical Methods Marxism Discussion

HIS 115 Grossmont College United States and Latin America Questions

essay writer free HIS 115 Grossmont College United States and Latin America Questions.

1. Briefly compare the differences between the nonsedentary, semisedentary, and fully sedentary groups that inhabited the Americas before the Encounter? How would you describe their relationship to the land? How did it vary from group to group?undefined2. Discuss the causes of the independence movements in order to pinpoint the reason for the collapse of Spanish and Portuguese rule in most of Latin America.undefined3. Who was the caudillo, and what ideas did he represent? Provide an example of a well-known caudillo in Latin America.undefined4.How did the relationship between the United States and Latin America change during the nineteenth century (the 1800s, not the 1900s)?undefined5. Who were the neoliberals, and what did they want for Latin America?6. (Falkland Islands War): compose a reflection essay in Canvas and consider any of the following questions in your response: How is it possible that two nations that are political allies of the United States, Argentina and Great Britain, could have gone to war over such a desolate location in the South Atlantic Ocean? Do you agree with the British government’s position that they went to war to protect British subjects? Or do you agree with Argentina’s historical claims over the islands they call Las Malvinas? How effective was United States foreign policy over this episode? Do you think President Reagan and Secretary of State Haig could have handled things much differently? What lessons can other nations, including the United States, learn from this episode in world history and politics?
HIS 115 Grossmont College United States and Latin America Questions

McMaster University Choose Essay Topics Essay

McMaster University Choose Essay Topics Essay.

Length: 3,000–4,000 words (12.5 to 16.5 pages, double-spaced, not including references page)InstructionsChoose a topic for your essay from the list below. Develop your essay using a combination of course materials and readings, and secondary research. At least 60% of the sources that you use for the essay must be taken from the course readings; up to 40% of the sources that you use for the essay must come from your own research. Your sources outside of the course materials must be critical, peer-reviewed articles or books; please consult AU Library’s Discover tool and the AU Library journal databases.Your essay must address one or more questions raised in the course. Given that the field of children and media is very broad, this requirement reduces the possible scope of your essay, which should make it easier for you to narrow down your topic. Please finalize a topic with your tutor after you have completed Unit 8. It is recommended that you submit your essay at least two weeks before the end of your course contract.You mark will not only be based on your ideas and your clear presentation of them, but on your demonstration of appropriate academic essay writing. Please consult the guide Writing Academic Essays section in the Course Information. Use APA Style to cite your sources and to create a corresponding references page. Ten percent (10%) of your mark for this assignment is allotted to your properly citing your sources in the text and in your references list. Consult your tutor with any questions.Essay TopicsYour essay should address one or a combination of the following topics. Alternatively, you may devise another topic in consultation with your tutor.Your tutor will only accept an original essay topic that the two of you have discussed beforehand.Using the eighteenth century and the twentieth or twenty-first centuries as points of comparison, discuss some aspect of the interplay between social change, definitions of childhood, and narrative.Literacy is a theoretical concept that was first formulated with respect to print culture, particularly the ability to read. Having now studied the different competencies required for “literacy” across a variety of technologies, this topic offers an opportunity for you to summarize your learning and add to it through further research. Choose two or three technologies to compare or contrast. What has changed from the medium of print? What has stayed the same? What do we think we know? What questions remain unanswered?Examine how movies, toys, and experiences based on narratives are marketed to children. Outline and explain the effects that such media-based commodities and their associated advertising may have on children. Analyze and evaluate the role played by the Disney Corporation or any comparable organization in the narrativizing of consumption.Genre is an important factor in any study of storytelling. Each text genre—whether chapter books, information books, series books, or digital stories—requires certain competencies from its readers. After performing a close reading of two or three books of a particular genre, indicate which skills readers would need to bring in order to understand that genre, and describe which skills would be developed through reading it.Employing methodologies and readings that you have encountered in this course that relate to analyzing the relationship between narrative and visual imagery, write an essay indicating why you would or would not recommend five or six specific texts for the curriculum of a certain school grade (you must choose and identify the age of the children).This option gives you the opportunity to write an essay that analyzes some aspect of narrative in film and television. This analysis can take you in many directions. You may look at repertoire, address, modality, intertextuality, focalization, camera techniques, cultural difference, and so on. You might, for example, compare different television shows or films aimed at the same age or gender; versions of the same show or film produced in both the United Kingdom and the United States; versions of the same show or film produced in different eras; or the same narrative delivered through different technological formats. You might focus on how successful the show or film has been in its intent to entertain, to educate, and/or to inform. Alternatively, you might examine how one show or film has influenced others over time. Choose a specific aspect of narrative in film and/or television for your essay.The study of narrative in video games presents an especially interesting field for discovery. Have a good look at the literature on what happens to narrative in video games. What should we ask ourselves about the ways in which video games are changing (or may change) narrative? You may wish to refer to a specific game or game type to illustrate your argument, but you must ensure that your tutor has access to the game.Generic essays on “Violence in Video Games” or “Sex-Role Stereotyping in Video Games” will not be accepted, as these areas have been covered thoroughly by students before you. Be original. Take this general topic and apply it specifically to a narrative text or an aspect of narrative that has not yet been studied or thoroughly analyzed. For example, consider the questions raised about narrative in video games in the course readings. Do any of these questions or issues interest you?Any study of children and narrative is inevitably implicated in the material culture of childhood. Several obvious choices include Disney, Barbie, Peter Rabbit, and so on. Describe and explain what you see happening to a particular narrative (and its readers) as it becomes part of the fabric of material culture. If you choose a popular narrative (for example, a Disney narrative), make an effort to develop a new take on an old theme. Alternatively, take a narrative not discussed in this course and use a theory or methodology that you have encountered in the course to describe and explain the progression of the narrative as it has become part of material culture.Before you complete this assignment, please read the section on Plagiarism on AU’s Write Site.Note that you can submit an essay assignment to the Write Site to receive feedback about the writing component—organization, mechanics, grammar, and style—of an assignment before you submit it to your tutor for marking. The Write Site does not provide comments on the factual accuracy or general academic content of your essay.
McMaster University Choose Essay Topics Essay

Ashford University Software Development Life Cycle Online Shopping Application Project

Ashford University Software Development Life Cycle Online Shopping Application Project.

Software Development Life Cycle – Personal Task ApplicationNote: Click here for assisted audio provided to describe the SDLC imageIn Chapter 9 of our course text, you studied the phases of the System Development Life Cycle (SDLC). Use the steps of the SDLC to describe the process of accomplishing a task that is of interest to you. Your task can be any task and does not have to be related to an IT system. Examples might be to take a trip; buy a house, car, or something else; get a degree; learn how to do something; plan a party; bake a cake; or just about anything else. The idea here is to come up with some concrete examples of the abstract concepts of the SDLC to show that you really understand what each step involves.The SDLC has five primary phases:Systems Planning and SelectionSystems AnalysisSystems DesignSystems Implementation and OperationSystems MaintenanceAfter you have formulated your task and described each step, present your information in a PowerPoint presentation with a minimum of six slides (This is in addition to the title and reference list slides).Presentation requirements:You should have a title slide, a table of contents slide, and a reference list slide.You should have at least one slide for each of the SDLC phases. Use the SDLC phase to title these slides: System Planning and Selection, Systems Analysis, Systems Design, Systems Implementation and Operation, and Systems Maintenance. Include speaker points in each slide.Your presentation should have at least two relevant images in it.Your summary slide(s) should answer the following question:Why is it important to integrate the SDLC process?The Software Development Life Cycle – Personal Task Application PowerPoint AssignmentMust have a minimum of six slides (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).Must include a separate title page with the following:Title of PowerPointStudent’s nameCourse name and numberInstructor’s nameDate submittedMust use at least two scholarly sources in addition to the course text.The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.Must document all sources in APA style as outlined in the Ashford Writing Center.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Ashford University Software Development Life Cycle Online Shopping Application Project