In a three to four page paper (excluding cover and reference pages), conduct a K.S.F. analysis by addressing the following:
•Identify the key success factors necessary for success in the industry in which your venture would be competing, including the expectations of customers. •Weigh each factor to reflect its relevance to success in the industry.
•Identify two competitors in your industry.
•Evaluate your competitors and your venture against those key success factors, assigning weights.
•Sum individual ratings to get overall measure of competitive strength for each rival and for your new venture.
•Evaluate your venture’s overall competitive strength relative to rivals and to customer expectations.
•Determine a course of action to enable your venture to achieve competitive advantage in your industry relative to the industry’s key success factors and the position of your competitors.
The Key Success Factors paper
•Must be three to four double-spaced pages in length (not including title and references pages), in 12 point font, and formatted according to APA style
•Must include a separate title page with the following: ◦Title of paper ◦Student’s name ◦Course name and number ◦Instructor’s name ◦Date submitted
•Must use two scholarly sources in addition to the course text.
•Must document all sources in APA style
•Must include a separate references page that is formatted according to APA style.
HAVC 24: Introduction to the Visual Cultures of Southeast Asia and Its Diaspora (Fall 2017)
Prof. Boreth Ly HAVC 24: Introduction to the Visual Cultures of Southeast Asia and Its Diaspora (Fall 2017) Your Take-home Midterm Exam Essay is due on eCommons on Wednesday, November 8, 2017 at 5:20 pm. Note: We only accept Take-home Midterm Exams submitted through eCommons. We do not accept e-mailed Take-home Midterm Exams and no Late Take- home Exam Essay will be accepted! The Take-home Midterm Examination is worth 30% of your total grade (100%) in the course. Directions and Guidelines for the Take-Home Midterm Examination The objective of this take-home midterm examination is to teach you how to connect, to synthesize, and to assess critically and imaginatively the different cultural, religious, artistic, aesthetic, concepts, ideas, race and ethnicity that I have presented in class lectures. In addition, these themes (such as visual narrative, religion, theory of aesthetic, ethnicity, race and the body) are discussed in articles in your course reader. Please note that this is not a research paper so you do not need to read literature other than what I have assigned in the course reader (pdfs posted on eCommons under weekly readings). Drawing upon material from class lectures, in-class discussions, and readings included in your course reader, please write ONE three-page (i.e., minimum one three-page–maximum five-page essay–per question), double-spaced essays (with one-inch margins and 12 points font; be sure to number your pages), answering ONE of the following questions below. When it is apt and the questions call for it, please structure each essay around a thesis statement and organize your thoughts and discussion of the images into a cohesive argument. Please do not forget to number your pages, and please reference material in proper footnotes (or endnotes). In order to help your TAs with grading, we ask that you use the MLA (Modern Language Association) style of footnoting. Please make use of the Purdue University Online Writing Lab (OWL): https://owl.english.purdue.edu/owl/section/2/. Note: should you need to learn how to footnote, this is a very useful online resource. Please note that we do not accept Web sites as sources (i.e., do not use Google or Wikipedia for this assignment). We will only accept take-home midterm exam essay submitted through eCommons. No late take-home exam essay will be accepted! We will not read drafts of your take-home midterm essay; however, we would be more than happy to discuss the exam questions with you during our respective office hours so that we can teach you how to synthesize the materials
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covered in class and further your knowledge about the art history and visual cultures of Southeast Asia. Warning: Failure to follow the above directions and guidelines will risk failure of the take-home midterm exam. PLAGIARISM: What is plagiarism? See these websites: http://library.ucsc.edu/help/research/what-is-plagiarism Academic Integrity UCSC: http://www.ue.ucsc.edu/ai_definitions Student Misconduct: https://www.ue.ucsc.edu/academic_misconduct N.B.: In the age of great internet access and smart phone, we all turn to google for information and thus it is very important that you avoid copying information and writings from the internet and claim them as your own work. Please be honest and respectful of copyright laws by footnoting and crediting your sources properly. Warning: If you get caught plagiarizing, you will get an automatic “F” on the assignment and in the course. We will report your misconduct to the provost of your respective colleges and your case will be handled according to the regulations and policies as outlined in the above websites. Take-Home Midterm Examination Questions Note: Please keep in mind that this is a visual and material culture course and images are our primary texts. Each of the following exam questions is accompanied by a set of images (see the PowerPoint posted on eCommons). It is important that you ground your discussion and arguments on the set of images associated with each exam question. In addition, you need to demonstrate your knowledge of the readings included in your course readers that are relevant to the exam questions you are addressing.
1) Discuss the three interpretations put forward by scholars from the colonial and postcolonial periods. Please ground your discussion of these three interpretations in the images rendered on the tympanum and the body of the drum. Which one of these three interpretations do you find most convincing? Or, you might find that all three interpretations are interrelated and convincing as an argument, but in any case, you must tell us why. How do the images rendered on the “rain” or “frog” drum of the karens and their functions (in present day Myanmar (Burma) shed lights on meaning of images and functions of the Ngoc Lu Drum. Note: Please provide date, material, and provenance (that is, where was it found, and where is it located now) of the Ngoc Lu Drum.
covered in class and further your knowledge about the art history and visual cultures of Southeast Asia. Warning: Failure to follow the above directions and guidelines will risk failure of the take-home midterm exam. PLAGIARISM: What is plagiarism? See these websites: http://library.ucsc.edu/help/research/what-is-plagiarism Academic Integrity UCSC: http://www.ue.ucsc.edu/ai_definitions Student Misconduct: https://www.ue.ucsc.edu/academic_misconduct N.B.: In the age of great internet access and smart phone, we all turn to google for information and thus it is very important that you avoid copying information and writings from the internet and claim them as your own work. Please be honest and respectful of copyright laws by footnoting and crediting your sources properly. Warning: If you get caught plagiarizing, you will get an automatic “F” on the assignment and in the course. We will report your misconduct to the provost of your respective colleges and your case will be handled according to the regulations and policies as outlined in the above websites. Take-Home Midterm Examination Questions Note: Please keep in mind that this is a visual and material culture course and images are our primary texts. Each of the following exam questions is accompanied by a set of images (see the PowerPoint posted on eCommons). It is important that you ground your discussion and arguments on the set of images associated with each exam question. In addition, you need to demonstrate your knowledge of the readings included in your course readers that are relevant to the exam questions you are addressing.
1) Discuss the three interpretations put forward by scholars from the colonial and postcolonial periods. Please ground your discussion of these three interpretations in the images rendered on the tympanum and the body of the drum. Which one of these three interpretations do you find most convincing? Or, you might find that all three interpretations are interrelated and convincing as an argument, but in any case, you must tell us why. How do the images rendered on the “rain” or “frog” drum of the karens and their functions (in present day Myanmar (Burma) shed lights on meaning of images and functions of the Ngoc Lu Drum. Note: Please provide date, material, and provenance (that is, where was it found, and where is it located now) of the Ngoc Lu Drum.
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2) Please provide date, name of patron, material, and provenance of Borobudur and Prambanan temple. What religions do these two respective monuments embodied? What is a visual narrative? How does Aristotle define a narrative? How do the visual narrative of stories rendered on stone bas reliefs at Borobudur and Prambanan temple contradict Aristotle’s definition and requirement of a narrative? Discuss how Hindu and Buddhist ritual movement dictates and thus parallels with the direction in which visual narrative is supposed to be viewed at Prambanan and Borobudur.
Note: Please be sure to look closely and analyze images of jatakas in the PowerPoint posted on eCommons.
3) Please provide date, name of patron, material, and provenance of
Borobudur. What school(s)of Buddhism does Borobudur represent? Discuss how the three spheres reflect the mental and bodily experience of viewer/visitor at Borobudur. What does this experience tell us about the relationship between body and mind in Buddhism? How does this mental and physical experience engage with and reflect the Buddhist doctrine as embodied by the edifice? Is Borobudur a stupa or a mandala, and why? (Please be sure to define these two terms clearly.)
4) Imagine that you are an art historian and anthropologist (admittedly
anachronistic, but…) from the island of Sumba. You have just returned from a six-month visit to the island of Java in the year 1541 CE. You came from a culture of great megaliths, mamuli and hinggi. Two of the temples you have visited on your tour of Java were Borobudur and the newly built Chandi Sukuh. You are writing a letter back home to your family explaining your physical and intellectual experience of these two temples. How would you describe your physical, mental, and spatial experience of Borobudur? Which one of these two temples is far more similar to your Sumbanese culture? Compare and contrast the spatial experiences of these two temples to your folks back home. You should get them all excited so that they too will be curious enough to take the next boat to Java. Note: Good fiction is always most factual, so please get the dates and history of each temple straight. This is an opportunity for you to write a historically grounded fictional narrative.
Warning: Question #4 is designed to foster the creative side of your imagination, so please take this task and creative exam question seriously. We reserve the right to give you an F on your exam essay should you be frivolous and facile (this means: please don’t give us rubbish).
5) Discuss how the material cultures (i.e., style of clothing, jewelries, ceramics) are visual markers of the Peranakan ethic identity in Indonesia, Malaysia and Singapore. What does the term Peranakan mean? How does this merging of an imported culture from China and the local cultures through inter-ethnic marriage tell us about how ethnicity, race and cultural identity are not fossilized or static, but evolving and thus
2) Please provide date, name of patron, material, and provenance of Borobudur and Prambanan temple. What religions do these two respective monuments embodied? What is a visual narrative? How does Aristotle define a narrative? How do the visual narrative of stories rendered on stone bas reliefs at Borobudur and Prambanan temple contradict Aristotle’s definition and requirement of a narrative? Discuss how Hindu and Buddhist ritual movement dictates and thus parallels with the direction in which visual narrative is supposed to be viewed at Prambanan and Borobudur.
Note: Please be sure to look closely and analyze images of jatakas in the PowerPoint posted on eCommons.
3) Please provide date, name of patron, material, and provenance of
Borobudur. What school(s)of Buddhism does Borobudur represent? Discuss how the three spheres reflect the mental and bodily experience of viewer/visitor at Borobudur. What does this experience tell us about the relationship between body and mind in Buddhism? How does this mental and physical experience engage with and reflect the Buddhist doctrine as embodied by the edifice? Is Borobudur a stupa or a mandala, and why? (Please be sure to define these two terms clearly.)
4) Imagine that you are an art historian and anthropologist (admittedly
anachronistic, but…) from the island of Sumba. You have just returned from a six-month visit to the island of Java in the year 1541 CE. You came from a culture of great megaliths, mamuli and hinggi. Two of the temples you have visited on your tour of Java were Borobudur and the newly built Chandi Sukuh. You are writing a letter back home to your family explaining your physical and intellectual experience of these two temples. How would you describe your physical, mental, and spatial experience of Borobudur? Which one of these two temples is far more similar to your Sumbanese culture? Compare and contrast the spatial experiences of these two temples to your folks back home. You should get them all excited so that they too will be curious enough to take the next boat to Java. Note: Good fiction is always most factual, so please get the dates and history of each temple straight. This is an opportunity for you to write a historically grounded fictional narrative.
Warning: Question #4 is designed to foster the creative side of your imagination, so please take this task and creative exam question seriously. We reserve the right to give you an F on your exam essay should you be frivolous and facile (this means: please don’t give us rubbish).
5) Discuss how the material cultures (i.e., style of clothing, jewelries, ceramics) are visual markers of the Peranakan ethic identity in Indonesia, Malaysia and Singapore. What does the term Peranakan mean? How does this merging of an imported culture from China and the local cultures through inter-ethnic marriage tell us about how ethnicity, race and cultural identity are not fossilized or static, but evolving and thus
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contribute to the invention of a new and different cultural identity in multi-ethnic and multicultural “contact zones” in Malaysia, Singapore and Indonesia? The term “contact zone” is used and defined by Mary Louise Pratt as “social spaces where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermath as they are lived out in many parts of the world today.”1
Note: You can limit your discussion in question 4 to one nation if it helps you to focus on one particular “contact zone” where different ethnic groups and cultures meet.
6) Discuss the significance of shadow puppets and shadow play in the
Javanese and Balinese culture of Indonesia. What is the meaning of shadow in this art form? How might one interpret and understand a shadow puppet? Is it a painting, a piece of sculpture, an instrument for performance and storytelling or all of the above? Discuss the four clowns in Indonesian shadow play? What are their names? How are they related to each other? Are they simply “sidekicks” meant to provide laughter? If not, what subversive and moral roles do they play?
1 Mary Louise Pratt, “Art of Contact Zone” in Profession no. 1 (1991): 34.
contribute to the invention of a new and different cultural identity in multi-ethnic and multicultural “contact zones” in Malaysia, Singapore and Indonesia? The term “contact zone” is used and defined by Mary Louise Pratt as “social spaces where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermath as they are lived out in many parts of the world today.”1
Note: You can limit your discussion in question 4 to one nation if it helps you to focus on one particular “contact zone” where different ethnic groups and cultures meet.
6) Discuss the significance of shadow puppets and shadow play in the
Javanese and Balinese culture of Indonesia. What is the meaning of shadow in this art form? How might one interpret and understand a shadow puppet? Is it a painting, a piece of sculpture, an instrument for performance and storytelling or all of the above? Discuss the four clowns in Indonesian shadow play? What are their names? How are they related to each other? Are they simply “sidekicks” meant to provide laughter? If not, what subversive and moral roles do they play?
1 Mary Louise Pratt, “Art of Contact Zone” in Profession no. 1 (1991): 34.
Technical Summary of Sources for Final Technical Report
| Technical Summary of Sources for Final Technical Report |
1. Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, 893-896.
Article/Source Purpose
This first section will explain what the source is attempting to accomplish. In this section you can provide a discussion of your rhetorical assessment of the source – what is the purpose, who is the target audience, and what is the writer’s role (who is the writer and what is his/her/their relationship to the audience and to the work). In other words, what is the source attempting to do, for whom is it attempting to do it, and who is attempting to do it?
Rationale for Topic
The next section will require that you explore the following questions: what is the significance of the topic under discussion; why is it worthy of development? This is an opportunity to assert both the importance of exploring the option that you have selected and the topic specifically being discussed in the source.
Major Points Discussed
In this section, you will identify and explain the major ideas developed in the source. In this instance, this is not simply a list of the ideas. This sections requires that you not only present the significant points under discussion but that you explain those in such as way so that your reader will understand the idea and how it is being explored. You will, then, provide a summary of the discussion of that point, “hitting the highlights” to inform your readers of the contents.
Conclusion
In this final section, you will draw conclusions about the information that was provided in the Major Points Discussed section. You will bring everything together and explain why and how the information presented in that previous section is important. In other words, what observations can we make based on that information? What conclusions can we develop based on what the source has discussed?
2. Henry, W. A., III. (1990, April 9). Making the grade in today’s schools. Time, 135, 28-31.
Article/Source Purpose
This first section will explain what the source is attempting to accomplish. In this section you can provide a discussion of your rhetorical assessment of the source – what is the purpose, who is the target audience, and what is the writer’s role (who is the writer and what is his/her/their relationship to the audience and to the work). In other words, what is the source attempting to do, for whom is it attempting to do it, and who is attempting to do it?
Rationale for Topic
The next section will require that you explore the following questions: what is the significance of the topic under discussion; why is it worthy of development? This is an opportunity to assert both the importance of exploring the option that you have selected and the topic specifically being discussed in the source.
Major Points Discussed
In this section, you will identify and explain the major ideas developed in the source. In this instance, this is not simply a list of the ideas. This sections requires that you not only present the significant points under discussion but that you explain those in such as way so that your reader will understand the idea and how it is being explored. You will, then, provide a summary of the discussion of that point, “hitting the highlights” to inform your readers of the contents.
Conclusion
In this final section, you will draw conclusions about the information that was provided in the Major Points Discussed section. You will bring everything together and explain why and how the information presented in that previous section is important. In other words, what observations can we make based on that information? What conclusions can we develop based on what the source has discussed?
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2
Eng105
Perform your observation for Essay 2. Remember all the tips from class and your readings. Try to observe a community with a specific purpose. Bring your observation notes to class. Start brainstorming your working thesis. Bring it.
Get ready for Halloween! 😉
I haven’t been to class last week so l absolutely have no idea what is an observation essay and perform what , so I am looking for some one who is familiar with this class and knows what to do and be able to do well, if this person are doing super well in this homework assignment, i will let that person handle all my future homework associate with this observation essay.
Anthropology- People Of The World
(1 full page, single-spaced, 12 pt. font and 1″margins). These are intended to encourage you to explore global topics outside of class by attending: films, lectures, performances, talks, demonstrations, museums etc.
1- Describe the event,
2- its significance and relevance to class,
3- and what you learned from it.
the video link
Reflection Paper working In Starbucks
Reflection Papers
Request for a reflection paper that explain what you did at a Starbucks coffee shop for intern. Each paper is expected to be at least 1 single spaced page.You are to reflect on your internship and what you are learning, experiencing, witnessing, etc. The emphasis should be on your development of a positive service oriented attitude, problem solving and decisionmaking skills. These reflections can come from experiences/observations with guests, coworkers, or management. Think about your development as a future hospitality professional and how that is enhanced by these interactions. These papers should also highlight the different areas you are experiencing – e.g.: front desk, bellman, concierge,… Each paper has a deadline (check the Course Outline & Deadlines below). Do NOT use up 2 inches at the top for your name, the class, etc. Your name and the name of your company or organization are fine across top line of the paper. Typos, incorrect words, sloppy grammar reflect poorly on you and will definitely be reflected in your grade for the paper (you can lose a whole letter grade this way) – so proofread out loud. These papers should be worthy of giving to your supervisor. Provide specific details in your examples.
Example of previous reflection papers that I wrote and teacher’s comments and grade.
Review Marcia's four-part model of adolescent identity status
Review Marcia’s four-part model of adolescent identity status. Use this model as a framework to reflect on your own identity development during adolescence. Provide specific examples from your own life for each of the four stages and how the example fits the model. Include responses to these questions:
- Which aspects of your identity that developed during your adolescence do you still carry as part of your identity as an adult and why?
- Which aspects of your identity developed during these years have you changed and why?
New Product Development Working Session
New Product Development Working Session: Instructions
1) Identify and Describe a Specific New Product Development Opportunity:
In this section, you identify a new product development opportunity, and describe it (e.g., what it is, why it has a competitive advantage, how it stacks up to its competition, what target market is interested in it, etc.).
Example: One possible opportunity would be a superlight “disposable” running shoe meant for races. It would be meant for a “very serious” target market, that would be willing to spend money for a shoe that would help them run faster. This target market would be willing to sacrifice “durability” for “performance.” Most running shoe companies (e.g., Nike, Adidas, Asics, Saucony, New Balance, etc.) have very light “racing” shoes that would compete with this product.
2) Identify Three Online Sources Providing Knowledge that would be Beneficial in Developing this New Product Opportunity:
In this section, you would look for sources that would help us in developing the new product. For example, in the superlight running shoe mentioned above, we might need to know the weight of existing running shoes (see https://runblogger.com/choosing-a-running-shoe-drop-weight-price) , you might want to know about various materials that could be used to make the shoe lighter (see https://www.keller-sports.com/guide/comparing-the-technologies-in-different-manufacturers-running-shoes/), and you might want to know how the weight of shoes might affect runners’ ability to run without injury, as you wouldn’t want to offer a product that might contribnute to injuring runners (see https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4550712/) .
The purpose of this portion of the exercise is to look at several factors that might influence the new product development.
International Tourism Assignment
Academic Research Outline
Topic: You may choose your topic so long as it specifically relates to law, society, &/or justice. The only topics you may not write about are abortion, death penalty, or marijuana.
Part 1: Outline the Following Preliminary Ideas for Your Essay:
I. Thesis statement– A one-sentence, overall argument that you assert or your take-away message—a “should”-type statement.
II. A topic sentence for your background information paragraph. This sentence should convey the overall meaning of the paragraph.
III. A “reason” topic sentence. A reason provides a “why” or “because” the thesis statement is true. This sentence states the overall meaning or concept that will be covered in the paragraph.
IV. Another “reason” topic sentence. A reason provides a “why” or “because” the thesis statement is true. This sentence states the overall meaning or concept that will be covered in the paragraph.
V. Another “reason” topic sentence. A reason provides a “why” or “because” the thesis statement is true. This sentence states the overall meaning or concept that will be covered in the paragraph.