Statistics Power Point Presentation – Please have an in-depth background in Statistics Mathematics Assignment Help

Must be a 5 page essay using MLA format and no outside sources used.

Two-part Question:

I.. How did the issues of race, gender, and

immigration influence understanding of rights and

freedoms from the colonial period to 1860?

(Take race, gender and immigration one at a time.

Give specific examples to support your argument.)

II.

Conclusion: How did the experience of the

Civil War and Reconstruction expand or limit these

understandings? Was there progress?

The essay should not include anything about the civil war. The first questions should be organized by taking gender as who’s getting rights at times, race and immigration, these three should all be separate from one another. Race should include things that happened in the colonial and it should be broaden more into African Americans. The conclusion should include if there was progress into today and if there were any changes regarding rights and freedom.

The only sources that can be used are the Foner Eric, Give Me Liberty!,Seagull edition Vol. 1. Make sure it is the 5th and the Foner Voices of Freedom, Vol. 1, 5th ed., W.W. Norton. NO OUTSIDE SOURCES. You must use both of these textbooks and must be these two exact textbooks.

Reply to this student with scholarly source.

1. What do you believe is the single most influential force in today’s society that sets the tone for an individual’s personal values and why? Does this force affect Christians positively or negatively? What is your advice regarding this influential force?
2. Select an ethnic group that you are somewhat familiar with (other than your own) and explain how some of your norms differ from what you perceive to be the norms of the selected ethnic group (remember to be tactful, objective, and kind).

There are many influential forces in today’s society that set the tone for an individual’s personal values. These influencers include the media, parents/upbringing, religion, educational system, peer pressure, and money/greed (“Presentation: Influences of our Personal Values”, n.d.). I believe as individuals are growing and learning there are periods where we allow different influencers to transition in and out of their lives. For instance, as a child, your closest influencer may be your parents/ upbringing since a majority of their time is spent with them. Teenagers are influenced by friends and/or the media so they can feel accepted. Young adults may be influenced by money or education since they are just beginning their professional careers. I believe adults are influenced by money if they become successful in their professional careers and/or revert values back to their upbringing because they are starting their own families which may push them to reevaluate their personal values. I believe the single most influential force for most individuals are parents/upbringing. According to Cassidy, Martin, Mikulincer, Shaver and Stern (2018), “considerable evidence indicates that secure attachment relationships foster compassion and kindness, and that insecure relationships interfere with these prosocial tendencies” (p.575). In addition, individuals will also “distance themselves from what they perceive to be the mistakes of their parents” (Empson, L., Lupu, I., & Spence, C, 2018, p.172).

In regard to influencers positively and negatively affecting Christians, I believe this can go both ways. In a positive aspect, if an individual was brought up in a Christian home, they will most likely continue being a Christian later on in life or at least have an ethical understanding. In a negative aspect, an individual brought up in a non-Christian or religious home, may not have the opportunity to learn the basic principles of a Christian life until they are older or unless another family member/friend has the ability to insert Christianity into their lives. In addition, if the household is against Christianity, then the individual is less likely to open up to the Christian belief. My advice regarding an individual’s upbringing as an influential force is try to stay open minded. Everyone’s has a story and everyone values things differently.

Create ONE lesson plan that effectively addresses the key tenets/components of UDL and DI. Be sure to include:

Learning Objective (Specify grade level, subject, and CCSS standard) You must use the CCSS for specific instructional objectives, please find at: http://commoncore.dadeschools.net/ (Links to an external site.)Links to an external site.

1. Materials (what supplies/tools do you need)
2. Activities (be sure to include activities that address UDL and DI and explain the rationale for applying these)
3. Assessment ((be sure to include assessments that address UDL and DI and explain the rationale for applying these)
4. Home-Learning (be sure to include activities designed to practice the skills outlined in your lesson)

pick 8 works to write an exhibition for 4-5 pages

This assignment has two parts.

First, choose a topic from the ones listed below and design a museum exhibition of works of art relevant to that topic. Your exhibition should include at least 8 works of art chosen from the works discussed in our textbook. You have unlimited exhibition space and an unlimited budget, so don’t worry about the size of the work or how expensive it might be to borrow. (In the case of architecture, perhaps you could subsitute large, high-definition photographs for the actual building.)

Second, write an essay of about 1250 words (4 to 5 pages) that explains why you have chosen these 8 works, and what those works say about the theme you have chosen. In many cases you will have to define your topic more precisely. For example, if you choose “Art and Death”, does that mean all the works will feature scenes of death or killing (such as Assurbanipal killing lions, or the Dying Trumpeter)? Or does it mean that all the works will be “funerary” in some sense, like the Etruscan Married Couple Sarcophagus or the the Dipylon Vase? Most importantly, your essay should talk about how each work reflects the attitudes toward death held by the culture that produced the work.

Your essay should feature a selection of works from the first, second, and third parts of the course. As long as at least one of your works is from the first part, one from the second, and one from the third, you’ll be okay. But you’ll probably wind up with 2 or 3 from each.

1. Prehistoric Art (Paleolithic, Neolithic)

2. Art of the Ancient Near East (Sumerian, Akkadian, Babylonian, Assyrian, Persian)

3. Ancient Egyptian Art

4. Agean Art (Cycladic, Minoan, Mycenaean)

5. Art of Ancient Greece (Archaic, Classical, Hellenistic periods)

6. Etruscan and Roman Art

7. Early Christian Art

8. Byzantine Art

9. Barbarian and Hiberno-Saxon art

10. Carolingian and Ottonian art

11. Romanesque Art

12. Gothic Art in Northern Europe (France, England, Germany)

13. Gothic Art in Italy

Here are the topics you can choose from, and some questions you might want to consider. If you’d like to base your exhibiton on a different topic, please check with me first.

1. Art and Death.

2. Art as Propaganda. What is propaganda? And how did art serve as a tool of propaganda in different cultures and periods?

3. The Human Figure. We find radically different depictions of the human figure in the history of art, from the Venus of Willendorf to the Venus de Milo. How and why does the human figure differ so dramatically from culture to culture?

4. Representing the Divine in Art. How did various periods and cultures represent their god or gods? And how did they indicate that something was holy or spiritual? Could architecture express divinity?

5. Art and Narrative. How did the art of story-telling differ from culture to culture or period to period? Did certain periods or cultures place a higher value on narrative than others?

6. Art and Style. We think of art as an expression of cultural values. But often a single culture produced two or more distinct styles. Discuss four different cultures in which you can identify two distinct styles. Explain how those styles differed, and what forces or attitudes helped bring about two different styles in a single culture.