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Analysis goes beyond summary to explain the function, significance, and/or relevance of the literary device. For example, don’t just tell me the setting, tell me why the setting is important.discuss and compare changes from the original text to the film production. What do you get from reading the play?What do you get from watching it?You can add another film production to your analysis for up to 5 bonus points discussion of why the play remained relevant beyond the 1940’s What stood the test of time? What about the play is relevant– is it the characters, themes, conflicts, subjects, contexts, or something else? Finally, use your creative imagination to propose how a film or live production of the play would be produced today. How do you imagine the play would be produced, updated, or changed to connect to today’s audiences in 2020? What do you think would remain the same and stay relevant today? Research for WritingYou should use cited sources to support your discussion and analysis.

adolescencet storm and stress, reconsidered” by Jeffrey Jensen Arnett.You will argue that “storm and stress” IS a natural and universal part of adolescence provide at least 3 such pieces of evidence in your post, and you should type these pieces of evidence in bold font to make them easy to spot.

The assignment is based around answering the questions in the attached documents below. There are a total of three setups and a short paragraph should do for each question.Do opportunities exist in these potential deals? Think about the inputs that drive both value and risk in each set-up. For this assignment, you should attempt to identify a development strategy for each property (or refine it if one is already mentioned), identify key assumptions and value drivers, produce a property value or proposed purchase price, and draw a conclusion. It is not important that your conclusion be “correct”, but rather that you attempt to justify it based on your assumptions and conclusions.

Write an essay discussing the causes of political polarization in America, Why can’t we all get along?

Write a Dance Critique on a Dance Movie(Step up to the Styreets) and write about the costumes. How did they relate to the dance, theme or story-line?After viewing the dance movie, determine if it was based on movement and design, or if it had a clear theme or story line. If the dance was a movement-based piece, you can critique the dance using information on the elements of space, time and energy (refer to Chapter Two—The Choreographer). For example, how did the choreographer use: time: speed/tempo; pulse/underlying beat; rhythmic pattern; time signature/meter; no counts at all; breath/emotional phrasing; stillness; and words/text/sounds/silence.energy: dynamics and qualities, space: shape/line; level; direction; focus; points on the stage; floor patterns(s); depth/width; phrases; repetition; and transitions.Write about what stood out for you and what you felt was significant in the dance and why. Detail why the dancers are making a specific statement is the most important part of a dance critique.If you determined that the choreographer was trying to evoke a specific feeling, thought or image, or telling a specific story, then you can discuss these findings in relation to the dance elements. Remember, the elements of dance can be used to analyze a dance in two different ways: as information to look at the movements and structure of a dance (to see “how” the movements are used); or to see the symbols and images in the movements (to see “why” the movements are used in a particular way). Was the choreographer trying to “say” something with the specific way they used the space? Did the dancers use their focus in such a way that they portrayed a certain character or emotion? Were certain timing elements used to depict a heightened emotional state?What were the dancers like? Did the dancers appear highly skilled and technically trained? Were they novice dancers? What specific observations and/or information led them you to make a specific assessment?Write about the music choice and discuss how that affected the choreography, dancers’ performance, mood of the dance, feeling it evoked in the viewers and connection to the theme. Why do you think the particular music was chosen?Write about the costumes. How did they relate to the dance, theme or story-line? Were the students able to clearly see the movements under the costumes? Did the costumes “flow,” or did they appear rigid? Why do they think these costumes were chosen?Write about the lighting that was used throughout the dance? What were the colors? Were they cool (usually blues, greens and violets), or warm (usually pinks, reds, yellows and golds). Lighting designers use different colors to evoke different moods. Why do they think the specific lighting was used if at all.Discuss if there were set pieces used on stage? If so, how were they used?Did the choreographer employ a use of technology? If so, what was the extent of the technology and what did it represent?Were there program notes at the end? What were they and did they assist in the understanding of the movie?Do you have any information about the choreographer? Is there any information that you might have read or heard about, from our assignments, (or researched) that would give them insight into this particular choreographer’s work or the dance company/performers?Add anything else that you think is pertinent to your final paper.The movie is Dirty Dancing, the book that we are supposed to refer to is “Learning About Dance, Dance as an art form and entertainment” written by Nora Ambrosio the 8th edition

Write what you think is the difference between the care of nurses and the care of a loved ones/regular people.

Write a critical essay about Sula by Toni Morrison.

Write an argument tessay on”Happiness as Achievement”. Mapping an argument means that we are showing the basic “skeleton” of how the argument works. Specifically, we are going to show the claim, the premises that support that claim, and ideally also how the premises support that claim.

1- Choose an adolescent-aged character from a popular television show or movie. answer 3 questions1-How would you describe their ideal self (who do they WANT to be) and their feared self (who are they afraid of becoming)? If you chose option A or B, what events in the show/movie/book lead you to your description of their ideal and feared selves?2-Do they ever display a false self? To whom? Is this consistent with who our book says adolescents normally show their false self to?3-Do they have more than 1 identity? For example, are they a different person with their friends than with their family? Explain their different identities, and how they behave when assuming each identity.4-How high or low is their self-esteem? Is there anything we learned about in this chapter that might explain why they have that level of self-esteem?5-Who might they identify with? Do they seem to be embracing the characteristics of someone around them and trying to integrate those characteristics into their own identity?6-Which of Marcia’s “Identity Status” stages might they be in (diffusion, moratorium, foreclosure, or achievement)? What makes you think this? Provide specific examples.7-Does ethnic identity play a large role in their life? If so, what might be their ethnic identity status (bicultural, assimilated, separated, marginalized)?8-Could they be experiencing social loneliness or emotional loneliness? Explain your answer – what makes you believe they are experiencing this form of loneliness?

Why did World War I start and what were its major effects on European society? Could an argument be made that the War indirectly influenced the rise of multiple authoritarian movements in the postwar period?Sources:Lynn Hunt et al. The Making of the West: Peoples and Cultures. Vol. 2, Since 1500. (Bedford/St. Martin’s), 5th edition OR 6th editionKatherine J. Lualdi, Sources of the Making of the West: Peoples and Cultures, vol. 2, since 1500 (Bedford/St. Martin’s), 4th edition OR 6th editionThese sources can be accessed for free until May 25th 2020 by using the link:https://bookshelf.vitalsource.com/#/books/9781457605512/cfi/0!/4/4@0.00:0.00