1. Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
2. Write a two to three (2-3) page report (500-750 words) that describes your experience.

• • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
  • Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).
  • Provide a summary of the event and describe your overall reaction after attending the event.
  • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

• It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
• If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
• Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
• Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
• Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
• The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.
• If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

Forensic Biology unit 2 discussion board 2

The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Assignment Guidelines

The bones of the face, or skull as it is sometimes referred to, are there for the purpose of protecting and supporting the entrance to the digestive system and the respiratory system. These bones also provide sites for the attachment of muscles that control the mouth, eyes, scalp, and lower jaw. The bones and muscles of the face and head are all needed by forensics teams to recreate what was once the face of an individual. This is known as facial reconstruction. The skull provides clues to the personal appearance. Facial reconstruction can put a name on an unidentified body in a modern forensic case.

• In 4–6 paragraphs, address the following:
• Why do you think facial reconstruction is important to a crime scene? Explain.
• What do you think are the most significant challenges associated with facial reconstruction? Explain.
• What is the most important historical contribution to the study of facial reconstruction? Why?
• What role do you think technology has played in improving facial reconstruction techniques? Provide an example to support your argument.
• Post a new topic to the Discussion Board that contains your responses to the above questions.
• Comment on at least 2 other students’ posts.

APA Format with References and In-text citations. Use headings to organize the assignment.

Deliverable Length: 1200 to 1450 words

Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.

• What is the cultural phenomenon at play here (what is it called/ term)?

• How do you explain the lack of intercultural communication and interaction?

• What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?

• What are some of the contrasting cultural values of these countries?

  You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.

• How will this affect the presentation?

• What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?

  What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?

  The objective is to discuss various styles of verbal communications and how different cultures use them.

  Explain how language affects communication. Explain how different cultures influence the negotiation process. Identify regional, international, and cultural differences in communications. Describe intercultural communication processes and list ways to develop effective intercultural communication skills. Review effective cross-cultural approaches, styles, and tones of written and oral business communications. Synthesize ways to improve communications with the people whose first language is something other than English. Use effective communication techniques.

  The above you will be discussing each of the 4 countries (United Arab Emirates, Israel, Mexico, and China).

The first thing you need to do is figure out how to get the different cultures to begin developing relationships with each other. To do that, you need to investigate each culture and try and understand how to break down the communication barriers.

You also need to apply the skills they have developed on how to differentiate between high-context and low-context cultures and what to do about it so that a goal can be attained. Again, the students must ascertain if an interpreter would be best here and address the importance of relationships in some cultures.

Meet and Greet with all the Countries plus the US Employees at the corporate office. Cultural Phenomenon for the US, China, Mexico, Israel, and the United Arab Emirates. Contrasting Cultural Values for the US, China, Mexico, Israel, and the United Arab Emirates. You will want to include economic, political, educational, taboos, food and Social Systems

The purpose of this activity is twofold. First, it will help you hone your library research skills so you can locate books and journal articles to support your written work. Use this exercise to explore sources useful for your Final Project.

Second, it will help you focus on analyzing sources by writing annotations. What is an annotation? An annotation is a brief commentary on a scholarly book, chapter, journal article, or primary source that summarizes its central points and main argument. This activity will help you learn how to identify and explain an author’s thesis statement in the case of scholarly articles, chapters, and books. By developing an awareness of thesis statements in scholarly works, you will be better able to formulate thesis statements in your own work. In the case of primary sources, you will identify key elements of the source that will help you analyze its significance. Attention to significance will help you refine your critical thinking skills and construct arguments that support your thesis statements. This is a collective endeavor; everyone contributes by posting annotations to build an annotated bibliography that we can all draw from when developing our work.

For this activity, you are to look for a scholarly source that you find interesting and relevant to the week. Choose from the sources bundled in the HIS103 Research Guide website  for help finding appropriate sources. Another good place to look is among the supporting documentation that accompanies the weekly tours. Remember to think ahead about your Final Project as you make your choices.

http://ashfordonline.libguides.com.proxy-library.ashford.edu/HIS103newer  <——- HIS103 Research Guide