History 20 Midterm
Consider the following three documents in the book concerning slavery in the British North American colonies:
1. Germantown Quaker Meeting, “Reasons Why We Are Against the Traffic of Men-Body” (1688), p. S3-7
2. Boston News-Letter, Editorial Favoring Indentured Servitude over Slavery (1706), p. S4-8
3. Benjamin Franklin, Excerpts from “Observations on the Increase of Mankind” (1751), p. S5-5
What do these documents tell us about the evolution of British colonial thoughts and attitudes about slavery?
Analyzing historical documents is as much about interpreting what they are explicitly saying as well as what they are implying, or “reading between the lines.” Think about the authors’ backgrounds and how they influence their positions.
Though you are considering each document, you need to have an overarching thesis in your first paragraph, a statement that explains your argument clearly. If you are unclear on how to craft a thesis, please come and see me.
Also, be sure you are using to historical examples to support your argument—if you think one of the points is weak, explain why and use evidence to prove you are correct. Evidence can come from the textbook or from lecture notes. If you want to use an outside source, be sure to check with me to be sure it is ok.
The paper should be 4-5 pages have a cover page with the paper title (please come up with something interesting), your name, and the date. This allows for the first page of your paper to be a full page without space taken up at the top by anything unnecessary. It should be formatted with one-inch margins and be double-spaced. The font should be Times New Roman, 12-point. Citations should be in the Chicago style – use the notes and bibliography format, not the author-date format.

The paper should describe the scope and principal features of the field of study (such as Real Estate Broker, Agent, Appraiser, etc.), citing core theories and practices, and offer a similar explication of a related field. This means, explain how the perspective you chose relates to the field of Real Estate in general and the other areas within Real Estate.

You may write your paper from any number of perspectives:
-Appraisers and their job or role
-The lending market
-Generational effects on the housing market
-A career as a broker or sales agent or other careers in Real Estate
-Land use
-The government’s role in Real Estate
-Laws that will affect Real Estate
-Other subjects that may have affected the history and today’s situations in the Real Estate Market

Topic: Choose a company of your choice (In Australia) and study any two contemporary HR developments such as workforce changes and changing meaning of work; strategic integration of HRM; and telecommuting and home-working etc., and assess its impact on HR management practices.
Also explain how those HR practices affect a company’s effectiveness in achieving its goals.
Come up with 15 interview questions to interview the company you choose. The questions must answer how those HR practices affect a company’s effectiveness in achieving its goals. Can be positive or negative.
Due date: 18th October 2018, 8 pm
Length and/or format: 1500 words
Purpose: A systematic review of an organization’s HR functions, practices and contexts (e.g., external and internal environments). The purpose of this report is to assist you as managers in drafting and implementing effective action plans and appropriate solutions for HR functions so as to enhance organizational performances.

Example of questions are below – after you come up with the questions kindly send me first for the lecturer to approve before you proceed with the assignment. – If possible send this by today. 15/10/2018 the the assignment can be completed by 18/10/2018

1) How has the ways you use for employee communications helped to improve effectiveness in HR?

kindly let the references be journals the lecturer does not accept text book reference.

Also kindly relate all theories or concepts you use to HR effectiveness.

Instructions:
Interview should NOT be in question-and-answer format. Rather, the interview should be written as a “paper” that flows from question to answer throughout the document.
(The Capstone has been an overall great experience. I have interviewed patients regarding their experience and their wait times in the outpatient radiology setting. Wait times between checking in with the secretary to be called to registration and wait time after registration is complete to start test/exam……If needed additional positive information can be added.)
Name of mentor—Rachael F
• Position— Reginal Patient Experience Manager for the Western Florida Division
• Name of agency or school affiliation—Town and County hospital is a 120-bed facility specializing in providing comprehensive medical services to community residents. It is a part of Adventist Health System in the northern Tampa Bay area.
• Educational background or preparation— Rachael went to Nursing school right out of high school and went to a hospital nursing school and obtained an Associate degree in Nursing. After several years of practicing, I returned to school to obtain my Bachelors in Nursing. After my children were all out of high school, I returned again and completed my Masters in Nursing specializing in Clinical Nurse Leader.
• Brief description (approximately one paragraph) of your Capstone experience and the role that the mentor played in that experience——The Capstone experience has been more than what I ever could have imaged. The opportunity to interact with outpatients and hear first-hand their experience has been eye-opening. Wait times for an exam can be nerve racking to anyone. By finding ways to minizine their wait lead to improve patient experience. In this time spent listening to patients, they experienced communication was important to them. My mentor’s goal is to improve patient experience. She has taught me to listen and go the extra mile to have that patient satisfied. She has taught me to communicate, respond to patient concerns, and listen to their needs.
• Summary of the interview including: Your overall impression of the mentor’s position–after your experience with the mentor, and perceiving the skills, values, and professional behaviors of the mentor, is this a position that you would aspire to be in one day?
This Capstone has shown me a different avenue and possible career path. Being the Reginal Patient Experience Manager is a critical position. Patient experience/satisfaction scores are essential to healthcare facilities. My mentor has managed a variety of patient concerns in a professional matter and always placed the patient’s needs first. Being able to see the importance of treating the patient as a whole has given me another point-of-view. I hope one day in my career to work as a patient experience manager.

An aspect of your position what do you find to be the most challenging and most rewarding?
The most challenging aspect of my position is creating buy in with staff that what we do is important to the patients and the hospital. The most rewarding is when you see the staff get it or truly understand what you are teaching and practices it consistently.
What do you like best and least about your position?
The things I like best and least are the same that I find challenging and rewarding.
What advice or direction would you give to an aspiring mentee in a similar position?
Advice that I would give to an aspiring mentee in a similar position is to have a lot of patience when trying to change behaviors. When it happens though, it is very rewarding.
What do you wish you had known before taking your first management role?
What I wish I had known before taking my first management role is even though you are told the job is 40 hours per week and that is what you are paid for; you work many, many more hours per week than 40 hours.
Can you tell me about a time when you had a difficult boss and how did you handle the situation?
I have had several difficult bosses in my career. As a novice manager I had a difficult boss that I could not agree with her vision and plan for the nursing department. I resigned from the job and left the organization. As I matured in the management aspect of my career and had a second difficult boss, I was able to vocalize my concerns in a professional manner and come to a mutual disagreement.
Think back to five years ago. Did you envision your career as it is today?
I did not envision my career in Nursing as it is in Nursing 5 years ago. I have always wanted to remain at the bedside because I truly enjoy the daily interactions with the patients and families. But sometimes you meet folks that see something in you that you did not see yourself. I was gently pushed towards management and even though it was challenging, I truly have enjoyed it. I started out as an Assistant Head Nurse and progressed to Interim CNO twice.
How did you learn to embrace risk taking?
I am not sure I have learned to embrace risk taking. I still get very nervous with new situations. Sometimes though, I fake confidence until I get it.

Which leadership skills were the most difficult to develop?
The leadership skill that was the most difficult to develop was performing disciplinary actions. Everyone responds differently, but I have learned over the years that if I do my job of having open communication then when we get to the point of disciplinary actions, it should not be a surprise to the employee.

Watch this video on Innovation expert Dr. Clayton Christiansen https://www.youtube.com/watch?v=rpkoCZ4vBSI

 

 

The Innovator’s Dilemma

Strategic Management of Technology

Questions

1. Looking back in history, describe 3 disruptive technologies that eventually replaced older products, services and/or industries.  Do not use Christiansen’s examples, find your own! (3-5 Pages)

 

2. Christenson believes that the management practices that allow companies to be leaders in their markets also cause them to miss innovations caused by disruptive technologies. Is the definition of management changing?  What processes, policies or procedures would you implement to insure innovations are fairly evaluated? (1-2 pages)

 

3. Pick a large company and research what innovations they are discussing to keep their companies vibrant. Give me your opinion on whether you believe they will work or not. (1-3 pages)

 

4. Pick a market. Describe the main competitors in the market and how they compete against each other.  What product or service differences do you see?  What makes them unique and draws customers to them? (2-3 pages)

 

Investigative Report
You need to complete an investigative report that focuses on your topic on a global/international level. You are going to show the following in your report:

1- Background information that sets the current scene about your topic in the world from a global/international perspective.
2 – You may offer some history and then move your audience into current trends about your topic. Remember, your audience is on a college level. However, you may need to define certain terms (not common ones), explain jargon related to the topic, etc.
Up-to-date facts and varying opinions that show you have completed an in-depth study about your topic on the international level.
3 – Keep in mind that this is not an argument; you are not taking a stand on a certain side of your topic. You are offering a variety of opinions and facts that show you completed an in-depth study, not a “surface” skim, of the topic.
You understand your college-level audience and write to them in an objective, high style using clear, concise language
4 – Again, this is an objective, formal report on the topic (not a personal, informal argument). You want to show that you have progressed in your writing from the first and second assignments.
You understand how to properly create a full citation and in-text citation using APA guidelines.

*To complete the assignment:

Write a three-page investigative report on your topic on the international level (this does not include your References page)
Use APA citation
Incorporate and properly cite at least 5 sources

Part 1 of 1 – Discussion: Time/Space Bias
In the Laughey reading, “Modernity and Medium Theory,” we encounter Harold Innis’s theory of the time/space bias of media. For this discussion assignment, you are asked to:

Review the relevant section of the reading relating to Innis and time/space bias (as well as your notes on my lecture on this subject).
Consider how the theory of time/space bias applies to contemporary communication media, and specifically to the enormous communication capacities that the internet has enabled—from personal communication, to online archives and databases, to social media, to cloud storage.
In a post of 150-200 words, make an argument for how Innis’s theory of time/space bias applies to the internet. Is the internet time biased or space biased? Is the distinction between time/space bias no longer helpful in describing the internet?
If you feel as though these questions have been exhausted by your group members (i.e. you don’t think there is anything left to say about how the internet is time/space biased), then you can also develop your group’s comments further and consider Innis’s claim that time/space bias of the dominant medium in a society influences the way that society is organized and behaves (centralized/introverted, or decentralized/expansionist). Has the capacity of the internet to communicate across time and/or space impacted the way we behave as a society and/or the way we govern ourselves, as Innis’s theory suggests it should? And if so, how?

This is NOT a place for you to present unstructured and meandering thoughts on the internet. Your comments should be clearly grounded in the terms of Innis’s theory.

You will be graded upon how well your comment reflects an understanding of this theory and the thoughtfulness of your attempt to apply time/space bias to the internet.
Attached lecture notes and the Laughey Modernity and Medium Theory readings

Historical/Famous Person Research
Paper Criteria
Thoroughly describes life, background, schooling and family situation. Identifies person’s successes and failures that may contribute to person’s success.
All gifted characteristics demonstrated by the individual are recognized and explained. Placement in the gifted program is determined to current criteria for placement.

Natalie Portman

Natalie Portman
Website information
Natalie Portman is the first person born in the 1980s to have won the Academy Award for Best Actress (for Black Swan (2010)).

Natalie was born Natalie Hershlag on June 9, 1981, in Jerusalem, Israel. She is the only child of Avner Hershlag, a Israeli-born doctor, and Shelley Stevens, an American-born artist (from Cincinnati, Ohio), who also acts as Natalie’s agent. Her parents are both of Ashkenazi Jewish descent. Natalie’s family left Israel for Washington, D.C., when she was still very young. After a few more moves, her family finally settled in New York, where she still lives to this day. She graduated with honors, and her academic achievements allowed her to attend Harvard University. She was discovered by an agent in a pizza parlor at the age of 11. She was pushed towards a career in modeling but she decided that she would rather pursue a career in acting. She was featured in many live performances, but she made her powerful film debut in the movie Léon: The Professional (1994) (aka “Léon”). Following this role Natalie won roles in such films as Heat (1995), Beautiful Girls (1996), and Mars Attacks! (1996).
It was not until 1999 that Natalie received worldwide fame as Queen Amidala in the highly anticipated US$431 million-grossing prequel Star Wars: Episode I – The Phantom Menace(1999). She then she starred in two critically acclaimed comedy dramas, Anywhere But Here (1999) and Where the Heart Is (2000), followed by Closer (2004), for which she received an Oscar nomination. She reprised her role as Padme Amidala in the last two episodes of the Star Wars prequel trilogy: Star Wars: Episode II – Attack of the Clones(2002) and Star Wars: Episode III – Revenge of the Sith (2005). She received an Academy Award and a Golden Globe Award for Best Actress in Black Swan (2010).
https://www.imdb.com/name/nm0000204/bio?ref_=nm_ov_bio_sm

Natalie Portman

Portman at the 2015 Cannes Film Festival

Born Neta-Lee Hershlag
June 9, 1981 (age 37)[1]
Jerusalem

Residence Los Angeles, California, U.S.

Citizenship • Israel
• United States
Alma mater Harvard University

Occupation • Actress
• film producer
• director
Years active 1994–present
Works Full list

Spouse(s) Benjamin Millepied (m. 2012)

Children 2
Awards Full list

Natalie Portman (born Neta-Lee Hershlag;[a] June 9, 1981) is an film actress, producer, and director with dual Israeli and American citizenship. She is the recipient of various accolades, including an Academy Award and two Golden Globe Awards.
Portman made her feature film debut as the young protégée of a hitman in Léon: The Professional (1994). While still in high school, she gained international recognition for starring as Padmé Amidala in Star Wars: Episode I – The Phantom Menaceand received critical acclaim for playing a precocious teenager in the drama Anywhere but Here (both 1999). From 1999 to 2003, Portman attended Harvard University for a bachelor’s degree in psychology. She continued acting while at university, starring in The Public Theater’s 2001 revival of Anton Chekhov’s play The Seagull and the sequel Star Wars: Episode II – Attack of the Clones (2002). In 2004, Portman was nominated for an Academy Award for Best Supporting Actress and won a Golden Globe Award for playing a mysterious stripper in Closer.
The Star Wars prequel trilogy concluded with Star Wars: Episode III – Revenge of the Sith (2005), following which Portman portrayed a wide variety of roles. She played Evey Hammond in V for Vendetta (2006), Anne Boleyn in The Other Boleyn Girl(2008), and a troubled ballerina in the psychological horror film Black Swan (2010), for which she won the Academy Award for Best Actress. Portman went on to star in the romantic comedy No Strings Attached (2011) and featured as Jane Foster in the Marvel Cinematic Universe films Thor (2011) and Thor: The Dark World (2013). For portraying Jacqueline Kennedy in the biopic Jackie (2016), Portman received her third Oscar nomination.
Portman’s directorial ventures include the short film Eve (2008) and the biographical drama A Tale of Love and Darkness(2015). In 2008, she served as the youngest jury member of the Cannes Film Festival. Portman is vocal about the politics of America and Israel, and is an advocate for animal rights and environmental causes. She is married to the dancer Benjamin Millepied, with whom she has two children.

Family background and education
Portman was born on June 9, 1981, in Jerusalem.[1] Her parents are both Jewish.[4][5][6] Her parents gave her the traditional Hebrew name of “Neta-Lee Hershlag” at birth.[2] She is the only child of Shelley (née Stevens),[7] an American homemaker who works as Portman’s agent, and Avner Hershlag, an Israeli fertility specialist and gynecologist.[8] Her maternal grandparents, Bernice (née Hurwitz) and Arthur Stevens[7] (whose family surname was originally Edelstein),[9] were from Jewish families who moved to the United States from Austria and Russia.[10] Natalie’s paternal grandparents, Mania (née Portman) and Zvi Yehuda Hershlag, were Jewish immigrants to Israel.[11][12] Zvi, born in Poland, moved to what was then Mandatory Palestine in 1938 and eventually became an economics professor. His parents died at the Auschwitz Concentration Camp.[12] One of Natalie’s paternal great-grandmothers was born in Romania and was a spy for British Intelligence during World War II.[13][14]
Portman’s parents met at a Jewish student center at Ohio State University, where her mother was selling tickets. They corresponded after her father returned to Israel and were married when her mother visited a few years later. In 1984, when Portman was three years old, the family moved to the United States, where her father received his medical training.[10] Portman, a dual citizen of the United States and Israel,[15] has said that although she “really love[s] the States… my heart’s in Jerusalem. That’s where I feel at home.”[13] Portman and her family first lived in Washington, D.C., but relocated to Connecticut in 1988 and then moved to Jericho, New York, on Long Island,[16] in 1990.[17][18] While living in the Washington, D.C. area, Portman attended Charles E. Smith Jewish Day School in Rockville, Maryland.[11]Portman learned to speak Hebrew[19] while living on Long Island and attended a Jewish elementary school, the Solomon Schechter Day School of Nassau County in Jericho, New York.[16][20] She graduated from Syosset High School in Syosset, Long Island in 1999.[21][22] She studied ballet and modern dance at the American Theater Dance Workshop in New Hyde Park, New York, and attended the Usdan Center for the Creative and Performing Arts in Wheatley Heights, both on Long Island.[16]Portman skipped the premiere of her film Star Wars: Episode I – The Phantom Menace, so she could study for her high school final exams.[23]

After graduating from Harvard University in 2003, she was commencement speaker in 2015.
As a student, Portman co-authored two research papers that were published in scientific journals. Her 1998 high school paper, “A Simple Method to Demonstrate the Enzymatic Production of Hydrogen from Sugar”, co-authored with scientists Ian Hurley and Jonathan Woodward, was entered in the Intel Science Talent Search.[24] In 2002, she contributed to a study on memory called “Frontal lobe activation during object permanence: data from near-infrared spectroscopy” during her psychology studies at Harvard.[25][26]
In 2003, Portman graduated from Harvard University with a Bachelor of Arts (B.A.) degree in psychology.[27][28] “I don’t care if [college] ruins my career,” she said in 2002. “I’d rather be smart than a movie star.”[29][30] At Harvard, Portman was Alan Dershowitz’s research assistant.[31][32] While attending Harvard, she was a resident of Lowell House[33] and wrote a letter to the Harvard Crimson in response to an essay critical of Israeli actions toward Palestinians.[34]
Portman returned to Israel and took graduate courses at the Hebrew University of Jerusalem in the spring of 2004.[35] In March 2006, she was a guest lecturer at a Columbia University course in terrorism and counterterrorism, where she spoke about her 2006 film, V for Vendetta.[36] Portman has professed an interest in foreign languages since childhood and has studied French,[37] Japanese,[37] German,[38] and Arabic.[39]
Career
Early work: 1992–2003
Portman started dancing lessons at age four and performed in local troupes. At the age of 10, a Revlon agent asked her to become a child model,[17][40] but she turned down the offer to focus on acting. In a magazine interview, Portman said that she was “different from the other kids. I was more ambitious. I knew what I liked and what I wanted, and I worked very hard. I was a very serious kid.”[41] On school holidays, Portman attended theater camps. When she was 10, Portman auditioned for the 1992 off-Broadway show Ruthless!, a musical about a girl who is prepared to commit murder to get the lead in a school play. Portman and future pop star Britney Spears were chosen as the understudies for star Laura Bell Bundy.[35]
In 1993, she auditioned for the role of an orphan child who befriends a middle-aged hitman (played by Jean Reno) in Luc Besson’s film, Léon: The Professional. Soon after getting the part, she took her paternal grandmother’s maiden name, “Portman”, as her stage name in the interest of privacy and to protect her family’s identity.[42][43] Léon: The Professional opened in 1994,[44] marking her feature film debut.[45]
“ And there’s a surprising preponderance of that kind of role for young girls. Sort of being fantasy objects for men, and especially this idealised purity combined with the fertility of youth, and all this in one…so I definitely shied away from it. ”
— Natalie Portman in a 2007 interview with The Guardian[46]

During the mid-1990s, Portman had several film roles, including Heat, Everyone Says I Love You, and Mars Attacks!. Her performance in the small ensemble film Beautiful Girls garnered significant acclaim.[47] She was the first choice to play Juliet in William Shakespeare’s Romeo + Juliet, but producers felt her age wasn’t suitable.[40] In 1997, Portman played the role of Anne Frank in a Broadway adaptation of The Diary of Anne Frank.[48] It was after 1996’s Beautiful Girls that Portman grew reluctant to accept roles where her character was a sexualized youngster. In an interview with Guardian feature writer Simon Hattenstone asked if Portman was aware that because of them she was a “paedophile’s dream”? Portman nodded a bit uncomfortably, stating that it “dictated a lot of my choices afterwards ‘cos it scared me…it made me reluctant to do sexy stuff, especially when I was young”.[46]
Also in 1997, Portman was cast as Padmé Amidala in the Star Wars prequel trilogy. The first film, The Phantom Menace, began filming in June 1997 and opened in May 1999.[17][49] Following production on The Phantom Menace, she initially turned down a lead role in the film Anywhere but Here after learning it would involve a sex scene, but director Wayne Wang and actress Susan Sarandon (who played Portman’s mother in the film) demanded a rewrite of the script. Portman was shown a new draft, and she decided to accept the role.[17] The film opened in late 1999, and she received a Golden Globe nomination for Best Supporting Actress for her role as Ann August.[50] Critic Mary Elizabeth Williams of Salon called Portman “astonishing” and said that “[u]nlike any number of actresses her age, she’s neither too maudlin nor too plucky.”[51] She then signed on to play the lead role of a teenage mother in Where the Heart Is, which opened in April 2000.[52]

On the set of Free Zone, 2005
After filming Where the Heart Is, Portman moved into the dorms of Harvard University to pursue her bachelor’s degree in psychology.[17] She said in a 1999 interview that, with the exception of the Star Wars prequels, she would not act for the next four years in order to concentrate on studying.[53] During the summer break from June to September 2000, Portman filmed Star Wars: Episode II – Attack of the Clones in Sydney, along with additional production in London.[54] In July 2001, Portman opened in New York City’s Public Theater production of Chekhov’s The Seagull, directed by Mike Nichols; she played the role of Nina alongside Meryl Streep, Kevin Kline, and Philip Seymour Hoffman.[17] The play opened at the Delacorte Theater in Central Park.[55] That same year, she was one of many celebrities who made cameo appearances in the 2001 comedy Zoolander.[56] Portman was cast in a small role in the 2003 drama film Cold Mountain.[17]
https://en.wikipedia.org/wiki/Natalie_Portman

awards and accomplishments
https://www.thisisinsider.com/natalie-portman-biography-life-family-college-career-2018-6

Concerns)” and “Why Not Me?”
Natalie Portman has been published twice in scientific journals.
Getty Images
The “Black Swan” lead has a bachelor’s degree from Harvard — making her the first alum to win an Academy Award — and took graduate courses at Hebrew University in Jerusalem. She enrolled at Harvard as Natalie Herschlag, her birth name, for the anonymity, but her professors noted that she was an exceptional student.
Portman speaks six languages and has twice been published in scientific journals. As she once told the New York Post, “I’d rather be smart than a movie star.”
https://www.businessinsider.com/the-smartest-celebrities-in-hollywood-2014-11#kevin-spacey-is-a-julliard-trained-actor-19

So did you thought that Natalie Portman was just another Hollywood actress who won an academy award for the movie “Blackswan”? NO!
The 34-year-old actress is a genius from mind and an incredible human being, Here’s a look at some amazing facts about Natalie Portman
• Natalie Portman was born as Neta-lee Hershlag in Jerusalem, Israel.
• Natalie is an absolute genius with an IQ of 140.
• She co-authored 2 research papers that were published in scientific journals.
• She graduated from Harvard University with an A.B. in Psychology in 2003.
• She holds dual citizenship of Israel & United States of America. She lives in Paris.
• She can speak English, Hebrew, Spanish, French, German and Japanese fluently.
• She doesn’t own a TV however, she watches shows like “Transparent” and “Broad City” on the computer.
• Natalie Portman shaved her hair for the role in “V for Vendetta” and worked with a voice coach for English accent showing that she will do anything for her passion
• Natalie missed the premiere of her movie “Star Wars: Episode 1 — The Phantom Menace”, so she could study for her high school final exam
• Natalie has been taking ballet classes since the age of 4, which helped her prepare for her role in “Blackswan”
• Natalie is a vegetarian since the age of 8. She read the book called “Eating Animals” in 2009 to become a committed vegan. She came back to vegetarianism after discovering her
• pregnancy followed by coming a vegan again after Aleph’s birth to revert back to vegetarianism again.
• Dancing and diving are her favorite hobbies.
• She was discovered at the age of 10 at a pizza parlor.
• She made her debut at the age of 13 in the film “Léon: The Professional”.

https://rajankur.com/20-interesting-facts-about-the-genius-natalie-portman-8f8c34402ee7

Natalie Portman – Genius or Diva?
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• Preetam KaushikJournalist
Natalie Portman plays Alice Ayers, in the film Closer. When she isn’t portraying the pathos of an abandoned, broken-hearted woman, who deals with pain by running away from it, she’s an irresistible stripper in the movie.
Her cold and detached, yet undeniably sexy, stripper routine in the film transformed the perception of Natalie Portman from the thinking man’s sex symbol to an absolute sex symbol. While her repertoire of films bring out the different sides of the multifaceted actor, whether it’s a steely determination in V for Vendetta or a sense of haunting vulnerability in Wong Kar Wai’s My Blueberry Nights, Closer clearly highlights the two major aspects of this Oscar-winning superstar – Acting genius. Check. Sexy Diva. Check.
Natalie Portman is another kind of genius too. The ‘real’ kind. The young actress took time off from acting to get a Bachelors degree in Psychology from Harvard. As a student, she co-authored papers that were published in scientific journals. She even went on to be a semifinalist at the Intel Science Talent Search, a prestigious competition that has been described as the ‘Super Bowl of Science’. Because of her academic accomplishments, Natalie is one of the very (very, very!) few professional actors who have a finite Erdos-Bacon number, a really cool small world phenomenon measuring an individual’s degrees of separation from both mathematician Paul Erdős and Kevin Bacon.
If there was a perfect combination of oompish diva and brainy genius, Natalie Portman is it! What can we say, some women are just perfect like that.
Outside the hallowed Harvard campus, of course, Natalie’s sparkling genius for acting shines through in her films, like in Black Swan. She’s a blazing explosion of acting talent, performing both with her heart and her head. Not to forget, the body. She’s said to have practiced 8 hours a day to get the ballet dance moves right. With none other than Director Darren Aronofsky (Requiem for a Dream, The Wrestler) to inspire her, Natalie unleashed her talent. While most thought she was a frontrunner for the academy award for her role in Black Swan in 2011, some people said she would lose out to her older colleagues. They were proved wrong, of course, and she swept that evening away, and made an acceptance speech thanking a whole bunch of people, including fiancé (now husband), ballet star Benjamin Millepied, whom she calls ‘my love.’
When Natalie started dating Benjamin, sometime in late 2009, he was living-in with his longtime girlfriend, Isabella Boylston, who is also a ballet dancer. Gossip mills were rife with rumors about how Portman stole Benjamin from Isabella. ‘Spoilt diva who wants it all!’ did we hear you say? Well, what can the girl do, Millepied is a real looker, a ballet dancer since the age of three, he’s got a chiseled body and a French accent to boot!
Natalie is more than just a sex symbol, she’s also an icon to many young women out there. However, over the last few years, Natalie has been more than a stellar icon, supporting many causes, including micro-finance for developing countries. Portman has traveled across Africa and other parts of the world spreading awareness about the advantages of micro-finance lending. The actress says she was first attracted to it because of her Israeli roots, as she was curious to know about its impact in Central Asia. Natalie is part of the ever-swelling numbers of beautiful Jewish women in Hollywood, including, her co-star in Black Swan, Mila Kunis, and Portman’s co-star in The Other Boleyn Girl, Scarlett Johansson. The only Jewish role, Natalie has portrayed so far is on Broadway, as a child actor, she played Anne Frank. She had said at one point, “I get like 400 Holocaust scripts. That’s what you get for being the openly Jewish actress!”
AT 29, Natalie Portman was a woman every man would have loved to have and then Benjamin swept her off her feet. Now at 32, she remains, of course, as desirable as ever!
https://www.huffingtonpost.co.uk/preetam-kaushik/natalie-portman-genius-or-diva_b_3605405.html?guccounter=1&guce_referrer_us=aHR0cHM6Ly93d3cuc2VhcmNoZW5jcnlwdC5jb20v&guce_referrer_cs=_OGR11ZMW3AoqGKhq01HpA

You are the Head of Digital Marketing for Visit Cambridge and Beyond, tasked with creating a 2018-2019 strategic integrated marketing communications plan for the organisation and its product(s)/service(s) to encourage tourist visitation. Your objectives are two-fold:
1. To expand the network and hits to the social networks and official Visit Cambridge and Beyond website.
2. Using the expansion of domestic and global social networks, develop a ‘bookable product’ offering around a particular tourism theme to stimulate prospective visitors to purchase prior to visitation.
Rationale for assessment design:
The construction of the report will test both your knowledge and application of key theoretical marketing concepts and practical initiatives. The assessment will test your ability to work autonomously, and individually design a bespoke communication plan based on independent research, and learning gained throughout the module. However, to guide your thinking, the assessment criteria and outline of key compulsory elements to include within the report are shown below:
Key assessment criteria Mark Learning Outcome
1. Brief but well-researched introduction and background:
(1) Explore and discuss the tourism industry Visit Cambridge and Beyond operates and competes within
(2) Analyse the current market position of their product/service
(3) Identify current marketing activities being conducted by the organisation. 10% 1, 2, 3, 4
2. Execution of a SWOT analysis – an analysis of:
(1) Internal ‘strengths’ and ‘weaknesses’ of the organisation,
(2) And current market ‘opportunities’ and ‘threats’ 20% 3, 4
3. Development of a strategic integrated marketing communications plan – ensure you:
• Reflect on key elements of marketing as discussed throughout the module
• Are creative, novel and innovative in your design (e.g. review not just traditional, standard marketing formats but also embrace new technologies)
• The specificity of your plan and initiatives proposed
• Reflect on the industry, positioning and SWOT analysis to justify proposed actions
• Provide SMART recommendations for future action (for example, potential ways to exploit company strengths, and/or strengthen areas of organisational weakness).
30% 1,2, 3, 4
4. Strong theoretical underpinning and credibility – strong reflection and detail provided with respect to the theoretical underpinning required to support all decisions made within the report.
Ensure you draw up on:
• An eclectic range of academic and practical sources to underpin your discussions (e.g. journals, books, industry reports etc)
• Reliable evidence to support your points (please note: reflections based solely on anecdotal evidence will be heavily penalised)
• Link back to the key theoretical models discussed throughout the module. 20% 1, 2, 3, 4
5. Full adherence to fundamental components of report construction:
(1) Adhere to report structure provided;
(2) Harvard Referencing practice;
(3) Degree of innovation showcased throughout, and
(4) Language used and grammar. 20% 1, 2, 3
TOTAL MARKS: 100%

5-8 pages double spaced

My site is https://www.loc.gov/

In this assignment, you are to analyze one or more historically driven sites or archives on the Web in relation to their construction, representation and manipulation of historical knowledge. Using our readings and discussions as a starting platform, write an in-depth critique of how the site or sites present information in the context of usability, creativity, historical knowledge-making, and overall effectiveness. *There are a number of ways to approach the assignment: an in-depth analysis of a particularly “thick” site (such as the Valley of the Shadow); a comparative analysis of two or more sites for their contrastive treatment of the same topic or materials; a set of sites that address a particular problem (three different historical archive sites; three sites that could be used in teaching Shakespeare, the progressive era in the United States, African American history, crime punishment, etc).*

Your analysis should focus both on the representation of historical knowledge in a scholarly context, and on pedagogical and public knowledge (i.e. what the public or students and teachers might glean from the site of archives and how issues of agency, intimacy, subjectivity, interactivity, collaboration, are used or addressed on the site or archive).

The essence of the assignment is this: to carefully analyze and write about how the design, structure, and content of the site or sites work together to construct a particular kind of use and user, make possible the construction of particular kinds of historical knowledge, and reveal the implicit (and explicit) assumptions about the nature of the knowledge being represented. (As well as reveal something about the media being used).

We should be especially interested in how sites transform knowledge from their traditional counterparts to electronic media, and how particular electronic designs are influenced by, reveal, and communicate historical knowledge in a way that is similar or different from traditional analog texts.

You may choose any site(s), either from ones we’ve looked at in discussions or ones you have found on your own.

*FORMAT: The site analysis must be done a typed (times or times new roman 12), double-spaced 5 – 8-page critique and evaluation of the site(s), it must reference our readings and discussions and should address the questions (or at least some of the questions) below. Remember these are topics to consider, I don’t expect that you’ll answer all of these questions. In fact, these questions should be used to help you formulate an analytical framework or thesis for your paper. The paper should be driven by your thesis, not the questions below.*

Remember good paper will introduce the sites/site place them into the context of digital history and digitization projects, positioning the object/s of review amongst others, in this case offering your reader some information about the migration of history on to the web and the evolution of historical web sites. then offer a thesis that offers and analytical framework for the site/s you’re evaluating. In other words create your argument explain how the sites fit the definition of good website, why they are worthy of attention and offer up your overall evaluation. (edited)

Please do not treat the following questions as paragraphs in your essay. These are meant to stimulate your thinking and the answers to them will create your thesis. The thesis of your paper will drive the construction of the essay. Note that “this paper will…” is not an effective or valid analytical thesis. Your paper should offer a more sophisticated analytical argument.

WHAT KIND OF SITE IS IT?
Is it an index? “Organizational agent” for a particular discipline? Is it primarily primary source archive or database? An electronic version of a text? A “thick site” of information gathered on a particular topic? Is it exploratory, playful, pedagogical? Is it primarily a reference or scholarly site? Is it an exhibition, collection, documentary? Is it a textbook or reference work? Since most sites on the web are mixed and integrated, what aspects of the site are privileged or foregrounded? Is there a hierarchy or emphasis among its multiple genres?

WHAT AUDIENCE(S) DOES THE SITE ADDRESS?
Does it assume its users are novice or expert learners in the field? Does it differentiate amongst (implicitly or explicitly address) multiple kinds of users? Does the site distinguish between general and specialized knowledge?

HOW DOES THE SITE CONSTRUCT ITS AUTHORITY AND AUTHORIAL PRESENCE?
Is the site professional, commercial, or amateur? Who owns and designs the site? How is authorial presence represented? Is authorship singular, multiple, collective, diffused? What are the sources of the site’s authority? Is authority a highlighted (self-conscious) element of the site? Does the site overall provide a venue for discipline-based (i.e. specialized) authorities to speak or be represented? How does the site construct its accountability?

TO WHAT EXTENT DOES THE SITE ENABLE USERS TO ACCESS AND INTERACT WITH ITS MATERIALS?

What kinds of filters or metadata are available for users to navigate the site’s content? Does the site include its own finding aids? What tools does the site provide for search and retrieval? Does the site offer multiple search strategies and interfaces for different kinds of users? To what extent are the multiple search/finding tools integrated with the sites’ knowledge-constructing strategies? Does the metadata reference only the content internal to the site or does the metadata position the site’s electronic materials in relation to a field of knowledge?

WHAT ROLE DOES NARRATIVE OR INTERPRETATION PLAY IN THE SITE?

If there is a narrative structure present, what is it? Documentary (cohesive, organized, narrative)? What elements of the site act as interpreters? How is the electronic text influenced by a thesis, interests, bias, frame of reference? Is that frame of reference rendered self-consciously or not?

IN WHAT WAYS IS THE SITE COLLABORATIVE AND WRITABLE?

In what ways does the site invite collaboration? How is it responsive to collaboration? Is collaboration unidirectional? Is the text alterable, dynamic, writable? How central are the collaborative elements of the site? Are they compartmentalized or integrated with other components of the site? Given what we’ve read why does this matter?

TO WHAT EXTENT DOES THE SITE LIVE UP TO THE PROMISE OF HISTORY ON THE WEB OUTLINED BY ROSENZWEIG AND COHEN OR IF IT’S A TRUE ARCHIVE, TO WHAT EXTENT DOES IT LIVE UP TO THE PROMISE OF DIGITIZATION.

What Advantages and successes with regards to what we’ve read do you see in the site(s) you’ve chosen. What problems does the site(s) present if one was to consider our readings? What could be done to improve this/these site(s)?

OVERALL, WHAT IS THE EFFECTIVENESS OF THE SITE?