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· DIS 1 Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance. · Explain what primarily distinguishes Renaissance art in general from the prior period. · Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form. · Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks. · DIS 2 Compare and contrast two works of art done in two different eras/styles. Select one of the following pairs of eras/styles: Medieval and Renaissance, Baroque and Rococo, or Rococo and Neoclassical. Give a detailed overview of the period and style and situate your comparison within the stylistic characteristics of each style. Include: · an overview of what primarily distinguishes the art work of each era, and then indicate specific formal or thematic aspects of each work that typify its era · a discussion of the role of changing cultural and political climates in influencing the shift from on style to the next. · a comparative analysis of the form, style and content of an artwork from each era (each artwork should be of the same medium and genre, for example two portraits or two figural sculptures). Be sure to use the terminology regarding elements of art and principles of design that we studied in Week I as you proceed in your discussion. Be sure to make a true comparison of the works - don't just discuss each one on its own. How has the coronavirus affected the airline industry? In a 15-page paper explain in great detail and be creative. Discuss their new practices and how they affect us now and will affect us in the future. How would you change these practices, or would you leave them the same? .

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your discussion. Be sure to make a true comparison of the works
- don't just discuss each one on its own.
How has the coronavirus affected the airline industry? In a 15-
page paper explain in great detail and be creative. Discuss their
new practices and how they affect us now and will affect us in
the future. How would you change these practices, or would you
leave them the same?

Similar to · DIS 1Trace the evolution and development of art through the pe.docx

I am gone to send you the link of the electronic book. Queation 1 Please read Chapters 12and 13 and look carefully at the illustrations. Please note that there was a significant difference between the art of Northern Europe and Southern Europe during this time. The term Renaissance means a renewal or a rebirth--in this context of the styles and ideas of the Greek and Roman (Classical) past. While both areas continued to use Christian themes, the style, or the manner in which the images are put together and presented to the viewer, differed substantially from North to South. The North continued to be quite medieval or Gothic in styles, while the South (chiefly Italy), relied heavily on its Classical (Greek and Roman) past. During this period, you will see that the human figure, especially the nude, in an echo of the Classical past, appears again in Italy. The North will come to admire and to use the nude only with Albrecht Duerer, a major German artist of the late-fifteenth and early-sixteenth centuries. He will be the first Northern artist to participate in the developing humanist and classical interests of Italy. It is with this artist that the North enters into the "spirit" and the subject matter of the Italian form of the Renaissance. Describe the development of the Northern Renaissance images with respect to the use of very detailed, ordinary objects symbolic of religious ideas. Contrast that with the Classicism of the Italian works. Please address, briefly, the role of the artist's patron in the Italian Renaissance. Use illustrations and quotations from your text to make your points and include quotations and illustrations from web sites to enhance your discussion. Please follow the stated course guidelines for your assignment. Question 2 Read Chapters 15-17 and look carefully at the illustrations. In this section of the text, you will become acquainted with art of the Americas and Africa and the Neo-Classical, Romantic and Realist styles of late-eighteenth and early-nineteenth-century European works. The pace of stylistic change will begin to keep up with the faster pace of life. Here you will look at the remnants of the Classical world in the Neo-Classical (or new classical) examples, which are sometime pitted against the more intuitive, less doctrinaire works of the Romantic artists. Here, too, you will begin to look at the American works, drawn from European ideas and styles, but adapted for a new country and a new need for art. Sometimes the styles or labels of the categories of art will become blurred, making absolutes difficult to determine. I am sure that, by now, you will say, "But all periods are divergent; all periods have variants which make labels and categories uncertain." And, you will be correct. The momentum for change and for the existence of multiple ideas and styles within a specific place and time merely increases and the changes seem to be more drastic. The Realism of European and American works .

I am gone to send you the link of the electronic book.Queation 1.docx

adampcarr67227

I am gone to send you the link of the electronic book.Queation 1.docx

wilcockiris

Instructions Changes in the Human Figure in Art You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized. Use the textbook and/or online sources to locate and capture three works of art. one from the Early Renaissance (fourteenth century, 1300–1399) one from the Northern European Renaissance (fifteenth century, 1400–1499) one from the Italian Renaissance (fifteenth century, 1400–1499) Your works of art must either be all paintings or all sculptures. First, place images of your selected works in a Word document. Then do the following: For each work identify: The artist Title of the work of art The date(s) it was created The medium or materials used to create the work of art, such as oil paint, marble, etc. Where the work is located now. In a well-developed paragraph, provide at least two important historical facts about each work. In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading. Then, In a 6–10-sentence concluding paragraph: Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed. Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes. Offer a citation of your sources for each image and the information provided as appropriate. Submission Details: Submit your document to the Submissions Area by the due date assigned. Attachments Submissions No submissions yet. Drag and drop to upload your assignment below. ...

InstructionsChanges in the Human Figure in ArtYou likely.docx

tienmixon

Changes in the Human Figure in Art You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized. Use the textbook and/or online sources to locate and capture three works of art. one from the Early Renaissance (fourteenth century, 1300–1399) one from the Northern European Renaissance (fifteenth century, 1400–1499) one from the Italian Renaissance (fifteenth century, 1400–1499) Your works of art must either be all paintings or all sculptures. First, place images of your selected works in a Word document. Then do the following: For each work identify: The artist Title of the work of art The date(s) it was created The medium or materials used to create the work of art, such as oil paint, marble, etc. Where the work is located now. In a well-developed paragraph, provide at least two important historical facts about each work. In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading. Then, In a 6–10-sentence concluding paragraph: Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed. Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes. Offer a citation of your sources for each image and the information provided as appropriate. .

Changes in the Human Figure in ArtYou likely noticed that during.docx

sleeperharwell

LESSON+1+WHAT+IS+CONTEMPORARY+ART+[Autosaved] (1).pptx

HappilyinnerKryptoni

1.) Choose one piece of art from chapter 13 and discuss at least three characteristics that place it in the period (high renaissance, reformation, counter reformation, mannerism) and place in which it was created. Give at least two examples of how was it different from the previous period? 2.) During a period when political and religious factions attacked each other with lethal fanaticism, works of art often played an important role in capturing the imagination and swaying the emotions of viewers. Choose one piece of art from chapter 14 that you think does this. Be sure to use at least three specific characteristics to support your argument. 3.) Choose a native North American work that was made to be used in social life or ritual. Explain the difference between its form and meaning while in use and while observed in the context of a museum installation. 4.) Choose a work in chapter 16/power point that was made for a political leader and discuss how its form and meaning relate to the political aspirations of its patron. 5.) Compare one Neoclassic piece of art/architecture and one Romantic piece of art/architecture. Discuss the two pieces as cultural expressions of mid-eighteenth to mid-nineteenth century Europe. Focus on at least two characteristics of each piece. 6.) Discuss the ways in which the movement toward Realism in art reflected the social and political concerns of the nineteenth century. 7.) What were the new developments in Modern art and architecture in Europe between World Wars I and II? .

1.) Choose one piece of art from chapter 13 and discuss at lea.docx

braycarissa250

Changes in the Human Figure in ArtYou likely noticed that du

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Changes in the Human Figure in ArtYou likely noticed that during.docx

zebadiahsummers

Movement in Arts 7 Movement in Arts Cornelius Kealoha Ashford University Movement in Arts Art movements are collective titles given to art works sharing the same artistic style, ideals, timeframe and technical approach. 1. Renaissance(14th – 16th Century) This was a period of great cultural and social change in Europe. This period was characterized by imagination, creativity and innovation. It was also a time in when the Europe’s’ classical past was being revisited and reinvigorated. A lot of inspiration from the cultural movements of Renaissance resulted from the attempts of people to imitate and improve the legacies of classical European societies like the Greece and Ancient Greece. The Renaissance as well signified break from the conformist society as well as culture of medieval Europe. It was a time when mew and inventive ideas started to spread and gain great influence. Artwork significant to the movement (Davis 2011). · Masaccio, Trinity in the Church of Santa Maria Novella, 1426, Florence. (Italicize the titles of art works.) · Michelangelo Buonarroti, the Pietà, 1499, St. Peters Cathedral. 2. Baroque (1600 – 1750). This was a period of artistic style which employed exaggerated motion as well as clear and easily interpreted details of producing tension, drama, painting, theater, music, exuberance, architecture and grandeur in sculpture. It began in Rome, Italy and spread to the rest of Europe (Williams 2012). Artwork significant to the movement · Peter Paul Rubens, Samson and Delilah, 1609-1610, the great Flemish. · Pozzo, The Apotheosis of St Ignatius, 1694, San IgnazioRome. 3. Romanticism (18th – mid 19th century). Romanticism is an intellectual or attitude orientation which was marked with numerous works of literature, music, paintings, criticism, architecture and historiography in the western civilization. It can be perceived as a rejection of the principles of order, harmony, balance, calm, balance, rationalism and idealization that was typically classicism and neoclassicism. Romanticism majorly focused on individual, irrational, subjective, personal imaginative, spontaneous, transcendental and visionary (Brookner 2000). Romanticism was characterized by a deep appreciation of the nature’s beauty, exaltation of emotions over sense of intellect and reason, a new perception of the artist as a supreme creator with creative spirits. Artworks significant to the movement · Caspar David Friedrich, Two men Contemplating the Moon, 1830, Alte National galerie, Berlin. · John William waterhouse, The Lady of Shalott, 1888, Tate Collection, London. 4. Impressionism(1874) This is an artistic movement in 19th century which swept away the many of the sculpture styles and paintings of the period. It was regarded as not a passing fad but defined the whole modern way of expressing artistry works. This ultimately eliminated other ...

Movement in Arts .docx

moirarandell

Choose ten (out of the fifteen) of the following questions and answer each in approximately 100 words each . Each response is worth 10 points. Use your own words . If you study with another student, you must each choose different examples and show evidence of your own thoughts. You may reference the class readings and your class notes without citation. If you use another source, you must cite the source . Complete responses on a Word document and upload that document to this tab. Please number your responses #1-10 and include the title of each question. The biggest problem with student submission of this final has been plagiarism. Please be sure everything is in your own words or very brief cited quotes. Learning Outcomes: Connect personal experience to the humanities Interpret a work of art, literature, philosophy, or religion. Analyze multicultural perspectives. Choose Ten of the Following: Ancient Age Sculpture Compare the Venus of Willendorf to a 21st century image of the body in popular art, culture, or the media.Â Include a photo or a link to the modern image you chose. Explain in detail how each depiction of the body expresses the values of each of the cultures (stone age and contemporary age); in other words, what does the depiction of the human form reveal about the values of each culture? Contrapposto View a Classical Greek sculpture in the contrapposto pose, such as this one, and explain how the sculpture is example of the rise of humanism that was not present in the earlier Greek sculptures. Monotheistic Religions Explain how Abraham is a founding figure in each of the three Abrahamic religions. Name the religions and tell why Abraham is significant in each. The Medieval Church The medieval Church influenced the arts in many ways. Give a specific example of how the Church influenced each of these five art modes(architecture, drama, literature, music, visual arts) in the medieval period, and place them in order of significance (#1 should be the art mode that was most influenced by the Church). Support your rationale for the ordering. Medieval vs. Renaissance Art Choose a work of medieval art (500-1400) and a work of Renaissance art (1400-1600) with a similar theme or subject. Give specific examples of the elements of Medieval and Renaissance techniques/elements in each and explain how the Renaissance piece is an example of the pictorial revolution. The Influence of Martin Luther View the painting Allegorical Portrait of Jean de Dinteville and Georges de Selve (The Ambassadors) by Hans Holbein the Younger, 1533. (Links to an external site.) How is the influence of Martin Luther shown in this painting? Give specific examples. Non-Western Humanities Explain the meaning of the term "non-Western" and explain why it is important to study works of art from cultures outside of the Western world. Include the topic you chose for CJ 3 as an example of what you have learned from.

Chooseten (out of the fifteen) of the following questions and answer e.docx

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REPLY TO THE DISCUSSIONS · DIS 1 Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance. · Explain what primarily distinguishes Renaissance art in general from the prior period. · Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form. · Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks. RELAY TO: Norfleet Week 3, Discussion 1 COLLAPSE Top of Form During the Renaissance period lots of changes were made within the world of art and the concept of it all. During that period so many new ways and concepts of how art was done, whether it be sculptures, paintings, or any other type of art. Renaissance art differed from the prior period, because a lot more architecture was being created and had a whole new perspective and deeper sense of dimensional effects. The work between an Italian Renaissance artist and a Northern European Renaissance artist contrast by, focusing on the different details and abilities when it came to their art. Italian artist liked to focus and understand more of the human anatomy aspects of the art, and the northern focused more on surface details and naturalism. The northern also like to focus on portraits, while the Italian focused more on classical mythology. The Italian and northern European artist compared by, both focusing on religious scenes of art and glorifying the power of God. They both also focused on making paintings and different art more realistic. The different concerns and heritages of the Italian and Northern Renaissance artists that resulted in the different characteristics would be, the way both of them viewed and had a perspective on how their own art should be. Both worshiped and focused a lot towards the higher power and God, but at the same time even has nudity within their different artworks. RELAY TO: Harrison Week 3 Discussion 1 COLLAPSE Top of Form Within art, the earliest century of the Renaissance has many differences from previous periods of time. During the Renaissance time period, the artist focused on recreating nature in the form of art and primarily focused on the underlying beauty of nature and how nature plays a vital role in the day to day life. Renaissance art is one of the only types of art that does not focus or generate ideas from religion but rather focuses on the idea of real-life and the linear perspective. The Early Renaissance began in Italy, which led to the realism aspect that would eventually become the center of Renaissance art. Beginning in the 14th century, the artist Masaccio was the most popular artist during this time. Masaccio became famous for his work within churches, specifical.

REPLY TO THE DISCUSSIONS· DIS 1Trace the evolution and dev.docx

chris293

Discussion 1 The rise of modernism in the late 19th and early 20th century built upon the achievements of Impressionism and Post-Impressionism and was associated with important changes in society and politics. In particular, the period before, between, and after the two world wars saw the emergence of new forms and styles that responded to the challenges of the era in a series of new “-isms”: Cubism, Primitivism, Fauvism, Expressionism, Futurism, Dadaism, Surrealism, and others.   For your initial post, choose one artwork from the various types of modernism discussed in the module. Identify the style of the piece and discuss why and how it fits into its particular “-ism.” In what ways does the piece respond to the challenges of its day? How does the artist use the art to engage the issues that concern him or her? How is this art different from the 19th-century movements that preceded it?   100 -150 words Discussion2 The postmodern world of the late twentieth and early twenty-first century (and the art created in it) reflected on previous styles and eras and challenged almost everything that came before it. Consider the different criticisms and challenges postmodern artists and thinkers raised with reference to the art and ideas of previous generations.   In your initial post, select a work of art in any form (visual art, literature, music, performance) from the postmodern era. What ideas, beliefs, or perceptions does that work ask us to question? What “old” ways of thinking is your work trying to push aside? How? Do you think the work you chose is successful in challenging the ideas of the past? Why or why not? 100 -150 words In your initial post, respond to the following: What were the driving forces behind the three stylistic movements in the eighteenth and nineteenth centuries? What ideas and inspiration do we find behind Neoclassicism? What qualities were emphasized by the Romantic style? What were the artists of the Realist movement responding to in their works?   Next, choose one work of art in any form (painting, sculpture, architecture, literature, music, or dance) from either Neoclassicism, Romanticism, or Realism. Make sure that your choice was created in the time frames identified in the module. It should not be merely a depiction of something in this time period. What are the specific qualities and elements of your chosen piece that are characteristic or typical of its particular style movement? Be specific, considering not only the visual or literary details of the work, but also the message it offers. 100 -150 words .

Discussion 1The rise of modernism in the late 19th and early 20t.docx

duketjoy27252

By the due date assigned, respond to the assigned discussion questions and submit your responses to the appropriate Discussion Area. Start reviewing and responding to your classmates as early in the week as possible. Question 1: Renaissance and Baroque Sculpture in Italy The biblical hero David was a popular subject for sculpture and painting throughout the Renaissance and into the Baroque period. By studying, comparing, and contrasting sculptures of David created in the fifteenth, sixteenth, and seventeenth centuries, you can begin to see the stylistic changes that occurred across these centuries. In a minimum of 3 well-developed paragraphs, compare and contrast the following 3 sculptures of David: Early Renaissance: Donatello. David . 1446-1460. High Renaissance: Michelangelo. David . 1501-1504. Baroque. Gianlorenzo Bernini. David . 1623. In your comparison, discuss: What specific visual similarities do you observe in these three sculptures? What specific differences do you see? Consider the representation of the figure, additional objects portrayed, and the role of the viewer for each sculpture How has the attitude of David changed between these three representations? How is each sculpture representative of the time period and style in which it was created? Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Question 2: Dutch Baroque Painting As we learned this week, Dutch Baroque art showed the influence of Protestantism and the middle-class merchants and traders who served as patrons. Dutch Baroque artists created portraits, still lifes, landscapes, and genre scenes of domestic life. In a minimum of 2 well developed paragraphs, discuss how the following paintings reflect the social and historical context of sixteenth-century Holland. Consider the influence of religion, commerce, social structure, and/or patrons of the art in your response. Offer specific examples of how the subject of each painting reflects the society and culture in which it was created. Frans Hals, The Women Regents of the Old Men's Home at Haarlem , c. 1664 Rembrandt van Rijn, The Anatomy Lesson of Dr. Tulp , 1632 Johannes Vermeer, Woman Holding a Balance , c. 1664 Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Respond to both questions as thoroughly as possible, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar. As soon as possible, review and comment on the work of two of your peers (click the rubric below to learn how to achieve the most credit). In your comments, consider areas you would suggest for expansion or clarification. .

By the due date assigned, respond to the assigned discussion questio.docx

clairbycraft

LECTURE 8.docx

NikolasBalais

Be sure to read the reading assignment in your text first! Read the following chapters from the textbook, Gardner’s Art through the Ages: The Western Perspective, Volume II : Modernism in Europe and America, 1900 to 1945 Modernism and Postmodernism in Europe and America, 1945 to 1980 Contemporary Art Worldwide By the due date assigned , respond to the assigned discussion questions and submit your responses to the appropriate Discussion Area . Start reviewing and responding to your classmates as early in the week as possible. Question 1: The Painting of Modern Life The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style. Carefully examine the following paintings: Monet, Rouen Cathedral: The Portal (In Sun) , 1894, (Fig. 28-4, page 853, or Khan Academy ) (Impressionist) Manet, Bar at the Folies-Bergère , 1881-82 (Fig. 28-8, page 857, or Khan Academy ) (Pre-Impressionist/Realist) Seurat, A Sunday Afternoon on the Island of La Grande Jatte , c. 1884-86 (Fig. 28-18, page 863, or Khan Academy ) (Post-Impressionist) In 3 well-developed paragraphs, address the following questions: How is the subject of each painting representative of Impressionism or Post-Impressionism? Which style is your artwork? (See above). Define that style. What are the characteristics of that style? What do the Impressionists paint? How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response. Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist. Do the Impressionists and Post-Impressionist care about the illusion of space in their paintings? What elements are they foregoing that artists use to depict realistic space--what about linear perspective? Light? etc. How does each artist handle the illusion of dimension in their painting? Question 2: Modern And Contemporary Art Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary (Contemporary = OUR time period) Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss: While you are visiting, what type of Modern or Contemporary art will you most want to see a.

Be sure to read the reading assignment in your text first!Read t.docx

rosemaryralphs52525

Impressionism Impression: Sunrise 1874, Claude Monet. About This Module What to expect in Module 4: 1. You will explore the historical and social contexts that surround Impressionist art. 2. You will look more closely at the ideals and values present during the Impressionist period and how some of these values are still present in contemporary society. This will help you start to think about your initial post for Discussion Board 41. 3. Finally, you will explore Impressionist art. Take careful notes of all vocabulary terms and key concepts throughout this module. Use the provided review questions, exercises, and games to test your knowledge. Doing so will prepare you for both the Discussion Board this week and the Module Quiz. Copyright © 2016 MindEdge Inc. All rights reserved. Duplication prohibited. Learning Objectives and Graded Activities The following activities will be graded: Discussion Board 41 Module 4 Quiz These activities support the learning objectives for this module: Discuss the historical context of a work of art Describe the effects or influence of cultural ideologies on a work of art Introduction: Understanding Context Key Concepts: Understanding Context We need to look at the context of a piece of art as well as its formal qualities to understand it. Context can be historical, cultural, social, and political Art is not created in a vacuum. Behind every work of art are layers of context. It is important to look not only at the formal qualities of a work of art but also at the time period in which it was created. What events were taking place at this time and in the location where the art was created? What events were happening in the artist's or writer's life (if it is known) at the time the work of art was created? What were the values and ideals from the time period in which the artwork was created? Context can take many forms: historical, cultural, social, and political. It is important to understand the context in which a work of art was created in order to understand the work of art in its own right and within its own time, but also to understand how the context surrounding the work of art has changed over time. In the process of addressing a work of art's context, you can see how aesthetic values and ideals have also changed, thereby changing a work of art's context over time. This module provides you with the tools needed to identify and then consider the context behind works of art in general and works of Impressionist art. You will then have the chance to apply what you have learned to analyze a work of art through its different contexts. Impact of Political, Social, and Cultural Environments on Art Artists are the product of their world—the historical moment which they inhabit; the cultural heritage they were reared in; the country they call home; the society in which they live and work. It naturally follows that the creative expression of artists would be influenced by their world, such as i.

ImpressionismImpression Sunrise 1874, Claude Monet.Ab.docx

wilcockiris

By the due date assigned, respond to the assigned discussion questions and submit your responses to the appropriate Discussion Area. Start reviewing and responding to your classmates as early in the week as possible. Question 1: Renaissance and Baroque Sculpture in Italy The biblical hero David was a popular subject for sculpture and painting throughout the Renaissance and into the Baroque period. By studying, comparing, and contrasting sculptures of David created in the fifteenth, sixteenth, and seventeenth centuries, you can begin to see the stylistic changes that occurred across these centuries. In a minimum of 3 well-developed paragraphs, compare and contrast the following 3 sculptures of David: Early Renaissance: Donatello. David . 1446-1460. High Renaissance: Michelangelo. David . 1501-1504. Baroque. Gianlorenzo Bernini. David . 1623. In your comparison, discuss: What specific visual similarities do you observe in these three sculptures? What specific differences do you see? Consider the representation of the figure, additional objects portrayed, and the role of the viewer for each sculpture How has the attitude of David changed between these three representations? How is each sculpture representative of the time period and style in which it was created? Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Question 2: Dutch Baroque Painting As we learned this week, Dutch Baroque art showed the influence of Protestantism and the middle-class merchants and traders who served as patrons. Dutch Baroque artists created portraits, still lifes, landscapes, and genre scenes of domestic life. In a minimum of 2 well developed paragraphs, discuss how the following paintings reflect the social and historical context of sixteenth-century Holland. Consider the influence of religion, commerce, social structure, and/or patrons of the art in your response. Offer specific examples of how the subject of each painting reflects the society and culture in which it was created. Frans Hals, Officers of the Haarlem Militia Company of Saint Adrian, c. 1627 Rembrandt van Rijn, The Anatomy Lesson of Dr. Tulp, 1632 Johannes Vermeer, Woman Holding a Balance, c. 1664 Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Respond to both questions as thoroughly as possible, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar. As soon as possible, review and comment on the work of two of your peers (click the rubric below to learn how to achieve the most credit). In your comments, consider areas you would suggest for expansion or clarification. ...

By the due date assigned, respond to the assigned discussion que

jenkinsmandie

STUDIO ART: Subject matter, style & aesthetic qualities

BreanaBoutillier1

Renaissance webquest

yoopertrout

3-4 pages not including references Details: For your Individual Project assignment, you will compare and contrast a work of art in a specific classification (Renaissance or Gothic) appearing on a WEBSITE with a work of art in your TEXTBOOK of the same classification. You can choose either two Renaissance paintings, two Renaissance sculptures, or two Gothic Cathedrals to discuss (two works in total). You may not discuss works that you have already discussed in another assignment. 1. To begin your project, explore the following websites classifications for your individual essay. A. Visit the following Web sites to review Renaissance art. Links to these Web sites are available through the unit Resources List, in Course Materials. The Vatican Museums ArtLex – Earlier Renaissance Art ArtLex – Later Renaissance Art OR B. Visit these Web sites for Gothic Cathedrals. Links to these Web sites are available through the unit Resources List, in Course Materials. Chartres Cathedral A Digital Archive of Architecture – High Gothic Earthlore Gothic Dreams – Cathedral Architecture 2. Write the Individual Project (3–4 pages not including references): Using the terminology and concepts you are learning for evaluating art, including materials used, style, meaning, and symbolism, and any other aesthetic issues, compare and contrast ONE of the selected works from the selected websites classification with a DIFFERENT work of art of the same classification from your TEXTBOOK . For example, compare two paintings from the Renaissance period or two gothic cathedrals. Use the following instructions to construct your paper: For each of the works of art, describe and compare attributes of the works by following the guidelines below to structure your essay. 1. What is the FORM of the work? Is it a two-dimensional or three-dimensional work of art? What materials are used? What techniques or processes are used to create the artwork? What colors are used? Describe the use of line, shape, texture, value, color, and balance. 2. Does the work of art have SUBJECT MATTER? If so, what is literally depicted? Is the work of art REPRESENTATIONAL, ABSTRACT, or NONOBJECTIVE? 3. What is the CONTENT? What does it mean or represent? What is the artist's message? Is symbolism used? If so, what is the meaning? What is the context of the artwork? What is the function of the artwork? What traditional role of the artist is exemplified? 4. Explain how the works of art fit into the context of the time period. Keep in mind that only art works that fit into the period of Middle Ages - Renaissance (created between 1350–1520 CE) will be accepted . _____________________________________________________________________________________ B. Required Discussion Board assignment. Two criteria used to judge the quality of a work are craft (how well an artwork was made) and communication (the uniqueness of the artist's vision and its message or meaning). Michelangelo Buonarroti and Leonar.

3-4 pages not including referencesDetailsFor your Individual P.docx

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· Prepare a research proposal, mentioning a specific researchable title, background, Review of literature, research questions and objectives, methodology, resources and references. · Prepare the Gant Chart to indicate the timescale for completing the proposal RESEARCH PROPOSAL OUTLINE 1. Title 2. Background (introduction) 3. Review of literature 4. Research Questions & objectives 5. Methodology 4.1 Research Design 4.2 Participants 4.3 Techniques 4.4 Ethical Considerations 6. Time scale (Gantt chart) 7. Resources 8. References .

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· Previous professional experiences that have had a profound effect: Before I started college, my parents wanted me to excel in healthcare knowing its high demand. The path to health care and eventual employment in a notable hospital setting seemed less risky than the one of Art and design. A few networking events and some LinkedIn leads later I came across an opportunity to start a Biomedical Engineering startup in South Florida with two investors willing to mentor me in a field I wasn’t familiar with. Luckily this new venture I was undertaking had a somewhat speculative risk. I made sure they were mostly in my favor thanks to the connections my investors had in the industry, and my background in health care. My hard work and diligence paid off slowly teaching myself the mechanics of the industry through the engineers we would hire. I remember watching how they would calibrate medical devices from pumps to life-saving equipment in awe. And with the same tenacity absorbing all the medical jargon in the Biomed world. I was adamant about doing my best and being the best even if that meant leaving my creative dreams behind. We started the business almost four years ago as a small minority women-owned business in the corner of a business complex. Five biomedical engineers and six technicians later we are still scaling and have since expanded our office from that small corner to the entire business building. Currently, we are a nationally recognized Biomed and medical supply company for some of the largest healthcare facilities in both the civilian and government sector. Yet through out all the achievement I felt the only sense of raw passion was when I collaborated with my engineers in delivering problem solving services to the hospital we served. Their job was to service devices in a hospital at a micro level and I would bridge that gap by identifying problems and finding opportunities in product service at a large-scale. Working hand in hand with the engineers in articulating the hospital need for turnover I would use design through projective process in creating a plan that would work in the most practical sense. This moment of free creative problem solving was the highlight of my job. It gave me an opportunity to realize that although at times my approach was unconventional it would work. My systematic methodology I had adapted from working with engineers and my innate out of the box idea would come to together to solve some of the most challenging issues. Little did I know that this minor stroke of self-awareness would one day have me consider architecture. Your current strengths and weaknesses in reaching your goal. I realized my creative talents in design could not flourish under the pressures of work. I would constantly leave the office feeling drained in a profession my heart was not set on. In this I learned my weakness was how far I was willing to neglect the urge for creativity, and in exchange it jeopardized my sense of purpos.

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· Please select ONE of the following questions and write a 200-word discussion. 1. The Federal Reserve Board has enormous power over people's lives with its power to set and influence policy that determines monetary policy in the United States. Do you think this is proper for a democracy to provide the FED with so such power? How is the FED held accountable? 2. Do you believe that the roles of government should change from era to era, or should the US determine the proper role of government and try to maintain it through the ages? 3. Explain Executive Power in the US Constitution and briefly the process by which it developed over the years. Do you think the Framers should have been more specific about the powers of the presidency? Should the country try to make it more specific today? · Please read the discussions below and write a 100 to 150 words respond for each discussion. 1. (question 1) I do believe that this is proper for a democracy to provided such power to FED. Without the FED the economy would face two problem, which are recessions that can lead into depressions, and inflation. The FED needs to have power to endures the country will not fall into economic trouble. In class professor McWeeney stated that the FED has the power to increase interest rates to control inflation, and the power to decrease interest rates so that theres more money in the economy to create more business and jobs so there wont be a recession. The FED needs these power to try to put the economy in a sweet spot. The FED is held accountable to the government and public. The FED does this by being transparent and giving and annual report to congress. 2. (question 2) I believe that the roles of the government should be changed from era to era. My main reason the roles should be changed is because major changes are constantly happening in the field of law. For example, the progressive era and modern era had several economic reforms that had taken place including increased regulation, anti-trust activity, application of an income tax, raise on social insurance programs, etc. Throughout this time, the government gave women the right to vote. I believe the economy is growing rapidly due to employment relationships, better technology, education, new polices, social and economic changes. This is the reason why the roles of the government should be changed from era to era. Communicating professionally and ethically is one of the essential skill sets we can teach you at Strayer. The following guidelines will ensure: · Your writing is professional · You avoid plagiarizing others, which is essential to writing ethically · You give credit to others in your work Visit Strayer’s Academic Integrity Center for more information. Winter 2019 https://pslogin.strayer.edu/?dest=academic-support/academic-integrity-center Strayer University Writing Standards 2 � Include page numbers. � Use 1-inch margins. � Use Arial, Courier, Times New Roman.

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· Please use Firefox for access to cronometer.com 16 years old Female. Born on 01/05/2005. Height 5’4, 115 lbs · Menu Analysis DAY 2 Quesadilla Fiesta beans Salsa Sour cream Corn Fruit · Submit Screen Shot for Nutrient report for assignment menu(s) § Right click to use “Take a screenshot” feature (Firefox only) on specific date you want to have screen shot to save/obtain. Nutrient Report and Food Intake · The paper must include all required elements including each Cronometer, Excess, Deficit, and G roup Summary of your nutrient report and food intake Excess : · List ALL Nutrients that are Over 100% (Except Amino Acids) on Cronometer Nutrient report · List Food Items on menu that may reflect excess nutrients on Cronometer Nutrient report Deficit : · List ALL Nutrients that are Less than 50% (Except Amino Acids) on Cronometer Nutrient report · List Food Items on menu that may reflect deficit nutrients on Cronometer Nutrient report Summary : § Summarize your overall in 1-2 paragraph, evaluation and conclusion of nutrients and food items on the menu. .

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· If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both "policies and people" in the school where you become principal? In order to increase the focus on teaching civic responsibility, policy must be in place supporting this goal. A school leader must be willing to invest time and funds into planning, training, and implementing curriculum that emphasizes civics. Staff members may have different levels of interest, understanding, and comfort when it comes to incorporating civic responsibility into their teaching, so providing professional development in this area would be critical. The strategic plan for integrating civic responsibility and the expectations for each teacher’s involvement should be clearly communicated. In addition to establishing these policies regarding civics education, the school leader and teachers must work to model civic responsibility. In addition to sharing his or her vision for increased focus on civics with the school staff, the school leader should work to share his or her vision with school board members, other district personnel including the superintendent, and the greater community. Lastly, school leaders need to support their staff as they take risks and work to develop and implement new activities, discussions, and projects centered around teaching civic responsibility. · How will you lead your staff in this part of the curriculum? In leading my staff in this part of the curriculum, I would work to secure professional development related to civic responsibility, as this is not an area that I have expertise in, and work as a staff to develop our vision and implementation goals. I would also provide examples such as the work of the exemplar schools described in the article in integrating civic responsibility across all content areas, implementing service-learning programs, and creating partnerships between the school and community. I would also work within PLTs to develop ways that civic responsibility could be incorporated within their curriculum and remind them that they have my support as they embark on this endea Required Resources Text Baack, D. (2017). Organizational behavior (2nd ed.). Retrieved from https://ashford.content.edu · Chapter 8: Leadership Articles Austen, B. (2012, July 23). The story of Steve Jobs: An inspiration or a cautionary tale? (Links to an external site.)Links to an external site.Wired. Retrieved fom http://www.wired.com/2012/07/ff_stevejobs/all/ Charan, R. (2006). Home Depot’s blueprint for culture change. Harvard Business Review. 84(4), 60-70. Retrieved from EBSCOhost database Grow, B., Foust, D., Thornton, E., Farzad, R., McGregor, J., & Zegal, S. (2007). Out at home depot (Links to an external site.)Links to an external site.. Business Week. Retrieved from http://www.businessweek.com/stories/2007-01-14/out-at-home-depot Stark, A. (1993). What's the matter with business ethics? Harvard Business Review, 71(3), 38-48. .

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· How many employees are working for you? total of 5 employees · How did you get your idea or concept for the business? · CLEAR is a reflection by transparency, manifest and understood, our product is new in the market, and it follows the international fashion style that suits every lady, · A bag represents you, bags are women priority, and its something women can't go outside without, our bags differ by other bags is that its clear, which is the new form of fashion style, we also made customization on bags so it is a remarkable tool that can lead to higher profit through increased customer satisfaction and loyalty, although it brings for our small factory a lot of work, the good work pays off, we entered these industry because there are no locals designer in it and we started in2016 and hope to reach a global position. · What do you look for in an employee? (the most important things) - helping customers on their choice -stylist - team work spirit - deciplant & committed to work ethics - Good Communication skills - Ability to manage the conflict - Is the company socially responsible? Yes , we try our best to make some of sell go for the charity and especially to help poor people get new clothes , we donate 5% yearly in our total sales . · What made you choose your current location? Main criterias for selecting current location : 1- Close to the residence areas , meliha road, near the university of Sharjah 2- Easy access to the visiting customers 3- Its in a big avenue that has many designers and clothing brands 4- Easy to pick up from the shop 5- Serve a big segmentation · What are your responsibilities as a business owner? the main responsibility of the Business owner is to maintain the successful of the business, but in order to achieve this have to do so many tasks like: 1- Hire and manage the staff 2- Oversees the financial status , weekly and monthly . 3- Create marketing plans of how the business will be in a year 4- Update the website and chick the system 5- Rent fees 6- Make sure how customers are satisfied by the product 7- Make sure about product quality and chick up 8- Maintain a healthy work environment 9- Develop and fine tune the business according to the market situation · How do you motivate your employees? We follow different methods for motivations 1- Personal appreciation for individuals for hard work or personal achievements 2- Kind words 3- Flexible working hours 4- Daily bonus if achieved the daily sales targets 5- Giving the new collection bags as a gift before dropping it to the market , it makes them feel appreciated and special · Can you give me an example of any challenges or problems that you faced with your shop and employees? Hiring the right employee is always challenge, last Ramadan we had a huge unread massage for eid orders as well, our customer started to get angry and write under the inestgram comments that there was no respond for online shopping , we struggl.

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· How should the risks be prioritized? · Who should do the prioritization of the project risks? · How should project risks be monitored and controlled? · Who should develop risk responses and contingency plans? · Who should own these responses and plans? Introduction This week, we will explore risk management. Risk management is one of those areas in project management that separates good project managers from great project managers. A good project manager makes risk management an integral part of every phase of project work. Risks are identified, prioritized, and understood. There are clear responsibilities within the team as to whose is responsible for implementing a risk response to reduce the impact should it occur. So let's get started. What is Risk? *Risk: An uncertain event or condition that, if it occurs, has a positive or negative effect on one or more project objectives. Risks can be positive, meaning beneficial to the project, or they can be negative, meaning detrimental to the project. Many students have a difficult time visualizing positive risks. A positive risk is an opportunity that may increase the probability of success, the return on investment, or the benefits of the project. They may also be ways to reduce project costs or ways to complete the project early. There may even be methods to improve project quality or overall performance. These are all examples of positive risks. A negative risk can be easier to understand. It is the possibility that something will go wrong, a threat to the success of the project. It is important to remember that a risk is a possibility, not a fact. It is a potential problem. At GettaByte Software, there is the potential that a power outage would occur during data transfer. The potential exists that a key resource could become unavailable due to some unforeseen circumstance, like illness. Those are threats to the success of the project. When buying a house to renovate, there are potential risks with respect to plumbing, wiring, the foundation, and so on. A project manager needs to consider trying to make positive risks happen while trying to prevent negative ones from occurring. To do this, a project manager can take a proactive approach to risk management. This means he or she plans a risk response should it look as though the risk will become a reality. In this way, everyone knows exactly how to prepare and respond to the risk once it does become an issue. The Risk Management Process A project has both good and bad risks, which are referred to as positive and negative risks or opportunities and threats. For positive risks or opportunities, the project manager can choose from a range of risk responses. For threats, a project manager has a similar range of choices. The following, as described in the PMBOK® Guide, are the risk management processes. Plan Risk Management: · Risk Strategy · Defines the general approach to managing risk on the project · Methodology · Defines the specific, tools, .

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· How does the distribution mechanism control the issues addressed in Music and TV, when in regards to race/ethnicity? · Determine who controls the distribution of Music and TV, when in regards to race/ethnicity? · In what ways does the controller of distribution affect the shared experience of the audience and community? Keep in mind that a community may be local, regional, national, or global. Be specific in your discussion. .

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· Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly. Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer. Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community. Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husband and kids, she wanted the helper to come in more often, but John said they could not afford it. The money they now pay to the helper is coming out of the couple’s vacation savings. Caring for Magda makes Helen think she is failing as a wife and mother because she no longer ha.

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· Global O365 Tenant Settings relevant to SPO, and recommended settings Multi Factor Authentication Sign In Page customization External Sharing · Global SPO settings and recommended settings Manage External Sharing Site Creation Settings · Information Architecture and Hub Site Management Site Structure Create and manage Hub Site · Site Administration Create Sites Delete Sites Restored Deleted Sites Manage Site Admins Manage Site creation Manage Site Storage limits Change Site Address · Managed Metadata (Term Store) Introduction Setup new term group sets Create and manage Terms Assign roles and permission to Manage term sets · Search Search Content Search Center Crawl Site content Remove Search results Search Results Manage Search Query Manage Query Rules Manage Query Suggestion Manage result sources Manage search dictionaries · Security (identity – internal / external, and authorization – management of platform level) Control Access of Unmanaged devices Control Access of Network location Authentication Safeguarding Data Sign out inactive users · Governance – e.g. labels, retention, etc. Data Classification Create and Manage labels · Data loss prevention · Create and Manage security policies · Devices Security policies · App permission policies · Data Governance · Retention Policies · Monitoring and alerting Create and Manage Alerts Alert Policies · SharePoint Migration Tool Overview · Operational tasks for managing the health of the environment, alerting, etc. File Activity report Site usage report Message Center Service Health · Common issue resolution and FAQ .

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· Focus on the identified client within your chosen case. · Analyze the case using a systems approach, taking into consideration both family and community systems. · Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly. Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer. Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community. Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husba.

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· Find current events regarding any issues in public health Anything about infectious diseases ( Don not pick one disease, you have you dig more infectious diseases) · These current events can be articles, news reports, outbreaks, videos. · Type down brief 2 sentences describing the event (don’t copy paste title) · You should have at least 7 diseases in total · No Malaria disease events, please .

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· Explore and assess different remote access solutions. Assignment Requirements Discuss with your peers which of the two remote access solutions, virtual private networks (VPNs) or hypertext transport protocol secure (HTTPS), you will rate as the best. You need to make a choice between the two remote access solutions based on the following features: · Identification, authentication, and authorization · Cost, scalability, reliability, and interoperability .

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· FASB ASC & GARS Login credentials Link User ID: AAA51628 Password: qc3A9WS · FASB Codification Learning Guide · COSO Login User ID: aaa72751 Password: JhF3a2G Copyright 2018 Governmental Accounting Standards Board Foreword This content collection contains all the original pronouncements that currently constitute the body of state and local governmental accounting and financial reporting standards and guidelines. Specifically, the content collection incorporates these pronouncements: • Governmental Accounting Standards Board (GASB) Statements, Interpretations, Concepts Statements, Technical Bulletins, and Implementation Guides issued through December 31, 2018 • National Council on Governmental Accounting (NCGA) Statements and Interpretations currently in force and NCGA Concepts Statement 1 • American Institute of Certified Public Accountants (AICPA) 1974 Industry Audit Guide and related Statements of Position continued in force when the GASB began operations • GASB Suggested Guidelines for Voluntary Reporting issued through December 31, 2018. Unless otherwise noted, original pronouncements in this infobase are presented in their entirety, with the exception of appendices containing codification instructions, which have been omitted. Pronouncements may include one or more nonauthoritative sections. Authoritative guidance is presented in the main body of each pronouncement. Glossaries also are considered to be authoritative. All other appendices (for example, bases for conclusions and illustrations) and summaries are nonauthoritative. In addition, the entire Suggested Guidelines for Voluntary Reporting, SEA Performance Information, is nonauthoritative. A status page at the beginning of each pronouncement identifies subsequent changes (amendments and supersessions) to the pronouncement as well as the source of those changes. The status page also identifies (a) other pronouncements affected by that pronouncement, (b) interpretive pronouncements clarifying that pronouncement, (c) the effective date, and (d) the principal sections of the GASB Codification of Governmental Accounting and Financial Reporting Standards in which the pronouncement is incorporated. Within each pronouncement, a shading technique is used to identify amended or superseded standards. All terms, sentences, and paragraphs that have been deleted or superseded by subsequent pronouncements are shaded. Sentences or paragraphs that have been amended by the addition of terms, sentences, or new footnotes are marked with a vertical solid bar ( | ) in the left margin alongside the amended material. When standards are amended or superseded, relevant nonauthoritative appendices are also modified to reflect those changes. Appendix A is a reproduction of GASB Codification Appendix F, "Finding List of Original Pronouncements." It shows where each paragraph of each original pronouncement may be found in the Codification, or whether the paragraph contains.

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· Due: Sat. Sep. · Format : Typed, double-spaced, submitted as a word-processing document. 12 point, text-weight font, 1-inch margins. · · Length : 850 - 1000 words (approx. 3-4 pages) · · Overview : In Unit 1 and Unit 2, we focused on ways that writers build ideas from personal memories and experiences into interesting narratives that convey significance and meaning to new audiences. In Unit 3, we have been discussing how writers invent ideas by interacting with other communities through firsthand observation and description. These relationships and discoveries can give writers insight into larger concepts or ideas that are valuable to specific communities. For this writing project, you will use firsthand observations and discoveries to write about people and the issues that are important to them. Your evidence will come from the details you observe as you investigate other people, places, and events. Assignment Write an ethnography essay focused on a particular group of people and the routines or practices that best reveal their unique significance as a group. An ethnography is a written description of a particular cultural group or community. For the ethnography essay, you can follow the guidelines in the CEL, p. 110-112. Your ethnography should: · Begin with your observations of a particular group. Plan to observe this group 2-3 times, so that you can get a better sense of their routines, habits, and practices. o Note: if you cannot travel to observe a group or community, plan to observe that community digitally through website documents, social media, and/or emails exchanged with group members. · Convey insight into the characteristics that give the group unique significance. · Provide context and background, including location, values, beliefs, histories, rituals, dialogue, and any other details that help convey the group's significance. · Follow a deliberate organizational pattern that focuses on one or more insights about the group while also providing details and information about the group's culture and routine As you look back over your observations and notes, remember that your essay should do more than simply relate details without any larger significance. Ethnographies also draw out the unique, interesting, and special qualities of a group or culture that help readers connect to their values or motivations. Note: Please keep in mind that writing in this class is public, and anything you write about may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. Assignment Components In order to finish this project, we will work on the following parts together over the next few weeks: Draft : Include at least one pre-revised draft of your essay. The draft needs to meet the word count of 850 words and must also apply formatting requirements for the project—in other words it must be complete. Make sure that your.

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· Expectations for Power Point Presentations in Units IV and V I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me. 1. You need a title slide. 2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work. 3. You need a summary slide (before the reference slide); same reason as above. 4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide. - Direct quotes should not be used in this presentation as they are not analysis. 5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes. 6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation). 7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements. Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open. Learning Preferences of Millennials in a Knowledge-Based Environment Giora Hadar University of Groningen (RuG), The Netherlands [email protected] Abstract: This paper discusses how understanding intergenerational knowledge transfer can improve knowledge transfer in large organizations. The U.S. Federal Aviation Administration (FAA) risks significant loss of institutional human capital as huge numbers of senior controllers retire. To perform their job, air traffic controllers must develop in-depth knowledge, including tacit knowledge typically acquired over many years, so they can quickly make accurate decisions while dealing with the many air traffic control (ATC) situations that arise. The only pool available to replace the retiring controllers is the Millennials. This group, the best educated ever, has its own attitudes toward life, work, and training as well as technology use. Because knowledge transfer and training involve both technology and human interaction, this paper explores not only the role of technology but also that of intergenerational communications in both the training and operational environments of a highly technical workplace. Keywords: knowledge transfer, training, tacit knowledge, mentoring, mobile smart devices, communications 1. Introduction Intergenerational knowledge transfe.

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