ARTH2389 UH Fall 2017 Modern & Contemporary Art Dr. Harr.docx

ARTH2389 / UH Fall 2017
Modern & Contemporary Art / Dr. Harren
Extended Looking/Writing Assignment and Interpretive
Research Paper
Overview:
Continuing to focus on the artwork that was the subject of your
formal analysis paper, you will conduct
scholarly research to deepen your knowledge of this work of art.
You will also return to the museum to
look in a more careful, informed way at your artwork for an
extended period of time while recording your
observations. From your research and close observation, you
will compose an interpretive research paper.
Part 1: Research
Gather, read, and take notes on at least 5 scholarly sources
about your artwork and/or artist that have been
published in print. Your task is to learn as much as possible
about your artwork, such as:
• its material constitution (What is it made of? What is its
medium?)
• how it was made
• how it fits into the artist’s larger practice
• how it relates to its immediate movement and to the larger art
historical period of modernism
• how it relates to modernity, or the
social/cultural/economic/political context of its time
• how previous scholars/critics/art historians have interpreted

the work (this information is crucial
to forming a thesis for your interpretive research paper)
Good places to look for books and essays include the
Architecture and Arts library online catalogue,
course syllabus, textbook bibliographies, Worldcat, JSTOR,
ARTbibliographies Modern (ABM), the
Houston Public Library, and the library at the MFAH, which is
open to the public. You may also look
beyond scholarly books and articles published by university
presses to sources like exhibition catalogues
and art magazines. In your final paper, you may only cite
scholarly sources with integrity that have
appeared in print (even if you access them via an online
database such as JSTOR). No general-interest
newspaper or magazine articles; no blogs, museum websites, or
online magazines or encyclopedias.
Part 2: Extended Looking/Writing Assignment — due Monday,
November 6 in hard copy in class
After you have gathered, read, and taken notes on at least 5
pieces of scholarly writing about your artist/
artwork, you will perform an extended looking and writing
exercise in front of your artwork at the
museum. Your task is to spend 60 minutes looking at your
artwork as an informed viewer and writing
down observations as they come to you. It is ideal to perform
the exercise in one sitting, but if necessary
you may take breaks or separate your looking sessions into
smaller units of time, as long as they are not
less than 30 minutes each. Make sure you bring a pencil and
paper to write with, as ink pens are not
allowed in museum galleries. After your writing session is
complete, type up your notes so they are

legible and upload your document to TurnItIn (accessible via
Blackboard) by November 6. To prepare for
this exercise, read Jennifer L. Roberts’s short article, “The
Power of Patience,” Harvard Magazine (Nov/
Dec 2013), available on Blackboard.
Part 3: Interpretive Research Paper assignment — Due Monday
December 4 to Turnitin.com
Finally, you will use all of this looking and research to write an
interpretive research paper on your
artwork. You will mobilize formal analysis, historical
information, and the discourse that has developed
around the artwork (i.e. previous interpretations of it) to mount
your own argument as to the meaning of
the work (a reading of its forms, its objectives, its play with
meaning) and its place within art history. In
other words, this paper is not merely a report or literature
review of what has already been said about your
artwork. Rather, you are being asked to propose, in
conversation with the existing literature on your artist/
artwork, your own claim about how and why we should
understand this artwork as a significant
contribution to the history of modern art. Your claim should be
stated clearly in the form of a thesis
statement in the first paragraph of your paper. You are
encouraged to look to the assigned readings as
arguments to be in dialogue with and as models for how to
structure your own essay. You are also
welcome to bring lessons learned in other courses to bear on
this assignment, for instance literary theory,
19th and 20th century history, anthropology, etc.

Practical requirements:
1. Length: between 7 and 9 pages
2. Format: 12-point, Times New Roman font, double-spaced
3. Citations: Chicago style (i.e. footnotes). For guidance, see
The Chicago Manual of Style.
4. Number of sources: During your research, you should refer to
at least 5 scholarly sources that have
been published IN PRINT (even if you access them only in
digital form, for example via JSTOR).
5. Bibliography of “Sources Consulted”: Although you do not
have to integrate citations from all of your
sources into the final text of your paper, you must attach a
bibliography of all the sources you have
consulted throughout the course of your research.
6. Illustration: In addition to the bibliography, you must include
one clearly labeled image of your
artwork at the end of your paper. It does not need to be in color.
If there are many possible views of
your artwork, think about choosing an image that best
communicates visually what you have argued in
your paper.
Plagiarism is taken very seriously by this instructor. Students
are responsible for producing new,
original work for this course with careful attention to standard
rules of citation and the UH
Academic Honesty Policy
(http://catalog.uh.edu/content.php?catoid=6&navoid=1025).
Written
work must be submitted through TurnItIn in order to be
evaluated. To quiz your knowledge of
what constitutes plagiarism, visit
http://www.uh.edu/honors/human-situation/survival-kit/

writingresources/Plagiarism.quiz.htm.
Papers are due to TurnItIn (accessible via Blackboard) by noon
on Monday, December 4.
No extensions, and no late papers.
Extra Credit Opportunity
You may earn extra credit toward your final paper grade by
seeking help from the art history Graduate
Writing Fellow. For each consultation you make with the Fellow
regarding your paper for Modern &
Contemporary Art, you will earn 1.5 points of extra credit. You
may earn up to 3 points of extra credit
toward your final paper grade. The Writing Fellow will keep
track of students who consult with her/him
and pass that information on to Dr. Harren.
http://catalog.uh.edu/content.php?catoid=6&navoid=1025
http://www.uh.edu/honors/human-situation/survival-
kit/writingresources/Plagiarism.quiz.htm
Course Syllabus
Course Description
A systematic analysis of how hazardous materials escalate an
incident or emergency event. Examination of the basic
fundamental concepts common to hazardous chemicals with an
emphasis on how some key elements, compounds, and
mixtures are inherently dangerous.

Course Textbook(s)
Meyer, E. (2014). Chemistry of hazardous materials (6). Upper
Saddle River, NJ: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine chemistry fundamentals.
2. Discuss common units of measure.
3. Explain the chemistry of common substances.
4. Evaluate chemical interactions as they relate to control of
potential hazards.
5. Classify hazardous materials according to Department of
Transportation (DOT) classification and warning systems.
6. Determine strategies for dealing with chemical properties of
specific types of hazardous substances.
7. Analyze important standards related to hazardous substances.
8. Apply information resources commonly used in emergency
response operations.
9. Examine widely used hazardous materials classification and
labeling systems.
Academic Integrity
Honesty and integrity are taken very seriously at Waldorf
University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current
Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn 3 hours
of college credit.

Course Structure
1. Study Guide: Course units contain a Study Guide that
provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes
that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study
Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments
from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the
Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be
tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Students are required to submit
Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and
professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the
Discussion Board rubric is provided below.
7. Unit Quizzes: This course contains Unit Quizzes. It is
suggested that the quizzes be completed before students
OSH 3640, Interactions of
Hazardous Materials

OSH 3640, Interactions of Hazardous Materials 1
complete the Unit Assessments. Quizzes are used to give
students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments,
which test student knowledge on important aspects of
the course. These tests may come in many different forms,
ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for
grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below.
Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided
below.
10. Ask the Professor: This communication forum provides
students with an opportunity to ask their professor general
questions or questions related to course content.
11. Student Break Room: This communication forum allows for
casual conversation with other classmates.
Unit Assignments
Unit III Essay
For this assignment, you will compose an essay about the
concept of chemical incompatibility including practical
information involving two common chemical products.

Choose bleach (a base) and another household chemical product
that is an acid and review the product labels. You can
access product labels and Safety Data Sheet (SDS) information
on the Internet.
Record each product’s chemical formulation.
Review Section 7 of the product SDS and summarize that
information as it relates to the chemical incompatibility and
storage of the bleach and the other product that you chose.
Use the U.S. EPA Chemical Mixing Compatibility Chart, which
can be found by using your favorite search engine, and
comment on any chemical incompatibilities associated with the
product/chemical(s) that you selected. Include such
information as the chemical reactions that could occur if the
two products somehow became mixed with one another
during an emergency response incident. Also, identify how the
chemical properties, uses, and other unique hazards of
these two products can affect the tasks and safety of first
responders (environmental health and safety/fire service
professionals) to an emergency response incident.
Summarize and compare the usefulness of the SDS information
and the compatibility chart. Were the two references in
agreement, or did you find that the information was
contradictory? Include a discussion on how you intend to use
chemical incompatibility information to keep your workplace or
home safe.
Your response must be at least one page in length. You are
required to cite the SDS and the U.S. EPA Chemical Mixing
Compatibility Chart in your response. All other sources used,
including the textbook, must be referenced. Paraphrased
and/or quoted materials must have accompanying citations in
APA format. You must cite at least three sources in your
response.
Unit IV PowerPoint Presentation

For this assignment, you have been tasked with presenting
information to your company’s board regarding a hazardous
materials incident involving the transport of toxic substances
that falls under the hazard classifications that we have studied
so far (water/air reactive, corrosive, or toxic) identified on the
following Web page(s):
http://www.csb.gov/investigations
Your presentation must include the following information:
summary of the incident;
identification of the information (hazard class, description,
labels, markings, and placards) that the DOT requires when
transporting toxic substances and information about workplace
exposure concentrations of the substance involved in the
incident;
description of the elements of the emergency response to the
incident including a discussion on its environmental and
human health impacts (be sure to address how the toxic
substance’s chemical properties, uses, and ill effects may
affect the tasks and safety of an EHS and FS professional
working the incident);
Discussion of your opinion on the response to the incident
For this assignment, you will create a PowerPoint presentation
consisting of at least 5 slides (not including your title slide
and reference slide) containing the information described above.
All sources used, including the textbook, must be
referenced. You must include at least two sources. Paraphrased
and/or quoted materials must have accompanying
citations in APA format.
Unit V Research Paper
OSHA issued the Process Safety Management of Highly

Hazardous Chemicals Standard (PSM) (29 CFR 1910.119) which
contains requirements for the safe management of chemicals for
companies that exceed OSHA’s threshold quantities for
highly hazardous substances. This standard requires the
establishment of a management program that includes
conducting process hazard analyses, establishing detailed
operating procedures, and includes other important
requirements to mitigate the possibility of a serious, chemical
related incident occurring at the facility.
For this assignment, suppose you are a safety manager at a
chemical manufacturing facility that manufactures
concentrated nitric acid. You have heard that employees who
load nitric acid into rail tank cars have been checking the pre-
inspection checklist from the rail shipping office instead of
actually inspecting the vehicles with the checklist in hand as
http://www.csb.gov/investigations
required by the operating procedure. This has not been the first
time the shipping crew has been lax about process safety
related work rules. Based on this scenario, please compose a
research paper which includes the following information:
Identify the chemical properties, uses, and primary hazards
associated with common oxidizers including concentrated
nitric acid.
Identify important occupational exposure limits (OELs)
associated with at least 3 common oxidizers.
Identify PSM requirements that would be useful for preventing
or minimizing the consequences of a significant oxidizer
related incident.
Using the OSHA Standard and your own experience, justify and

validate the importance of the PSM standard to your
facility (if it stores and processes highly hazardous materials)
or a facility that may impact your community or a near-by
community. Examples might include a water treatment facility
that utilizes liquefied chlorine gas, a coal fired power plant
that utilizes liquefied chlorine gas for water treatment, a food
processing plant with a large ammonia refrigeration system,
a fertilizer manufacturing or storage facility, a chemical
manufacturing facility, etc..
Your research paper must be at least two pages in length. You
are required to cite the OSHA Standard 29 CFR 1910.119 in
your response as well as at least two other sources, one of
which must be the Waldorf Online Library. All sources used,
including the textbook, must be referenced. Paraphrased and/or
quoted materials must have accompanying citations in APA
format.
Unit VI Essay
Your company has been contracted to assess and cleanup a site
that previously had a manufacturing facility for an
organochlorine pesticide (i.e., aldrin, chlordane, dieldrin,
eldrin, or heptachlor). You are tasked with shipping these
wastes
off-site to a treatment, storage, disposal facility (TSDF) for
disposal.
Review the information found in the 16-point GHS SDS for at
least two of the organochlorine pesticides detailed in this
question. Describe how you would prepare for transport of these
materials and ensure proper shipping documentation
based on DOT regulations (hazard class, descriptions, labels,
markings, and placards). Describe the importance of having
these regulations in place when transporting hazardous
materials.

Describe the chemical properties, uses, and ill effects that first
responders, such as EHS and FS professionals, may
encounter upon arrival to the site discussed in this assignment.
Summarize the information found in the SDS, and explain
how that information prepares EHS and FS professionals to
assess and mitigate workplace hazards related to
organochlorine pesticides.
Your essay must be at least one page in length. You are required
to cite the relevant SDS in your response as well as at
least one other sources. All sources used, including the
textbook, must be referenced. Paraphrased and/or quoted
materials
must have accompanying citations in APA format.
Unit VII Case Study
For this assignment, you are the lead incident commander for a
hazardous materials incident similar to those that have
been introduced in this course. In this scenario, HLF
Polyurethane Manufacturing was undergoing a maintenance
activity in
which an acid gas feed line segment required replacement.
Pressure gauges were not installed in the line to monitor
activity
or to indicate if the line was operational. Upon initiating the
line breaking activity (opening the line to the atmosphere) under
self-contained breathing apparatus (SCBA), there was an
uncontrolled release of acid gas. A nearby welding operation
provided the ignition source and the flammable gas was ignited.
The following actions were initially taken:
The evacuation alarm was sounded and the facility emergency
response team (ERT) was activated.

The plant manager and the local fire department were notified
of the incident.
The incident command was established at the facility office near
the main access gate to the south (this is the furthest
distance within the property boundary from the incident
location).
The incident commander implemented actions required under
the approved emergency response plan.
The ERT was not able to immediately isolate the source of the
incident.
The fire department arrived on location and assumed the
incident command of the event.
Additional Relevant Information:
The facility encompasses an area measuring 2000 feet by 1400
feet.
The nearest residential community is located approximately
1000 feet to the northeast.
A plastic recycling plant is located along the south fence
boundary of the refinery.
A major interstate highway runs directly parallel to the plant.
The ambient temperature on the day of the incident was 85° F
and the wind was blowing at 7 mph from the southwest to
the northeast.
Work crews were scheduled to work 12-hour shifts, 24-hours a
day, to complete the incident response.
The facility has a trained ERT that can respond to incidents.
Your essay must address the following:
Summarize the incident.
Identify all hazardous materials involved, their classifications
and their physical properties.
Discuss chemical incompatibility and interactions relevant to
this incident.

Discuss any short or long term mitigation necessary.
Explain how the lead incident commander should respond to
this incident based on the Emergency Response
Guidebook (ERG). Click the link below to access the ERG at
the Pipeline and Hazardous Materials Safety Administration
website:
Pipeline and Hazardous Materials Safety Administration. (n.d.).
Emergency Response Guidebook (ERG). Retrieved from
http://www.phmsa.dot.gov/hazmat/library/erg
Explain the corrective action plan that should be implemented
based on the ERG to prevent a reoccurrence of this event.
Your response must be at least one page in length (not counting
the cover page or reference page). All sources used,
including the text, must be referenced. Paraphrased and quoted
materials must have accompanying in-text and
reference citations in APA format.
Your response must be at least one page in length (not counting
the cover page or reference page). All sources used,
including the text, must be referenced. Paraphrased and quoted
materials must have accompanying in-text and reference
citations in APA format.
Submitting Course Papers/Projects
Once you have completed your papers/projects, submit your
completed papers/projects by uploading through the
Assignment tab in each unit. Do not e-mail your paper directly
to your professor. By using the Assignment tab, your record

will automatically be updated to indicate you have submitted
your papers/projects, and the assignment will be provided to
your professor for grading. Instructions for submitting your
assignment can be found under the Assignment tab in each unit.
APA Guidelines
Waldorf College requires that students use the APA style for
papers and projects. Therefore, the APA rules for formatting,
quoting, paraphrasing, citing, and listing of sources are to be
followed. Information about using APA style can be found in
APA Style Help in the Course Menu. This area provides links to
Internet sites, tutorials, and guides that provide
comprehensive information on APA formatting, including
examples and sample papers.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each level
of achievement. In addition, a rubric is a reference tool that
lists evaluation criteria and can help you organize your efforts
to
meet the requirements of that learning activity. It is imperative
for you to familiarize yourself with these rubrics because
these are the primary tools your professor uses for assessing
learning activities.
Rubric categories include: (1) Discussion Board, (2) Assessment
(Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a
single course (e.g., some courses may not have
Assessments).

The Discussion Board rubric can be found within Unit I’s
Discussion Board submission instructions.
The Assessment (Written Response) rubric can be found
embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting the “Grades” link.
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the
method by which your instructor assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor

This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
http://www.phmsa.dot.gov/hazmat/library/erg
https://online.waldorf.edu/CSU_Content/Waldorf_Content/zulu/
common_files/Create_New_Thread_Subscribe.pdf
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.

Schedule/Grading
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule, you
will be assured that you will complete the course within the
time allotted.
Unit I Introduction to Chemistry [ Weight: 10% ]
Read/View: Unit I Study Guide
Chapter 1: Introduction, pp. 3-4; 17-23; 24-27
Chapter 2: Some Features of Matter and Energy, pp. 35-42; 54-
56
Chapter 4: Chemical Forms of Matter, pp. 111-116; 119-121
Discuss: Unit I Discussion Board 2%
Submit: Unit I Assessment 8%
Unit II Chemistry of Some Common Elements [ Weight: 10% ]
Read/View: Unit II Study Guide
Chapter 6: Use of the DOT Hazardous Materials Regulations by
Emergency Responders,
pp. 179-217
Chapter 7: Chemistry of Some Common Elements, pp. 227-267
Discuss: Unit II Discussion Board 2%
Submit: Unit II Assessment 8%
Unit III Chemistry of Acids/Bases and Water/Air-Reactive
Materials [ Weight: 17% ]
Read/View: Unit III Study Guide
Chapter 8: Chemistry of Some Corrosive Materials, pp. 270-304

Chapter 9: Chemistry of Some Water- and Air-Reactive
Substances, pp. 308-342
Discuss: Unit III Discussion Board 2%
Submit: Unit III Quiz
Unit III Essay
5%
10%
Unit IV Chemistry of Toxic Substances [ Weight: 12% ]
Read/View: Unit IV Study Guide
Chapter 10: Chemistry of Some Toxic Substances, pp. 345-416
Discuss: Unit IV Discussion Board 2%
Submit: Unit IV PowerPoint Presentation 10%
Unit V Chemistry of Some Oxidizers [ Weight: 17% ]
Read/View: Unit V Study Guide
Chapter 5: Principles of Chemical Reactions, pp. 140-142
Chapter 11: Chemistry of Some Oxidizers, pp. 421-463
Reading Assignment (1 article): See Study Guide
Discuss: Unit V Discussion Board 2%
Submit: Unit V Research Paper 15%
Unit VI Chemistry of Some Hazardous Organic Compounds [

Weight: 12% ]
Read/View: Unit VI Study Guide
Chapter 12: Chemistry of Some Hazardous Organic Compounds:
Part I, pp. 466-527
Chapter 13: Chemistry of Some Hazardous Organic Compounds:
Part II, pp. 533-600
Discuss: Unit VI Discussion Board 2%
Submit: Unit VI Essay 10%
Unit VII Chemistry of Polymers [ Weight: 12% ]
Read/View: Unit VII Study Guide
Chapter 14: Chemistry of Some Polymeric Materials, pp. 606-
642
Discuss: Unit VII Discussion Board 2%
Submit: Unit VII Case Study 10%
Unit VIII Chemistry of Radioactive Materials [ Weight: 10% ]
Read/View: Unit VIII Study Guide
Chapter 15: Chemistry of Some Explosives, pp. 654-680
Chapter 16: Radioactive Materials, pp. 684-731
Discuss: Unit VIII Discussion Board 2%
Submit: Unit VIII Assessment 8%
OSH 3640, Interactions of Hazardous MaterialsCourse
SyllabusCourse DescriptionCourse Textbook(s)Course Learning
OutcomesAcademic IntegrityCreditsCourse StructureUnit

AssignmentsUnit III EssayUnit IV PowerPoint PresentationUnit
V Research PaperUnit VI EssayUnit VII Case StudySubmitting
Course Papers/ProjectsAPA GuidelinesGrading
RubricsCommunication ForumsSchedule/Grading

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