This Assignment has two parts. You will construct an argument in t.docx

This Assignment has two parts. You will construct an argument
in the premises–conclusion format to practice the organization
and composition of a strong argument. Then, you will evaluate
some areas of critical thinking that you may want to build
actively during this term.
Review a sample template for the Unit 2 Assignment.
Part I:
In the premise–conclusion format you learned in Unit 1, you
will construct the argument that persuaded you to pursue your
degree. The conclusion will be something similar to
“Conclusion: I will attend Purdue Global to earn my degree in
X(BA in Liberal Studies).” Offer three premises that share
distinct reasons, evidence, information, or narratives that played
a part in your decision. In the argument format, give one
sentence for each premise and one sentence for the conclusion.
After you compose the argument, in at least 200 words, share an
explanation to add context for the argument. Discuss how you
devised the information to form the premises, explain why these
reasons were the most important to you, and offer insights about
how these elements were a factor in your decision-making
process. How did these premises in particular lead to this
conclusion?
Part II:
The Reading for this unit included the article on the “16
Characteristics of a Critical Thinker.” Assess yourself in this
Assignment. In at least 250 words, select two characteristics
from the article that you believe will be strengths and two that
you believe will require mindfulness to build. Why do you
believe each characteristic is relevant to you, and how can you
tell if it is a strength or a weakness in your life and career? Be
sure to include content from the article and use APA style for
both in-text citations and full end references.

Readings
Read Chapter 3 “Reality Assumptions” PDF “Styles of
Argumentation”
Edmans, A. (2017, May) “What to Trust in a Post-Truth World.”
TED Talk: TedX London Business School
https://www.ted.com/talks/alex_edmans_what_to_trust_in_a_po
st_truth_world/transcript
Patel, D. (2018, October 24) “16 Characteristics of a Critical
Thinker.” Entrepreneur. Retrieved from:
https://www.entrepreneur.com/article/321660
Assignments-All/Assignment-1/Assignment-1-Notes.txt
Course Humanity
Professor Lecture
https://www.youtube.com/watch?v=CUOMENNS0EI&feature=y
outu.be
Topic Overview
If you have never seen Baroque art before, above is a great
introduction into how it came about and what defines it. In
short, Baroque art is dramatic, theatrical, ornate, sophisticated,
and emotional. It originated when the Catholic Church wanted
to draw people away from Protestantism by giving them a taste
of the glory and grandeur of heaven or to remind of the drama
and power of the Christian story. Despite its Catholic origins,
Protestants would adopt many Baroque techniques for their own
ends, and later Kings would use the style to portray their own
splendor.

Learning Outcomes
After successful completion of these activities, you will be able
to:
explain the origins of the Italian Baroque style through the
Catholic Church
trace how the Baroque came north to Protestant lands and note
how it was adapted to portrait painting and Protestant themes
and music
understand the elements of the aristocratic Baroque, which was
made to mirror the glory of kings like Louis XIV of France
Assignments-All/Assignment-1/Assignment-1-question.txt
Discussion Post for Module 10
This is a chance for you to write about the Baroque Era. To
complete this assignment, you will need to answer BOTH of the
prompts below. You will needs a paragraph of at least 8-10
sentences, each sentence packed with facts, specifics, and
analysis to answer EACH of the two prompts. REPLY TO THE
POSTS OF TWO PEERS AFTER POSTING.

1. What features characterize Baroque art and what is the
Baroque period all about in terms of art? What influenced it and
where does it come from? Name at least three artists from the
Baroque period and name a few of their works of art that stood
out to you and explain why you like them and how they
illustrate Baroque features.
2. Baroque music saw the emergence of many new kinds of
forms, from he opera to the concerto. Explain some of these
innovations of the Baroque period and illustrate these by giving
examples from at least three Baroque composers such as Back,
Vivaldi, Handel, or Corelli.
Assignments-All/Assignment-2/Assignment-2-notes.txt
Course
Humanity
Professor Lecture
https://www.youtube.com/watch?v=i-
a4ueSsa3Y&feature=youtu.be
Topic Overview
This video is about John Locke, one of the foremost thinkers of
the Enlightenment, which we will cover in this module. John
Locke believed every individual had a natural right to life,

liberty, and property. If the government denied its citizens these
rights, Locke believed that a revolution was justified. This is
very different from the divine right of kings that Louis XIV
championed last chapter! Indeed, this module introduces a wide
range of movements, the Enlightenment, the Age of Science, the
Age of Reason, and the Neoclassical period. All of the
movements have one thing in common, a focus on reason, order,
and balance. Even music was expected to follow rules and show
proper form. This was an age when people wanted to know the
truth for themselves, not just take it on faith.
Learning Outcomes
to:
Understand how Enlightenment thinking shaped political and
social theory
Describe the characteristics of Neoclassical art and comprehend
the components and structure of Classical Music
To complete this assignment, you will need to answer BOTH of
the prompts below. You will needs a paragraph of at least 8-10

1. This time period covered this module featured enormous
intellectual advances, and for this reason is referred to as the
Enlightenment or the Age of Reason. Describe two or three of
these new ideas and concepts and mention at least three of the
great philosophers and thinkers of the era mention why they are
famous.
2. What are some of the features that defined the art of this time
period, called Neo-Classical? How did this movement connect
with the Enlightenment? Name at least three great artists from
this period, describe a piece of their work, and explain how it
fits into the Neo-Classical movement.
Course Humnaity
Professor Lecture
https://www.youtube.com/watch?v=OiRWBI0JTYQ&feature=yo
utu.be
Topic Overview
You might here "Romanticism" and think, "yeah, I know that
that is. Its all about Romantic Comedies, sappy songs, and
boxes of chocolates." If you thought this, then you are wrong,
and you should watch the video above to get you keyed in to

what's coming. The Romantic movement was a reaction to the
coldness of reason, the uncaring nature of science, the rigidity
and prejudice of society, and the horror of the industrial
revolution. Romantics wanted to find something to ignite the
soul, imagination, and the emotions in a world that looked
increasingly bleak and impersonal. Romantics loved nature,
tragic stories, drama, and horror - anything to trigger an
emotional reaction. While some romantics may seem silly or
trivial to us today, others can connect to our deepest desires,
fantasies, and fears.
Learning Outcomes
to:
Understand how the industrial revolution, new scientific
discoveries like evolution, and the conquests of Napoleon
contributed to the Romantic movement
Explain what characteristics defined Romantic literature,
especially poetry and novels
List the characteristics of Romantic art as well as identify some
major Romantic paintings and composers

1. How did Romantics value and what did they seek out? What
was Romanticism all about and what was it responding to? What
elements defined Romantic art? Name at least three Romantic
artists, give an example of one of each of their paintings, and
discuss how they fit into Romantic period themes.
2. Romantic music featured all sorts of drama, nationalism,
tragedy, and emotion. Chose three composers of the Romantic
era (such as Chopin, Wagner, Schumann, Grieg, Beethoven) and
describe at least one of their works, and show how their work
fits into the broader landscape of the Romantic period.
Course Introduction to humanities
Professor Lecture
https://www.youtube.com/watch?v=cump0Nxteb4&feature=yout
u.be
Topic Overview

The above video introduces realism as a style, which, as you
might guess, tries to depict the reality of the human condition in
art and literature. Unlike Romantics who tried to escape both
the horrors and the triumphs of the industrial, scientific world,
realists faced it head on. Rising inequality from the industrial
revolution, new thoughts about morality, social upheaval and
uncertainty, and new building techniques and materials all
helped to contribute to realism. As a reaction to realism,
impressionists and post-impressionists focused on not what one
saw, but how one saw it. Their art was not designed to
accurately depict their subject like a photograph, but to convey
the impression that was left by their subject.
Learning Outcomes
to:
List the social, political, and intellectual conditions that laid the
groundwork for realism
Understand the meaning and purpose of realist art in different
media and contexts
Explain the purpose of impressionist and post-impressionist art
and how it used new techniques to achieve its goals

1. While Romantics escaped from reality, the Realists faced it.
What are some of the main features of the realism movement in
literature, art, and writing? Drawing on three Realists (you may
choose whether they are artists, composers, or writers, or some
combination of the three) choose some of their works to explore
and show how they demonstrate themes of the Realist era.
2. Impressionism was a movement more about HOW one sees or
listens rather than WHAT they see. Explain what this means and
what impressionists were trying to accomplish with their work.
Choose three impressionism artists or composers and use their
works to explain what Impressionism was all about.
Course Intro to Humanities
Professor Notes
https://www.youtube.com/watch?v=eKOYoYy4vBE&feature=yo
utu.be

Topic Overview
In the early 20th century a series of disasters and wars shock
the world to its core, radically changing the styles of artists.
World War I, the Great Depression, the Rise of Communism,
World War II, and the Holocaust left many people in the world
thinking that civilization had made a drastic mistake. The above
video, which reads the chilling and terrifying poem by poet T.S.
Eliot called "The Hollow Men" is a great example of that new
attitude. Eliot presents his generation as empty, soulless people,
with nothing left to say or do. Many artists and authors, feeling
that culture had come to a dead end, decided to "make it new".
They wanted to challenge all in the world that had brought such
horror and confusion, and instead try to find other things to
bring meaning to life and the world. This movement is called
modernism. Modernism has no one single style, technique, or
characteristic other than the objective to revolt against
boundaries and present meaning in new ways.
Learning Outcomes
to:
Understand the many different manifestations of modernism in
different media, from literature, to art, to sculpture, to
architecture, to film
Explain the differences between different schools of modernist
art, including cubism, Dada, expressionism, and surrealism

1. The modernism period was in many ways a reaction against
and a challenge to all that came before. What were modernists
challenging and what were their goals? Choose three modernist
artists, describe at least one piece of each of their work, and
explain how their work illustrates modernist themes.
2. The literature and music of the modernist period broke down
barriers and tried new methods and techniques. Pick three
writers or composers from the modernist period and explain
how their work broke barriers or used new methods.
Course Into to Humanities
Professor Lecture
https://www.youtube.com/watch?v=aXLS_WDIugk&feature=yo
utu.be

Topic Overview
Just like last module, this module covers a wide range of
different movements. However, just like last week all of the
different movements were focused on making things new, all the
various movements from this week are connected with personal
authenticity, criticism of the social and political order, and
skepticism towards truth claims. Jackson Pollock, shown in the
above video, for example, sought authenticity and spontaneity
in his art by his drip and splash methods. This was also a time
when social activism became popular, and marginalized races,
genders, and ethnicities began to challenge the status quo. The
world was changed by globalization and mass media, giving
people more access to each other and to new ideas than ever
before, but also overstimulating people and leaving people
wondering what the truth actually is, or if truth exists really at
all. Now more than ever, people understood that the universe is,
to a large extent, what we make of it.
Learning Outcomes
to:
Understand the vast array of new artistic and literary
movements and styles from this period, from abstract
expressionism in art to post-modernism in literature

List some of the new media through which people
communicated their ideas, such as the internet, television, and
radio
1. Postmodern and Contemporary art are often difficult to
understand and explain. Hopefully some of these resources,
especially the TED talk on YouTube helped you to
conceptualize things a bit better. Try your hand at crafting a
brief definition for these movements. Choose three artists from
this time period and discuss how examples of their art connect
with bigger themes in postmodern and contemporary art.
2. Pop culture is a major part of art and literature, music, and
art of the present day. From comic books, to Hip Hop, to
fantasy/Sci-Fi novels. Choose three of your favorite
artists/writers/musicians of today and explain what appeals to
you in their work. Try to dig deeper than “I like their sound”
and try to find deeper themes our culture that connect with you.

Course Introduction to Engineering Technology
Soldering Project Worksheet
After watching this soldering video:
Soldering Video Link
https://www.youtube.com/watch?v=AY5M-
lGxvzo&list=PL926EC0F1F93C1837
and doing some online soldering research of your own, complete
the Soldering Project Worksheet below:
Soldering Worksheet.doc
Preview the document

and submit for a grade...
Assignments-All/Assignment-7/Basic Soldering Lesson 6.pdf
Basic Soldering Lesson 6 – Component Soldering
We have covered terminals. Now, let’s go on to component
soldering onto a circuit
board. What we are going to watch is the technique for
soldering an axial leads
component to a single sided board.
Here we are using a resistor. Cleaning is the first step. It’s done
with a rubberized
abrasive stick which gets off all the heavy oxides from the lead
surfaces. The pads are
also cleaned with the abrasive stick. Any oil or grease should be
removed with solvent
before the abrasive and then again afterwards.
For bending the leads, a component forming tool or pliers will
be used. It is adjusted to
span the distance between the two holes and makes it easy to
properly form the leads.
After bending, the leads are wiped with solvent to remove oil or
grease left from your
fingers.
The component leads are inserted through the board from the
base side and the fit is
perfect.

For a straight through lead termination, the lead is cut at a
length equal to the lead wire
diameter. For a clinched lead termination, the leads are first
semi-clinched and then cut
then cut to a length equal to the pad diameter, then the lead is
pressed flat in the
direction of the track, positioning it along the center line.
The process is repeated until all resistors are mounted in place.
Now, we will watch the soldering of the leads. Notice that the
iron touches the joint first,
coming in from one side while the solder is brought in from the
other. The tip is in
contact with the lead since this is the principal thermal mass in
the joint.
It’s done with a light touch, so that no pressure is applied to the
pad. The solder is
painted on and then removed before the iron is removed. The
iron is always swept over
the end of the lead and removed to ensure that solder covers the
end of the lead.
Here you see the result with all the characteristics of a preferred
joint. First, there is a
correct amount of solder and good wetting action. The surface is
smooth and well
feathered out to the edge. There are no pits or holes in it and no
evidence of flux once
the joint is clean after soldering. The appearance of the surface
is bright and shiny.
With a clinched lead, the fillet should look like this, slightly
concave and showing the
shape of the underlining wire.

The work piece indicator here is the length of the solder flow
along the conductor. An
excessively long flow indicates too long a dwell time. With a
straight through lead, the
preferred fillet looks like this, again the slight concavity and
smooth shiny surface.
Joints like these are unacceptable because they have too little
side. As a result, the
fillets are too small. Here the fillets are too big, there is too
much solder.
Here are some other types of unacceptable joints, this is the
rosin joint, too little heat
was applied and there is still solidified flux between the wire
and the terminal,
sometimes it may appear on the solder surface itself.
This is a cold joint; when heat is withdrawn too soon, the solder
doesn’t feather out. This
joint shows the other main characteristic of cold joints, a
surface that looks frosty and
granulated.
Another unacceptable joint is this disturbed joint, it is also
frosty and granulated, but
here the cause has been movement during solder solidification.
This is an overheated joint, it has a chalky, dull or crystalline
appearance and may show
pitting on the surface, it’s often the result of repeated efforts to
repair a joint that won’t
web properly due to contamination or lack of sufficient flux.

A good way to inspect a joint is to roll it around under an
overhead light, the movement
directs the light on every spot and will quickly reveal any pits
or discontinuity on the
surface.
Assignments-All/Assignment-7/Soldering Worksheet - Please
fill this doc.doc
EET1214C
Introduction to Engineering Technology
Soldering Worksheet
1)
Name three commonly used components on a circuit board:
2)
What is the procedure to prepare stranded wire for soldering?
3)
Name 2 de-soldering tools:
4)
What does the dot represent on the schematic symbol for an IC
socket holder printed on a circuit board?
5)
What are the silver circles on a circuit board called?
6)

What is the standard letter symbol for a transistor?
List the five solder joint characteristics:
1.
2.
3.
4.
5.
Course Introduction to Engineering Technology
GEO_1: Engineering Technology and their Value to our World
(Not Required)
Describe a real world engineering technology related example
that has not yet been posted by another student and discuss its
value to our world and why. Cite all of your references for other
students who would like to research and learn more about your
particular engineering technology example.

This Assignment has two parts. You will construct an argument in t.docx

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This Assignment has two parts. You will construct an argument in t.docx