Students at Rock Hill H.S. created proportional self-portraits using a grid system with soft or oil pastels inspired by Henri Matisse, and were challenged to use a harmonious color scheme that demonstrated sensitivity to values.
Self-portraits allow artists to freely explore and experiment without restrictions from patrons. They serve as intimate personal legacies and a form of self-promotion. Van Gogh and Kahlo created many self-portraits to study facial structures and express inner emotions and experiences. Sherman transforms herself through costumes and makeup in self-portraits that examine identity. Self-portraits reveal an artist's character, background, thoughts, and feelings.
Portrait Day Two Charcoal Rembrandt Light Gestureglennhirsch
This document provides an introduction to techniques for charcoal portraits and self-portraits, including chiaroscuro lighting in the style of Rembrandt. It discusses using directional light from a single source to define planes of the skull and explores contour lines, gesture, and body language. Examples are given of works by Rembrandt, Manet, Botticelli, Otto Dix, Lucien Freud, Auguste Rodin, and Alice Miller that demonstrate these techniques.
The artist created self-portraits inspired by photographers Eugenia Loli and Christopher Bucklow. To emulate their styles, the artist layered an image of themselves over backgrounds with personal significance from places like Malaysia, India, Greece, and Ghana. Celebrities and friends were also incorporated into the foreground. The final pieces featured the artist emerging from water with figures looking on in the distance alongside the Taj Mahal, and the artist with figures interacting in front of them. These compositions best represented the artist's goal of including personal subjects and conveying their Asian background in a modern collage format inspired by Loli.
Portrait Charcoal Gesture and Light - Rembrandtglennhirsch
This document provides an introduction to techniques for charcoal drawing and portraiture. It discusses chiaroscuro lighting styles inspired by artists like Rembrandt, who used light and shadow to make figures emerge from darkness. Examples are given of contour line drawing and blind contour techniques. The importance of gesture and body language for conveying meaning in portraits is also highlighted, with examples from artists like Rodin that show how head tilt can add interest. Student names are listed, suggesting it is materials for a class.
This document lists the names of over 100 artists and some of their artworks. It includes works by Manet, Picasso, Marsden Hartley, David Salle, Kurt Schwitters, Duchamp, Doris Salcedo, Max Ernst, John Heartfield, Wolfgang Laib, Jess Collins, Rene Magritte, Tony Cragg, Guillermo Gomez-Pena, Joseph Cornell, Robert Rauschenberg, Alfredo Jaar and Christian Schumann. The artworks span different time periods and styles including paintings, photographs, installations and mixed media works.
This document provides prompts for a conceptual self-portrait sketchbook assignment, asking students to create self-portraits representing themselves as older, as the opposite sex, or depicting their state of mind, and suggests using mixed media like in the examples shown. Students are told the portraits do not need to be realistic but should express an idea about themselves.
This mixed-media self portrait explores themes of anxiety through abstract shapes and colors. Various textures and materials were combined to depict different feelings of unease and worry in a non-literal way. Overall, the piece aims to represent the artist's experience with anxiety through an experimental approach to self portraiture.
Self-portraits allow artists to freely explore and experiment without restrictions from patrons. They serve as intimate personal legacies and a form of self-promotion. Van Gogh and Kahlo created many self-portraits to study facial structures and express inner emotions and experiences. Sherman transforms herself through costumes and makeup in self-portraits that examine identity. Self-portraits reveal an artist's character, background, thoughts, and feelings.
Portrait Day Two Charcoal Rembrandt Light Gestureglennhirsch
This document provides an introduction to techniques for charcoal portraits and self-portraits, including chiaroscuro lighting in the style of Rembrandt. It discusses using directional light from a single source to define planes of the skull and explores contour lines, gesture, and body language. Examples are given of works by Rembrandt, Manet, Botticelli, Otto Dix, Lucien Freud, Auguste Rodin, and Alice Miller that demonstrate these techniques.
The artist created self-portraits inspired by photographers Eugenia Loli and Christopher Bucklow. To emulate their styles, the artist layered an image of themselves over backgrounds with personal significance from places like Malaysia, India, Greece, and Ghana. Celebrities and friends were also incorporated into the foreground. The final pieces featured the artist emerging from water with figures looking on in the distance alongside the Taj Mahal, and the artist with figures interacting in front of them. These compositions best represented the artist's goal of including personal subjects and conveying their Asian background in a modern collage format inspired by Loli.
Portrait Charcoal Gesture and Light - Rembrandtglennhirsch
This document provides an introduction to techniques for charcoal drawing and portraiture. It discusses chiaroscuro lighting styles inspired by artists like Rembrandt, who used light and shadow to make figures emerge from darkness. Examples are given of contour line drawing and blind contour techniques. The importance of gesture and body language for conveying meaning in portraits is also highlighted, with examples from artists like Rodin that show how head tilt can add interest. Student names are listed, suggesting it is materials for a class.
This document lists the names of over 100 artists and some of their artworks. It includes works by Manet, Picasso, Marsden Hartley, David Salle, Kurt Schwitters, Duchamp, Doris Salcedo, Max Ernst, John Heartfield, Wolfgang Laib, Jess Collins, Rene Magritte, Tony Cragg, Guillermo Gomez-Pena, Joseph Cornell, Robert Rauschenberg, Alfredo Jaar and Christian Schumann. The artworks span different time periods and styles including paintings, photographs, installations and mixed media works.
This document provides prompts for a conceptual self-portrait sketchbook assignment, asking students to create self-portraits representing themselves as older, as the opposite sex, or depicting their state of mind, and suggests using mixed media like in the examples shown. Students are told the portraits do not need to be realistic but should express an idea about themselves.
This mixed-media self portrait explores themes of anxiety through abstract shapes and colors. Various textures and materials were combined to depict different feelings of unease and worry in a non-literal way. Overall, the piece aims to represent the artist's experience with anxiety through an experimental approach to self portraiture.
The document discusses the history and reasons for self-portraiture in art. It notes that while self-portraits have existed since early times, it was not until the 15th century Renaissance that artists frequently depicted themselves as subjects or characters in works. For women artists, who often lacked access to art schools and live models, self-portraits became an important way to assert their artistic skills and value as painters. The document singles out Rembrandt, Durer, Frida Kahlo, Van Gogh, and Cindy Sherman as artists known for creating multiple self-portraits and using their own image to communicate messages through their art. Students are assigned to research one of these three artists to explain their reasons for
The document defines a portrait as a painting of a person's face. It provides links to a video and game to teach how artists create portraits by showing the portrait drawing process and allowing the reader to practice drawing portraits of friends.
Molly Percy created a self-portrait triptych for her college that was influenced by several artists. She was initially inspired by Michael Craig Martin's computer-generated color portraits. Her triptych experiments with color combinations and incorporates influences from Francis Bacon's triptych format and David Choe's bright colors. Her final self-portrait captures different emotions through contrasting colors and compositions that she feels represent her personality. Through this project, Molly learned about combining colors and the benefits of working with canvas.
This document provides an overview of self-portraits created by various artists including Alice Neel, Kiki Smith, Brenda Goodman, Chuck Close, Judy Glantzman, Sussana Coffey, Lucien Freud, Frida Kahlo, Van Gogh, and others. Each artist's self-portrait is briefly described and additional information on some of the artists is also referenced.
Chuck Close is an American artist known for his large-scale photorealist portraits created using a grid system where he builds up the image cell by cell. In 1988, Close suffered a spinal artery collapse that left him a quadriplegic, but he continued painting mini portraits with a brush in his teeth as therapy. Although now unable to move his limbs, Close still creates gridded portraits by painting small shapes and colors in each cell to form a recognizable whole.
Chuck Close is an American artist born in 1940 who struggled in school due to dyslexia and other health issues. He found solace in art and was influenced by Jackson Pollock after seeing one of his exhibitions. Close developed a unique photorealistic style while studying at Yale by using grids from large Polaroids to recreate portraits with extreme detail. In 1988, Close suffered a spinal artery rupture that left him paralyzed and confined to a wheelchair, but he continued his artwork by taping a brush to his wrist.
This document provides information on self-portraits created by various artists throughout history. It begins with Jan van Eyck's realistic self-portrait from the Northern Renaissance. It then discusses self-portraits by Leonardo da Vinci from the Italian High Renaissance, Rembrandt from the Baroque Era, and Vincent van Gogh who pioneered Post-Impressionist expressionistic self-portraits. Later artists featured include Pablo Picasso's Cubist works, Frida Kahlo's surreal self-portraits reflecting her life experiences, Francis Bacon's emotionally raw abstracted portraits, and Chuck Close's photorealistic grid portraits. Each artist experimented with stylistic approaches reflective of their historical era.
This is the year of self portraits, also commonly known as a Selfie. Selfies are a growing phenomenon in today’s society. It is quite difficult to walk down the street without seeing somebody taking a selfie on their smartphone on snapchat, or uploading it to facebook, Instagram, or twitter. While some say that selfies have had a negative impact on people such as body dissatisfaction or lowering self-esteem, I personally feel the opposite way. My flip book was created to examine the growing selfie trend in a positive light. Enjoy!
The document lists years associated with various artists including Picasso, Van Gogh, Da Vinci, Salvador Dali, Andy Warhol, and others. Dates range from 1512 to 2002, with the majority from the late 19th century through mid 20th century, showing the era of many influential artists covered in a brief chronological listing.
Self portraits are visual representations created by an artist depicting themselves. They allow artists to explore their identity and how they see themselves. Through self portraits, artists can experiment with different styles, techniques, and expressions to gain a deeper understanding of who they are.
This document contains questions and responses about going digital and using technology. It discusses topics like internet access, using social media, creating self-service options, automating work, involving external people, using analytics, adapting products/services, transportation apps, crowdfunding, continuous learning, trying new things, and being open to change. The responses provide links to articles and examples about how leading organizations are approaching digital transformation.
A self-portrait is a painting of an artist by themselves. Many famous artists like Frida Kahlo, Vincent Van Gogh, Pablo Picasso, and Salvador Dali have painted self-portraits by carefully observing their faces in a mirror and depicting the shape, size, and position of the different parts of their own face. The document encourages readers to try drawing their own self-portrait using a mirror.
This document discusses different approaches that artists have taken to self-portraiture throughout history. Some artists have taken very formal approaches that reveal little about the artist, while others have used self-portraiture to explore emotions or provide psychological insight. Additional approaches include idealizing or dramatizing oneself, incorporating significant objects, depicting oneself as something else, or portraying only a portion of the self. A wide range of styles and levels of expression are seen across the many self-portrait examples provided.
Introduction To Portrait Painting PresentationFrank Curkovic
This document discusses how portrait paintings can convey meaning through facial expressions, posture, color, surroundings, and backgrounds. Artists may use swirling backgrounds to represent how they are feeling, or include more than just a face to provide context. Self-portraits allow artists to celebrate events or talents, and can show the artist from different stages of life. Elements like pose, brushwork, color, and background can reveal an artist's character, mood, beliefs, or talents in their own self-portrait. Various examples of portrait paintings are provided.
This document provides instructions for creating a symbolic still life self portrait using a collection of meaningful objects that represent the person. The instructions specify to gather favorite possessions of different sizes, textures, and levels of light and darkness that relate to one's interests and hobbies in order to assemble an arrangement of items symbolizing oneself.
The document lists famous artists such as Botticelli, Raphael, Judith Leyster, Da Vinci, Durer, Rembrandt, Van Gogh, Warhol, Picasso, Close and Kahlo. It suggests that these artists created self-portraits that students can learn from as part of a lesson on 2D art self-portraits using pencil drawings.
This document appears to be notes from Taylor W.'s 2013 AP Studio Art class at Rock Hill High School in Rock Hill, South Carolina dated repeatedly for Saturday, June 1, 13. The notes include the heading "detail" on a few lines and are brief repetitions of the date.
This document is Jaclyn B's 2013 AP Studio Art portfolio from Rock Hill High School in Rock Hill, South Carolina. It consists of notes and works dated for Saturday, June 1, 2013 to complete her AP Studio Art requirements.
The document discusses the history and reasons for self-portraiture in art. It notes that while self-portraits have existed since early times, it was not until the 15th century Renaissance that artists frequently depicted themselves as subjects or characters in works. For women artists, who often lacked access to art schools and live models, self-portraits became an important way to assert their artistic skills and value as painters. The document singles out Rembrandt, Durer, Frida Kahlo, Van Gogh, and Cindy Sherman as artists known for creating multiple self-portraits and using their own image to communicate messages through their art. Students are assigned to research one of these three artists to explain their reasons for
The document defines a portrait as a painting of a person's face. It provides links to a video and game to teach how artists create portraits by showing the portrait drawing process and allowing the reader to practice drawing portraits of friends.
Molly Percy created a self-portrait triptych for her college that was influenced by several artists. She was initially inspired by Michael Craig Martin's computer-generated color portraits. Her triptych experiments with color combinations and incorporates influences from Francis Bacon's triptych format and David Choe's bright colors. Her final self-portrait captures different emotions through contrasting colors and compositions that she feels represent her personality. Through this project, Molly learned about combining colors and the benefits of working with canvas.
This document provides an overview of self-portraits created by various artists including Alice Neel, Kiki Smith, Brenda Goodman, Chuck Close, Judy Glantzman, Sussana Coffey, Lucien Freud, Frida Kahlo, Van Gogh, and others. Each artist's self-portrait is briefly described and additional information on some of the artists is also referenced.
Chuck Close is an American artist known for his large-scale photorealist portraits created using a grid system where he builds up the image cell by cell. In 1988, Close suffered a spinal artery collapse that left him a quadriplegic, but he continued painting mini portraits with a brush in his teeth as therapy. Although now unable to move his limbs, Close still creates gridded portraits by painting small shapes and colors in each cell to form a recognizable whole.
Chuck Close is an American artist born in 1940 who struggled in school due to dyslexia and other health issues. He found solace in art and was influenced by Jackson Pollock after seeing one of his exhibitions. Close developed a unique photorealistic style while studying at Yale by using grids from large Polaroids to recreate portraits with extreme detail. In 1988, Close suffered a spinal artery rupture that left him paralyzed and confined to a wheelchair, but he continued his artwork by taping a brush to his wrist.
This document provides information on self-portraits created by various artists throughout history. It begins with Jan van Eyck's realistic self-portrait from the Northern Renaissance. It then discusses self-portraits by Leonardo da Vinci from the Italian High Renaissance, Rembrandt from the Baroque Era, and Vincent van Gogh who pioneered Post-Impressionist expressionistic self-portraits. Later artists featured include Pablo Picasso's Cubist works, Frida Kahlo's surreal self-portraits reflecting her life experiences, Francis Bacon's emotionally raw abstracted portraits, and Chuck Close's photorealistic grid portraits. Each artist experimented with stylistic approaches reflective of their historical era.
This is the year of self portraits, also commonly known as a Selfie. Selfies are a growing phenomenon in today’s society. It is quite difficult to walk down the street without seeing somebody taking a selfie on their smartphone on snapchat, or uploading it to facebook, Instagram, or twitter. While some say that selfies have had a negative impact on people such as body dissatisfaction or lowering self-esteem, I personally feel the opposite way. My flip book was created to examine the growing selfie trend in a positive light. Enjoy!
The document lists years associated with various artists including Picasso, Van Gogh, Da Vinci, Salvador Dali, Andy Warhol, and others. Dates range from 1512 to 2002, with the majority from the late 19th century through mid 20th century, showing the era of many influential artists covered in a brief chronological listing.
Self portraits are visual representations created by an artist depicting themselves. They allow artists to explore their identity and how they see themselves. Through self portraits, artists can experiment with different styles, techniques, and expressions to gain a deeper understanding of who they are.
This document contains questions and responses about going digital and using technology. It discusses topics like internet access, using social media, creating self-service options, automating work, involving external people, using analytics, adapting products/services, transportation apps, crowdfunding, continuous learning, trying new things, and being open to change. The responses provide links to articles and examples about how leading organizations are approaching digital transformation.
A self-portrait is a painting of an artist by themselves. Many famous artists like Frida Kahlo, Vincent Van Gogh, Pablo Picasso, and Salvador Dali have painted self-portraits by carefully observing their faces in a mirror and depicting the shape, size, and position of the different parts of their own face. The document encourages readers to try drawing their own self-portrait using a mirror.
This document discusses different approaches that artists have taken to self-portraiture throughout history. Some artists have taken very formal approaches that reveal little about the artist, while others have used self-portraiture to explore emotions or provide psychological insight. Additional approaches include idealizing or dramatizing oneself, incorporating significant objects, depicting oneself as something else, or portraying only a portion of the self. A wide range of styles and levels of expression are seen across the many self-portrait examples provided.
Introduction To Portrait Painting PresentationFrank Curkovic
This document discusses how portrait paintings can convey meaning through facial expressions, posture, color, surroundings, and backgrounds. Artists may use swirling backgrounds to represent how they are feeling, or include more than just a face to provide context. Self-portraits allow artists to celebrate events or talents, and can show the artist from different stages of life. Elements like pose, brushwork, color, and background can reveal an artist's character, mood, beliefs, or talents in their own self-portrait. Various examples of portrait paintings are provided.
This document provides instructions for creating a symbolic still life self portrait using a collection of meaningful objects that represent the person. The instructions specify to gather favorite possessions of different sizes, textures, and levels of light and darkness that relate to one's interests and hobbies in order to assemble an arrangement of items symbolizing oneself.
The document lists famous artists such as Botticelli, Raphael, Judith Leyster, Da Vinci, Durer, Rembrandt, Van Gogh, Warhol, Picasso, Close and Kahlo. It suggests that these artists created self-portraits that students can learn from as part of a lesson on 2D art self-portraits using pencil drawings.
This document appears to be notes from Taylor W.'s 2013 AP Studio Art class at Rock Hill High School in Rock Hill, South Carolina dated repeatedly for Saturday, June 1, 13. The notes include the heading "detail" on a few lines and are brief repetitions of the date.
This document is Jaclyn B's 2013 AP Studio Art portfolio from Rock Hill High School in Rock Hill, South Carolina. It consists of notes and works dated for Saturday, June 1, 2013 to complete her AP Studio Art requirements.
This document is Elli B's 2013 AP Studio Art portfolio from Rock Hill High School in Rock Hill, South Carolina. It consists of notes and sketches dated repeatedly for Saturday, June 1, 13, suggesting it is a work in progress as Elli prepares her portfolio for the Advanced Placement exam on that date.
This document is Alex Moseley's 2013 AP Studio Art submission from Rock Hill High School in Rock Hill, South Carolina. It consists of Alex's name, the course and school information, and the date of June 1, 2013, repeated multiple times.
After studying popular compositional strategies, the students spent a day drawing the land around our school, Students were also instructed to demonstrate two different compositional strategies using a digital camera. After studying the works and life of Winslow Homer, the students then used their drawings and photographs to create a watercolors.
Students were challenged to draw on site from direct observation. In the classroom, the students were then challenged to abstract the architecture using a variety of lines styles, line weights, and patterns. Prismacolors were then used to add gradients.
Art 1 students were instructed to scribble all over their black paper and then challenged to discover the subject matter within using imagination.Students were then challenged to create a gradient in each space using oil pastel . Rock Hill H.S. taught by Lorne Brandt
This document appears to be a collection of artworks created by several high school students from Rock Hill High School under the instruction of their art teacher Lorne Brandt. The artworks were inspired by Robert Rauschenberg and created for honors and AP art classes between 2009-2012, with individual pieces attributed to Emilia M.B. from the class of 2009, Madeline F. from the class of 2011, Nicole C. from the class of 2012, and Sarah R. from the class of 2012.
This document appears to be a listing of artworks created by students in the Art 4 Honors class at Rock Hill High School during the fall 2012 semester, taught by Lorne Brandt. The listing includes the titles of over 20 pieces created by 10 different students, primarily seniors and juniors. It also provides the student name and grade for each work. At the bottom is an invitation to view all of the works and student reflections on a class blog.
Synthetic Cubism Still Lifes was a class project for an Art 2 class at Rock Hill High School taught by Mr. Brandt during the Fall 2012 semester. The class focused on still life paintings in the style of Synthetic Cubism and included works from over 20 students.
The document is a collection of 2-point perspective drawings created by art students at Rock Hill High School under the instruction of Lorne Brandt. The students were challenged to demonstrate their understanding of 2-point perspective techniques through realistic or fantasy drawings incorporating an object from the classroom in colored pencil to create gradients and an illusion of depth and form. The drawings include the names and graduation years of various students who contributed works.
Rock Hill High School offers an A.P. Studio Art class taught by Sarah R. in 2012. The class focused on studio art and provided students the opportunity to take an Advanced Placement exam for college credit.
Rock Hill High School offers an A.P. Studio Art class. The document appears to be a page from Santiago R., a student at Rock Hill High School, containing their name and the year 2012, suggesting it is a sample of their A.P. Studio Art work from that year. The short document provides scant details but indicates Santiago R. took an Advanced Placement Studio Art class in 2012 at Rock Hill High School.
This artwork was created by Art 4 Honor students at Rock Hill H.S. under Mr. Brandt and was inspired by William Kentridge. It features charcoal erasures that create a sense of movement, with contributions from six student artists.
This document provides information about an art class. It was a trompe-l'œil art project from Fall 2012 inspired by artist J.D. Hillberry. The class was Art 2 taught by Mr. Brandt at Rock Hill High School.
Edgar Degas was a famous French artist known for his paintings and sculptures of dancers and other figures. He often depicted dancers at work or resting, capturing candid moments backstage or in rehearsal. Degas focused on figures and people, especially dancers, providing intimate glimpses into their lives and work through his artistic lens.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Students were challenged to create a
proportional self-portrait using a
grid system and either soft or oil pastels.
The students were then challenged
to create a harmonious color scheme
that demonstrated a sensitivity to the
values.