Alqurashi 2
Name: Muath Alqurashi
Professor: Gurley
Course: 1008
Date: October 14th, 2016
Picasso's Blue Period
Have you heard of Picasso's blue period? Picasso was an influential artist in the 20th century. He was a painter, who become famous in his blue period, moved from Barcelona home to Europe. He was 19 to 23 when he began his blue period. These paintings were mostly done in ''blue'', and was expressed his "new self". These paintings also represented Picasso's feeling of sadness and homesick. "The Blue Period Paintings are now recognized as an important phase in the evolution of Picasso's art"(Bulm 267). Blum emphasized Picasso's early life career when he started painting in France, early work, and "the old Guitarist", which is Known as the blue period.
According to the (Blum 268) Picasso start to draw in early age of two. Picasso family thought that he could draw like Raphael. The writers say Picasso was inflicted by his sister Lola motivated him started to create drawings such as those animals like a donkey or a dog began in any part of their body such as drawing their ears or tail or paw. Picasso moved between his home town Barcelona to Paris around four times at the ages of 19 and 23 and permanently setting in Paris April 1904.
Work Cited
Blum, Harold. "Picasso's Prolonged Adolescence, Blue Period, and Blind Figures."
Psychoanalytic Review (2013): 267-286. Web. 30 Sep.2016.
Blum, H. (2013). Picasso's prolonged adolescence, blue Period, and blind figures.
Psychoanalytic Review, 100(2), 267-286. Retrieved from MTSU database.
Context: Pablo Picasso’s (19-23) painting style during the Blue Period (Paris, France).
Question(s): What do the “blues” represent in Picasso’s Blue Period? What does this color say about Picasso?
Purpose: ~Inform reader about Picasso’s Blue Period.
~Discuss/ interpret the meaning of the “blue” paint theme throughout the period (your point of view).
~You need to show evidence that supports your interpretation of the “blue color” in the paintings.
Evidence = Quotes / Paraphrasing / Examples
Outlining Guide: Picasso and the Blue Period
I. Introductory Paragraph
a. Hook
b. General/ Background Info
c. Define Main Idea
d. Specific Info w/ Quote
e. Thesis Statement (Report Style)
II. Body 1: Picasso’s Early Years
a. Topic Sentence
b. Explain Main Point
c. Quote w/ Parenthetical Citation
d. Comment on “Keywords”
e. Author’s Suggestion or Emphasis
f. Example(s) (if it adds to explanation) or Paraphrase
g. Your interpretation based on relevant information… Picasso’s New Identity / Environment / Emotions
III. Body 2: Picasso’s Early Work (Blue Period)
a. Topic Sentence
b. Explain Main Point
c. Quote w/ Parenthetical Citation
d. Keywords
e. Author’s Point / Emphasis
f. Example or Paraphrase
g. Interpretation of Picasso’s Influences / Style / Emotions
IV. Body 3: “The Old Guitarist”
a. Topic Sentence
b. Describe the painting.
c. Quote
d. Keywords
e. Explain significance of BLU.
Pablo Picasso was a highly influential Spanish painter, sculptor, and draughtsman. He was born in Málaga, Spain and showed artistic talent from a young age. Picasso received formal training from his father in figure drawing and oil painting. Over his long career, Picasso helped pioneer Cubism and other modernist styles and had many lovers and children. Some of his most famous works include Les Demoiselles d'Avignon, Guernica, and The Old Guitarist.
Pablo Picasso was a Spanish painter and sculptor who lived from 1881 to 1973. He helped pioneer Cubism and was one of the most influential artists of the 20th century. Picasso experimented with different styles throughout his career, including his Blue, Rose, African-inspired, and Cubist periods. Some of his most famous works include Les Demoiselles d'Avignon, Guernica, and numerous self-portraits. Picasso had a prolific career producing over 50,000 works of art in different mediums until his death at the age of 91.
Pablo Picasso was a renowned Spanish painter and sculptor who helped pioneer Cubism. He was born in 1881 in Malaga, Spain and showed an early talent for art. In 1900 he made his first trip to Paris, which exposed him to new styles and ideas. In 1907, Picasso painted Les Demoiselles d'Avignon, creating Cubism which allowed depicting subjects from multiple viewpoints. Picasso had many relationships and children over his lifetime before settling with his last wife Jacqueline in 1961 until his death in 1973. He was a hugely influential artist who revolutionized modern art.
Pablo Picasso was born in 1881 in Málaga, Spain and became one of the most influential artists of the 20th century. He studied art in Spain and later traveled to Paris, where he developed his signature Cubist style that broke subjects down into geometric shapes. Throughout his life and career, Picasso had relationships with multiple women and married twice, having children with three different partners. His artistic periods included his sad Blue Period, more upbeat Rose Period, and pioneering Cubist works. Picasso died in 1973 in France, leaving behind a revolutionary body of art that changed the course of modern painting.
Pablo Picasso was a prolific Spanish artist who helped pioneer cubism. He was born in Málaga, Spain in 1891 and showed artistic talent from a young age. Picasso had periods of artistic development including the Blue Period, Rose Period, and African-influenced Period. He co-founded cubism with Georges Braque, developing Analytic Cubism and Synthetic Cubism styles. Some of Picasso's most famous works include Les Demoiselles d'Avignon, Guernica, and numerous paintings from each period that incorporated new techniques. Picasso produced art in various mediums and was one of the most influential artists of the 20th century.
Your NamePractical ConnectionYour NameNOTE To insert a .docxnettletondevon
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Practical Connection
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NOTE: To insert a different Cover Page select the Insert tab from the Ribbon, then the cover page you want. Insert Your Name. Enter Your Industry and Phase below. You can use this template if you wish. Please erase this note before you submit.
Table of Contents
Phase 1: Educational and Employment History 2
Educational History and Goals (Include Certifications) 2
Employment History and Goals (Do NOT mention the name of the company you are writing about). 2
Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry) 2
Hosts and Nodes 2
IPv4 versus IPv6 2
Firewall 2
Virtual Private Network (VPN) 3
Proxy Servers 3
Network Address Translation (NAT) 3
Routers, Switches, and Bridges 3
The Domain Name System (DNS) 3
Intrusion Detection Systems and Intrusion Prevention Systems (IDS/IPS) 3
Network Access Control 3
Phase 3: As a Security Consultant and based on what you have learned in this course, how would you improve your company’s Telecommunications and Network Security Protocols? 3
Improvement 1 3
Improvement 2 3
Improvement 3 3
Bibliography 4
NOTE: To include a Word generated TOC select the References tab from the Ribbon, then Table of Contents. Select the format you wish. Remember, to use the built-in TOC you must use the MS Word “Styles” format from the Ribbon, specifically “Heading 1” for each phase heading, “Heading 2” for the phase sub-headings and “Normal” for the body.
Remember to update the TOC after adding any data to the body of the paper. To update the TOC simply click anywhere in the TOC, select Update Table, then select Update entire table and OK.
Please erase this note before you submit.Phase 1: Educational and Employment HistoryEducational History and Goals (Include Certifications)
Type Your Data Here.
NOTE: For each Phase you must have at least 2 references. Please use the References feature of Microsoft Word to manage your references.
To add a reference to the database do the following:
Select References from the Ribbon
Select Style, then APA
Select Insert Citation
Select Add New Source
Select Type of Source
Fill in the required information, select OK
To insert a reference from the database do the following:
Place the cursor just before the period at the end of the sentence. Then select Insert Citation and select the correct reference from the list (Sewart, 2014).
Please erase this note before you submit.Employment History and Goals (Do NOT mention the name of the company you are writing about).
Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here.Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry)Hosts and Nodes
Type Your Data Here. Type Your Data Here. Type Your Da.
Your namePresenter’s name(s) DateTITILE Motivatio.docxnettletondevon
Your name:
Presenter’s name(s):
Date:
TITILE:
Motivation(s)/Statement of problem(s):
Objective(s):
Approach(s):
a. Materials:
b. Methods:
Findings:
Conclusions
LETTERS
nature materials | VOL 3 | APRIL 2004 | www.nature.com/naturematerials 249
T issue engineering aims to replace, repair or regeneratetissue/organ function, by delivering signalling molecules andcells on a three-dimensional (3D) biomaterials scaffold that
supports cell infiltration and tissue organization1,2. To control cell
behaviour and ultimately induce structural and functional tissue
formation on surfaces, planar substrates have been patterned with
adhesion signals that mimic the spatial cues to guide cell attachment
and function3–5. The objective of this study is to create biochemical
channels in 3D hydrogel matrices for guided axonal growth. An agarose
hydrogel modified with a cysteine compound containing a sulphydryl
protecting group provides a photolabile substrate that can be
patterned with biochemical cues. In this transparent hydrogel we
immobilized the adhesive fibronectin peptide fragment, glycine–
arginine–glycine–aspartic acid–serine (GRGDS),in selected volumes of
the matrix using a focused laser.We verified in vitro the guidance effects
of GRGDS oligopeptide-modified channels on the 3D cell migration
and neurite outgrowth. This method for immobilizing biomolecules in
3D matrices can generally be applied to any optically clear hydrogel,
offering a solution to construct scaffolds with programmed spatial
features for tissue engineering applications.
Hydrogels have been widely studied as tissue scaffolds because they
are biocompatible and non-adhesive to cells, allowing cell adhesion
to be programmed in6–8. Current microfabrication methods for
3D hydrogel matrices with controlled intrinsic structure mainly
include photolithographic patterning9–11, microfluidic patterning12,
electrochemical deposition13 and 3D printing14. Notably, although these
layering techniques can conveniently shape the hydrogel on X–Y planes,
they have limited control over both the coherence of the layers along the
z direction and the local chemistry. Combining photolabile hydrogel
matrices with focused light provides the possibility of eliminating the
layering process and directly modifying the local physical or chemical
properties in 3D. This results in a promising (and perhaps facile) way to
fabricate novel tissue constructs15,16, as is described herein to control cell
behaviour by controlling the local chemical properties of gels.
Reconstituting adhesive biomolecules into biomaterials is of great
importance to understanding cell–substrate interactions that can be
translated to tissue-regeneration designs. Using 2D lithographic
techniques, adhesive biomolecules can be localized in arbitrary shapes
and sizes17,18. For example, patterning narrow strips of the extracellular
matrix (ECM) adhesion protein, laminin, on non-cell-adhesive 2D
substrates elicited.
Pablo Picasso was a highly influential Spanish painter, sculptor, and draughtsman. He was born in Málaga, Spain and showed artistic talent from a young age. Picasso received formal training from his father in figure drawing and oil painting. Over his long career, Picasso helped pioneer Cubism and other modernist styles and had many lovers and children. Some of his most famous works include Les Demoiselles d'Avignon, Guernica, and The Old Guitarist.
Pablo Picasso was a Spanish painter and sculptor who lived from 1881 to 1973. He helped pioneer Cubism and was one of the most influential artists of the 20th century. Picasso experimented with different styles throughout his career, including his Blue, Rose, African-inspired, and Cubist periods. Some of his most famous works include Les Demoiselles d'Avignon, Guernica, and numerous self-portraits. Picasso had a prolific career producing over 50,000 works of art in different mediums until his death at the age of 91.
Pablo Picasso was a renowned Spanish painter and sculptor who helped pioneer Cubism. He was born in 1881 in Malaga, Spain and showed an early talent for art. In 1900 he made his first trip to Paris, which exposed him to new styles and ideas. In 1907, Picasso painted Les Demoiselles d'Avignon, creating Cubism which allowed depicting subjects from multiple viewpoints. Picasso had many relationships and children over his lifetime before settling with his last wife Jacqueline in 1961 until his death in 1973. He was a hugely influential artist who revolutionized modern art.
Pablo Picasso was born in 1881 in Málaga, Spain and became one of the most influential artists of the 20th century. He studied art in Spain and later traveled to Paris, where he developed his signature Cubist style that broke subjects down into geometric shapes. Throughout his life and career, Picasso had relationships with multiple women and married twice, having children with three different partners. His artistic periods included his sad Blue Period, more upbeat Rose Period, and pioneering Cubist works. Picasso died in 1973 in France, leaving behind a revolutionary body of art that changed the course of modern painting.
Pablo Picasso was a prolific Spanish artist who helped pioneer cubism. He was born in Málaga, Spain in 1891 and showed artistic talent from a young age. Picasso had periods of artistic development including the Blue Period, Rose Period, and African-influenced Period. He co-founded cubism with Georges Braque, developing Analytic Cubism and Synthetic Cubism styles. Some of Picasso's most famous works include Les Demoiselles d'Avignon, Guernica, and numerous paintings from each period that incorporated new techniques. Picasso produced art in various mediums and was one of the most influential artists of the 20th century.
Your NamePractical ConnectionYour NameNOTE To insert a .docxnettletondevon
Your Name
Practical Connection
Your Name
NOTE: To insert a different Cover Page select the Insert tab from the Ribbon, then the cover page you want. Insert Your Name. Enter Your Industry and Phase below. You can use this template if you wish. Please erase this note before you submit.
Table of Contents
Phase 1: Educational and Employment History 2
Educational History and Goals (Include Certifications) 2
Employment History and Goals (Do NOT mention the name of the company you are writing about). 2
Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry) 2
Hosts and Nodes 2
IPv4 versus IPv6 2
Firewall 2
Virtual Private Network (VPN) 3
Proxy Servers 3
Network Address Translation (NAT) 3
Routers, Switches, and Bridges 3
The Domain Name System (DNS) 3
Intrusion Detection Systems and Intrusion Prevention Systems (IDS/IPS) 3
Network Access Control 3
Phase 3: As a Security Consultant and based on what you have learned in this course, how would you improve your company’s Telecommunications and Network Security Protocols? 3
Improvement 1 3
Improvement 2 3
Improvement 3 3
Bibliography 4
NOTE: To include a Word generated TOC select the References tab from the Ribbon, then Table of Contents. Select the format you wish. Remember, to use the built-in TOC you must use the MS Word “Styles” format from the Ribbon, specifically “Heading 1” for each phase heading, “Heading 2” for the phase sub-headings and “Normal” for the body.
Remember to update the TOC after adding any data to the body of the paper. To update the TOC simply click anywhere in the TOC, select Update Table, then select Update entire table and OK.
Please erase this note before you submit.Phase 1: Educational and Employment HistoryEducational History and Goals (Include Certifications)
Type Your Data Here.
NOTE: For each Phase you must have at least 2 references. Please use the References feature of Microsoft Word to manage your references.
To add a reference to the database do the following:
Select References from the Ribbon
Select Style, then APA
Select Insert Citation
Select Add New Source
Select Type of Source
Fill in the required information, select OK
To insert a reference from the database do the following:
Place the cursor just before the period at the end of the sentence. Then select Insert Citation and select the correct reference from the list (Sewart, 2014).
Please erase this note before you submit.Employment History and Goals (Do NOT mention the name of the company you are writing about).
Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here.Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry)Hosts and Nodes
Type Your Data Here. Type Your Data Here. Type Your Da.
Your namePresenter’s name(s) DateTITILE Motivatio.docxnettletondevon
Your name:
Presenter’s name(s):
Date:
TITILE:
Motivation(s)/Statement of problem(s):
Objective(s):
Approach(s):
a. Materials:
b. Methods:
Findings:
Conclusions
LETTERS
nature materials | VOL 3 | APRIL 2004 | www.nature.com/naturematerials 249
T issue engineering aims to replace, repair or regeneratetissue/organ function, by delivering signalling molecules andcells on a three-dimensional (3D) biomaterials scaffold that
supports cell infiltration and tissue organization1,2. To control cell
behaviour and ultimately induce structural and functional tissue
formation on surfaces, planar substrates have been patterned with
adhesion signals that mimic the spatial cues to guide cell attachment
and function3–5. The objective of this study is to create biochemical
channels in 3D hydrogel matrices for guided axonal growth. An agarose
hydrogel modified with a cysteine compound containing a sulphydryl
protecting group provides a photolabile substrate that can be
patterned with biochemical cues. In this transparent hydrogel we
immobilized the adhesive fibronectin peptide fragment, glycine–
arginine–glycine–aspartic acid–serine (GRGDS),in selected volumes of
the matrix using a focused laser.We verified in vitro the guidance effects
of GRGDS oligopeptide-modified channels on the 3D cell migration
and neurite outgrowth. This method for immobilizing biomolecules in
3D matrices can generally be applied to any optically clear hydrogel,
offering a solution to construct scaffolds with programmed spatial
features for tissue engineering applications.
Hydrogels have been widely studied as tissue scaffolds because they
are biocompatible and non-adhesive to cells, allowing cell adhesion
to be programmed in6–8. Current microfabrication methods for
3D hydrogel matrices with controlled intrinsic structure mainly
include photolithographic patterning9–11, microfluidic patterning12,
electrochemical deposition13 and 3D printing14. Notably, although these
layering techniques can conveniently shape the hydrogel on X–Y planes,
they have limited control over both the coherence of the layers along the
z direction and the local chemistry. Combining photolabile hydrogel
matrices with focused light provides the possibility of eliminating the
layering process and directly modifying the local physical or chemical
properties in 3D. This results in a promising (and perhaps facile) way to
fabricate novel tissue constructs15,16, as is described herein to control cell
behaviour by controlling the local chemical properties of gels.
Reconstituting adhesive biomolecules into biomaterials is of great
importance to understanding cell–substrate interactions that can be
translated to tissue-regeneration designs. Using 2D lithographic
techniques, adhesive biomolecules can be localized in arbitrary shapes
and sizes17,18. For example, patterning narrow strips of the extracellular
matrix (ECM) adhesion protein, laminin, on non-cell-adhesive 2D
substrates elicited.
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Your name
Professor Name
Course
Date
Paper Outline
Thesis: Thesis statement here
I. Rough draft of introduction to essay/paper
II. First Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
III. Second Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
IV. Third Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
(If there are more points, add them as items V, VI, etc. appropriately)
1
V. Rough draft of conclusion of essay/paper
A. Summary of discussion
B. Final observations
Works Cited
Livingston, James C. Anatomy of the Sacred: An Introduction to Religion. 6th ed. Upper Saddle River, N.J.: Pearson/Prentice Hall, 2009.
Rodrigues, Hillary, and John S. Harding. Introduction to the Study of Religion. Routledge, 2009.
.
Your name _________________________________ Date of submission _.docxnettletondevon
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
Your NameECD 310 Exceptional Learning and InclusionInstruct.docxnettletondevon
Your Name
ECD 310: Exceptional Learning and Inclusion
Instructor
Date
Inclusive and Differentiated Learning and Assessments
Hint 1: This template is intended to guide you; however, you’re encouraged to add or delete from this format as long as your final product aligns with the assignment requirements found under Week 3>Assignment.
Hint 2: Delete these highlighted “hints” before final submission.
Hint 3: Delete the prompt text included on each slide and replace it with your own content.
Only use this template if you are enrolled in the Bachelor of Arts in Early Childhood Education
Introduction
On this slide, provide a brief introduction to the topic of standardized assessment.
Hint: For help creating and editing slides in PowerPoint, see this guide on Creating PowerPoint Presentations.
Including All Students
On this slide, describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments.
Accessibility for All
Summarize how you will make sure that the assessments are designed for accessibility by all.
Ensuring Fairness and Validity
Explain how you will make sure the assessment results are fair and valid.
Reporting the Results
Describe the importance of reporting the results of the assessment for all students.
Evaluating the Process
Examine how you will continually evaluate the assessment process to improve it and ensure student success.
Hint: Use scholarly sources in your presentation to support your ideas. Remember to include in-text citations.
Rationale
Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments.
Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards.
Hint: Make sure to support your reasoning with at least one scholarly source.
Collaboration
Discuss how, as an early childhood educator, you will collaborate with your colleagues to differentiate the assessment tools you will use to support the children you work with.
Conclusion
Include a brief conclusion to bring closure to your presentation.
.
Your Name University of the Cumberlands ISOL634-25 P.docxnettletondevon
The document discusses defensible space and crime prevention through environmental design (CPTED). It defines defensible space as using barriers and surveillance to control an environment and divide it into zones. CPTED is defined as a multidisciplinary approach to reducing crime through the design of environments in a way that improves safety and allows for better physical and operational controls.
Your Name Professor Name Subject Name 06 Apr.docxnettletondevon
Your Name:
Professor Name:
Subject Name:
06 April 2019
Active exhibition
For most people, a hospital is a place that we don't want to go, but we may have to go if
we get ill. Pain and death brought by diseases terrify us, which make us avoid thinking
of a hospital, not to mention visiting a hospital if not necessary. As for me, a hospital is a
special place. My father is a doctor who helps thousands of patients get well. I spent my
childhood watching him cure patients and bring happiness back to their life. A hospital
represents hope and wellness to patients and their loved ones, and we cannot simply
correlate it with the negative image brought by diseases, form an idea for illness and
even hospital fear. I want to propose a series of exhibitions to awaken people's outdated
and even prejudiced views, just like “A Hacker Manifesto” taught us. We need to bring
this spirit to break the perception in the traditional sense. This exhibition, I hope to let
patients or visitors think more deeply about what disease or disability has brought us.
Inspired by ‘A Hacker Manifesto’, I want to subvert mundane ideas and provide a
completely new experience to hospital visitors through this exhibition. Many relate their
past bad experiences and sad stories with hospitals. Thus, they hold a negative and
prejudice attitude toward the hospital and refuse to change. In this exhibition, I will
present the ‘hope’ and ‘wellness’ side of the hospital. Instead of breaking us down, a
hospital is protecting us from losing health or even life. Also, I want to exhibit the
optimism and fortitude the patients have when they fight against diseases. The shining
qualities they maintain to win the battle of life are so inspiring. We can understand the
meaning of life better from the hospital exhibition.
To organize an impressive exhibition, I choose a comprehensive hospital with a large
amount of patients. In this way, more people will be attracted to the exhibition in the
hospital than in smaller hospitals. They can enjoy the exhibition works when they wait in
line. There are many kinds of patients in general hospitals. I hope to bring some new
concept or idea to the patient.
After comparing several local hospitals in San Francisco, I decided to choose the
hospital in Kaiser Permanente. Kaiser's hospitals are widely distributed, and almost all
of California's medical systems are involved. Exhibitions can have more widely flowed,
and the community around Kaiser is rich. There are companies as well as residential
areas and even schools. The success of the exhibition can benefit the surrounding
communities more broadly.
Kaiser Permanente Campus in San Francisco
For a specific location, I chose the Kaiser Permanente San Francisco Medical Center
and Medical Offices (2425 Geary Blvd, San Francisco, CA 94115). In the lobby of the
entrance, you can see a very wide area, on the righ.
Your muscular system examassignment is to describe location (su.docxnettletondevon
Your muscular system exam/assignment
is to describe location (superior & inferior attachments, action and innervations of the following muscles: please make sure to describe that mentioned above on each muscles.
Deltoid
Triceps brachii
Biceps brachii
Coracobrachialis
Brachialis
Brachioradialis
Sternocleidomastoid
Trapezius
Latissimus Dorsi
Supraspinatus
Infraspinatus
Subscapularis
Sartorius
Iliotibial tract/band
Tensor Fascia Lata
Describe glenohumeral joint (anatomy, ligaments, and movements at this articulation).
.
Your midterm will be a virtual, individual assignment. You can choos.docxnettletondevon
Your midterm will be a virtual, individual assignment. You can choose one of the following to complete:
-Website (sites.google.com or wordpress.com)
-Blog (blogger.com or tumblr)
-Vlog
You have to find a way to tie in
ALL
of the following topics in your multimedia midterm project:
-Cellular Reproduction
-Meiosis
-DNA structure/Function
-Bacteria and Archaea
-Protists
You'll either have to explain your information at an elementary, lay (someone not familiar with science), or the scientific level.
Your midterm project will be due on February 26, 2020 at 11:59 pm.
In your project you aren’t giving definitions, you’re explaining in a unique way how all the topics tie in together. If you choose elementary you need to be creative and engaging as they have a short attention span and have little to no knowledge of science. For the lay audience you’ll need to relate it to the real world or real world events. Think of this audience as explaining these subjects to your mother or grandmother. For the scientific audience, you must use scientific language and present your information in a matter of fact way. This requires an innovative mindset.
.
Your local art museum has asked you to design a gallery dedicated to.docxnettletondevon
Your local art museum has asked you to design a gallery dedicated to works of art from one of the following movements:
Modernism
You may use Word or PowerPoint to design your gallery.
You will design your gallery as if you were guiding a visitor to each work of art.
In your gallery, include the following:
A brief introduction to your gallery, which includes a description of the movement and the time period to which your gallery is dedicated.
Six images of works of art that incorporate the characteristics significant to movement and time period. Along with each image of a work of art, include the citation for the work of art. A summary of how the media (materials), methods, and subject are significant to that time period and region, using appropriate art terminology.
A summary of how iconographic, historical, political, philosophical, religious, and social factors of the movement are reflected in the work of art.
Make use of at least three scholarly sources
Cite your sources
.
Your letter should include Introduction – Include your name, i.docxnettletondevon
Your letter should include:
Introduction – Include your name, if you are a full-time or part-time student, your program name and your semester of study.
Body of letter – Why do you think you qualify for an award? Include your volunteer work within the community.
Conclusion – Show your appreciation for being considered and include how receiving an award will assist with your education.
.
Your legal analysis should be approximately 500 wordsDetermine.docxnettletondevon
Your legal analysis should be approximately 500 words
Determine whether Mr. Johnson discriminated against Ms. Djarra based on religion.
Discuss whether Mr. Johnson offered reasonable accommodations to Ms. Djarra.
Identify the amount and type of damages to be awarded, if any.
The Religious Discrimination – Reasonable Accommodations analysis
Tip for what I need for the analysis section: An analysis section draws meaning from the events that occurred. Go in depth about the implications of their viewpoints or actions.
.
Your Last Name 1Your Name Teacher Name English cl.docxnettletondevon
Your Last Name 1
Your Name
Teacher Name
English class number
Due Date
Title
Start typing here. Delete the notes below after you read through them.
Indent each paragraph and use double spacing and the following formatting:
1 inch margins
Times New Roman
12 point font type
DO NOT use any of the following:
NO border,
NO word art,
NO drawings,
NO ALL CAPS,
NO exclamation points!,
Your Last Name 2
NO underlining,
NO bold,
NO italics (except for references to literature)
NO different font types, sizes or colors.
.
Your job is to delegate job tasks to each healthcare practitioner (U.docxnettletondevon
Delegate tasks to healthcare practitioners during the day shift by filling out a staffing table or describing each person's tasks. Use a primary, team, or modular nursing staffing model to help make delegation decisions. Follow APA style guidelines by typing responses into a Microsoft Word document and uploading the completed staffing table or document.
Your job is to look at the routing tables and DRAW (on a piece of pa.docxnettletondevon
Your job is to look at the routing tables and DRAW (on a piece of paper) the topology based on the information in the routing tables. All of the LANS have the first address (.1). Your deliverable is to draw the topology, with the router names, with the interface names and addresses based on the information given. Please take a picture of your drawing and attach it to the dropbox.
I already did this assignment. i am attaching my work also, i am so confused about these ports. i am attaching, my professors note as well. PLEASE READ IT CAREFULLY. and fix it
you did not list the serial ports correctly. The serial ports are what connect the routers together. 2 connecting serial ports will have addresses on the SAME network. The serial port does not stick out of the router like the LANs, the serial ports connect the routers to each other.
.
Your job is to design a user interface that displays the lotto.docxnettletondevon
Your job is to design a user interface that displays the lotto balls that are drawn when drawing up to balls from 5 total of 30 balls.
Use 5 image elements to display the ball images from this zipfile:
lottoballs.zip
(I WILL ATTACH THE FILE)
Use a button to perform the drawing.
Use a Lotto class object in the script lotto-class.js to simulate drawing the balls.
Use a CSS file to set the fonts, colors, and sizes of the elements on your page.
Include a link back to your index page. ** ONLY SHOW FIVE BALLS IN HTML
The Lotto class object draws the balls with replacement and sorts them in numeric order before outputting them.
Allow the user to choose how many balls from which to draw and how many balls to draw. This provides a variety of Lotto games to play.
.
Your Introduction of the StudyYour Purpose of the stud.docxnettletondevon
Your
Introduction
of the Study
Your
Purpose
of the study
Your
Methodology
Add your ethical considerations for the survey to your Methodology
Add your measurement strategy to your Methodology
Include a copy of the questionnaire or survey in the Methodology
Provide your
Data Analysis
with survey results
Data results should be provided in graphic form, making them user-friendly information
Provide your
Conclusion
regarding the study. Be sure to tell how well you answered your research question, the status of your hypothesis (true/false), and the value of your survey results for your topic moving forward
USE the attached paper to complete final.
.
Your instructor will assign peer reviewers. You will review a fell.docxnettletondevon
Your instructor will assign peer reviewers. You will review a fellow student's Week 1 materials and provide substantive and constructive feedback to them on the direction for their final paper (250 word minimum). Is something useful missing from the outline? Do you know additional sources (or places to find good sources) the person might want to include? Do you understand clearly his or her topic and thesis?
Fellow Student week I material:
Title of Paper: Long Term Effects of Child Abuse and Neglect.
Introduction:
The voice that is hardly heard. Child abuse and neglect have become predators within human history. As time has passed the outstanding cases that have come about over the many years have raised many eyebrows and society has become appreciative to the revilement of these evil acts within all communities. Child abuse and neglect can take place in a home as well as outside a home places many couldn’t even imagine such as within our school system as well as playgrounds. Even though many times these evil acts take place within a home it can be done by family, friends and acquaintances of the child. Child abuse and neglect can be performed in various ways such as neglect, physical abuse, sexual abuse, psychological abuse and emotional abuse.
Direct Statement and Research Question:
The voice that is hardly heard. Can child abuse and child neglect affect an individual?
Proposal:
The paper that I am presenting to you today will explore the aspects of child abuse, child neglect, effects of the abuse, signs of abuse, signs of neglect, symptoms, risk factors, treatment and prevention. Individuals have their own presumptions of their definition of child abuse as well as child neglect. Some of those presumptions that I have heard were the failure to provide enough love to a child, the failure to provide enough necessities to a child. Child neglect and abuse goes deeper than this the emotional neglect, physical neglect and medical neglect. Where a child sustained physical injuries due to the act of hitting, shaking, burning and kicking describes physical abuse. Sexual activity that the child cannot consent of or comprehend refers to sexual abuse. These acts involve anal and genital intercourse, oral contact, and fondling. Emotional as well as psychological abuse involves those words of putting children down, vulgar language, screaming and yelling can all involve emotional as well as psychological abuse towards a child.
Methodology and Data:
I plan on delivering my methodology through statistics such as research journals and individuals in society that also work with children who have been abused as well as neglected such as interviewing social workers, teachers, health professionals and individuals within society. Understanding that many abused children do not come forward because of that fear that has been placed in them. The fear of becoming the blame, the fear of being rejected or refused, the fear of the blame and the fear of being ashamed so.
Your initial reading is a close examination of the work youve c.docxnettletondevon
Your initial reading is a close examination of the work you've chosen before you read about it. In order to describe what you see, you might consider:
What do you notice first? Why? What do the colors convey? How? How is the space occupied? Is there a foreground and a background (2D) or is the piece sculptural (3D) with mass and volume? Is there an implied shape, such as a triangle, square, or circle, that brings balance to the composition? Are there diagonal lines that make it dynamic?
Next, read the materials provided about the work of art. You are welcome to do additional research on the internet as long as you use reputable websites, such as those from museums and art publications. Go back to your piece and take an even closer look. Think about what you've read and what you see. How does its meaning deepen from additional information the work of art?
Then, consider how the formal elements play into the artist's intention or audience's interpretation of the work. Making connections and observations about form and content are the key to writing a strong analysis. Remember to cite as appropriate.
Include several of areas from the first and second points to bring you to the third point.
1. Initial Reading (what do you see and understand when you first look at the work?)
Medium (materials)
Formal Elements
Subject
2. Contextual Research
Content
History
Emphasis
Effect
Symbolism
Relevance
Political Parallels
Social Implications
Audience?
Influences?
Captions/Title/Text
Ethical/Logical/Emotional Appeal?
3. Meaning
Bring it together. What does the work of art mean? Develop a persuasive, cohesive analysis that includes what you see through form and context.
.
Your initial posting must be no less than 200 words each and is due .docxnettletondevon
Your initial posting must be no less than 200 words each and is due
no later than Wednesday 11:59 PM EST/EDT.
The day you post this will count as one of your required four unique postings.
Identify the standard that courts use to qualify someone as an expert witness. Then discuss the standards used to allow that individual's testimony in court. Here, you will want to refer to the Federal Rules of Evidence as well as the Daubert Standard and several other important landmark cases. Include in your response the Saint Leo core value of integrity.
Saint Leo Core Value of Integrity:
The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
.
Your project sponsor pulls you aside and admits that he has no idea .docxnettletondevon
Your project sponsor pulls you aside and admits that he has no idea what earned value management (EVM) concepts, such as AC, BCWP, and EV, mean. He is only concerned that you deliver the project ahead of schedule and under budget. Using the information covered from your readings and other activities, develop a project to educate him, including which EVM performance measures you would educate him on. Provide a rationale for your selection of topics.
.
Your Project Sponsor informed you that you have to deliver your proj.docxnettletondevon
Your Project Sponsor informed you that you have to deliver your project much sooner than anticipated. When you break the news to your team, they are not happy with the decision for they are concerned that the project will now fail. Using the information that you learned from readings, what can you do as a leader to ensure your project team that this is the right thing to do? What will you do to motivate them?
.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Your nameProfessor NameCourseDatePaper Outline.docxnettletondevon
Your name
Professor Name
Course
Date
Paper Outline
Thesis: Thesis statement here
I. Rough draft of introduction to essay/paper
II. First Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
III. Second Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
IV. Third Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
(If there are more points, add them as items V, VI, etc. appropriately)
1
V. Rough draft of conclusion of essay/paper
A. Summary of discussion
B. Final observations
Works Cited
Livingston, James C. Anatomy of the Sacred: An Introduction to Religion. 6th ed. Upper Saddle River, N.J.: Pearson/Prentice Hall, 2009.
Rodrigues, Hillary, and John S. Harding. Introduction to the Study of Religion. Routledge, 2009.
.
Your name _________________________________ Date of submission _.docxnettletondevon
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
Your NameECD 310 Exceptional Learning and InclusionInstruct.docxnettletondevon
Your Name
ECD 310: Exceptional Learning and Inclusion
Instructor
Date
Inclusive and Differentiated Learning and Assessments
Hint 1: This template is intended to guide you; however, you’re encouraged to add or delete from this format as long as your final product aligns with the assignment requirements found under Week 3>Assignment.
Hint 2: Delete these highlighted “hints” before final submission.
Hint 3: Delete the prompt text included on each slide and replace it with your own content.
Only use this template if you are enrolled in the Bachelor of Arts in Early Childhood Education
Introduction
On this slide, provide a brief introduction to the topic of standardized assessment.
Hint: For help creating and editing slides in PowerPoint, see this guide on Creating PowerPoint Presentations.
Including All Students
On this slide, describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments.
Accessibility for All
Summarize how you will make sure that the assessments are designed for accessibility by all.
Ensuring Fairness and Validity
Explain how you will make sure the assessment results are fair and valid.
Reporting the Results
Describe the importance of reporting the results of the assessment for all students.
Evaluating the Process
Examine how you will continually evaluate the assessment process to improve it and ensure student success.
Hint: Use scholarly sources in your presentation to support your ideas. Remember to include in-text citations.
Rationale
Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments.
Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards.
Hint: Make sure to support your reasoning with at least one scholarly source.
Collaboration
Discuss how, as an early childhood educator, you will collaborate with your colleagues to differentiate the assessment tools you will use to support the children you work with.
Conclusion
Include a brief conclusion to bring closure to your presentation.
.
Your Name University of the Cumberlands ISOL634-25 P.docxnettletondevon
The document discusses defensible space and crime prevention through environmental design (CPTED). It defines defensible space as using barriers and surveillance to control an environment and divide it into zones. CPTED is defined as a multidisciplinary approach to reducing crime through the design of environments in a way that improves safety and allows for better physical and operational controls.
Your Name Professor Name Subject Name 06 Apr.docxnettletondevon
Your Name:
Professor Name:
Subject Name:
06 April 2019
Active exhibition
For most people, a hospital is a place that we don't want to go, but we may have to go if
we get ill. Pain and death brought by diseases terrify us, which make us avoid thinking
of a hospital, not to mention visiting a hospital if not necessary. As for me, a hospital is a
special place. My father is a doctor who helps thousands of patients get well. I spent my
childhood watching him cure patients and bring happiness back to their life. A hospital
represents hope and wellness to patients and their loved ones, and we cannot simply
correlate it with the negative image brought by diseases, form an idea for illness and
even hospital fear. I want to propose a series of exhibitions to awaken people's outdated
and even prejudiced views, just like “A Hacker Manifesto” taught us. We need to bring
this spirit to break the perception in the traditional sense. This exhibition, I hope to let
patients or visitors think more deeply about what disease or disability has brought us.
Inspired by ‘A Hacker Manifesto’, I want to subvert mundane ideas and provide a
completely new experience to hospital visitors through this exhibition. Many relate their
past bad experiences and sad stories with hospitals. Thus, they hold a negative and
prejudice attitude toward the hospital and refuse to change. In this exhibition, I will
present the ‘hope’ and ‘wellness’ side of the hospital. Instead of breaking us down, a
hospital is protecting us from losing health or even life. Also, I want to exhibit the
optimism and fortitude the patients have when they fight against diseases. The shining
qualities they maintain to win the battle of life are so inspiring. We can understand the
meaning of life better from the hospital exhibition.
To organize an impressive exhibition, I choose a comprehensive hospital with a large
amount of patients. In this way, more people will be attracted to the exhibition in the
hospital than in smaller hospitals. They can enjoy the exhibition works when they wait in
line. There are many kinds of patients in general hospitals. I hope to bring some new
concept or idea to the patient.
After comparing several local hospitals in San Francisco, I decided to choose the
hospital in Kaiser Permanente. Kaiser's hospitals are widely distributed, and almost all
of California's medical systems are involved. Exhibitions can have more widely flowed,
and the community around Kaiser is rich. There are companies as well as residential
areas and even schools. The success of the exhibition can benefit the surrounding
communities more broadly.
Kaiser Permanente Campus in San Francisco
For a specific location, I chose the Kaiser Permanente San Francisco Medical Center
and Medical Offices (2425 Geary Blvd, San Francisco, CA 94115). In the lobby of the
entrance, you can see a very wide area, on the righ.
Your muscular system examassignment is to describe location (su.docxnettletondevon
Your muscular system exam/assignment
is to describe location (superior & inferior attachments, action and innervations of the following muscles: please make sure to describe that mentioned above on each muscles.
Deltoid
Triceps brachii
Biceps brachii
Coracobrachialis
Brachialis
Brachioradialis
Sternocleidomastoid
Trapezius
Latissimus Dorsi
Supraspinatus
Infraspinatus
Subscapularis
Sartorius
Iliotibial tract/band
Tensor Fascia Lata
Describe glenohumeral joint (anatomy, ligaments, and movements at this articulation).
.
Your midterm will be a virtual, individual assignment. You can choos.docxnettletondevon
Your midterm will be a virtual, individual assignment. You can choose one of the following to complete:
-Website (sites.google.com or wordpress.com)
-Blog (blogger.com or tumblr)
-Vlog
You have to find a way to tie in
ALL
of the following topics in your multimedia midterm project:
-Cellular Reproduction
-Meiosis
-DNA structure/Function
-Bacteria and Archaea
-Protists
You'll either have to explain your information at an elementary, lay (someone not familiar with science), or the scientific level.
Your midterm project will be due on February 26, 2020 at 11:59 pm.
In your project you aren’t giving definitions, you’re explaining in a unique way how all the topics tie in together. If you choose elementary you need to be creative and engaging as they have a short attention span and have little to no knowledge of science. For the lay audience you’ll need to relate it to the real world or real world events. Think of this audience as explaining these subjects to your mother or grandmother. For the scientific audience, you must use scientific language and present your information in a matter of fact way. This requires an innovative mindset.
.
Your local art museum has asked you to design a gallery dedicated to.docxnettletondevon
Your local art museum has asked you to design a gallery dedicated to works of art from one of the following movements:
Modernism
You may use Word or PowerPoint to design your gallery.
You will design your gallery as if you were guiding a visitor to each work of art.
In your gallery, include the following:
A brief introduction to your gallery, which includes a description of the movement and the time period to which your gallery is dedicated.
Six images of works of art that incorporate the characteristics significant to movement and time period. Along with each image of a work of art, include the citation for the work of art. A summary of how the media (materials), methods, and subject are significant to that time period and region, using appropriate art terminology.
A summary of how iconographic, historical, political, philosophical, religious, and social factors of the movement are reflected in the work of art.
Make use of at least three scholarly sources
Cite your sources
.
Your letter should include Introduction – Include your name, i.docxnettletondevon
Your letter should include:
Introduction – Include your name, if you are a full-time or part-time student, your program name and your semester of study.
Body of letter – Why do you think you qualify for an award? Include your volunteer work within the community.
Conclusion – Show your appreciation for being considered and include how receiving an award will assist with your education.
.
Your legal analysis should be approximately 500 wordsDetermine.docxnettletondevon
Your legal analysis should be approximately 500 words
Determine whether Mr. Johnson discriminated against Ms. Djarra based on religion.
Discuss whether Mr. Johnson offered reasonable accommodations to Ms. Djarra.
Identify the amount and type of damages to be awarded, if any.
The Religious Discrimination – Reasonable Accommodations analysis
Tip for what I need for the analysis section: An analysis section draws meaning from the events that occurred. Go in depth about the implications of their viewpoints or actions.
.
Your Last Name 1Your Name Teacher Name English cl.docxnettletondevon
Your Last Name 1
Your Name
Teacher Name
English class number
Due Date
Title
Start typing here. Delete the notes below after you read through them.
Indent each paragraph and use double spacing and the following formatting:
1 inch margins
Times New Roman
12 point font type
DO NOT use any of the following:
NO border,
NO word art,
NO drawings,
NO ALL CAPS,
NO exclamation points!,
Your Last Name 2
NO underlining,
NO bold,
NO italics (except for references to literature)
NO different font types, sizes or colors.
.
Your job is to delegate job tasks to each healthcare practitioner (U.docxnettletondevon
Delegate tasks to healthcare practitioners during the day shift by filling out a staffing table or describing each person's tasks. Use a primary, team, or modular nursing staffing model to help make delegation decisions. Follow APA style guidelines by typing responses into a Microsoft Word document and uploading the completed staffing table or document.
Your job is to look at the routing tables and DRAW (on a piece of pa.docxnettletondevon
Your job is to look at the routing tables and DRAW (on a piece of paper) the topology based on the information in the routing tables. All of the LANS have the first address (.1). Your deliverable is to draw the topology, with the router names, with the interface names and addresses based on the information given. Please take a picture of your drawing and attach it to the dropbox.
I already did this assignment. i am attaching my work also, i am so confused about these ports. i am attaching, my professors note as well. PLEASE READ IT CAREFULLY. and fix it
you did not list the serial ports correctly. The serial ports are what connect the routers together. 2 connecting serial ports will have addresses on the SAME network. The serial port does not stick out of the router like the LANs, the serial ports connect the routers to each other.
.
Your job is to design a user interface that displays the lotto.docxnettletondevon
Your job is to design a user interface that displays the lotto balls that are drawn when drawing up to balls from 5 total of 30 balls.
Use 5 image elements to display the ball images from this zipfile:
lottoballs.zip
(I WILL ATTACH THE FILE)
Use a button to perform the drawing.
Use a Lotto class object in the script lotto-class.js to simulate drawing the balls.
Use a CSS file to set the fonts, colors, and sizes of the elements on your page.
Include a link back to your index page. ** ONLY SHOW FIVE BALLS IN HTML
The Lotto class object draws the balls with replacement and sorts them in numeric order before outputting them.
Allow the user to choose how many balls from which to draw and how many balls to draw. This provides a variety of Lotto games to play.
.
Your Introduction of the StudyYour Purpose of the stud.docxnettletondevon
Your
Introduction
of the Study
Your
Purpose
of the study
Your
Methodology
Add your ethical considerations for the survey to your Methodology
Add your measurement strategy to your Methodology
Include a copy of the questionnaire or survey in the Methodology
Provide your
Data Analysis
with survey results
Data results should be provided in graphic form, making them user-friendly information
Provide your
Conclusion
regarding the study. Be sure to tell how well you answered your research question, the status of your hypothesis (true/false), and the value of your survey results for your topic moving forward
USE the attached paper to complete final.
.
Your instructor will assign peer reviewers. You will review a fell.docxnettletondevon
Your instructor will assign peer reviewers. You will review a fellow student's Week 1 materials and provide substantive and constructive feedback to them on the direction for their final paper (250 word minimum). Is something useful missing from the outline? Do you know additional sources (or places to find good sources) the person might want to include? Do you understand clearly his or her topic and thesis?
Fellow Student week I material:
Title of Paper: Long Term Effects of Child Abuse and Neglect.
Introduction:
The voice that is hardly heard. Child abuse and neglect have become predators within human history. As time has passed the outstanding cases that have come about over the many years have raised many eyebrows and society has become appreciative to the revilement of these evil acts within all communities. Child abuse and neglect can take place in a home as well as outside a home places many couldn’t even imagine such as within our school system as well as playgrounds. Even though many times these evil acts take place within a home it can be done by family, friends and acquaintances of the child. Child abuse and neglect can be performed in various ways such as neglect, physical abuse, sexual abuse, psychological abuse and emotional abuse.
Direct Statement and Research Question:
The voice that is hardly heard. Can child abuse and child neglect affect an individual?
Proposal:
The paper that I am presenting to you today will explore the aspects of child abuse, child neglect, effects of the abuse, signs of abuse, signs of neglect, symptoms, risk factors, treatment and prevention. Individuals have their own presumptions of their definition of child abuse as well as child neglect. Some of those presumptions that I have heard were the failure to provide enough love to a child, the failure to provide enough necessities to a child. Child neglect and abuse goes deeper than this the emotional neglect, physical neglect and medical neglect. Where a child sustained physical injuries due to the act of hitting, shaking, burning and kicking describes physical abuse. Sexual activity that the child cannot consent of or comprehend refers to sexual abuse. These acts involve anal and genital intercourse, oral contact, and fondling. Emotional as well as psychological abuse involves those words of putting children down, vulgar language, screaming and yelling can all involve emotional as well as psychological abuse towards a child.
Methodology and Data:
I plan on delivering my methodology through statistics such as research journals and individuals in society that also work with children who have been abused as well as neglected such as interviewing social workers, teachers, health professionals and individuals within society. Understanding that many abused children do not come forward because of that fear that has been placed in them. The fear of becoming the blame, the fear of being rejected or refused, the fear of the blame and the fear of being ashamed so.
Your initial reading is a close examination of the work youve c.docxnettletondevon
Your initial reading is a close examination of the work you've chosen before you read about it. In order to describe what you see, you might consider:
What do you notice first? Why? What do the colors convey? How? How is the space occupied? Is there a foreground and a background (2D) or is the piece sculptural (3D) with mass and volume? Is there an implied shape, such as a triangle, square, or circle, that brings balance to the composition? Are there diagonal lines that make it dynamic?
Next, read the materials provided about the work of art. You are welcome to do additional research on the internet as long as you use reputable websites, such as those from museums and art publications. Go back to your piece and take an even closer look. Think about what you've read and what you see. How does its meaning deepen from additional information the work of art?
Then, consider how the formal elements play into the artist's intention or audience's interpretation of the work. Making connections and observations about form and content are the key to writing a strong analysis. Remember to cite as appropriate.
Include several of areas from the first and second points to bring you to the third point.
1. Initial Reading (what do you see and understand when you first look at the work?)
Medium (materials)
Formal Elements
Subject
2. Contextual Research
Content
History
Emphasis
Effect
Symbolism
Relevance
Political Parallels
Social Implications
Audience?
Influences?
Captions/Title/Text
Ethical/Logical/Emotional Appeal?
3. Meaning
Bring it together. What does the work of art mean? Develop a persuasive, cohesive analysis that includes what you see through form and context.
.
Your initial posting must be no less than 200 words each and is due .docxnettletondevon
Your initial posting must be no less than 200 words each and is due
no later than Wednesday 11:59 PM EST/EDT.
The day you post this will count as one of your required four unique postings.
Identify the standard that courts use to qualify someone as an expert witness. Then discuss the standards used to allow that individual's testimony in court. Here, you will want to refer to the Federal Rules of Evidence as well as the Daubert Standard and several other important landmark cases. Include in your response the Saint Leo core value of integrity.
Saint Leo Core Value of Integrity:
The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
.
Your project sponsor pulls you aside and admits that he has no idea .docxnettletondevon
Your project sponsor pulls you aside and admits that he has no idea what earned value management (EVM) concepts, such as AC, BCWP, and EV, mean. He is only concerned that you deliver the project ahead of schedule and under budget. Using the information covered from your readings and other activities, develop a project to educate him, including which EVM performance measures you would educate him on. Provide a rationale for your selection of topics.
.
Your Project Sponsor informed you that you have to deliver your proj.docxnettletondevon
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1. Alqurashi 2
Name: Muath Alqurashi
Professor: Gurley
Course: 1008
Date: October 14th, 2016
Picasso's Blue Period
Have you heard of Picasso's blue period? Picasso was an
influential artist in the 20th century. He was a painter, who
become famous in his blue period, moved from Barcelona home
to Europe. He was 19 to 23 when he began his blue period.
These paintings were mostly done in ''blue'', and was expressed
his "new self". These paintings also represented Picasso's
feeling of sadness and homesick. "The Blue Period Paintings are
now recognized as an important phase in the evolution of
Picasso's art"(Bulm 267). Blum emphasized Picasso's early life
career when he started painting in France, early work, and "the
old Guitarist", which is Known as the blue period.
According to the (Blum 268) Picasso start to draw in early
age of two. Picasso family thought that he could draw like
Raphael. The writers say Picasso was inflicted by his sister Lola
motivated him started to create drawings such as those animals
like a donkey or a dog began in any part of their body such as
drawing their ears or tail or paw. Picasso moved between his
home town Barcelona to Paris around four times at the ages of
19 and 23 and permanently setting in Paris April 1904.
2. Work Cited
Blum, Harold. "Picasso's Prolonged Adolescence, Blue Period,
and Blind Figures."
Psychoanalytic Review (2013): 267-286. Web. 30
Sep.2016.
Blum, H. (2013). Picasso's prolonged adolescence, blue Period,
and blind figures.
Psychoanalytic Review, 100(2), 267-286. Retrieved from
MTSU database.
Context: Pablo Picasso’s (19-23) painting style during the Blue
Period (Paris, France).
Question(s): What do the “blues” represent in Picasso’s Blue
Period? What does this color say about Picasso?
Purpose: ~Inform reader about Picasso’s Blue Period.
~Discuss/ interpret the meaning of the “blue” paint theme
throughout the period (your point of view).
~You need to show evidence that supports your interpretation of
the “blue color” in the paintings.
Evidence = Quotes / Paraphrasing / Examples
Outlining Guide: Picasso and the Blue Period
I. Introductory Paragraph
a. Hook
b. General/ Background Info
3. c. Define Main Idea
d. Specific Info w/ Quote
e. Thesis Statement (Report Style)
II. Body 1: Picasso’s Early Years
a. Topic Sentence
b. Explain Main Point
c. Quote w/ Parenthetical Citation
d. Comment on “Keywords”
e. Author’s Suggestion or Emphasis
f. Example(s) (if it adds to explanation) or Paraphrase
g. Your interpretation based on relevant information…
Picasso’s New Identity / Environment / Emotions
III. Body 2: Picasso’s Early Work (Blue Period)
a. Topic Sentence
b. Explain Main Point
c. Quote w/ Parenthetical Citation
d. Keywords
e. Author’s Point / Emphasis
f. Example or Paraphrase
g. Interpretation of Picasso’s Influences / Style / Emotions
IV. Body 3: “The Old Guitarist”
a. Topic Sentence
b. Describe the painting.
c. Quote
d. Keywords
e. Explain significance of BLUE.
f. Example or Paraphrase
g. Your interpretation of Picasso’s choice to paint “the
guitarist”.
V. Conclusion Paragraph
a. Conclusion Statement
5. current
realities of his uprooted life and emerging career, was expressed
in his
painting of emaciated, despondent figures, the predominance of
monochromatic blue, and his choice of social outcasts as
subjects. Of
particular significance are his paintings of blind persons.
Separation
and loss, his depressive disposition, and his choice of blind
subjects
were psychologically interrelated. Picasso’s developmental
transforma-
tion from adolescence to adulthood, marked by his finally
settling in
Paris, encompassed change in his personal and artistic identity.
Pablo Picasso journeyed between his Barcelona home and Paris
four times between ages 19 and 23. He went to Paris in October
1900, May 1901, and January 1902, staying for varying lengths
of
time. He settled permanently in Paris in April 1904, after
having
moved many times within the city. This paper explores
Picasso’s
prolonged adolescent separation and individuation process, de-
velopmental challenges, unconscious conflicts, and traumas as
represented in the art of his Blue Period. Previously considered
overly sentimental, the Blue Period paintings are now
recognized
as an important innovative phase in the evolution of Picasso’s
art.
Particular attention, from a psychoanalytic perspective, is paid
in
this paper to the intriguing enigmatic paintings of the Blue Peri-
od, which include blind subjects.
6. Picasso was born in Malaga in 1881. With his family he moved
several times, to Corunna, Barcelona, and Madrid, finally
settling
268 HAROLD P. BLUM
in Barcelona in 1899. Reportedly always drawing with pencils
from age two onward, he later claimed that as a child he could
draw like Raphael. His sister Lola, three years younger,
challenged
him to create drawings, requesting, for example, that he draw a
dog or a donkey, beginning from any body part such as an ear or
a paw. Precocious and versatile, he complied; he could easily
com-
pose and rearrange form and figure in space. At the Royal Acad-
emy of Art in Madrid, the youthful Picasso was recognized as a
prodigy, a potentially great artist. His artwork was nurtured by
his
father, a mediocre artist who recognized his son’s talent as far
ex-
ceeding his own competence. He reportedly gave his adolescent
son his paints and brushes and resigned himself to modest work
as an art teacher. An alternative explanation is that his father’s
vi-
sion had become progressively impaired, so he relinquished his
work as an artist.
ADOLESCENCE
Picasso’s adolescence was hardly a moratorium, a time-out in
the
transition to adulthood. Rather, it was a turbulent period with
in-
trapsychic disturbance involving issues of self-realization,
7. separa-
tion, loyalty, rivalry, and rebellion. Childhood difficulty was
ante-
cedent to these adolescent conflicts around separation (Mahler,
Pine, & Bergman, 1975). He had a childhood school phobia, and
demanded that the maid or his father take him to school, and
kept one of his father’s paintings of a pigeon in class. Gedo
(1980)
traced Picasso’s separation conflicts to the birth of his sister
Lola
and the experience of a severe, virtually simultaneous
earthquake
in Malaga, when Picasso was three years old. The sequellae of
these double childhood traumas and the subsequent death of his
sister Conchita at age seven, when he was thirteen,
unconsciously
infiltrated Picasso’s later art. Picasso had vowed to renounce
be-
ing an artist if her life were spared.
Picasso’s departure from his family and homeland to a for-
eign city and country meant learning a new language and
culture,
as well as consolidating his identity and integrating new friends
into his object world. Picasso wavered between separation and
connection, detachment and attachment, leaving and returning,
PICASSO’S PROLONGED ADOLESCENCE 269
being independent and remaining dependent. Departing was an
adolescent disengagement from past and present object relation-
ships while anticipating a different and exciting future in his
life
and art.
8. It is not clear how much Picasso’s parents contributed to his
adolescent dilemmas. Picasso’s narcissistic omnipotence and
en-
titlement were probably anchored in his parents’ narcissistic
needs and expectations. During his adolescence, Picasso and his
parents needed material, social, and psychological support. Ac-
cording to Gilot (1964), his mother had told him that if he be-
came a soldier, he would become a general; if he became a
priest,
he would become pope. Picasso asserted that he wanted to be an
artist, and so he became “Picasso.” Although Picasso had quar-
reled with his mother, who objected to his behavior, sloppy
dress,
and lifestyle (not unusual in adolescence), family documents
have
indicated a close relationship between Picasso and his mother.
His mother considered him a divine gift, bestowing on him the
names of numerous saints. His own narcissistic needs encom-
passed a desire to gratify his mother’s narcissistic wishes and
im-
press her by achieving fame and fortune. His short stature—5
feet, 3 inches—has been overlooked in its impact on his adoles-
cent conflicts and his compensatory grandiosity. To be so short
is
likely to be experienced as a narcissistic and castrating wound
for
an adolescent male youth. Ever concerned about his prominence
in art history, Picasso dated his art from the very beginning.
Picasso seems to have been less conflicted about his sister
Lola than about his parents. She had been his favorite model in
early adolescence, and they maintained a separate intimacy.
Con-
tinuing after he was a celebrity, he would telephone her daily,
or
9. delegate the regular sibling connection to his Catalan
poet/secre-
tary, Sabartes. In this way, he would “touch” base with her and
with home, though his return visits to Spain were rare. Picasso’s
guilt over his hostility and death wishes, for example, toward
his
father and siblings, may be related to the theme in his art of the
watchful guardian during sleep. Picasso, usually in disguise,
pro-
tects the sleeping woman with whom he is also identified.
Possibly
connected to his witnessing his sister Conchita’s slow
suffocation
from diphtheria, this theme may also be a disguised variant of a
270 HAROLD P. BLUM
primal scene with sexual and aggressive implications. Picasso
was
awake and watchful, working at night while his partners slept.
He
slept during the day, having to be coaxed out of bed (Gilot,
1964).
THE BLUE PERIOD
There is no distinct demarcation between late adolescence and
adulthood (Arnett, 2004), and aspects of adolescence remained
apparent throughout Picasso’s life. His gradual transformation
from adolescent to adult was manifested in change in his
personal
and artistic identity. The period of transition of his move to
Paris
was a time of experimentation with a new self and new art. His
10. ambivalent polarity of departure and return indicated both his
adolescent vulnerability and his adult resilience. During this
tran-
sitional phase of life, he began to characteristically, though not
exclusively, paint in monochromatic blue (especially cobalt
blue
and indigo). Occasional irregular dabs of green and grey were
also evident. The blue paintings were actually concurrent with
lesser-known erotic art in other colors, such as sepia, as well as
some multicolored paintings. Some predominantly blue paint-
ings had appeared in Barcelona even prior to Picasso’s first trip
to
Paris. Much of the Blue Period work was produced in
Barcelona,
as well as during Picasso’s stays in Paris, a tableaux of two
cities, as
he moved back and forth. While Picasso pursued his unique
artis-
tic path, he assimilated the work of other masters, such as Ce-
zanne, Gauguin, Lautrec, Van Gogh, Munch, and others. The
emaciated elongated figures of the Blue Period, with gaunt long
faces and hands, were heavily influenced by El Greco and
Spanish
art. The paintings of these artists, however, are multicolored,
not
monochromatic blue. Picasso’s ambivalent travel would have
reso-
nated with the existential questions of Gauguin’s (1897) great
painting “Where Do We Come From, What Are We, Where Are
We Going?” which Picasso admired. One of the figures in the
Gauguin painting was probably a model for one of the women in
Picasso’s (1907) landmark painting “Les Demoiselles
d’Avignon.”
Achieving emancipation and independence was accompa-
nied by emotional upheaval. His inner reactions of grief, loss,
11. and
loneliness were expressed in his melancholic blue compositions.
PICASSO’S PROLONGED ADOLESCENCE 271
Identifying with social outcasts, Picasso painted the depressed,
de-
prived, and downtrodden. He depicted downcast mothers bur-
dened with needy babies, prisoners and prostitutes, beggars and
derelicts, the starved and emaciated. A number of these figures
are definitely, poignantly identifiable as blind or half-blind, as I
will further discuss. Gauguin’s thin brushstrokes and flattened
perspective, rather than the earlier influence of Van Gogh, were
incorporated into much of the Blue Period style.
While blue was always associated with sea and sky, the con-
nection of blue with melancholia had long been present in both
art and verbal idiom. In art and literature blue was symbolic of
grave illness and death. Galle had produced a famed glass work,
designated as “Blue Melancholia” (1892). While Picasso’s
mono-
chromatic blue might represent cognitive or affective rigidity,
there was no evidence of rigidity in his compositions, nor in the
fluidity of line and brushstroke. The tradition of representing
renegades, prostitutes, and beggars derived from Goya and other
Spanish artists, but without monochromatic blue color.
Although
the predominance of blue was possibly related to blue lamplight
and blue-tinted photos of the time, such remote connections fail
to elucidate the Blue Period. The blues of his paintings became
darker in hue, and dark blue outlines became more prominent
during the course of the Blue Period (Penrose, 1958, 1981).
I regard Picasso’s Blue Period art partly as his projection on
12. canvas of attempts to master his own mourning and
melancholia,
alienation, and bitterness during his stressful protracted late
ado-
lescence. He alternated between regression and progression in
response to developmental challenge. If there were times of
inner
desperation, there was also powerful motivation, determination,
and sublimation. His artwork may have had a therapeutic func-
tion, and may also have facilitated his adolescent development.
How would Picasso have developed in life and art without his
Blue
Period?
Physical and psychological travel and increasing separateness
from his original objects involved major modification in
Picasso’s
self and identity. This alteration was evident in his change of
name. On his first trip to Paris around his nineteenth birthday,
he
used Ruiz, his father’s name, inconsistently. He signed his art
P.
272 HAROLD P. BLUM
Ruiz Picasso. (It was traditional in Spain to use the names of
both
parents.) By age twenty and his second trip to Paris in 1901, his
father’s name was permanently deleted from Picasso’s
signature,
leaving only his mother’s name. Suppositions that Ruiz was too
common a name, or that the alliteration of “Pablo Picasso” pro-
moted his recognition as an artist do not consider the deeper
psy-
13. chological meaning.
Like Picasso, Freud changed his name and identity during
adolescence. It was his first name that he changed, however,
from
Sigismund to Sigmund. The adolescent name changes for both
Picasso and Freud were initially inconsistent, indicative of
inner
conflict. Arguing with Jung about the pharaoh Akhenaten
erasing
his father’s name from Egyptian temples, Freud interpreted the
name erasure as symbolic of parricide. Freud then fainted and
later gave additional interpretations of guilt over the death of
his
infant brother Julius, and latent homosexual conflicts with Jung.
Confirming Freud’s interpretation of parricidal fantasy in
erasing
a father’s name, Picasso later stated, “In art, one has to kill
one’s
father” (Richardson, 1991, p. 330). Picasso had ambivalently
por-
trayed his father as Degas in a brothel, and had visited the same
brothel as his father. The brothel was located on the Calle d’
Avi-
gnon, a street of Barcelona prostitution that related to the title
of
Picasso’s painting “Les Demoiselles d’Avignon. For Picasso,
elimi-
nating his father’s name coincided with his creation of the
“Blue
Period” paintings. Repudiating his father’s influence and
medio-
cre art was an oedipal victory, a prelude to his becoming
“Picas-
so.” He unconsciously possessed his mother and identified with
her creative functions, though not without unconscious guilt.
14. Picasso’s Blue Period was sometimes ascribed to the tragic
suicide of his close friend, Carlos Casagemas. Picasso had
shared
a studio with Casagemas in Barcelona, and they were together
on
Picasso’s first Paris sojourn. After they returned to Barcelona,
Pi-
casso left his friend and went briefly to Madrid. Casagemas
went
back to Paris alone. There he committed suicide in 1901 after
first
threatening to murder his girlfriend Germaine. He had been ob-
sessed with Germaine, who rejected his hopes for her love and
marriage. Picasso, still in Spain, did not attend Casagemas’s fu-
neral. His mourning his friend did not deter him from having a
PICASSO’S PROLONGED ADOLESCENCE 273
brief affair with Germaine, while staying in his deceased
friend’s
Paris studio. (Germaine may have wanted to heap scorn and
con-
tempt on the man who almost killed her.) This prompt affair
with
Casagemas’s girlfriend in his friend’s quarters is strongly
sugges-
tive of victorious triumph over oedipal and sibling rivals.
Picasso
may simultaneously have symbolically expressed unconscious
ho-
mosexual love for Casagemas through his sexual relationship
with
Germaine.
15. The affair with Germaine, as well as the long delay before Pi-
casso’s portrayals of Casagemas, painted many months after his
suicide, indicate that the death of Casagemas was not a major
de-
terminant of the onset and extent of the Blue Period. However,
Casagemas’s death may have in some small measure contributed
to and/or exacerbated Picasso’s late adolescent depression.
Casa-
gemas appears as a disguised representation of Picasso in the
enigmatic painting “La Vie” (1903; Figure 1). Scientific studies
of
the painting have revealed that Picasso covered a self-portrait
with
that of Casagemas. In “La Vie” a barely clothed Casagemas
stares
at a barefoot mother holding an infant. “La Vie” may represent
Picasso’s disguised need to maintain separation and dissociation
from his longing for maternal incest and nurturance. Picasso is
himself the baby, and possibly the mother as well, with the
father
eliminated. The paintings of the deceased Casagemas and the
parricidal fantasy enacted in deleting his father’s name from his
signed art were chronologically convergent. The painting can
also be seen as an undoing of Casagemas’s suicide, portraying
him next to a nude woman who leans against him, perhaps a
way
of assuaging his guilt. Picasso may have projected his own
melan-
choly onto Casagemas’s suicidal depression in “La Vie,” as well
as
in other Blue Period art. Picasso’s adolescent conflicts and past
traumas are expressed in “La Vie.” It may also represent the
trau-
matic experiences of the birth of his sister Lola, and the death
of
17. In his choice of portraying the blind, however, Picasso fol-
lowed past models: representations of Cupid as blind, and the
art
of Rembrandt and Goya (Penrose, 1981). Goya in particular had
painted blind guitar players; Rembrandt had repeatedly contrast-
ed light and darkness, and had painted the famed portrait of
“Ar-
istotle Contemplating a Bust of Homer.” While artists may also
have been stimulated by literature, for example, the blind poets
Homer and Milton as well as the blind Tiresias in Oedipus Rex,
we have no definite information that such literature or the Bible
influenced Picasso. There are literary stereotypes of the blind
seer
whose blindness is compensated with foresight or insight. La
Ce-
lestina, the subject of Picasso’s 1904 painting, was a one-eyed
pro-
curess in the famous drama by de Rojas (Tragicomedia de
Calisto y
Melibea, 1499); Picasso would have known of her history.
Derrida
(1993), in a seminar at the Louvre, discussed the subject of
blind-
ness in art from the perspectives of artist and observer, as
looking
but not seeing beyond biased observation. Using the defense of
denial, “there are none so blind as those who will not see.”
The blind figures tend to evoke compassion, pity, and sad-
ness, and perhaps reassure the spectators that they do not share
in this misfortune. Yet all art has elements of ambiguity, and
each
spectator has a personal perception and response that may
change
with each exposure to the work of art. Picasso’s blue paintings
did
21. Blind Man’s Meal” suggests the scarcity of nurturance and
narcis-
sistic supplies of the forlorn figures who connect through touch.
At the time of the Blue Period, Picasso could be considered a
so-
cial critic of blind indifference to poverty, and infirmity, just as
he
later inveighed against the atrocities of Franco s fascism in his
painting “Guernica” (1937). These works of art were both self-
referential and searing studies of social tragedy. Although much
of Picasso’s art was deeply personal and quasi-
autobiographical,
his multiple frames of reference encompassed social, cultural,
and historical perspectives.
Picasso himself did not comment about the meaning of his
depiction of the blind in his Blue Period. He did, however, refer
to one of his Blue Period paintings that portrayed a blind
subject
(1903, letter in Barnes Museum, Philadelphia): “I am painting a
blind man at the table. He holds some bread in his left hand and
grasps with his right hand for a jug of wine.” A religious
interpre-
tation of the painting invokes the Eucharist: The bread and the
wine are symbolic of Christ’s body and blood, and his concern
for
the poor and the needy on whom society turned a blind eye.
Christ healed the blind and fed the hungry. As a former altar
boy
instructed in Catholicism, Picasso would probably have known
282 HAROLD P. BLUM
about cures of the blind mentioned in the Bible. There is no evi-
22. dence that Picasso made any other comment about his blind fig-
ures. In painting the blind of the Blue Period, Picasso regularly
framed the ocular orbit in a dark blue shadow. With their affec-
tively charged simplified figures and background, the paintings
comprise sensuous, emotionally interrelated compositions.
For a visual artist loss of sight would be supremely self-
destructive, precluding creation and enjoyment of visual art.
Dur-
ing the Blue Period Picasso often wore blue clothes; he
identified
with both the blind and sighted figures, the damaged and intact
eye. He may have felt guilty about deserting his parents,
surpass-
ing and devaluing his father and dreaming of surpassing revered
Spanish artists of the past. Though searching for mentors is
typi-
cal of adolescence, “stealing” from other artists, as he told Gilot
(1964), could well have been accompanied by guilt and by the
“anxiety of influence” (Bloom, 2007). Picasso acquired and psy-
chologically possessed the art of these masters through visual
in-
corporation, emulation, and identification. As in Oedipus Rex,
oe-
dipal victory over his masters could be unconsciously punished
by
blindness, representing castration, and the talion principle of
“an
eye for an eye.” The fear of retaliation is a major psychological
determinant of the superstition of the “evil eye.” Picasso’s
adoles-
cent sexual activity and his erotic art may also have been
associat-
ed with fears of punitive blindness. (His clandestine erotic art
in-
cluded lovers merged in sexual union, eliminating
23. separateness.)
Masturbation was at that time considered noxious behavior,
which
could lead to visual and mental impairment; prostitutes could
transmit venereal disease leading to blindness and ultimately
death. His voyeurism–exhibitionism, also expressed in his art,
was
a source of gratification and guilt.
Picasso’s blind figures may represent not only the artist as
blind, but also his internalized object relationships, and specta-
tors. He could have erotic and artistic gratification while
avoiding
the inhibiting and prohibiting gaze of parental authority. If the
spectators were blind, he would not be subject to their
disapprov-
al or devaluation, fostering artistic freedom. However, if they
were
blind, he would also suffer the narcissistic mortification of not
gaining recognition and respect. Blindness could thus be protec-
PICASSO’S PROLONGED ADOLESCENCE 283
tion against the envy and jealousy of collectors and rival artists,
as
well as their punishment for their lack of recognition and
admira-
tion.
Picasso’s figures who had one good eye or a sighted com-
panion could reassure him that he retained sufficient vision, that
his worst fears had not materialized. Picasso’s own penetrating
gaze was repeatedly noted by friends, artists, and dealers.
Claim-
24. ing he could look straight into the sun, he could proclaim
victory
over blinding light. If the sun represented a father figure, as in
Freud’s (1911) Schreber case, Picasso would be more powerful
than the paternal masters of art with whom he competed. How-
ever, if Picasso failed as an artist in his adolescent “rite of pas-
sage,” he would be humiliated and might be cast among “the
blind leading the blind” (Matthew 15:14). In his dialogue with
his object relationships and spectators he could magically con-
trol the scene, having always been superstitious and interested
in
magic. He could safely protect them from his blind rage by dis-
sociation and displacement onto prostitutes and derelicts. While
his sometimes savage portrayals of prostitutes in Barcelona
gave
way to more sympathetic depictions in Paris during the Blue Pe-
riod, empathy and sympathy for them were often followed by
re-
emergence of hostility, for example, in the fearsome, primitive
harlots of “Les Demoiselles d’Avignon.” Women in Picasso’s
erotic art were sometimes depicted as devouring, engulfing, or
castrating, dissociated from women as nurturing, alluring, or a
muse.
The brooding, embittered aspects of the Blue Period were
doubtless exacerbated by his frequently indigent circumstances.
He was desperately short of funds beginning with his second
trip
to Paris in May 1901. He had to return empty-handed to
Barcelo-
na at Christmas, having been unable to sell his paintings for
more
than a pittance. Picasso was in essence one of the beggars in
blue,
accepting meager meals on credit. Creature comforts and public
recognition of his art were in very short supply during the Blue
25. Period, threatening his self-confidence and self-esteem.
Neverthe-
less, with his perseverance and talent, he gradually succeeded in
situating himself in the center of the international avant garde
art
community in Paris.
284 HAROLD P. BLUM
FROM ADOLESCENCE TO YOUNG ADULTHOOD
Picasso emerged into adulthood after his prolonged adolescence.
Enduring aspects of adolescence remained embedded in his
adult
personality. His adolescent characteristics, probably with a per-
ceptually and artistically gifted neurobiological endowment,
may
have facilitated his elastic changes of style and form. The
adoles-
cent brain undergoes a second pruning of neurons, and the per-
sonality undergoes varying changes while childhood conflicts
and
trauma are revived, transformed, and reorganized. Adolescence
with its psychic and psychological changes cannot merely be the
past repeated. Striving toward independence in life and art con-
verged in Picasso’s Blue Period, with intermittent mourning and
melancholia for his largely relinquished original objects. The
art
of the Blue Period cannot simply be explained by depression as
the sole determinant. As in later phases of life, Picasso was
prolif-
ic, highly innovative, and socially involved. He did not display
withdrawal, anhedonia, nihilism, or lack of communication, or
complain of lack of meaning in life. In his affair with Germaine
26. and ongoing contacts with prostitutes, Picasso did not display
the
loss of interest in sexual activity characteristic of severe
depres-
sion.
During the Blue Period Picasso also produced erotic art in
other colors. His late adolescence was a time of further integra-
tion and consolidation of his sexual identity and unconscious bi-
sexuality. In his erotic art there are female figures with a
phallus,
and females with testicles within female genitals. It is not
known
whether Picasso experimented with overt homosexuality, not
un-
common during adolescence. He had camped out and slept be-
side his close friend, Manuel Pallares, in rural Spain. Several
years
later when Picasso, Pallares, and Casagemas were staying with
three women in the same apartment in Paris in late 1900, the
inti-
macy of their heterosexual activity also suggested their latent
ho-
mosexuality (Mailer, 1995). His friend Max Jacob was a
torment-
ed 25-year-old homosexual French poet/painter when he met
Picasso in 1901. Jacob admired Picasso’s art at first sight, and
pro-
vided much needed emotional and material support. They soon
shared bed and board, initially communicating in sign language,
PICASSO’S PROLONGED ADOLESCENCE 285
having no common spoken language. Jacob taught Picasso
27. French
language and literature, and remained a close friend. Picasso
was
always avidly, overtly heterosexual, and his late adolescent
chal-
lenges were not primarily related to problems of sexual identity.
During this transitional period Picasso sought both old Spanish
friends and new French friends. Claims that the Blue Period was
precipitated by Picasso’s blue portrait of his slavish friend
Jaime
Sabartes (later his ever-devoted secretary) do take into account
the complex determinants of the Blue Period. Sabartes’s pres-
ence in Paris during the Blue Period was particularly valuable
for
his lavish adulation and his subjugated responses to Picasso’s
moods and requests.
Did Picasso’s prolific artistic activity defend against depres-
sion and unacceptable sexual and aggressive impulses? His high
level of artistic activity and social activity, such as carousing
with
friends and frequently attending the circus with them, could
sug-
gest hypomania. Were there also cyclothymic tendencies in
Picas-
so’s juxtaposition or alternation of depressive and erotic art, as
well as reversal of day and night activities? Consistent with
possi-
ble cyclothymia, the Blue Period was succeeded by the Rose
Peri-
od. Cyclothymic tendencies may have been an inherent feature
of
his personality.
DISCUSSION
28. Prolonged adolescence might be considered as contributing to
creativity in many gifted persons. Having an enduring
adolescent
openness to exploration, experimentation, and risk taking may
be a frequent though not necessarily universal characteristic of
creative individuals. Adolescent separation and rebellion
against
conventional parental authority may foster departure from tradi-
tion toward new directions and imaginative innovation. Freud
(1905) referred to the detachment of adolescence as “one of the
most significant, but also one of the most painful psychical ac-
complishments of the pubertal period—a process that alone
makes possible the opposition, which is so important for the
prog-
ress of civilization, between the new generation and the old” (p.
227). Picasso and those rare persons who have transformed the
286 HAROLD P. BLUM
history of art and science may often be permanent adolescents,
at
least in the creative dimension of their personalities. Fostering
creative potential, the oppositional attitude of many adolescents
favors the further development of self-definition and identity.
Pi-
casso’s adolescent-phase struggle over independence may have
promoted new creative compromise solutions in the artistic
devel-
opment of the youthful Picasso (Blum, 2010).
The Blue Period ended with Picasso finding new love, a live-
in girlfriend, Fernande Olivier (la Belle Fernande), his own stu-
dio, and a group of admiring, devoted French friends. “La bande
à Picasso,” who were not rival visual artists, provided
29. mirroring,
companionship, helpful acculturation, and enthusiastic support.
These friends, especially Max Jacob, Apollinaire, and André
Salm-
on achieved literary recognition, parallel to their artist hero be-
coming prominent. In the context of this group Picasso was free
to work and play. From a negative perspective, one might say
that
Picasso’s narcissistic needs were overgratified. This was a
persis-
tent character issue evident throughout his life, accentuated by
his relatively early recognition and a lifetime of fame and
acclaim.
Picasso remained in France, but never became a French citi-
zen. Nevertheless, his deep Spanish roots were apparent as he
continued to enjoy Spanish music, dance, and bullfights in
France,
and donated a treasure trove of his art to the Picasso museum, in
Barcelona and” Guernica” to the Prado museum in Madrid. He
remained attached to his former home at an optimal distance,
with infrequent direct contact with Spanish family and friends.
In terms of psychological development, the Blue Period
marked Picasso’s transition from adolescence to adulthood, al-
though aspects of adolescence persisted throughout his life,
with
both positive and negative effects. His artistic genius was
becom-
ing apparent during this period as he supplanted more conven-
tional works with art that became increasingly original. Both his
personal and artistic identities achieved new integration.
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23 The Hemlocks The Psychoanalytic Review
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