Discussion Unit 7 - Option 2 Mirror of Society Option 2 Art .docx
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Discussion: Unit 7 - Option 2 "Mirror of Society" Option 2: Art Movements Throughout the “long” nineteenth century - roughly , from the French Revolution through the beginning of World War I, artists engaged intimately with developments in politics, religion, industry, race and gender relations, and popular culture. Write a three (3) paragraph minimum response addressing the following questions and post your statement to the Discussion Board on our Blackboard site; then reply to two classmate's postings in one paragraph responses. Which artists and works of art - or entire styles/ movements - best exemplify this trend of social commentary and/or documentation? How was art "used" to illuminate or, in some cases, criticize certain aspects of contemporary life? Did different preoccupations come with different eras? Were certain styles or genres more amenable to such an enterprise? Here are some supplementary readings/resources that could help you answering the questions above. http :// www . arthistoryunstuffed .com/artistic-revolution- france / (Art & French Revolution) http :// www . arthistoryunstuffed .com/enlightenment/ (Art & Enlightenment) https :// www . khanacademy . org /humanities/becoming-modern/avant- garde - france /realism/a/a-beginners-guide-to-realism (Realism) http :// www . metmuseum . org / toah / hd / imml / hd _ imml . htm (Impressionism: Art & Modernity) http :// www . metmuseum . org / toah / hd / edph / hd _ edph . htm (Early Documentary Photography) http :// www . metmuseum . org / toah / hd / arso / hd _ arso . htm (Art & Society in the New American Republic) http :// www .archives.gov/education/lessons/ brady -photos/ (Matthew Brady's Civil War) http :// www . metmuseum . org / toah / hd / ashc / hd _ ashc . htm (Ashcan School/Social Realism) http :// www . moma . org /learn/ moma _learning/themes/ dada (Dada and WWI) .
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questions 1 This week, we look at several examples of early.docx
questions 1: This week, we look at several examples of early modernist* art such as post-impressionism*, cubism*, fauvism*, futurism*, and expressionism*. Let's discuss the relationships between these aesthetic categories and the sociopolitical* climate of the period, always (as we did for Rubens) describing and analyzing specific examples of these categories, as well as (as we did last week for romanticism to impressionism) questioning whether such categories express the wishes of the artists involved and/or if such terms have stuck with critics and scholars.
How did the sociopolitical climate of the time period, including especially the First World War, influence artists? As always, your posts need to meet multiple rubrics to get quality-points (one rubric means one point, up to four). Comparison with present-day examples are always welcome as added ornament, but the meat and potatoes of your point-getting posts will need to focus on the years between 1904 and 1939 (just before WWII).
Which artistic and philosophical sub-cultures (circles of friends, enemies, and patrons) were among the most influential in this period, and which works caused the most adoration and debate, then and now?
question 2:As it's Black History Month (when is white history month? Every other one?) and you may have seen that African-American singing was my Ph.D. topic and scholarly primary-area within music history, I'd like to invite everyone to consider the particular presence of continued "race" inequities in early-20th-century arts and politics over the globe (as we discussed slaves in Greece and the portrayal of lower classes in the realist strain within romanticism). In the U.S. what used to be referred to as "the black problem" has been particularly thorny.
Through most of the 19th century, by far the most-popular multimedia performance-form (music, dance, jokes, costumes) in the U.S. (with some popularity in England and elsewhere) was blackface minstrelsy, where both white and some black performers (mostly male) "blacked up" using burnt-cork and oil over their faces, while exaggerating and reddening their lips, wearing white gloves, etc., a disgusting but fascinating deep strain at the root of American popular culture.
But this thread is about roughly 1890-1939; what are some ways that African-Americans began to develop their own subcultures both in the South (where the vast majority of African-Americans lived in earlier, slave years) but also growing in the North (particularly business and industrial centers). What are some artistic, political, and philosophical sub-cultures (circles of friends, enemies, and patrons) under cultivation in these years, and what are some leading products of these circles? (For instance, were the patrons of most black art also black, and how did differences of class and ethnicity tend to affect the terms of this patronage?)
As always, be specific and avoid clichés, triteness, and hyperbole/exaggeration. Consider also the emergen ...
HUM 2590 – 20th21st Century Humanities .docx
HUM 2590 – 20
th
/21
st
Century Humanities
Instruction Sheet for Major Essay Assignment
DUE NO LATER THAN WEDNESDAY, MARCH 19
TH
LATE PASSES DO NOT PERTAIN!!!
Instructions: Choose one of the two choices provided below to write your paper assignment.
Your paper should:
Have a title (no cover page necessary)
Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and
conclusion)
Have a minimum of 8 sentences in each body paragraph
Be word-processed, double-spaced, size 12 font (hand written papers will not be
accepted), to be handed in as a hard copy
Include a word count of 1,250 - 1,500 words at the top corner of the first page of your
paper, along with your name, date and course title
Grading Rubric (located on page 3) must be attached to final copy of your paper
assignment
THIS IS NOT A RESEARCH PAPER!!!!!
1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry,
architecture, philosophy/religion, and either or performing arts) discussed in our course from
the 20
th
century that detail the change in the medium influenced by one of historical contexts
discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution,
Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct
similarities and either or contrasts between these two works and reflect on how they each
represent the time period from which they emerged. As you write your essay in which you
address each of these comparisons, refer specifically to key points in our readings,
films, and discussions to help you formulate and justify your arguments. You may use
any of the course material uploaded on Blackboard to help develop a more in depth
discussion on the two works of art you have chosen. Use the three comparisons and
either or contrasts to help organize the content of your essay (Argument1 =
Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 =
Comparison/ Contrast3). In your conclusion address how these two specific works of art
are important to the culture of the 20
th
/21
st
century. THIS IS NOT A RESEARCH PAPER!!!
2. Social Realism: Choose one titled piece of social realism modern art that is in your
textbook. Really try to find something that evokes thought and either or feeling,
whether positive or negative. Thoroughly discuss your piece: Be specific and use
descriptive language through applying all of the steps of the art critiquing process;
Describe, Analyze, Interpret, and Judge. You must address the following questions in
depth while you are critiquing your chosen piece of .
Art and Social Change a Critical Reader.pdf
Academic Paper Writing Service
http://StudyHub.vip/Art-And-Social-Change--A-Critical-Reade
Discussion 1The rise of modernism in the late 19th and early 20t.docx
Discussion 1
The rise of modernism in the late 19th and early 20th century built upon the achievements of Impressionism and Post-Impressionism and was associated with important changes in society and politics. In particular, the period before, between, and after the two world wars saw the emergence of new forms and styles that responded to the challenges of the era in a series of new “-isms”: Cubism, Primitivism, Fauvism, Expressionism, Futurism, Dadaism, Surrealism, and others.
For your initial post, choose one artwork from the various types of modernism discussed in the module. Identify the style of the piece and discuss why and how it fits into its particular “-ism.” In what ways does the piece respond to the challenges of its day? How does the artist use the art to engage the issues that concern him or her? How is this art different from the 19th-century movements that preceded it?
100 -150 words
Discussion2
The postmodern world of the late twentieth and early twenty-first century (and the art created in it) reflected on previous styles and eras and challenged almost everything that came before it. Consider the different criticisms and challenges postmodern artists and thinkers raised with reference to the art and ideas of previous generations.
In your initial post, select a work of art in any form (visual art, literature, music, performance) from the postmodern era. What ideas, beliefs, or perceptions does that work ask us to question? What “old” ways of thinking is your work trying to push aside? How? Do you think the work you chose is successful in challenging the ideas of the past? Why or why not?
100 -150 words
In your initial post, respond to the following: What were the driving forces behind the three stylistic movements in the eighteenth and nineteenth centuries? What ideas and inspiration do we find behind Neoclassicism? What qualities were emphasized by the Romantic style? What were the artists of the Realist movement responding to in their works?
Next, choose one work of art in any form (painting, sculpture, architecture, literature, music, or dance) from either Neoclassicism, Romanticism, or Realism. Make sure that your choice was created in the time frames identified in the module. It should not be merely a depiction of something in this time period. What are the specific qualities and elements of your chosen piece that are characteristic or typical of its particular style movement? Be specific, considering not only the visual or literary details of the work, but also the message it offers.
100 -150 words
.
AFTER READING THE BECOMING MODERN ESSAY, ANSWER THE FOLLOWING.docx
AFTER READING THE BECOMING MODERN ESSAY, ANSWER THE FOLLOWING:
1. What are the dates associated with the term Modernism, which are identified in the essay?
2. Identify and list some important cultural changes to learn from the
Becoming Modern
reading.
3. Select one of the works of art or artists from the Becoming Modern p.3 materials. Describe it as Impressionism, Post-Impressionism, Expressionism, Dada, or Surrealism. Include a description of the style of
ism
which you have selected, and how does the work you have selected exemplify the style.
ESSAY
People use the term “modern” in a variety of ways, often very loosely, with a lot of implied associations of new, contemporary, up-to-date, and technological. We know the difference between a modern society and one that remains tied to the past and it usually has less to do with art and more to do with technology and industrial progress, things like indoor plumbing, easy access to consumer goods, freedom of expression, and voting rights. In the 19th century, however, modernity and its connection with art had certain specific associations that people began recognizing and using as barometers to distinguish themselves and their culture from earlier nineteenth century ways and attitudes.
Chronologically, Modernism refers to the period from 1850 to 1960. It begins with the Realist movement and ends with Abstract Expressionism. That’s just a little over one hundred years. During that period the western world experienced some significant changes that transformed Europe and the United States from traditional societies that were agriculturally based into modern ones with cities and factories and mass transportation.
Here are some important features that all modern societies share.
Capitalism
Capitalism replaced landed fortunes and became the economic system of modernity in which people exchanged labor for a fixed wage and used their wages to buy ever more consumer items rather than produce such items themselves. This economic change dramatically affected class relations because it offered opportunities for great wealth through individual initiative, industrialization and technology—somewhat like the technological and dot.com explosion of the late 20th and early 21st century. The industrial revolution which began in England in the late 18th century and rapidly swept across Europe (hit the U.S. immediately following the Civil War) transformed economic and social relationships, offered an ever increasing number of cheaper consumer goods, and changed notions of education. Who needed the classics when a commercial/technically oriented education was the key to financial success? The industrial revolution also fostered a sense of competition and progress that continues to influence us today.
Urban culture
Urban culture replaced agrarian culture as industrialization and cities grew. Cities were the sites of new wealth and opportunity with their factories and manufacturing potential..
Recommended
Steps for single sign on login national university (nu.edu)
Steps for single sign on login national university (nu.edu)
questions 1 This week, we look at several examples of early.docx
questions 1: This week, we look at several examples of early modernist* art such as post-impressionism*, cubism*, fauvism*, futurism*, and expressionism*. Let's discuss the relationships between these aesthetic categories and the sociopolitical* climate of the period, always (as we did for Rubens) describing and analyzing specific examples of these categories, as well as (as we did last week for romanticism to impressionism) questioning whether such categories express the wishes of the artists involved and/or if such terms have stuck with critics and scholars.
How did the sociopolitical climate of the time period, including especially the First World War, influence artists? As always, your posts need to meet multiple rubrics to get quality-points (one rubric means one point, up to four). Comparison with present-day examples are always welcome as added ornament, but the meat and potatoes of your point-getting posts will need to focus on the years between 1904 and 1939 (just before WWII).
Which artistic and philosophical sub-cultures (circles of friends, enemies, and patrons) were among the most influential in this period, and which works caused the most adoration and debate, then and now?
question 2:As it's Black History Month (when is white history month? Every other one?) and you may have seen that African-American singing was my Ph.D. topic and scholarly primary-area within music history, I'd like to invite everyone to consider the particular presence of continued "race" inequities in early-20th-century arts and politics over the globe (as we discussed slaves in Greece and the portrayal of lower classes in the realist strain within romanticism). In the U.S. what used to be referred to as "the black problem" has been particularly thorny.
Through most of the 19th century, by far the most-popular multimedia performance-form (music, dance, jokes, costumes) in the U.S. (with some popularity in England and elsewhere) was blackface minstrelsy, where both white and some black performers (mostly male) "blacked up" using burnt-cork and oil over their faces, while exaggerating and reddening their lips, wearing white gloves, etc., a disgusting but fascinating deep strain at the root of American popular culture.
But this thread is about roughly 1890-1939; what are some ways that African-Americans began to develop their own subcultures both in the South (where the vast majority of African-Americans lived in earlier, slave years) but also growing in the North (particularly business and industrial centers). What are some artistic, political, and philosophical sub-cultures (circles of friends, enemies, and patrons) under cultivation in these years, and what are some leading products of these circles? (For instance, were the patrons of most black art also black, and how did differences of class and ethnicity tend to affect the terms of this patronage?)
As always, be specific and avoid clichés, triteness, and hyperbole/exaggeration. Consider also the emergen ...
HUM 2590 – 20th21st Century Humanities .docx
HUM 2590 – 20
th
/21
st
Century Humanities
Instruction Sheet for Major Essay Assignment
DUE NO LATER THAN WEDNESDAY, MARCH 19
TH
LATE PASSES DO NOT PERTAIN!!!
Instructions: Choose one of the two choices provided below to write your paper assignment.
Your paper should:
Have a title (no cover page necessary)
Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and
conclusion)
Have a minimum of 8 sentences in each body paragraph
Be word-processed, double-spaced, size 12 font (hand written papers will not be
accepted), to be handed in as a hard copy
Include a word count of 1,250 - 1,500 words at the top corner of the first page of your
paper, along with your name, date and course title
Grading Rubric (located on page 3) must be attached to final copy of your paper
assignment
THIS IS NOT A RESEARCH PAPER!!!!!
1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry,
architecture, philosophy/religion, and either or performing arts) discussed in our course from
the 20
th
century that detail the change in the medium influenced by one of historical contexts
discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution,
Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct
similarities and either or contrasts between these two works and reflect on how they each
represent the time period from which they emerged. As you write your essay in which you
address each of these comparisons, refer specifically to key points in our readings,
films, and discussions to help you formulate and justify your arguments. You may use
any of the course material uploaded on Blackboard to help develop a more in depth
discussion on the two works of art you have chosen. Use the three comparisons and
either or contrasts to help organize the content of your essay (Argument1 =
Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 =
Comparison/ Contrast3). In your conclusion address how these two specific works of art
are important to the culture of the 20
th
/21
st
century. THIS IS NOT A RESEARCH PAPER!!!
2. Social Realism: Choose one titled piece of social realism modern art that is in your
textbook. Really try to find something that evokes thought and either or feeling,
whether positive or negative. Thoroughly discuss your piece: Be specific and use
descriptive language through applying all of the steps of the art critiquing process;
Describe, Analyze, Interpret, and Judge. You must address the following questions in
depth while you are critiquing your chosen piece of .
Art and Social Change a Critical Reader.pdf
Academic Paper Writing Service
http://StudyHub.vip/Art-And-Social-Change--A-Critical-Reade
Discussion 1The rise of modernism in the late 19th and early 20t.docx
Discussion 1
The rise of modernism in the late 19th and early 20th century built upon the achievements of Impressionism and Post-Impressionism and was associated with important changes in society and politics. In particular, the period before, between, and after the two world wars saw the emergence of new forms and styles that responded to the challenges of the era in a series of new “-isms”: Cubism, Primitivism, Fauvism, Expressionism, Futurism, Dadaism, Surrealism, and others.
For your initial post, choose one artwork from the various types of modernism discussed in the module. Identify the style of the piece and discuss why and how it fits into its particular “-ism.” In what ways does the piece respond to the challenges of its day? How does the artist use the art to engage the issues that concern him or her? How is this art different from the 19th-century movements that preceded it?
100 -150 words
Discussion2
The postmodern world of the late twentieth and early twenty-first century (and the art created in it) reflected on previous styles and eras and challenged almost everything that came before it. Consider the different criticisms and challenges postmodern artists and thinkers raised with reference to the art and ideas of previous generations.
In your initial post, select a work of art in any form (visual art, literature, music, performance) from the postmodern era. What ideas, beliefs, or perceptions does that work ask us to question? What “old” ways of thinking is your work trying to push aside? How? Do you think the work you chose is successful in challenging the ideas of the past? Why or why not?
100 -150 words
In your initial post, respond to the following: What were the driving forces behind the three stylistic movements in the eighteenth and nineteenth centuries? What ideas and inspiration do we find behind Neoclassicism? What qualities were emphasized by the Romantic style? What were the artists of the Realist movement responding to in their works?
Next, choose one work of art in any form (painting, sculpture, architecture, literature, music, or dance) from either Neoclassicism, Romanticism, or Realism. Make sure that your choice was created in the time frames identified in the module. It should not be merely a depiction of something in this time period. What are the specific qualities and elements of your chosen piece that are characteristic or typical of its particular style movement? Be specific, considering not only the visual or literary details of the work, but also the message it offers.
100 -150 words
.
AFTER READING THE BECOMING MODERN ESSAY, ANSWER THE FOLLOWING.docx
AFTER READING THE BECOMING MODERN ESSAY, ANSWER THE FOLLOWING:
1. What are the dates associated with the term Modernism, which are identified in the essay?
2. Identify and list some important cultural changes to learn from the
Becoming Modern
reading.
3. Select one of the works of art or artists from the Becoming Modern p.3 materials. Describe it as Impressionism, Post-Impressionism, Expressionism, Dada, or Surrealism. Include a description of the style of
ism
which you have selected, and how does the work you have selected exemplify the style.
ESSAY
People use the term “modern” in a variety of ways, often very loosely, with a lot of implied associations of new, contemporary, up-to-date, and technological. We know the difference between a modern society and one that remains tied to the past and it usually has less to do with art and more to do with technology and industrial progress, things like indoor plumbing, easy access to consumer goods, freedom of expression, and voting rights. In the 19th century, however, modernity and its connection with art had certain specific associations that people began recognizing and using as barometers to distinguish themselves and their culture from earlier nineteenth century ways and attitudes.
Chronologically, Modernism refers to the period from 1850 to 1960. It begins with the Realist movement and ends with Abstract Expressionism. That’s just a little over one hundred years. During that period the western world experienced some significant changes that transformed Europe and the United States from traditional societies that were agriculturally based into modern ones with cities and factories and mass transportation.
Here are some important features that all modern societies share.
Capitalism
Capitalism replaced landed fortunes and became the economic system of modernity in which people exchanged labor for a fixed wage and used their wages to buy ever more consumer items rather than produce such items themselves. This economic change dramatically affected class relations because it offered opportunities for great wealth through individual initiative, industrialization and technology—somewhat like the technological and dot.com explosion of the late 20th and early 21st century. The industrial revolution which began in England in the late 18th century and rapidly swept across Europe (hit the U.S. immediately following the Civil War) transformed economic and social relationships, offered an ever increasing number of cheaper consumer goods, and changed notions of education. Who needed the classics when a commercial/technically oriented education was the key to financial success? The industrial revolution also fostered a sense of competition and progress that continues to influence us today.
Urban culture
Urban culture replaced agrarian culture as industrialization and cities grew. Cities were the sites of new wealth and opportunity with their factories and manufacturing potential..
Introduction Needs to be 2-3 pages max. It would help if anyon.docx
Introduction:
Needs to be 2-3 pages max. It would help if anyone went to the exhibit in the museum please help thanksss need a good grade on this
From the Guggenheim Website on the exhibition:
“Art and China after 1989 presents work by 71 key artists and groups active across China and worldwide whose critical provocations aim to forge reality free from ideology, to establish the individual apart from the collective, and to define contemporary Chinese experience in universal terms. Bracketed by the end of the Cold War in 1989 and the Beijing Olympics in 2008, it surveys the culture of artistic experimentation during a time characterized by the onset of globalization and the rise of a newly powerful China on the world stage. The exhibition’s subtitle, Theater of the World, comes from an installation by the Xiamen-born, Paris-based artist Huang Yong Ping: a cage-like structure housing live reptiles and insects that coexist in a natural cycle of life, an apt spectacle of globalization’s symbiosis and raw contest.
For art and China, the year 1989 was both an end and a beginning. The June Fourth Tiananmen Incident signaled the end of a decade of relatively open political, intellectual, and artistic exploration. It also marked the start of reforms that would launch a new era of accelerated development, international connectedness, and individual possibility, albeit under authoritarian conditions. Artists were at once catalysts and skeptics of the massive changes unfolding around them. Using the critical stance and open-ended forms of international Conceptual art, they created performances, paintings, photography, installations, and video art, and initiated activist projects to engage directly with society. Their emergence during the 1990s and early 2000s coincided with the moment the Western art world began to look beyond its traditional centers, as the phenomenon of global contemporary art started to take shape. Chinese artists were crucial agents in this evolution.
Art and China after 1989 is organized in six chronological, thematic sections throughout the rotunda and on Tower Levels 5 and 7. For all the diversity the exhibition encompasses, the artists here have all sought to think beyond China’s political fray and simple East-West dogmas. This freedom of a “third space” has allowed for a vital distance, and a particular insight, as they contend with the legacies of Chinese history, international modernism, and global neoliberalism of the 1990s. Their rambunctious creativity can expand our ever-widening view of contemporary art and inspire new thinking at a moment when the questions they have faced—of identity, equality, ideology, and control—have pressing relevance.”
Main Issue and Question:
This show traces the social and political history of China from 1989 until 2008 and Chinese artists’ engagement with issues of globalization, identity, equality, ideology and state control. More specifically, and most troubling, is the co ...
Art as RevolutionThis week, we have studied works of art produce.docx
Art as Revolution
This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution.
Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources:
Hogarth,
Breakfast Scene
, 1795
David,
Death of Marat
, 1793
Delacroix,
Liberty Leading the People
, 1830
Goya,
Third of May
, 1808, 1814-15
Courbet,
The Stone Breakers
, 1849
In an essay of 5-7 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above:
How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting?
What additional historical events or social factors may have influenced the creation or interpretation of each painting?
Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning.
Do these paintings have the same impact or meaning to audiences today? Why or why not?
Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay.
.
This assignment has 3 parts.Part 1Visit the following Web sites,.docx
This assignment has 3 parts.
Part 1
Visit the following Web sites, and explore the collections of Ancient Art there:
A New York art museum
A Paris museum
Select galleries in a Washington, DC museum
From the gallery Web sites listed above and available through the Course Materials List, select 2 works of art from any ancient culture.
Part 2
Using the terminology and concepts you are learning for evaluating art, compare and contrast the 2 works including materials used, style, meaning, symbolism, and any other aesthetic issues.
What is the form of the work?
Is it a 2-dimensional or 3-dimensional work of art?
What materials are used?
What techniques or processes are used to create the artwork?
What colors are used?
Describe the use of line, shape, texture, value, color, and balance.
Does the work of art have subject matter?
If so, what is literally depicted?
Is the work of art representational, abstract, or nonobjective?
What is the content?
What does it mean or represent?
What is the artist's message?
Is symbolism used? If so, what is the meaning?
What is the context of the artwork?
What is the function of the artwork?
What traditional role of the artist is exemplified?
Part 3
Explain how the works of art fit into the context of the time period. Keep in mind that only artworks that fit into the period of Ancient Art (created between 30,000 BCE–500 CE) will be accepted.
You are required to comply with APA-style format for quotations, internal citations, and a reference list. For additional information and resources on APA, visit the APA section of the Library, available under "Library Features."
DB3-
Put yourself in the position of an up-and-coming artist living in early-sixteenth-century Italy. Now imagine trying to distinguish yourself from the other artists living in your town: Michelangelo, Raphael, Leonardo, or Titian. Is it any wonder that the Italian High Renaissance lasted only 30 years?
— Jerry Saltz
New needs need new techniques. And the modern artists have found new ways and new means of making their statements ... the modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture.
— Jackson Pollock (American abstract-expressionist painter, 1912–1956)
Part 1
A renaissance in a culture can be described as a "rebirth" a "new beginning," or "resurgence." In art, some of the periods of art are considered a "renaissance" of new stylistic choices that inspired artists. However, the culture at large can also be affected by a renaissance as architects, writers, musicians and other creative professionals embrace change. After reflecting on the quotes above, discus with classmates:
What are your impressions of a "renaissance" or a "new birth" occurring in a culture?
Can you think of a renaissance that has happened in the last 20 years in art, music, technology, or education?
Part 2
What are your opinions of what can cause a renaissance?
Is it always a good th.
Discussion 1Economists generally agree that U.S. antitrust polic.docx
Discussion 1
Economists generally agree that U.S. antitrust policy is complex, changing over time, divided among several U.S. federal government agencies, and subject to frequent court reversals. The underlying question remains whether the U.S. needs more or less regulation of market structures.
Key questions are:
• Are U.S. markets becoming less competitive because of mergers and acquisitions?
• Are U.S. markets becoming more competitive because of new technology?
• Are U.S. markets becoming more or less competitive because of globalization?
• Is enough information available for wise antitrust enforcement?
US Federal agencies involved in antitrust include US Federal Trade Commission at: http://www.ftc.gov
US Department of Justice: http://www.usdoj.gov/atr/index.htm
For international perspectives see:
http://www.usdoj.gov/atr/contact/otheratr.htm
For analysis:
For a strong anti-regulatory position see Heritage Foundation, a private advocacy group, has been influential in arguing against antitrust enforcement. For an overview see: http://www.heritage.org/search?query=antitrust+enforcement
See also: www.cato.org
The American Enterprise Institute: http://www.aei.org
For strong pro-regulatory position see the Economic Policy Institute, a private advocacy group, argues for more antitrust enforcement: http://www.epi.org/
The Brookings Institution attempts a non-partisan position and publishes frequent overviews of antitrust law. See, for example: http://www.brookings.edu/search?start=1&q=antitrust
Discussion 2
Global poverty is an international issue. Other countries are inclined to look to the U.S. with its great wealth to take an active role in assisting poor nations. People here spend money trying to counter baldness while people in other countries are starving to death. On the other hand, foreign aid may be distributed as political favors rather than going to those most in need. Present both sides of the argument on whether the U.S. should work to achieve the Millennium Aid goal for contributions to increase the U.S. contribution to 0.7% of its GDP. For each side of the argument, provide three facts to support the argument. Use at least three of the following concepts in your response:
· Extreme poverty
· Severe poverty
· Persistent poverty
· Economic growth
· Human Capital
Discussion 3
Manufacturers in the US want China to increase the value of the yuan. They say China undervalues their currency making their products cheap, thus undercutting American business. Some believe that this is why Americans are losing jobs. Wal-Mart and other companies believe it is a good thing because it keeps prices low for the products they sells. Discuss whether low yuan value is good for the US because of low prices or if it is costing too many Americans their jobs. You will want to do some research on the subject of currency manipulation for additional information to debate this topic.
Impressionism
Impression: Sunrise 1874, Claude Monet.
About This Module.
Chapters 13-18You must write at least 200 but no more than.docx
Chapters 13-18
You must write at least 200 but no more than 300 words for each essay.
Each essay is worth 15 points.
I have included a copy of the assignment and the pdf file for the textbook.
1. What is Orientalism? What aspects of colonialism inspired Orientalism? How has it affected art, both in terms of how the subject matter was portrayed by the artist and in the ways the work has been viewed? When discussing how the works are viewed take into consideration how artist wanted their works viewed, how the art was actually viewed when it was created, and finally how we, as modern viewers see it?
2. How important was Napoleon Bonaparte’s use of art as propaganda and censorship in the rise and consolidation of his power? Choose two pieces of art commissioned by Napoleon (does not have to be from chapter 18) that support your argument of his use of art propaganda. List the title, artist, date, and medium of each piece. Refer to each piece at least three times when composing your statements.
3. Define the Protestant Reformation and the Counter Reformation. How did these two movements affect art? Choose one piece during the Reformation and one piece created during the Counter Reformation and compare and contrast the two pieces. Be sure to point out changes in style between the two periods. List the title, artist, date, and medium of each piece if known.
4. Discuss the ways in which the movement toward Realism in art reflected the social and political concerns of the nineteenth century. Choose one piece of art created in the Realism period that supports your argument. List the title, artist, date, and medium. How does this piece reveal the concerns that you mentioned in the first part of the question? Give at least three examples.
5. Compare Neoclassicism and Romanticism as two cultural expressions of mid-eighteenth to mid-nineteenth century Europe. You must discuss the political atmosphere in both periods and how it affected art. Choose one piece of art from the Neoclassical period and one from the Romantic period that support your claim. List the title, artist, date, and medium of each piece. Refer to each of these pieces in at least three instances for this purpose.
6. Neither of these works was meant to be exhibited in a museum case for an art-loving public seeking a cultural experience. Both took on their primary meaning in the process of the performance of a cultural ritual. Discuss the ways in which an understanding of the ritual context of each is necessary if we are to grasp their cultural meanings for those who made them and saw them in use. And finally, how did they end up in museums?
7. The horrific violence of war and political oppression has been eloquently expressed by many artists throughout the history of art. Discuss the political circumstances that led to the creation of these two examples and assess how they relate to the styles of the artists and their time. Who was the audience for these works? Be sure to.
Art for change It is often taken for granted that art f.docx
Art for change?
It is often taken for granted that art functions as a tool and a vehicle of social change;
indeed, it was just this theme that we took up in our first discussion board posting. While the
vocal majority seemed to agree that art could foster social change, many of us, when
encountering work such as Warhol’s 200 One Dollar Bills or Marcel Duchamp’sFountain
might find ourselves wondering exactly what type of change such work could really make.
Does a painting that takes money for its subject do anything to unsettle a culture that seems
more and more to place the individual pursuit of money above the needs of the community?
Does a urinal inscribed with a forged signature (see Duchamp’s work mentioned above) do
anything more than offer a paltry challenge to the taste of a leisured class?
It was precisely the complicity of market system art like Duchamp’s and the American Pop
artists like Warhol, Jasper Johns, and Robert Rauschenberg with the oppressive class that
was at the heart of a 1973 protest staged in front of another landmark Sotheby’s auction. On
that October day a group of New York City taxi drivers and artists stood before the renowned
auction house to call down Robert C. Scull who they claimed made his fortune robbing
cabbies and hawking art. Some of the artists marching in solidarity with the taxi cab drivers
rushed out to a nearby hardware store to by a snow shovel to sell at exorbitant price, poking
fun at Duchamp’s In Advance of the Broken Arm. Is this critique of art’s complicity with big
money an apt one?
The idea that the art market is synonymous with ‘business as usual’ is an idea that is as
pervasive today as ever—if not more so. As Eleanor Heartney reminds us in her lecture on
art and labour, one move made by activists of the recent Occupy Wall Street movement was
to set up occupations in a number of New York City’s museums. The organizers of the
Occupy Museums march declared in a public statement that “for the past decade and more,
artists and art lovers have been the victims of the intense commercialization and co-optation
or art.” They further claimed that “art is for everyone, across all classes and cultures and
communities” and not merely for the cultural elite, or the 1%. The artist activists closed their
statement by exhorting museums to open their minds and their hearts: “Art is for everyone!”
they claimed. “The people are at your door!”
These two protests demonstrate an abiding and perhaps growing suspicion of the received
idea that market system art can change things. But while market system art is placed under
intense scrutiny, a growing field of artists and educators have been working to disseminate
the practices and techniques of art making in order to sow the seeds of change. This
community based art (sometimes referred to as ‘dialogical art’ or ‘community arts’) seeks to
place in the hands of the marginalized, the worker, or, in the words of the.
ImpressionismImpression Sunrise 1874, Claude Monet.Ab.docx
Impressionism
Impression: Sunrise 1874, Claude Monet.
About This Module
What to expect in Module 4:
1. You will explore the historical and social contexts that surround Impressionist art.
2. You will look more closely at the ideals and values present during the Impressionist period and
how some of these values are still present in contemporary society. This will help you start to think
about your initial post for Discussion Board 41.
3. Finally, you will explore Impressionist art.
Take careful notes of all vocabulary terms and key concepts throughout this module. Use the provided
review questions, exercises, and games to test your knowledge. Doing so will prepare you for both the
Discussion Board this week and the Module Quiz.
Copyright © 2016 MindEdge Inc. All rights reserved. Duplication prohibited.
Learning Objectives and Graded Activities
The following activities will be graded:
Discussion Board 41
Module 4 Quiz
These activities support the learning objectives for this module:
Discuss the historical context of a work of art
Describe the effects or influence of cultural ideologies on a work of art
Introduction: Understanding Context
Key Concepts: Understanding Context
We need to look at the context of a piece of art as well as its formal qualities to understand it.
Context can be historical, cultural, social, and political
Art is not created in a vacuum. Behind every work of art are layers of context. It is important to look
not only at the formal qualities of a work of art but also at the time period in which it was created.
What events were taking place at this time and in the location where the art was created? What events
were happening in the artist's or writer's life (if it is known) at the time the work of art was created?
What were the values and ideals from the time period in which the artwork was created?
Context can take many forms: historical, cultural, social, and political. It is important to understand the
context in which a work of art was created in order to understand the work of art in its own right and
within its own time, but also to understand how the context surrounding the work of art has changed
over time. In the process of addressing a work of art's context, you can see how aesthetic values and
ideals have also changed, thereby changing a work of art's context over time.
This module provides you with the tools needed to identify and then consider the context behind works
of art in general and works of Impressionist art. You will then have the chance to apply what you have
learned to analyze a work of art through its different contexts.
Impact of Political, Social, and Cultural Environments on Art
Artists are the product of their world—the historical moment which they inhabit; the cultural heritage
they were reared in; the country they call home; the society in which they live and work. It naturally
follows that the creative expression of artists would be influenced by their world, such as i.
Question 1 The Painting of Modern LifeThe late nineteenth cen.docx
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet, Rouen Cathedral: The Portal (In Sun), 1894
Manet, Bar at the Folies-Bergère, 1881-82
Seurat, A Sunday Afternoon on the Island of La Grande Jatte, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question
2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
Be sure to read the reading assignment in your text first!Read t.docx
Be sure to read the reading assignment in your text first!
Read the following chapters from the textbook,
Gardner’s Art through the Ages: The Western Perspective, Volume II
:
Modernism in Europe and America, 1900 to 1945
Modernism and Postmodernism in Europe and America, 1945 to 1980
Contemporary Art Worldwide
By the due date assigned
, respond to the assigned discussion questions and submit your responses to the appropriate
Discussion Area
. Start reviewing and responding to your classmates as early in the week as possible.
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894, (Fig. 28-4, page 853, or
Khan Academy
) (Impressionist)
Manet,
Bar at the Folies-Bergère
, 1881-82 (Fig. 28-8, page 857, or
Khan Academy
) (Pre-Impressionist/Realist)
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86 (Fig. 28-18, page 863, or
Khan Academy
) (Post-Impressionist)
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism? Which style is your artwork? (See above). Define that style. What are the characteristics of that style? What do the Impressionists paint?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist. Do the Impressionists and Post-Impressionist care about the illusion of space in their paintings? What elements are they foregoing that artists use to depict realistic space--what about linear perspective? Light? etc. How does each artist handle the illusion of dimension in their painting?
Question 2: Modern And Contemporary Art
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary (Contemporary = OUR time period) Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see a.
The Impact Of Postmodernism
Essay Writing Service
http://HelpWriting.net/The-Impact-Of-Postmodernism 👈
Question 1 The Painting of Modern LifeThe late nineteenth c.docx
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894
Manet,
Bar at the Folies-Bergère
, 1881-82
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question 2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
Art as RevolutionThis week, we have studied works of art prod
Art as Revolution:
This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution.
Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources:
Hogarth, The Marriage Contract, from Marriage à la Mode, 1743-45
David, Death of Marat, 1793
Delacroix ,Liberty Leading the People, 1830
Goya, Third of May, 1808, 1814-15
Courbet, The Stone Breakers, 1849
In an essay of 5 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above:
How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting?
What additional historical events or social factors may have influenced the creation or interpretation of each painting?
Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning.
Do these paintings have the same impact or meaning to audiences today? Why or why not?
Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay.
Must be in APA format, in text citations, and references.
...
In the early years of the 20th century, the group of artists known c.docx
In the early years of the 20th century, the group of artists known collectively as The Eight and, later, as the so-called Ashcan School—on account of their style, technique, and subject matter—were considered to be art-world radicals and/or revolutionaries, above all purporting to capture what was inherently "modern" about urban life and urban experience.
Who were the artists affiliated with this/these group(s)? Where did many of them receive their training? What characterized and what was so revolutionary about their style of painting? Where did they paint, and what were there favorite subjects? What was their relationship with the media? What was (or was not) "modern" about their paintings?
Along these lines, what about the modern, urban experience did they capture? Were these honest, documentary images or, rather, scenes of urban melodrama? How would you compare their work to that we have looked at thus far? And, finally, how is the art of The Eight as much about politics and social commentary as it is about painting (that is, style, technique, etc.)?
.
DISCUSSIONDiscuss how Platos four cardinal virtues might help m.docx
DISCUSSION
Discuss how Plato's four cardinal virtues might help make our society better if practiced by all members.(100 WORDS)
REFLECTION
Compare the plight of the people who live in Plato's cave with the uneducated people of our world. You may use any type of education that you think the uneducated people of our world are missing out on and how it might help them change their beliefs about certain things. Keep in mind that the people in Plato's cave were chained there - against their will - does this have a parallel with today's uneducated population? Should people outside the cave have made a greater effort to go inside the cave to enlighten their fellow humans? If so, how?(250 WORDS)
.
Discussion1 Racism and PrivilegeIn many societies certain grou.docx
Discussion1 : Racism and Privilege
In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice
.
In the book
Black Empowerment,
the author,Barbara Solomon, writes, "Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles" (p. 6).
Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client's power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients' awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.
Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients' lives and apply the appropriate skills.
To prepare: Review the case study "Working With Individuals: The Case of Mary."
·
Post
an explanation of the relationship between racism and privilege.
·
Furthermore, explain how the concepts of racism and privilege relate to "Working With Individuals: The Case of Mary."
·
Explain the impact of racism and privilege on social work practice.
·
Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary.
·
Be specific and provide examples from the case. Also, identify specific skills social workers might employ.
References (use at least 2)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 11, (pp. 77–86)
Chapter 12, (pp. 86–92)
Chapter 14, (pp. 96–101)
Chapter 15, (pp. 102–109)
National Association of Social Workers. (2007). Institutional racism & the social work profession: A call to action. Retrieved from
http://www.socialworkers.org/diversity/InstitutionalRacism.pdf
InstanceEndEditable InstanceEndRepeatEntry InstanceBeginRepeatEntry.
Discussion(200 Word min)Identify some common miscellaneous itemize.docx
Discussion(200 Word min)
Identify some common miscellaneous itemized deductions and identify any limitations that are imposed on the deductibility of these items.
One itemized deduction allowed is for medical expenses. In what cases are medical insurance premiums paid by an individual not deductible as qualified expenses?
.
Discussion Workflow ModelingWorkflow modeling is widely used .docx
Discussion: Workflow Modeling
Workflow modeling is widely used throughout many different types of businesses, including health care organizations, to visually summarize the steps of complex processes and systems. When constructing a workflow model, it is important to ensure that the model accurately reflects the actual steps in a process.
In this Discussion, you consider a case study of a health care clinic and its process for ordering medical supplies. You then examine a workflow model that is meant to reflect that process and analyze the model’s accuracy based on the information in the case study. You also analyze the importance of accurate workflow modeling and consider strategies for creating accurate workflow models for health care processes.
Case Study:
Deerborne Dialysis is a local dialysis clinic that is part of a larger health care network, Buckeye Health. Buckeye Health executives have recently been examining the processes by which organizations within the network manage their supplies. Deerborne Dialysis was identified as an exemplary model of efficient supply management, and Buckeye Health executives have requested a workflow model of how Deerborne Dialysis handles their supply management process.
Sharon is the nurse who oversees the process of ordering and stocking supplies for Deerborne Dialysis. She knows the process well and developed a description of the steps in the supply management process. First, Sharon conducts a daily check of the supplies in the storage room. If there is a supply that is running low, Sharon submits an order to the medical supplier. When the clinic receives the shipment, Sharon unpacks the shipment and cross-checks the supplies that were shipped with the supplies that were ordered. If there is a discrepancy, the entire shipment must be returned to the medical supplier, who then rushes a new shipment to the clinic to be received the next day. If there is no discrepancy, or once the new shipment is received, unpacked, and cross-checked, Sharon stocks the shelves in the storage room and gives the supply bill to the clinic’s accountant, who ensures that the medical supplier receives payment.
Sharon has created the following workflow model to reflect the steps she goes through to manage the clinic’s inventory of supplies:
To prepare:
Review the case study above and examine the workflow model that is meant to reflect the process described in the case study.
Identify problems with the workflow model. How could the model be revised to be more accurate, clear, and effective?
Reflect on the importance of creating an accurate workflow model of health care processes. What are the challenges involved in workflow modeling? What are the consequences of inaccurate workflow models?
Consider strategies that you can use to ensure that workflow models are effective and accurate.
With these thoughts in mind:
Post
by tomorrow 9/27/16 a minimum of 550 words essay in APA format with 3 references (References .
DiscussionAshley is an attorney who specializes in family law. She.docx
Discussion
Ashley is an attorney who specializes in family law. She uses the cash method of accounting and is a calendar-year taxpayer. Last year, she represented a client in a lawsuit and billed the client $5,000 for her services. Although she made repeated attempts, Ashley was unable to collect the outstanding receivable. Finally, in November of the current year, she finds out that the individual has moved without leaving any forwarding address. Ashley’s attempts to locate the individual are futile.
What is the amount, if any, of the deduction that she may claim in connection with this bad debt?
.
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Introduction Needs to be 2-3 pages max. It would help if anyon.docx
Introduction:
Needs to be 2-3 pages max. It would help if anyone went to the exhibit in the museum please help thanksss need a good grade on this
From the Guggenheim Website on the exhibition:
“Art and China after 1989 presents work by 71 key artists and groups active across China and worldwide whose critical provocations aim to forge reality free from ideology, to establish the individual apart from the collective, and to define contemporary Chinese experience in universal terms. Bracketed by the end of the Cold War in 1989 and the Beijing Olympics in 2008, it surveys the culture of artistic experimentation during a time characterized by the onset of globalization and the rise of a newly powerful China on the world stage. The exhibition’s subtitle, Theater of the World, comes from an installation by the Xiamen-born, Paris-based artist Huang Yong Ping: a cage-like structure housing live reptiles and insects that coexist in a natural cycle of life, an apt spectacle of globalization’s symbiosis and raw contest.
For art and China, the year 1989 was both an end and a beginning. The June Fourth Tiananmen Incident signaled the end of a decade of relatively open political, intellectual, and artistic exploration. It also marked the start of reforms that would launch a new era of accelerated development, international connectedness, and individual possibility, albeit under authoritarian conditions. Artists were at once catalysts and skeptics of the massive changes unfolding around them. Using the critical stance and open-ended forms of international Conceptual art, they created performances, paintings, photography, installations, and video art, and initiated activist projects to engage directly with society. Their emergence during the 1990s and early 2000s coincided with the moment the Western art world began to look beyond its traditional centers, as the phenomenon of global contemporary art started to take shape. Chinese artists were crucial agents in this evolution.
Art and China after 1989 is organized in six chronological, thematic sections throughout the rotunda and on Tower Levels 5 and 7. For all the diversity the exhibition encompasses, the artists here have all sought to think beyond China’s political fray and simple East-West dogmas. This freedom of a “third space” has allowed for a vital distance, and a particular insight, as they contend with the legacies of Chinese history, international modernism, and global neoliberalism of the 1990s. Their rambunctious creativity can expand our ever-widening view of contemporary art and inspire new thinking at a moment when the questions they have faced—of identity, equality, ideology, and control—have pressing relevance.”
Main Issue and Question:
This show traces the social and political history of China from 1989 until 2008 and Chinese artists’ engagement with issues of globalization, identity, equality, ideology and state control. More specifically, and most troubling, is the co ...
Art as RevolutionThis week, we have studied works of art produce.docx
Art as Revolution
This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution.
Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources:
Hogarth,
Breakfast Scene
, 1795
David,
Death of Marat
, 1793
Delacroix,
Liberty Leading the People
, 1830
Goya,
Third of May
, 1808, 1814-15
Courbet,
The Stone Breakers
, 1849
In an essay of 5-7 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above:
How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting?
What additional historical events or social factors may have influenced the creation or interpretation of each painting?
Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning.
Do these paintings have the same impact or meaning to audiences today? Why or why not?
Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay.
.
This assignment has 3 parts.Part 1Visit the following Web sites,.docx
This assignment has 3 parts.
Part 1
Visit the following Web sites, and explore the collections of Ancient Art there:
A New York art museum
A Paris museum
Select galleries in a Washington, DC museum
From the gallery Web sites listed above and available through the Course Materials List, select 2 works of art from any ancient culture.
Part 2
Using the terminology and concepts you are learning for evaluating art, compare and contrast the 2 works including materials used, style, meaning, symbolism, and any other aesthetic issues.
What is the form of the work?
Is it a 2-dimensional or 3-dimensional work of art?
What materials are used?
What techniques or processes are used to create the artwork?
What colors are used?
Describe the use of line, shape, texture, value, color, and balance.
Does the work of art have subject matter?
If so, what is literally depicted?
Is the work of art representational, abstract, or nonobjective?
What is the content?
What does it mean or represent?
What is the artist's message?
Is symbolism used? If so, what is the meaning?
What is the context of the artwork?
What is the function of the artwork?
What traditional role of the artist is exemplified?
Part 3
Explain how the works of art fit into the context of the time period. Keep in mind that only artworks that fit into the period of Ancient Art (created between 30,000 BCE–500 CE) will be accepted.
You are required to comply with APA-style format for quotations, internal citations, and a reference list. For additional information and resources on APA, visit the APA section of the Library, available under "Library Features."
DB3-
Put yourself in the position of an up-and-coming artist living in early-sixteenth-century Italy. Now imagine trying to distinguish yourself from the other artists living in your town: Michelangelo, Raphael, Leonardo, or Titian. Is it any wonder that the Italian High Renaissance lasted only 30 years?
— Jerry Saltz
New needs need new techniques. And the modern artists have found new ways and new means of making their statements ... the modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture.
— Jackson Pollock (American abstract-expressionist painter, 1912–1956)
Part 1
A renaissance in a culture can be described as a "rebirth" a "new beginning," or "resurgence." In art, some of the periods of art are considered a "renaissance" of new stylistic choices that inspired artists. However, the culture at large can also be affected by a renaissance as architects, writers, musicians and other creative professionals embrace change. After reflecting on the quotes above, discus with classmates:
What are your impressions of a "renaissance" or a "new birth" occurring in a culture?
Can you think of a renaissance that has happened in the last 20 years in art, music, technology, or education?
Part 2
What are your opinions of what can cause a renaissance?
Is it always a good th.
Discussion 1Economists generally agree that U.S. antitrust polic.docx
Discussion 1
Economists generally agree that U.S. antitrust policy is complex, changing over time, divided among several U.S. federal government agencies, and subject to frequent court reversals. The underlying question remains whether the U.S. needs more or less regulation of market structures.
Key questions are:
• Are U.S. markets becoming less competitive because of mergers and acquisitions?
• Are U.S. markets becoming more competitive because of new technology?
• Are U.S. markets becoming more or less competitive because of globalization?
• Is enough information available for wise antitrust enforcement?
US Federal agencies involved in antitrust include US Federal Trade Commission at: http://www.ftc.gov
US Department of Justice: http://www.usdoj.gov/atr/index.htm
For international perspectives see:
http://www.usdoj.gov/atr/contact/otheratr.htm
For analysis:
For a strong anti-regulatory position see Heritage Foundation, a private advocacy group, has been influential in arguing against antitrust enforcement. For an overview see: http://www.heritage.org/search?query=antitrust+enforcement
See also: www.cato.org
The American Enterprise Institute: http://www.aei.org
For strong pro-regulatory position see the Economic Policy Institute, a private advocacy group, argues for more antitrust enforcement: http://www.epi.org/
The Brookings Institution attempts a non-partisan position and publishes frequent overviews of antitrust law. See, for example: http://www.brookings.edu/search?start=1&q=antitrust
Discussion 2
Global poverty is an international issue. Other countries are inclined to look to the U.S. with its great wealth to take an active role in assisting poor nations. People here spend money trying to counter baldness while people in other countries are starving to death. On the other hand, foreign aid may be distributed as political favors rather than going to those most in need. Present both sides of the argument on whether the U.S. should work to achieve the Millennium Aid goal for contributions to increase the U.S. contribution to 0.7% of its GDP. For each side of the argument, provide three facts to support the argument. Use at least three of the following concepts in your response:
· Extreme poverty
· Severe poverty
· Persistent poverty
· Economic growth
· Human Capital
Discussion 3
Manufacturers in the US want China to increase the value of the yuan. They say China undervalues their currency making their products cheap, thus undercutting American business. Some believe that this is why Americans are losing jobs. Wal-Mart and other companies believe it is a good thing because it keeps prices low for the products they sells. Discuss whether low yuan value is good for the US because of low prices or if it is costing too many Americans their jobs. You will want to do some research on the subject of currency manipulation for additional information to debate this topic.
Impressionism
Impression: Sunrise 1874, Claude Monet.
About This Module.
Chapters 13-18You must write at least 200 but no more than.docx
Chapters 13-18
You must write at least 200 but no more than 300 words for each essay.
Each essay is worth 15 points.
I have included a copy of the assignment and the pdf file for the textbook.
1. What is Orientalism? What aspects of colonialism inspired Orientalism? How has it affected art, both in terms of how the subject matter was portrayed by the artist and in the ways the work has been viewed? When discussing how the works are viewed take into consideration how artist wanted their works viewed, how the art was actually viewed when it was created, and finally how we, as modern viewers see it?
2. How important was Napoleon Bonaparte’s use of art as propaganda and censorship in the rise and consolidation of his power? Choose two pieces of art commissioned by Napoleon (does not have to be from chapter 18) that support your argument of his use of art propaganda. List the title, artist, date, and medium of each piece. Refer to each piece at least three times when composing your statements.
3. Define the Protestant Reformation and the Counter Reformation. How did these two movements affect art? Choose one piece during the Reformation and one piece created during the Counter Reformation and compare and contrast the two pieces. Be sure to point out changes in style between the two periods. List the title, artist, date, and medium of each piece if known.
4. Discuss the ways in which the movement toward Realism in art reflected the social and political concerns of the nineteenth century. Choose one piece of art created in the Realism period that supports your argument. List the title, artist, date, and medium. How does this piece reveal the concerns that you mentioned in the first part of the question? Give at least three examples.
5. Compare Neoclassicism and Romanticism as two cultural expressions of mid-eighteenth to mid-nineteenth century Europe. You must discuss the political atmosphere in both periods and how it affected art. Choose one piece of art from the Neoclassical period and one from the Romantic period that support your claim. List the title, artist, date, and medium of each piece. Refer to each of these pieces in at least three instances for this purpose.
6. Neither of these works was meant to be exhibited in a museum case for an art-loving public seeking a cultural experience. Both took on their primary meaning in the process of the performance of a cultural ritual. Discuss the ways in which an understanding of the ritual context of each is necessary if we are to grasp their cultural meanings for those who made them and saw them in use. And finally, how did they end up in museums?
7. The horrific violence of war and political oppression has been eloquently expressed by many artists throughout the history of art. Discuss the political circumstances that led to the creation of these two examples and assess how they relate to the styles of the artists and their time. Who was the audience for these works? Be sure to.
Art for change It is often taken for granted that art f.docx
Art for change?
It is often taken for granted that art functions as a tool and a vehicle of social change;
indeed, it was just this theme that we took up in our first discussion board posting. While the
vocal majority seemed to agree that art could foster social change, many of us, when
encountering work such as Warhol’s 200 One Dollar Bills or Marcel Duchamp’sFountain
might find ourselves wondering exactly what type of change such work could really make.
Does a painting that takes money for its subject do anything to unsettle a culture that seems
more and more to place the individual pursuit of money above the needs of the community?
Does a urinal inscribed with a forged signature (see Duchamp’s work mentioned above) do
anything more than offer a paltry challenge to the taste of a leisured class?
It was precisely the complicity of market system art like Duchamp’s and the American Pop
artists like Warhol, Jasper Johns, and Robert Rauschenberg with the oppressive class that
was at the heart of a 1973 protest staged in front of another landmark Sotheby’s auction. On
that October day a group of New York City taxi drivers and artists stood before the renowned
auction house to call down Robert C. Scull who they claimed made his fortune robbing
cabbies and hawking art. Some of the artists marching in solidarity with the taxi cab drivers
rushed out to a nearby hardware store to by a snow shovel to sell at exorbitant price, poking
fun at Duchamp’s In Advance of the Broken Arm. Is this critique of art’s complicity with big
money an apt one?
The idea that the art market is synonymous with ‘business as usual’ is an idea that is as
pervasive today as ever—if not more so. As Eleanor Heartney reminds us in her lecture on
art and labour, one move made by activists of the recent Occupy Wall Street movement was
to set up occupations in a number of New York City’s museums. The organizers of the
Occupy Museums march declared in a public statement that “for the past decade and more,
artists and art lovers have been the victims of the intense commercialization and co-optation
or art.” They further claimed that “art is for everyone, across all classes and cultures and
communities” and not merely for the cultural elite, or the 1%. The artist activists closed their
statement by exhorting museums to open their minds and their hearts: “Art is for everyone!”
they claimed. “The people are at your door!”
These two protests demonstrate an abiding and perhaps growing suspicion of the received
idea that market system art can change things. But while market system art is placed under
intense scrutiny, a growing field of artists and educators have been working to disseminate
the practices and techniques of art making in order to sow the seeds of change. This
community based art (sometimes referred to as ‘dialogical art’ or ‘community arts’) seeks to
place in the hands of the marginalized, the worker, or, in the words of the.
ImpressionismImpression Sunrise 1874, Claude Monet.Ab.docx
Impressionism
Impression: Sunrise 1874, Claude Monet.
About This Module
What to expect in Module 4:
1. You will explore the historical and social contexts that surround Impressionist art.
2. You will look more closely at the ideals and values present during the Impressionist period and
how some of these values are still present in contemporary society. This will help you start to think
about your initial post for Discussion Board 41.
3. Finally, you will explore Impressionist art.
Take careful notes of all vocabulary terms and key concepts throughout this module. Use the provided
review questions, exercises, and games to test your knowledge. Doing so will prepare you for both the
Discussion Board this week and the Module Quiz.
Copyright © 2016 MindEdge Inc. All rights reserved. Duplication prohibited.
Learning Objectives and Graded Activities
The following activities will be graded:
Discussion Board 41
Module 4 Quiz
These activities support the learning objectives for this module:
Discuss the historical context of a work of art
Describe the effects or influence of cultural ideologies on a work of art
Introduction: Understanding Context
Key Concepts: Understanding Context
We need to look at the context of a piece of art as well as its formal qualities to understand it.
Context can be historical, cultural, social, and political
Art is not created in a vacuum. Behind every work of art are layers of context. It is important to look
not only at the formal qualities of a work of art but also at the time period in which it was created.
What events were taking place at this time and in the location where the art was created? What events
were happening in the artist's or writer's life (if it is known) at the time the work of art was created?
What were the values and ideals from the time period in which the artwork was created?
Context can take many forms: historical, cultural, social, and political. It is important to understand the
context in which a work of art was created in order to understand the work of art in its own right and
within its own time, but also to understand how the context surrounding the work of art has changed
over time. In the process of addressing a work of art's context, you can see how aesthetic values and
ideals have also changed, thereby changing a work of art's context over time.
This module provides you with the tools needed to identify and then consider the context behind works
of art in general and works of Impressionist art. You will then have the chance to apply what you have
learned to analyze a work of art through its different contexts.
Impact of Political, Social, and Cultural Environments on Art
Artists are the product of their world—the historical moment which they inhabit; the cultural heritage
they were reared in; the country they call home; the society in which they live and work. It naturally
follows that the creative expression of artists would be influenced by their world, such as i.
Question 1 The Painting of Modern LifeThe late nineteenth cen.docx
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet, Rouen Cathedral: The Portal (In Sun), 1894
Manet, Bar at the Folies-Bergère, 1881-82
Seurat, A Sunday Afternoon on the Island of La Grande Jatte, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question
2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
Be sure to read the reading assignment in your text first!Read t.docx
Be sure to read the reading assignment in your text first!
Read the following chapters from the textbook,
Gardner’s Art through the Ages: The Western Perspective, Volume II
:
Modernism in Europe and America, 1900 to 1945
Modernism and Postmodernism in Europe and America, 1945 to 1980
Contemporary Art Worldwide
By the due date assigned
, respond to the assigned discussion questions and submit your responses to the appropriate
Discussion Area
. Start reviewing and responding to your classmates as early in the week as possible.
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894, (Fig. 28-4, page 853, or
Khan Academy
) (Impressionist)
Manet,
Bar at the Folies-Bergère
, 1881-82 (Fig. 28-8, page 857, or
Khan Academy
) (Pre-Impressionist/Realist)
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86 (Fig. 28-18, page 863, or
Khan Academy
) (Post-Impressionist)
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism? Which style is your artwork? (See above). Define that style. What are the characteristics of that style? What do the Impressionists paint?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist. Do the Impressionists and Post-Impressionist care about the illusion of space in their paintings? What elements are they foregoing that artists use to depict realistic space--what about linear perspective? Light? etc. How does each artist handle the illusion of dimension in their painting?
Question 2: Modern And Contemporary Art
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary (Contemporary = OUR time period) Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see a.
The Impact Of Postmodernism
Essay Writing Service
http://HelpWriting.net/The-Impact-Of-Postmodernism 👈
Question 1 The Painting of Modern LifeThe late nineteenth c.docx
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894
Manet,
Bar at the Folies-Bergère
, 1881-82
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question 2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
Art as RevolutionThis week, we have studied works of art prod
Art as Revolution:
This week, we have studied works of art produced in the eighteenth and nineteenth centuries that reflected, or in some cases, incited, social change or even revolution.
Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources:
Hogarth, The Marriage Contract, from Marriage à la Mode, 1743-45
David, Death of Marat, 1793
Delacroix ,Liberty Leading the People, 1830
Goya, Third of May, 1808, 1814-15
Courbet, The Stone Breakers, 1849
In an essay of 5 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above:
How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting?
What additional historical events or social factors may have influenced the creation or interpretation of each painting?
Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning.
Do these paintings have the same impact or meaning to audiences today? Why or why not?
Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay.
Must be in APA format, in text citations, and references.
...
In the early years of the 20th century, the group of artists known c.docx
In the early years of the 20th century, the group of artists known collectively as The Eight and, later, as the so-called Ashcan School—on account of their style, technique, and subject matter—were considered to be art-world radicals and/or revolutionaries, above all purporting to capture what was inherently "modern" about urban life and urban experience.
Who were the artists affiliated with this/these group(s)? Where did many of them receive their training? What characterized and what was so revolutionary about their style of painting? Where did they paint, and what were there favorite subjects? What was their relationship with the media? What was (or was not) "modern" about their paintings?
Along these lines, what about the modern, urban experience did they capture? Were these honest, documentary images or, rather, scenes of urban melodrama? How would you compare their work to that we have looked at thus far? And, finally, how is the art of The Eight as much about politics and social commentary as it is about painting (that is, style, technique, etc.)?
.
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DISCUSSION
Discuss how Plato's four cardinal virtues might help make our society better if practiced by all members.(100 WORDS)
REFLECTION
Compare the plight of the people who live in Plato's cave with the uneducated people of our world. You may use any type of education that you think the uneducated people of our world are missing out on and how it might help them change their beliefs about certain things. Keep in mind that the people in Plato's cave were chained there - against their will - does this have a parallel with today's uneducated population? Should people outside the cave have made a greater effort to go inside the cave to enlighten their fellow humans? If so, how?(250 WORDS)
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Discussion1 : Racism and Privilege
In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice
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In the book
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the author,Barbara Solomon, writes, "Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles" (p. 6).
Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client's power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients' awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.
Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients' lives and apply the appropriate skills.
To prepare: Review the case study "Working With Individuals: The Case of Mary."
·
Post
an explanation of the relationship between racism and privilege.
·
Furthermore, explain how the concepts of racism and privilege relate to "Working With Individuals: The Case of Mary."
·
Explain the impact of racism and privilege on social work practice.
·
Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary.
·
Be specific and provide examples from the case. Also, identify specific skills social workers might employ.
References (use at least 2)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 11, (pp. 77–86)
Chapter 12, (pp. 86–92)
Chapter 14, (pp. 96–101)
Chapter 15, (pp. 102–109)
National Association of Social Workers. (2007). Institutional racism & the social work profession: A call to action. Retrieved from
http://www.socialworkers.org/diversity/InstitutionalRacism.pdf
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In this Discussion, you consider a case study of a health care clinic and its process for ordering medical supplies. You then examine a workflow model that is meant to reflect that process and analyze the model’s accuracy based on the information in the case study. You also analyze the importance of accurate workflow modeling and consider strategies for creating accurate workflow models for health care processes.
Case Study:
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Sharon has created the following workflow model to reflect the steps she goes through to manage the clinic’s inventory of supplies:
To prepare:
Review the case study above and examine the workflow model that is meant to reflect the process described in the case study.
Identify problems with the workflow model. How could the model be revised to be more accurate, clear, and effective?
Reflect on the importance of creating an accurate workflow model of health care processes. What are the challenges involved in workflow modeling? What are the consequences of inaccurate workflow models?
Consider strategies that you can use to ensure that workflow models are effective and accurate.
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Post
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Irish Journal of Applied Social Studies, 8
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Retrieved from the Walden Library databases.
Daley, M. R., & Doughty, M. O. (2006). Unethical social work: Comparing licensing and NASW perspectives.
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Discussion 1: Title Protection and Licensure
When one pictures a doctor sitting at her office desk, it seems natural to imagine multiple diplomas on the wall nearby. The notion of doctors displaying their credentials seems indisputable when one considers the importance of professional credibility in instilling trust in patients.
Just as medical practitioners are responsible for achieving and maintaining proper licensure, so are social work professionals. Those who receive the title of “social worker” have met the criteria developed to demonstrate proficiency in meeting the demands associated with the profession.
For this Discussion, research the criteria for assuming the title of social worker in your state or country. Consider benefits offered by title protection and maintenance of licensure standards. Also think Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012).
Understanding generalist practice
(6th ed.). Stamford, CT: Cengage Learning.
Chapter 3, “Practice Skills for Working with Groups” (pp. 94-126)
about the challenges that title protection and licensure standards may pose.
Post by Day 3
a description of strengths and challenges associated with title protection and licensure. Describe two strengths and two Although students of social work have not yet satisfied the criteria to earn the title of “social worker,” they are bound by the same ethical requirements as titled social workers. Social workers regularly face ethical issues of varying magnitude, and social work students may as well. Some issues seem obvious, while others may emerge in subtle ways.
For this Discussion, select one of the following scenarios. Consider the dilemma described, and imagine how you might feel if you found yourself in a similar situation. Think about the ethical obligations you would have as a social worker or social work student.
Scenario 1
You are a social worker in a public health department providing services to pregnant women. As part of your duties, you provide parenting education, support, and connection to community resources, and you follow up with the families and their newborns for six months after birth. Ms. C has been a client of yours during two pregnancies in the last three years. She has a 15 year-old, a nine year-old, a three year-old, and a newborn. On this day, you are making a routine visit to Ms. C, who lives in an older mobile hom.
Discussion Social Work CompetenceThe term competence connotes.docx
Discussion: Social Work Competence
The term
competence
connotes a level of preparedness for addressing issues and maintaining a high standard of practice with clients. Competent social workers have completed adequate preparations for licensure, and they are appropriately credentialed. They adhere to ethical practices by maintaining professional boundaries and honoring commitments to confidentiality. How might you demonstrate your competence as a social worker? How can you recognize competence in other social workers?
For this Discussion, review this week’s Readings. Think about elements in the articles that denote competence.
Post a description of at least two criteria that define competence in social work.
Give an example of each criterion of competence and justify your selection.
References
Social Work Policy Institute. (2010).Evidence-based practice. Retrieved from:
http://www.socialworkpolicy.org/research/evidence-based-practice-2.html
[removed]Singer, J. B. (Host). (2011, March 9). The process of evidence-based practice: An interview with Danielle E. Parish, Ph.D. [Audio podcast]. In
Social Work Podcast.
Retrieved from
http://socialworkpodcast.com/2011/03/process-of-evidence-based-practice.html
[removed]Spratt, T. (2011). Families with multiple problems: Some challenges in identifying and providing services to those experiencing adversities across the life course.
Journal of Social Work, 11
(4), 343–357.
.
Discussion The Systems Development Life Cycle and the Nurse Infor.docx
Discussion: The Systems Development Life Cycle and the Nurse Informaticist
The systems development life cycle (SDLC) is a model for planning and implementing change within an organization. It is important for many individuals to be represented in the process, especially the end users of the system or the employees who must live with the change. As informatics become more and more widespread throughout the health care field, collaboration between information technology (IT) professionals and health care practitioners is becoming increasingly important. The nurse informaticist is able to combine the perspective of the information technology side with the clinical nursing perspective.
While the titles and specific responsibilities of nurse informaticists vary across organizations and practice settings, the fundamental purpose of the role remains the same. Nurse informaticists synthesize their knowledge of how technology can improve health care with an understanding of clinical practice and workflow. This is why nurse informaticists can be instrumental in facilitating the SDLC for informatics in health care. For this Discussion, you examine the relationship between the nurse informaticist and the use of the SDLC.
To prepare:
Review the information in this week’s Learning Resources on the SDLC and the role of the nurse informaticist. Reflect on Chapter 1 of the Dennis, Wixom, and Roth course text and consider how the information about the systems analyst role translates into nursing and health care.
Consider a recent change in your organization related to the implementation of a new technology or system. How was this change handled? What was the general SDLC process? Who was involved, and what were the outcomes?
Identify whether your organization (or one with which you are familiar) has a formal title or position for the nurse informaticist. This position may be called by a different name, such as nurse informatics specialist or informatics analyst, so be sure to review the position description.
If your organization has a position for the nurse informaticist, what are the responsibilities of that position? If your organization does not have such a position, conduct research in the Walden Library and at credible online sources on the role of the nurse informaticist.
Reflect on the role of the nurse informaticist in the overall health care field. How is this position connected to the SDLC? Assess the benefits of having this specialized position within health care organizations and involving the nurse informaticist in the SDLC.
Post by tomorrow 8/30/16 550 words in APA format with a minimum of 3 references from the list provided under Required Readings. Apply the level 1 headings as numbered below:
1) A description of how the systems development life cycle is utilized in your organization (Hospital), or in one with which you are familiar, and assess its effectiveness.
2)
Assess the role of the nurse informaticist in your organization. If.
Discussion response 250 to 300 words to the message below with your .docx
Discussion response 250 to 300 words to the message below with your initial response including cited information from the text, readings, and other course related information to support your response.
What are the various organizational police functions (local, state, federal)? How do the various functional levels of policing differ from one another? What distinctions can be made about each? Is there a better solution to the way the current system(s) operate at each level? Explain.
.
Discussion QuestionWomen have a long history of being considered i.docx
Discussion Question
Women have a long history of being considered inferior to men. However, during the middle to the late 20th century, the women’s rights movement began to improve the plight of women in Western society by granting them access to societal positions previously held only by men.
Some people claim that women have finally achieved equality with men in the 21st century; others are not convinced.
How will you describe the status of equality between men and women in contemporary Western culture?
Do you see any major areas where women are still discriminated against on a large scale? If so, give at least two examples. If not, rationalize your views.
By
Saturday, June 11, 2016
, respond to the assigned discussion question. Submit your responses to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on at least two of your classmates' submissions by the end of the week. All written assignments and responses should follow APA rules for attributing sources.
.
Discussion Respiratory AlterationsIn clinical settings, patients .docx
Discussion: Respiratory Alterations
In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
Consider the following three scenarios:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.
Scenario 3:
Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-produci.
Discussion Racism and PrivilegeIn many societies certain groups p.docx
Discussion: Racism and Privilege
In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice
.
In the book
Black Empowerment,
the author,Barbara Solomon, writes, "Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles" (p. 6).
Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client's power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients' awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.
Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients' lives and apply the appropriate skills.
To prepare: Review the case study "Working With Individuals: The Case of Mary."
Post by Day 3
an explanation of the relationship between racism and privilege. Furthermore, explain how the concepts of racism and privilege relate to "Working With Individuals: The Case of Mary." Explain the impact of racism and privilege on social work practice. Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary. Be specific and provide examples from the case. Also, identify specific skills social workers might employ.
.
Discussion questionThe media, and Hollywood in particular, r.docx
Discussion question
The media, and Hollywood in particular, represent one avenue in which the general public becomes familiar with the role of nurses. How does the media positively or negatively influence the public’s image of nursing? What other avenues may better educate the general public on the role and scope of nursing as well as the changing health care system?
Please use this
Grading Rubric and Helpers for this Discusion Question
Class keep in mind that we are reflecting on the image the media portrays, but our main goal is to discuss how we as individual and a group can advocate for a positive image of nursing and how we can educate the public on health care. Be sure to address all four area do this question specifically.
Here is an
additional article
that I think covers the topic well, use it in addition to your assigned reeadings, not in place of it. The link will open in a new window.
Reply posts that focus on discussion of the medias negative portrayal without supported discussion of advocacy for a positive image will not be considered substantial.
Grading Rubric and Sample Table for this DQ
Discusses how the media positively AND negatively influence the public’s image of nursing (2 points)
Uses examples and references from the units learning activities. (1 points)
Discusses/ lists avenues that we could use that may better educate the general public on the role and scope of nursing Include ways we can promote a positive view of nursing both individually and as a group (4 points)
Discusses/ lists other avenues we may better educate the general public on the changing health care system 4 points
APA and writing 3 points
Positive portrayals of nursing by media with Examples from our units learning activities
negative portrayals of nursing by media with Examples from our units learning activities
Avenues/activities to promote nursing and give positive image as individuals and as a group
Avenues to educate the public on the changing health care system
References
.
Discussion QuestionsUser-interface design techniques and human-com.docx
Discussion Questions
User-interface design techniques and human-computer interaction (HCI) evolved from studies of human interaction with machines. The field of human factors was first associated with engineering, as engineers designed machines. However, engineers used precise specifications and predictable behavior and often found the human factor frustrating. Dialogs are used to define a menu hierarchy that allows the user to navigate to each dialog. Each dialog is based on a use case documented early during the inception phase that is classified as requiring a user interface. Discuss the following questions:
What are dialog designs?
Within an iteration, can analysis and design activities occur simultaneously?
Why or why not?
How does a developer know when to do analysis and when to do design?
The definition of interface design standards states that “general principles and rules must be followed….”
Do user interface design standards restrict creativity?
Many researchers create analysis and design techniques that place the user interface at the center of the development process because they recognize the importance of the user interface to system developers and users alike. Complete the following assignment:
College Education Completion Methodology Exercise
Read the instructions for the case study “A ‘College Education Completion’ Methodology,” in Chapter 8 on page 249.
Answer questions 1-5 as instructed.
Your completed assignment should be at least 2 pages.
.
Discussion QuestionsWhat purpose does systems analysis serve Is.docx
Discussion Questions
What purpose does systems analysis serve?
Is it really necessary?
Why or why not?
Lab Activity
Complete question 8 in the Problems and Exercises section on page 62.
Use Visio to create the diagram.
If you cannot access Visio, you may use alternative software such as DIA, Word, or PowerPoint.
Systems Analysis & Design Exercise
Answer Review Questions 1-7 regarding systems analysis and design on page 28 in Chapter 1.
Your completed assignment should be at least 1 page
.
Discussion QuestionReview the Healthy People 2020 objectives for t.docx
Discussion Question
Review the Healthy People 2020 objectives for the older adult. Of the objectives listed for the older adult, which do you feel is most important? Be sure to include examples and references to support your response.
There are several vulnerable populations that have a chronic illness (older; homeless; and lesbian, gay, bisexual, and transgender populations) that face challenges when it comes to care. Choose one vulnerable population and discuss what can be done to help alleviate these challenges.
.
Discussion Questions Chapter 11 & 12 Intermediate AccountingP.docx
Discussion Questions: Chapter 11 & 12 : Intermediate Accounting
Please answer each question individually in at least 120 words per.
1.
What is the purpose of depreciation?
2.
Why is there more than one method of depreciation?
3.
How can goodwill be created?
4.
How and why would you account for the impairment of intangible assets?
5.
Why are R&D expenses not capitalized?
.
Discussion QuestionHave you ever looked at the quotes in a news s.docx
Discussion Question:
Have you ever looked at the quotes in a news story and wondered what the reporter was trying to imply about the source?
I seem to find myself wondering all the time, especially in sports news and celebrity features. For example, the
Washington Post
did a piece on professional basketball player, Caron Butler, quoting a childhood friend as saying, “We used to see the big dudes come through, with their cars shining. We didn’t have nothing.” The late Bella Stumbo, of the
Los Angeles Times,
was sharply criticized for quoting the late Washington, D.C., mayor Marion Barry using words like "wanna" instead of "want to" and "I be sittin'" instead of "I'll be sitting" in
her profile
of the politician.
After you have read this week's assigned readings, please address this discussion prompt. What is a reporter’s obligation to his or her sources? His or her audience? Are quotes in the vernacular appropriate or inappropriate? Are they even ethical? How
are
we supposed to handle poor grammar and dialects in our quotes? What are some of the rules for quoting sources? Find and include other stories in your post that used a source's vernacular and tell us whether the quotes were handled appropriately or inappropriately and why you think so. What do you think the reporters were trying to accomplish by writing their stories this way? Would you have quoted these sources the same way or differently (explain)? What have you learned about interviewing? Have you any tips to share?
Peer Review 1:
I think this topic relates a lot to our discussion on what a “journalist” is and what sets them apart from pundits and bloggers, their obligation to present the truth. I can appreciate that Bella Stumbo chose to include the exact and direct quotes of Barry, accent and vernacular included. However, like all things there is a time, place, and reason. I believe that because Stumbo was writing a profile, she did the piece more justice by including the speech patterns. They show character and background in peripheral way. The rules for this week mentioned that grammatical mistakes should be used as they were spoken, but accents should not. There can be a fine line between those two. I’ve lived all over the world and I can tell you from experience, accents and vernacular combined can create something of a dialect. Regardless, we aren’t trying to be speech analysts, but writers. The audience and intention of the piece must always be considered. A running theme in the class has been to choose each word carefully, and if it doesn’t add to the story you don’t need it. For example, I found an article online that described Wendy Williams' reaction to a celebrity tryst:
‘It’s only been three weeks! And she’s 26! That’s old enough to understand—like, you don’t show your feelings on your sleeve in three weeks, you know? And he’s a 30-something.’
Here the writer is not only adding inflection or feeling by using multiple exclamation marks, but why add the “- li.
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