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**Follow ALL instructions carefully** Done as a Powerpoint presentation, you will select 5 works of art using ONLY the resources below: 1 of each of the following mediums: A Drawing, A Painting, Photography, A Sculpture, Graphic Arts/Graffiti/Symbols. Be sure to cite each image appropriately with: artists name, title of work (in italics) date created, medium, and source (full web address where image was found.) Resource links to be used: moma.org metmuseum.org getty.edu google.com/culturalinstitute/project/art-project civa.org (Christians in the Visual Arts) Two of the images you select should be from either a Christian artist or should contain Christian themes. Examples of such images can be found on this website: http://civa.org/exhibits/traveling-exhibits/ In list format , make 7 observations for each image on your slides that exemplify various principles and elements of design. You should cite any vocabulary terms, genres and art movements it may belong to (specific media, color harmony, etc.) Make your identifications concise and in list format, but be sure you consider not just WHAT, but HOW and WHY the element is used but more information is used. Vocal terms : form iconography content subject matter formal analysis representational ready-made non-representational appropriation abstract symbolism subjective ideology objective Conceptual Art line atmospheric/aerial perspective chiaroscuro modeling tenebrism highlights shadow hatching/cross hatching value hue intensity temperature primary colors secondary colors tertiary colors complementary color scheme simultaneous contrast monochromatic color scheme analogous color scheme triadic color scheme closed or restricted palette polychromatic arbitrary color plein-air painting implied line space shape masspositive shape/negative shape linear perspective one-point linear perspective vanishing point two-point linear perspective position foreshortening texture impasto pointillism pattern kinetic art optical (Op Art) balance symmetrical absolute symmetry asymmetrically balanced focal point repetition & rhythm scale proportion canon golden section .
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ARH2000 Art & Culture USF College of the Arts 1 .docx
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
STEP 1 VISIT httpsartsandculture.google.compartnerhl=en.docx
The document provides instructions for writing a report about an artwork from the Google Arts & Culture website. It involves 4 steps: 1) selecting a museum and artwork on the site, 2) analyzing the subject matter, form and materials of the artwork, 3) analyzing the historical/cultural context and theme, and 4) discussing how the artwork is installed at the museum. The report should be 1000 words long and include citations from at least two sources using MLA style formatting. Questions are provided under each section to guide the analysis and discussion in the report.
Abstract Expressionism Webquest
The document is a WebQuest that guides students through researching an Abstract Expressionist artist and creating materials for an art exhibit on that artist. Students are split into roles like curator, historian, publicist, and critic. They choose an artist together, then each role researches to fulfill tasks like choosing artworks, writing artist biographies, designing advertisements, and reviewing one of the pieces. The goal is to plan a successful exhibit and draw visitors to a struggling art museum.
A2 unit 3 2016
This document outlines the requirements and deadlines for an art student's summer visual journal, essay, and final project. It includes:
- Completing observational drawings, photographs, and work in various media for the summer journal by a deadline in September.
- Meeting every Tuesday for essay support and bringing drafts for feedback by the following Wednesday.
- Fulfilling requirements like research, drawings, and writing for the essay in stages with deadlines through October to January.
- Continually researching and experimenting for the individual project with deadlines in November, December, and January.
- Receiving the exam question in February half term to begin planning the exam piece due in February.
Uop art-100-week-2-individual-assignment-the-visual-arts
art 100 week 2 concept new,art 100 week 2 individual assignment how the visual arts communicate new,art 100 week 2 individual assignment how the visual arts communicate new,art 100 week 2 individual assignment the visual arts new,uop art 100,art 100,uop art 100 week 2 tutorial,art 100 week 2 assignment,uop art 100 week 2 help
Ap art
This document provides instructions for a summer assignment for an AP 3D Design class. It includes three parts: visiting an art museum or gallery to view and analyze 3D works, researching two sculptors of the student's choice, and completing one 3D artwork based on materials found or natural materials. The assignment is meant to help students explore 3D design and will count significantly towards the student's first quarter grade.
Unit 2 Due Jan 18 2015 This assignment has 2 parts.Part 1.docx
Unit 2 Due Jan 18 2015
This assignment has 2 parts.
Part 1
When you look at ancient art, particularly ancient sculpture, you see progression in how the body in motion is represented. For this assignment, find 3 different sculptures, all from the ancient period (created between 30,000 BCE and 500 CE), which show progression of how the body is depicted in motion. For example, your first sculpture may be largely stationary, the second shows some motion, while the third shows an active body.
You may choose examples of sculpture from any of the following museums:
• A New York art museum
• A Paris museum
• Select galleries in a Washington, DC museum
• A Boston Museum
Paste images of all 3 sculptures into a Word document, and include details about each work: the title of each sculpture, the artist (if known), the year made, the materials used, and the size of the work. Be sure to include a reference for each work, showing which museum it was found in. Present 2 or 3 paragraphs for each work that clearly describe what the viewer sees and the content of each work. Finally, choose 3 adjectives (for each work) that express the core ideas of what the works were intended to communicate or convey to the viewer.
Part 2
Create a simple drawing of each sculpture. Draw a line down each work to indicate the center of balance. Use arrows or lines with arrows to indicate the direction of motion and movement within the sculpture. Scan or photograph your drawings and paste them into the Word document from Part 1. You can insert images into documents by placing the cursor where you want the image to be, going to “Insert,” then choosing “Picture,” and selecting the picture from your computer. Be sure to scan or photograph your drawing first and upload it to your computer.
Part 3
For each sculpture that you have chosen, choose a photograph, cartoon, movie poster, or any other image which uses the same stance, or bears remarkable similarity to the sculpture you chose in Part 1. Present at least 1 of these modern-day equivalents, with appropriate comments discussing any relevant details.
Submit 1 Word document for this assignment.
You are required to comply with APA style format for quotations, internal citations, and a reference list. For additional information and resources on APA style, visit the APA section of the Library, which is available under Library Features.
References
Freer and Sackler Galleries: The Smithsonian's Museums of Asian Art. (n.d.). Retrieved from http://www.asia.si.edu/
Louvre. (n.d.). Retrieved from http://www.louvre.fr/en
The Metropolitan Museum of Art. (n.d.). Retrieved from http://www.metmuseum.org/
Museum of Fine Arts Boston. (n.d.). Retrieved from http://www.mfa.org/
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric:
Content
Demonstrates an outstanding use of appropriate, relevant, and compelling content with excellent expression of topic, ...
Read the Case about EMTALA law attached here. In a 500 word .docx
The document provides instructions for a term paper assignment on a painting at the Metropolitan Museum of Art in New York City. Students must choose a European painting from between 1250-1830, sketch it at the museum, and write a 1200+ word paper researching the painting using at least 3 scholarly sources. The paper should include facts about the painting as well as the student's impressions and must be properly cited with footnotes and a bibliography. Sources like blogs, Wikipedia and general websites are not acceptable. The assignment is due November 21st along with the museum receipt and sketch.
Recommended
ARH2000 Art & Culture USF College of the Arts 1 .docx
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
STEP 1 VISIT httpsartsandculture.google.compartnerhl=en.docx
The document provides instructions for writing a report about an artwork from the Google Arts & Culture website. It involves 4 steps: 1) selecting a museum and artwork on the site, 2) analyzing the subject matter, form and materials of the artwork, 3) analyzing the historical/cultural context and theme, and 4) discussing how the artwork is installed at the museum. The report should be 1000 words long and include citations from at least two sources using MLA style formatting. Questions are provided under each section to guide the analysis and discussion in the report.
Abstract Expressionism Webquest
The document is a WebQuest that guides students through researching an Abstract Expressionist artist and creating materials for an art exhibit on that artist. Students are split into roles like curator, historian, publicist, and critic. They choose an artist together, then each role researches to fulfill tasks like choosing artworks, writing artist biographies, designing advertisements, and reviewing one of the pieces. The goal is to plan a successful exhibit and draw visitors to a struggling art museum.
A2 unit 3 2016
This document outlines the requirements and deadlines for an art student's summer visual journal, essay, and final project. It includes:
- Completing observational drawings, photographs, and work in various media for the summer journal by a deadline in September.
- Meeting every Tuesday for essay support and bringing drafts for feedback by the following Wednesday.
- Fulfilling requirements like research, drawings, and writing for the essay in stages with deadlines through October to January.
- Continually researching and experimenting for the individual project with deadlines in November, December, and January.
- Receiving the exam question in February half term to begin planning the exam piece due in February.
Uop art-100-week-2-individual-assignment-the-visual-arts
art 100 week 2 concept new,art 100 week 2 individual assignment how the visual arts communicate new,art 100 week 2 individual assignment how the visual arts communicate new,art 100 week 2 individual assignment the visual arts new,uop art 100,art 100,uop art 100 week 2 tutorial,art 100 week 2 assignment,uop art 100 week 2 help
Ap art
This document provides instructions for a summer assignment for an AP 3D Design class. It includes three parts: visiting an art museum or gallery to view and analyze 3D works, researching two sculptors of the student's choice, and completing one 3D artwork based on materials found or natural materials. The assignment is meant to help students explore 3D design and will count significantly towards the student's first quarter grade.
Unit 2 Due Jan 18 2015 This assignment has 2 parts.Part 1.docx
Unit 2 Due Jan 18 2015
This assignment has 2 parts.
Part 1
When you look at ancient art, particularly ancient sculpture, you see progression in how the body in motion is represented. For this assignment, find 3 different sculptures, all from the ancient period (created between 30,000 BCE and 500 CE), which show progression of how the body is depicted in motion. For example, your first sculpture may be largely stationary, the second shows some motion, while the third shows an active body.
You may choose examples of sculpture from any of the following museums:
• A New York art museum
• A Paris museum
• Select galleries in a Washington, DC museum
• A Boston Museum
Paste images of all 3 sculptures into a Word document, and include details about each work: the title of each sculpture, the artist (if known), the year made, the materials used, and the size of the work. Be sure to include a reference for each work, showing which museum it was found in. Present 2 or 3 paragraphs for each work that clearly describe what the viewer sees and the content of each work. Finally, choose 3 adjectives (for each work) that express the core ideas of what the works were intended to communicate or convey to the viewer.
Part 2
Create a simple drawing of each sculpture. Draw a line down each work to indicate the center of balance. Use arrows or lines with arrows to indicate the direction of motion and movement within the sculpture. Scan or photograph your drawings and paste them into the Word document from Part 1. You can insert images into documents by placing the cursor where you want the image to be, going to “Insert,” then choosing “Picture,” and selecting the picture from your computer. Be sure to scan or photograph your drawing first and upload it to your computer.
Part 3
For each sculpture that you have chosen, choose a photograph, cartoon, movie poster, or any other image which uses the same stance, or bears remarkable similarity to the sculpture you chose in Part 1. Present at least 1 of these modern-day equivalents, with appropriate comments discussing any relevant details.
Submit 1 Word document for this assignment.
You are required to comply with APA style format for quotations, internal citations, and a reference list. For additional information and resources on APA style, visit the APA section of the Library, which is available under Library Features.
References
Freer and Sackler Galleries: The Smithsonian's Museums of Asian Art. (n.d.). Retrieved from http://www.asia.si.edu/
Louvre. (n.d.). Retrieved from http://www.louvre.fr/en
The Metropolitan Museum of Art. (n.d.). Retrieved from http://www.metmuseum.org/
Museum of Fine Arts Boston. (n.d.). Retrieved from http://www.mfa.org/
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric:
Content
Demonstrates an outstanding use of appropriate, relevant, and compelling content with excellent expression of topic, ...
Read the Case about EMTALA law attached here. In a 500 word .docx
The document provides instructions for a term paper assignment on a painting at the Metropolitan Museum of Art in New York City. Students must choose a European painting from between 1250-1830, sketch it at the museum, and write a 1200+ word paper researching the painting using at least 3 scholarly sources. The paper should include facts about the painting as well as the student's impressions and must be properly cited with footnotes and a bibliography. Sources like blogs, Wikipedia and general websites are not acceptable. The assignment is due November 21st along with the museum receipt and sketch.
Unit 2 Due Jan 18 2015 This assignment has 2 parts.Part 1Whe.docx
Unit 2 Due Jan 18 2015
This assignment has 2 parts.
Part 1
When you look at ancient art, particularly ancient sculpture, you see progression in how the body in motion is represented. For this assignment, find 3 different sculptures, all from the ancient period (created between 30,000 BCE and 500 CE), which show progression of how the body is depicted in motion. For example, your first sculpture may be largely stationary, the second shows some motion, while the third shows an active body.
You may choose examples of sculpture from any of the following museums:
•
A New York art museum
•
A Paris museum
•
Select galleries in a Washington, DC museum
•
A Boston Museum
Paste images of all 3 sculptures into a Word document, and include details about each work: the title of each sculpture, the artist (if known), the year made, the materials used, and the size of the work. Be sure to include a reference for each work, showing which museum it was found in. Present 2 or 3 paragraphs for each work that clearly describe what the viewer sees and the content of each work. Finally, choose 3 adjectives (for each work) that express the core ideas of what the works were intended to communicate or convey to the viewer.
Part 2
Create a simple drawing of each sculpture. Draw a line down each work to indicate the center of balance. Use arrows or lines with arrows to indicate the direction of motion and movement within the sculpture. Scan or photograph your drawings and paste them into the Word document from Part 1. You can insert images into documents by placing the cursor where you want the image to be, going to “Insert,” then choosing “Picture,” and selecting the picture from your computer. Be sure to scan or photograph your drawing first and upload it to your computer.
Part 3
For each sculpture that you have chosen, choose a photograph, cartoon, movie poster, or any other image which uses the same stance, or bears remarkable similarity to the sculpture you chose in Part 1. Present at least 1 of these modern-day equivalents, with appropriate comments discussing any relevant details.
Submit 1 Word document for this assignment.
You are required to comply with APA style format for quotations, internal citations, and a reference list. For additional information and resources on APA style, visit the APA section of the Library, which is available under Library Features.
References
Freer and Sackler Galleries: The Smithsonian's Museums of Asian Art
. (n.d.). Retrieved from http://www.asia.si.edu/
Louvre
. (n.d.). Retrieved from http://www.louvre.fr/en
The Metropolitan Museum of Art
. (n.d.). Retrieved from http://www.metmuseum.org/
Museum of Fine Arts Boston
. (n.d.). Retrieved from http://www.mfa.org/
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric:
Content
Demonstrates an outstanding use of appropriate, relevant, and compelling content with excellent expression of topic,.
Steet art extended research task
This document provides instructions for a street art homework project. Students must complete three tasks that form a straight line, including a mandatory central task to present an overview of a street artist. This should include a timeline, why the artist chose their medium, and their intentions. They then choose two additional tasks such as analyzing the artist's portrayal in media, conducting an in-depth study of their life and work, or exploring cultural and political influences on their artwork. The document provides examples of suitable tasks and artists to research.
Year 8 extended research project portraiture
The document provides instructions for an artist homework project. Students must complete three tasks - the middle task is compulsory, while the other two tasks can be chosen to create a straight line through the middle one. The middle task is to create an in-depth study of one of four artists: Giuseppe Arcimboldo, Frank Auerbach, Gary Hume, or Frida Khalo. Students must research the artist's life and create of timeline, explore cultural and political influences on their work, and analyze society's reception of the artist's work.
Presentation1
The document provides an overview of art objectives, elements of art, art medias, and art movements. It discusses shape, line, form, value, and space as elements of art. It also defines impressionism, fauvism, cubism, abstract art, surrealism, expressionism, and pop art as art movements. It includes examples of famous works from each movement. The document instructs students to create their own artwork incorporating elements of art and primary/secondary colors, by interpreting one of the pieces shown.
Unit 15 lo2
The document outlines the contents and sections of a proposal for advertising a music festival. It includes mind maps, mood boards, draft designs, analysis of inspiration posters, risk assessments, production plans, budgets, and discussions of legal and ethical requirements. The document provides details on planning a photoshoot, test photos, choosing locations and dates to advertise, costs of production, and regulatory considerations around copyright, representation, offensive content and more.
Unit 15 lo2
This document provides a summary of plans and materials for a music festival advertisement project. It includes mind maps and mood boards exploring design ideas, risk assessments, photography plans and test shots, draft designs and layouts, and budgets. Production elements like fonts, equipment, and costs are considered. The document covers the full planning and design process from initial concepts through finalizing materials within budget constraints ahead of the targeted June launch date.
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The document provides instructions for an artist homework project. Students must choose one of four artists - Grayson Perry, Ronit Baranga, Ai Wei Wei, or Kate Malone - and complete three tasks related to that artist. The mandatory central task is to create an overview of the artist's life. Students then choose two additional tasks to complete, such as drawing transcriptions of the artist's works, creating a response work inspired by the artist, explaining stories behind specific works, discussing the artist's influences, or interviewing the artist. Useful links are provided for researching each artist.
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This document outlines a lesson plan for students to research LGBT artists during LGBT History Month. It instructs students to get into groups and research one of several artists - including Andy Warhol, David Hockney, and Frida Kahlo. It provides directions for structuring their time to research the artist individually and then create a 10-slide PowerPoint presentation to present their findings to the class. The document also lists elements students should include in their presentation and provides feedback guidelines for their peers.
Art movement
This document provides instructions for a homework project on art movements. Students must complete an overview of their chosen art movement, including a timeline, catalyst, and intentions. They must also choose two additional tasks that connect to the overview to form a straight line. Suggested additional tasks include exploring the movement's reception by critics and society, an in-depth study of an artist, creating transcriptions of artworks, examining cultural or political influences, and more. Emphasis is placed on including images to illustrate research.
You have been tasked with developing a temporary exhibition at the .docx
You have been tasked with developing a temporary exhibition at the
Smithsonian
. Each member of your three-person team will need to bring a certain skill set (not Liam Neeson's) to the table to complete it. This will require both individual and group work. Each group member will be given a task he or she must complete on their own, but must add to the finished product.
The bulk of your project grade will be determined on the quality of your own contribution. The remainder will consist of an evaluation of your entire group project, your ability to meet deadlines and maintain communication through your group discussion boards, and assessments completed by your group members regarding your input.
Museum Project – Group Member positions
Position #1: The Archeologist
This person must find images or videos of the artifacts, primary source documents, etc. that you want to present as a part of the exhibition. This person will also need to supply some basic facts about the object (who, what, when, and where). He or she will need to run it by the other team members for approval before deciding whether or not to add it to the exhibit. He or she may also need to build replicas of some artifacts for display (i.e. an exhibit on the Industrial Revolution might have a telegraph or electromagnet demonstration), and may call on Team Members 2 and 4 for some assistance
.Finally, this person will assist in developing the exhibit introduction which Team Member 2 will be drafting.
Position #2: The Researcher/Exhibitionist
This person will need to write a short blurb about each agreed-upon object/image that uses the basic facts provided by Team Member 1, and then explains the significance of it to explaining the exhibition's topic, using outside scholarly sources to write the blurbs. This person may be recruited to help in any replica constructions for the exhibit.This person will largely be responsible for also writing an introduction to the exhibit, which explains it as a whole (will receive input from Team Members 1 and 3).
Position #3: The Marketing Analyst
This person will be in charge of design, layout, and marketing for the exhibition. This person will need to craft the images and content found by Team Members 1 and 2 onto an aesthetically pleasing website that will both inform and draw visitors. Visit some museums and/or museum websites to get a feel for what works well. Do some research into museum marketing/administration.Additionally, this person will create a map that helps visitors navigate the exhibit. He or she will also need to craft a short press release describing the exhibition to be published in the local paper.Finally, this person will assist in developing the exhibit introduction which Team Member 2 will be drafting.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Museum Project
You will be presenting your final collaborated group project as a website which your Marketing Analyst will largely be working on (I will send.
Art AppreciationPresentation 1 Art MovementDescription of.docx
Art Appreciation
Presentation 1: Art Movement
Description of Presentation:
Each student will be part of a team of classmates to
present a significant art movement
as part of their semester grade. The art movement will be assigned, and students will be responsible for delegating responsibilities that contribute to the final presentation in class. Each person on the team needs to contribute to this project, and will be evaluated by their peers at the end of the semester based on their contributions. The presentation should show that the student has mastered the information. Presentations should not be read directly from the PowerPoint, but should instead be given in a way that respects the audience and keeps them engaged. Students should practice giving the presentation ahead of time.
How to present your art movement:
You will need to gather the following information to include in your presentation.
·
Time period of your art movement (dates)
·
Location of the art movement (can include an image(s)
·
Social, economic, and political climate of the time and place the movement occurred.
·
Characteristics of the movement.
o
Content: the meaning of the work
o
Subject matter: the topic or issue that is represented in the artwork
o
Form: how the elements are arranged to create a composition
·
How did the preceding art movement prompt your movement?
·
4 images representing significant work from your art movement (each image should contain title, date, medium)
·
Biography of assigned artist from your movement.
o
4 images (portrait, map of where they are from, etc…get creative!)
o
Name
o
Birth-death dates
o
Education
o
Family
o
Origin
o
An interesting detail(s) about their life; life experiences that influenced the artist
·
3 images of your artists work (each image should contain title, date, medium)
o
Choose one of the artworks from your artist to lead the class through a formal analysis. Instructions on how to do this can be found in your Formal Analysis paper instructions.
·
How did this movement influence the next art movement?
.
Following all Discussion guidelines, in your own words and in de.docx
Following all Discussion guidelines, in
your own words
and in detail: explain how managers use data-based decision making; explain the use of forecasting techniques in planning; describe how to use Gant charts, milestone charts, and PERT planning techniques; describe how to use break-even analysis, and decision trees for problem solving and decision making; describe how to manage inventory by using the economic-order quantity (EOQ), the just-in-time (JIT) system, and LIFO versus FIFO; describe how to identify problems using a Pareto Diagram
.
Follow-Up Post Peer ResponsePlease write a minimum of five c.docx
Follow-Up Post Peer Response
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Youtube Video: PHILOSOPHY: Immanuel Kant
Please find information related to Immanuel Kant below.
Immanuel Kant was born in what is known today as Kaliningrad, Russia. He was known for publishing sixty-nine philosophical publications. Kant was not only a philosopher and teacher; he was also a chair in the field of mathematics. He was a believer in morals and doing what was right. This philosopher was also known for having multiple diseases over the course of his life (Fellin & Ble, 1997).
During the course of his life, Immanuel Kant wrote about human socialization and how antagonism can impact humans and society. For instance, Immanuel Kant blames “man’s own absurd natural predispositions” for his own problems (Valdez, 2017, p. 827). Some of these problems consisted of barbaric behavior as well as war. This was difficult for Kant. As a moral philosopher, Immanuel Kant believed in doing the right thing. Similarly, Kant believed in peacebuilding. Thus, building trust was a great way to maintain peace (Yu, 1998).
Kant also believed that there were times when individuals were confident in their ability to be among others in society. He also believed that there were times when individuals felt isolated from the same society that they often enjoyed engagement. Moreover, Kant believed that autonomy was a necessary part of human nature (Pirc, 2018). Like, Aristotle, Immanuel Kant believed in respect and dignity for human life. This connectedness stemmed from a common thread that Kant labeled as the formula for humanity. This philosopher furthered believed in two distinct domains as it related to the categorical imperative. One of these was the doctrine of right. The other distinct domain was referred to as the doctrine of virtue (DiCenso, 2019).
Kant’s categorical imperative was one method of illuminating this message. In other words, people mattered. According to Ruggiero (2012), they should never be used as a means to someone else’s end. “To treat people “as an end” means, on the most superficial level, treating them well. We must promote their welfare, respect their rights, avoid harming them, and generally “endeavor, so far as we can, to further the ends of others” (Rachels & Rachels, 2019, p. 147).
Needless to say, cruelty and evil exists but Kant believed that it was important for people to act morally. At times; however, Kant viewed human beings as animals. Kant argued, “that if we develop a habit of treating animals cruelly this will damage our character and ultimately lead to in.
Followership and LeadershipThis week, you are focusing on the im.docx
Followership and leadership are important roles that require emphasis. As a follower, supporting the leader and organization through commitment and engagement is key. Leaders want engaged followers who help achieve goals, while followers want leaders who motivate, support and respect them. Effective organizations require strong performance from both leaders and followers.
Follow-Up Post InstructionsRespond to at least one peer and th.docx
Follow-Up Post Instructions
Respond to at least one peer and the instructor
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
This discussion focuses on shame.
Shame can be categorized as an emotion that has been deeply hidden (Bateman & Engel, 2018). Ruggiero (2012) stated that the human condition of shame can have adverse impacts on an individual as well as society. Israeli and Raveh (2018) support this by citing that shame is common to humanity. For instance, shame conditions the way that a person lives in the world. According to Uebel (2009), shame can cause an individual to structure their world in a particular way especially when engaging with others.
Shame, like emotivism, deals with emotions or feelings (Rachels & Rachels, 2019). Shame can be defined as humiliation. Furthermore, shame can be viewed as an isolating experience. This term can also be used to communicate how people live out shameful experiences. For example, “Pennebaker (1990) pointed out that many citizens of Dallas felt ashamed of their city for many years after the assassination of President Kennedy, even though there was no sense in which Dallas or its citizens were responsible for what happened. Assassin Lee Harvey Oswald was from New Orleans” (Uebel, 2009, p. 236).
Shame has several main functions. The first functions deals with the intuitiveness of shame. Shame is visual. It is considered as being identical to exposure. “Shame is an emotion routed through the eyes and its mise-en-scène is thus specularity and exposure, involving the spatial organization of a spectator who can be external, internal, or both at once” (Uebel, 2009, p. 234).
Secondly, shame has been viewed as a function of the spectatorial and spatial dimensions. Uebel (2009) noted that an individual who experiences shame is suspended between what is known verses unknown. Thirdly, shame has dramaturgical or performative meaning. For example, an actor or actress who is unaware of themselves at some point becomes aware. This awakened awareness makes the individual feel like an actor or actress that is engaging in a real life performance before others. In other words, there is a double-ness to shame. This occurs when one can see their behavior.
The fourth function of shame is its transformative disruption of what we think we know about ourselves. Shame deals with the experience of an individual’s own limitations. Fifth is shames relationship-seeking quality or ethical significance. Sixth is shame has a moral relevance. Lastly, shame functions as guilt.
In brief, Uebel (2009) noted that shame can encompass guilt. Howeve.
Follow-Up Post InstructionsRespond to at least one person. Furth.docx
Follow-Up Post Instructions
Respond to at least one person. Further the dialogue by providing more information and clarification.
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
This discussion focuses on Ayn Rand and self-interest.
Kim (2014) stated that the most common definition used for self-interest includes the ability to maximize material resources while decreasing the level of harm caused to an individual. This harm can include a person’s health. It can also include a person’s wealth. Self-interest is considered a powerful motivator. According to Kim (2014), self-interest is the motivation behind humans setting goals. It is also the reason behind individuals achieving them.
Kim (2014) also noted that engaging in pleasure that makes an individual feel subjectively good can lead to self-interest. This can happen even if the person does not obtain any monetary gain. Likewise, this can occur even if an individual’s health is not impacted. For example, “the taxpayer who wants to pay taxes simply because it makes him feel good to help society would be self-interested because of the hedonistic benefits he accrues” (Kim, 2014, p. 100). Likewise, an individual who engages in risky sexual behaviors and/or smoking cigarettes both could be interpreted as self-interest. Kim (2014) stated that the pleasure feelings that individuals experience are self-interested even if these feelings coming with expenses to the health of the individual engaging in them.
As it relates to the public’s view on self-interest, many American voters in the 1950’s declared self-interest as playing a pivotal role in society (Weeden & Kurzban, 2017). Since the 1950’s; however, researchers have completed studies that reflect the opposite. Voters are now finding self-interest to play less of a role in society.
In closing, it is important to know that Alexis de Tocqueville held his own views related to self-interest. These views were no precursor to the views of philosopher Ayn Rand. Tocqueville believed that self-interest could lead a person to support others or it could lead to an individualized focus (Frohnen, 2000). Rand believed in the individualism as well as man’s ability to reason. Moreover, Rand believed “when we describe one person’s action as altruistic and another person’s action as self-interested, we may be overlooking the fact that in each case
the person is merely doing what he or she most wants to do
”(p. 69).
Attached is a video with more information related to Ayn Rand and self-interest verse altruism (Common Sense Capitalism, 2013).
Youtube: Ayn Rand: Self Interest versus Altruism
Referen.
Follow-Up Post (Response) InstructionsRespond to at least one pe.docx
The document provides instructions for responding to peers in an online discussion forum. Students are instructed to write a minimum of five sentences in their response and reference information from assigned course readings, lectures, or other scholarly sources to support their response. An example response is provided that references multiple sources in five sentences while furthering the dialogue on the discussion topic of multiculturalism.
Follow up discussion post Please read and give your comment or addi.docx
Follow up discussion post Please read and give your comment or additional information one paragraph with proper citation intext and reference
I have taken the quiz, and I was categorized as a disaffected Democrat. I am a democrat, but I needed to research exactly what a disaffected one was. Here is what Pew Research had to say:
Defining values:
Disaffected Democrats strongly believe the economic system unfairly favors powerful interests and that business corporations make too much profit. Relatively few believe their family has achieved the American Dream, and 24% believe it is out of reach for their family. Most say the government should do more to help the needy and that poor people have hard lives because government benefits do not go far enough to help them live decently. In contrast to other Democratic-oriented groups, a majority (63%) characterizes government as “almost always wasteful and inefficient.”
Political attitudes:
Though less politically engaged, Disaffected Democrats share Solid Liberals’ disapproval of Donald Trump: 91% disapprove of his job performance, including 85% who do so strongly. Just 43% of Disaffected Democrats say voting gives people like them some say about how the government runs things, the lowest percentage of any typology group.
Who they are:
Over half (56%) of Disaffected Democrats are non-white. Highly financially stressed, they are the least likely to own a home and – along with Devout and Diverse – would have a tougher time than other typology groups if they needed to live off of their savings.
Lifestyle notes:
Most Disaffected Democrats (55%) say they have lived in or near their local community for their entire life. Most (58%) say they enjoy volunteering “a lot.”
My ideological placement would be a Solid Democrat because I would like to stand firm in my beliefs, but also because the quiz defines them as financially comfortable, highly educated, and expressing liberal attitudes on virtually every issue. I do mostly agree with the results, and how the quiz defines me. While it is not completely accurate, it does display most of my beliefs, my lifestyle, and my voting record accurately which is “while support for democracy as a principle is widespread, many citizens have become less satisfied with the way democracy performs” (Klingemann, H., 2015)
REFERENCES
Klingemann, H. (2015). Dissatisfied Democrats.
The Civic Culture Transformed,
116-157. doi:10.1017/cbo9781139600002.010
PEW Research Center. (2017, October 24). Appendix 1: typology group profiles.
U.S. Politics &
Policy.
Retrieved from https://www.pewresearch.org/politics/2017/10/24/appendix-1-typology-group-profiles-2/
Whitman Cobb, W. N. (2020).
Political science today.
(1st ed.). Washington, DC: Sage, CQ Press
.
Follow this link to access this weeks reading Social Justice Stan.docx
Follow this link to access this week's reading
Social Justice Standards: Unpacking Identity.
Learning Objectives
Learners will:
Define what shapes our identities;
Understand the five identity anchor standards in the Teaching Tolerance Social Justice Standards; and
Relate how identity has many characteristics and affects relationships within the school building and classroom.
Post to Module 1 Discussion your work.
https://www.youtube.com/watch?v=L9--vdDEk6I
.
follow these instructionsDescribe the vocal and instrumental pe.docx
follow these instructions:
Describe the vocal and instrumental performance and the lyrics, paying special attention to:
a) The instruments that stand out and any solo instrumental parts.
b) Technique used in strumming, plucking, bowing, etc.
c) Vocal production: breath control and vowel placement in singing technique; use of chest
voice or falsete.
d) Singing style: phrasing.
e) Lyrics (Refer to the reader for translations.): Do the lyrics convey any message? Is
there any imagery used? What is the tone of the lyrics? Defiant? Tender? Remorseful?
Passionate? Detached? Lyrically, is this a happy, sad, introspective, or superficial piece?
f) List the following at the beginning of each review:
1. Title of the selection and genre: son jarocho, son de mariachi, huapango, corrido, etc.
2. Name of the composer (if known).
3. Name of the vocalist or ensemble.
.
For almost 30 centuries—from its unification around 3100 B.C. to.docx
For almost 30 centuries—from its unification around 3100 B.C. to its conquest by Alexander the Great in 332 B.C.—ancient Egypt was the preeminent civilization in the Mediterranean world.
Egypt’s majesty has long entranced archaeologists and historians and created a vibrant field of study all its own: Egyptology.
The main sources of information about ancient Egypt are the many monuments, objects and artifacts that have been recovered from archaeological sites, covered with hieroglyphs that have only recently been deciphered. The picture that emerges is of a culture with few equals in the beauty of its art, the accomplishment of its architecture or the richness of its religious traditions.
PREDYNASTIC PERIOD (C. 5000-3100 B.C.)
Encompassed at least 2,000 years of gradual development of the Egyptian civilization. This took place in the late Stone Age/Neolithic period.
4
Neolithic (late Stone Age) communities in northeastern Africa exchanged hunting for agriculture and made early advances that paved the way for the later development of Egyptian arts and crafts, technology, politics and religion (including a great reverence for the dead and possibly a belief in life after death).
Mesopotamia also believe in this religion
5
Around 3400 B.C., two separate kingdoms were established: the Red Land to the north, based in the Nile River Delta and extending along the Nile perhaps to Atfih; and the White Land in the south, stretching from Atfih to Gebel es-Silsila.
King Menes would subdue the north and unify the country, becoming the first king of the first dynasty.
ARCHAIC (EARLY DYNASTIC) PERIOD (C. 3100-2686 B.C.)
The Archaic Period saw the development of the foundations of Egyptian society, including the all-important ideology of kingship. To the ancient Egyptians, the king was a godlike being, closely identified with the all-powerful god Horus. The earliest known hieroglyphic writing also dates to this period.
In the Archaic Period, as in all other periods, most ancient Egyptians were farmers living in small villages, and agriculture (largely wheat and barley) formed the economic base of the Egyptian state. The annual flooding of the great Nile River provided the necessary irrigation and fertilization each year; farmers sowed the wheat after the flooding receded and harvested it before the season of high temperatures and drought returned.
OLD KINGDOM: AGE OF THE PYRAMID BUILDERS (C. 2686-2181 B.C.)
The Old Kingdom began with the third dynasty of pharaohs. Around 2630 B.C., the third dynasty’s King Djoser asked Imhotep, an architect, priest and healer, to design a funerary monument for him; the result was the world’s first major stone building, the Step-Pyramid at Saqqara, near Memphis.
Pyramid-building reached its zenith with the construction of the Great Pyramid at Giza, on the outskirts of Cairo. Built for Khufu, who ruled from 2589 to 2566 B.C. Two other pyramids were built at Giza for Khufu’s successors K.
For all their benign appearance, are sites like Facebook and Twitter.docx
For all their benign appearance, are sites like Facebook and Twitter simply the most instant and global means of surveillance on the planet? Are they just the most effective way of keeping in touch, or do they legitimize people spying on each other and make the notion of privacy (and indeed friendship) a thing of the past?
.
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Unit 2 Due Jan 18 2015 This assignment has 2 parts.Part 1Whe.docx
Unit 2 Due Jan 18 2015
This assignment has 2 parts.
Part 1
When you look at ancient art, particularly ancient sculpture, you see progression in how the body in motion is represented. For this assignment, find 3 different sculptures, all from the ancient period (created between 30,000 BCE and 500 CE), which show progression of how the body is depicted in motion. For example, your first sculpture may be largely stationary, the second shows some motion, while the third shows an active body.
You may choose examples of sculpture from any of the following museums:
•
A New York art museum
•
A Paris museum
•
Select galleries in a Washington, DC museum
•
A Boston Museum
Paste images of all 3 sculptures into a Word document, and include details about each work: the title of each sculpture, the artist (if known), the year made, the materials used, and the size of the work. Be sure to include a reference for each work, showing which museum it was found in. Present 2 or 3 paragraphs for each work that clearly describe what the viewer sees and the content of each work. Finally, choose 3 adjectives (for each work) that express the core ideas of what the works were intended to communicate or convey to the viewer.
Part 2
Create a simple drawing of each sculpture. Draw a line down each work to indicate the center of balance. Use arrows or lines with arrows to indicate the direction of motion and movement within the sculpture. Scan or photograph your drawings and paste them into the Word document from Part 1. You can insert images into documents by placing the cursor where you want the image to be, going to “Insert,” then choosing “Picture,” and selecting the picture from your computer. Be sure to scan or photograph your drawing first and upload it to your computer.
Part 3
For each sculpture that you have chosen, choose a photograph, cartoon, movie poster, or any other image which uses the same stance, or bears remarkable similarity to the sculpture you chose in Part 1. Present at least 1 of these modern-day equivalents, with appropriate comments discussing any relevant details.
Submit 1 Word document for this assignment.
You are required to comply with APA style format for quotations, internal citations, and a reference list. For additional information and resources on APA style, visit the APA section of the Library, which is available under Library Features.
References
Freer and Sackler Galleries: The Smithsonian's Museums of Asian Art
. (n.d.). Retrieved from http://www.asia.si.edu/
Louvre
. (n.d.). Retrieved from http://www.louvre.fr/en
The Metropolitan Museum of Art
. (n.d.). Retrieved from http://www.metmuseum.org/
Museum of Fine Arts Boston
. (n.d.). Retrieved from http://www.mfa.org/
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric:
Content
Demonstrates an outstanding use of appropriate, relevant, and compelling content with excellent expression of topic,.
Steet art extended research task
This document provides instructions for a street art homework project. Students must complete three tasks that form a straight line, including a mandatory central task to present an overview of a street artist. This should include a timeline, why the artist chose their medium, and their intentions. They then choose two additional tasks such as analyzing the artist's portrayal in media, conducting an in-depth study of their life and work, or exploring cultural and political influences on their artwork. The document provides examples of suitable tasks and artists to research.
Year 8 extended research project portraiture
The document provides instructions for an artist homework project. Students must complete three tasks - the middle task is compulsory, while the other two tasks can be chosen to create a straight line through the middle one. The middle task is to create an in-depth study of one of four artists: Giuseppe Arcimboldo, Frank Auerbach, Gary Hume, or Frida Khalo. Students must research the artist's life and create of timeline, explore cultural and political influences on their work, and analyze society's reception of the artist's work.
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The document provides an overview of art objectives, elements of art, art medias, and art movements. It discusses shape, line, form, value, and space as elements of art. It also defines impressionism, fauvism, cubism, abstract art, surrealism, expressionism, and pop art as art movements. It includes examples of famous works from each movement. The document instructs students to create their own artwork incorporating elements of art and primary/secondary colors, by interpreting one of the pieces shown.
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The document provides instructions for an artist homework project. Students must choose one of four artists - Grayson Perry, Ronit Baranga, Ai Wei Wei, or Kate Malone - and complete three tasks related to that artist. The mandatory central task is to create an overview of the artist's life. Students then choose two additional tasks to complete, such as drawing transcriptions of the artist's works, creating a response work inspired by the artist, explaining stories behind specific works, discussing the artist's influences, or interviewing the artist. Useful links are provided for researching each artist.
LGBT history month research lesson 2017
This document outlines a lesson plan for students to research LGBT artists during LGBT History Month. It instructs students to get into groups and research one of several artists - including Andy Warhol, David Hockney, and Frida Kahlo. It provides directions for structuring their time to research the artist individually and then create a 10-slide PowerPoint presentation to present their findings to the class. The document also lists elements students should include in their presentation and provides feedback guidelines for their peers.
Art movement
This document provides instructions for a homework project on art movements. Students must complete an overview of their chosen art movement, including a timeline, catalyst, and intentions. They must also choose two additional tasks that connect to the overview to form a straight line. Suggested additional tasks include exploring the movement's reception by critics and society, an in-depth study of an artist, creating transcriptions of artworks, examining cultural or political influences, and more. Emphasis is placed on including images to illustrate research.
You have been tasked with developing a temporary exhibition at the .docx
You have been tasked with developing a temporary exhibition at the
Smithsonian
. Each member of your three-person team will need to bring a certain skill set (not Liam Neeson's) to the table to complete it. This will require both individual and group work. Each group member will be given a task he or she must complete on their own, but must add to the finished product.
The bulk of your project grade will be determined on the quality of your own contribution. The remainder will consist of an evaluation of your entire group project, your ability to meet deadlines and maintain communication through your group discussion boards, and assessments completed by your group members regarding your input.
Museum Project – Group Member positions
Position #1: The Archeologist
This person must find images or videos of the artifacts, primary source documents, etc. that you want to present as a part of the exhibition. This person will also need to supply some basic facts about the object (who, what, when, and where). He or she will need to run it by the other team members for approval before deciding whether or not to add it to the exhibit. He or she may also need to build replicas of some artifacts for display (i.e. an exhibit on the Industrial Revolution might have a telegraph or electromagnet demonstration), and may call on Team Members 2 and 4 for some assistance
.Finally, this person will assist in developing the exhibit introduction which Team Member 2 will be drafting.
Position #2: The Researcher/Exhibitionist
This person will need to write a short blurb about each agreed-upon object/image that uses the basic facts provided by Team Member 1, and then explains the significance of it to explaining the exhibition's topic, using outside scholarly sources to write the blurbs. This person may be recruited to help in any replica constructions for the exhibit.This person will largely be responsible for also writing an introduction to the exhibit, which explains it as a whole (will receive input from Team Members 1 and 3).
Position #3: The Marketing Analyst
This person will be in charge of design, layout, and marketing for the exhibition. This person will need to craft the images and content found by Team Members 1 and 2 onto an aesthetically pleasing website that will both inform and draw visitors. Visit some museums and/or museum websites to get a feel for what works well. Do some research into museum marketing/administration.Additionally, this person will create a map that helps visitors navigate the exhibit. He or she will also need to craft a short press release describing the exhibition to be published in the local paper.Finally, this person will assist in developing the exhibit introduction which Team Member 2 will be drafting.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Museum Project
You will be presenting your final collaborated group project as a website which your Marketing Analyst will largely be working on (I will send.
Art AppreciationPresentation 1 Art MovementDescription of.docx
Art Appreciation
Presentation 1: Art Movement
Description of Presentation:
Each student will be part of a team of classmates to
present a significant art movement
as part of their semester grade. The art movement will be assigned, and students will be responsible for delegating responsibilities that contribute to the final presentation in class. Each person on the team needs to contribute to this project, and will be evaluated by their peers at the end of the semester based on their contributions. The presentation should show that the student has mastered the information. Presentations should not be read directly from the PowerPoint, but should instead be given in a way that respects the audience and keeps them engaged. Students should practice giving the presentation ahead of time.
How to present your art movement:
You will need to gather the following information to include in your presentation.
·
Time period of your art movement (dates)
·
Location of the art movement (can include an image(s)
·
Social, economic, and political climate of the time and place the movement occurred.
·
Characteristics of the movement.
o
Content: the meaning of the work
o
Subject matter: the topic or issue that is represented in the artwork
o
Form: how the elements are arranged to create a composition
·
How did the preceding art movement prompt your movement?
·
4 images representing significant work from your art movement (each image should contain title, date, medium)
·
Biography of assigned artist from your movement.
o
4 images (portrait, map of where they are from, etc…get creative!)
o
Name
o
Birth-death dates
o
Education
o
Family
o
Origin
o
An interesting detail(s) about their life; life experiences that influenced the artist
·
3 images of your artists work (each image should contain title, date, medium)
o
Choose one of the artworks from your artist to lead the class through a formal analysis. Instructions on how to do this can be found in your Formal Analysis paper instructions.
·
How did this movement influence the next art movement?
.
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Following all Discussion guidelines, in your own words and in de.docx
Following all Discussion guidelines, in
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Follow-Up Post Peer ResponsePlease write a minimum of five c.docx
Follow-Up Post Peer Response
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Youtube Video: PHILOSOPHY: Immanuel Kant
Please find information related to Immanuel Kant below.
Immanuel Kant was born in what is known today as Kaliningrad, Russia. He was known for publishing sixty-nine philosophical publications. Kant was not only a philosopher and teacher; he was also a chair in the field of mathematics. He was a believer in morals and doing what was right. This philosopher was also known for having multiple diseases over the course of his life (Fellin & Ble, 1997).
During the course of his life, Immanuel Kant wrote about human socialization and how antagonism can impact humans and society. For instance, Immanuel Kant blames “man’s own absurd natural predispositions” for his own problems (Valdez, 2017, p. 827). Some of these problems consisted of barbaric behavior as well as war. This was difficult for Kant. As a moral philosopher, Immanuel Kant believed in doing the right thing. Similarly, Kant believed in peacebuilding. Thus, building trust was a great way to maintain peace (Yu, 1998).
Kant also believed that there were times when individuals were confident in their ability to be among others in society. He also believed that there were times when individuals felt isolated from the same society that they often enjoyed engagement. Moreover, Kant believed that autonomy was a necessary part of human nature (Pirc, 2018). Like, Aristotle, Immanuel Kant believed in respect and dignity for human life. This connectedness stemmed from a common thread that Kant labeled as the formula for humanity. This philosopher furthered believed in two distinct domains as it related to the categorical imperative. One of these was the doctrine of right. The other distinct domain was referred to as the doctrine of virtue (DiCenso, 2019).
Kant’s categorical imperative was one method of illuminating this message. In other words, people mattered. According to Ruggiero (2012), they should never be used as a means to someone else’s end. “To treat people “as an end” means, on the most superficial level, treating them well. We must promote their welfare, respect their rights, avoid harming them, and generally “endeavor, so far as we can, to further the ends of others” (Rachels & Rachels, 2019, p. 147).
Needless to say, cruelty and evil exists but Kant believed that it was important for people to act morally. At times; however, Kant viewed human beings as animals. Kant argued, “that if we develop a habit of treating animals cruelly this will damage our character and ultimately lead to in.
Followership and LeadershipThis week, you are focusing on the im.docx
Followership and leadership are important roles that require emphasis. As a follower, supporting the leader and organization through commitment and engagement is key. Leaders want engaged followers who help achieve goals, while followers want leaders who motivate, support and respect them. Effective organizations require strong performance from both leaders and followers.
Follow-Up Post InstructionsRespond to at least one peer and th.docx
Follow-Up Post Instructions
Respond to at least one peer and the instructor
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
This discussion focuses on shame.
Shame can be categorized as an emotion that has been deeply hidden (Bateman & Engel, 2018). Ruggiero (2012) stated that the human condition of shame can have adverse impacts on an individual as well as society. Israeli and Raveh (2018) support this by citing that shame is common to humanity. For instance, shame conditions the way that a person lives in the world. According to Uebel (2009), shame can cause an individual to structure their world in a particular way especially when engaging with others.
Shame, like emotivism, deals with emotions or feelings (Rachels & Rachels, 2019). Shame can be defined as humiliation. Furthermore, shame can be viewed as an isolating experience. This term can also be used to communicate how people live out shameful experiences. For example, “Pennebaker (1990) pointed out that many citizens of Dallas felt ashamed of their city for many years after the assassination of President Kennedy, even though there was no sense in which Dallas or its citizens were responsible for what happened. Assassin Lee Harvey Oswald was from New Orleans” (Uebel, 2009, p. 236).
Shame has several main functions. The first functions deals with the intuitiveness of shame. Shame is visual. It is considered as being identical to exposure. “Shame is an emotion routed through the eyes and its mise-en-scène is thus specularity and exposure, involving the spatial organization of a spectator who can be external, internal, or both at once” (Uebel, 2009, p. 234).
Secondly, shame has been viewed as a function of the spectatorial and spatial dimensions. Uebel (2009) noted that an individual who experiences shame is suspended between what is known verses unknown. Thirdly, shame has dramaturgical or performative meaning. For example, an actor or actress who is unaware of themselves at some point becomes aware. This awakened awareness makes the individual feel like an actor or actress that is engaging in a real life performance before others. In other words, there is a double-ness to shame. This occurs when one can see their behavior.
The fourth function of shame is its transformative disruption of what we think we know about ourselves. Shame deals with the experience of an individual’s own limitations. Fifth is shames relationship-seeking quality or ethical significance. Sixth is shame has a moral relevance. Lastly, shame functions as guilt.
In brief, Uebel (2009) noted that shame can encompass guilt. Howeve.
Follow-Up Post InstructionsRespond to at least one person. Furth.docx
Follow-Up Post Instructions
Respond to at least one person. Further the dialogue by providing more information and clarification.
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
This discussion focuses on Ayn Rand and self-interest.
Kim (2014) stated that the most common definition used for self-interest includes the ability to maximize material resources while decreasing the level of harm caused to an individual. This harm can include a person’s health. It can also include a person’s wealth. Self-interest is considered a powerful motivator. According to Kim (2014), self-interest is the motivation behind humans setting goals. It is also the reason behind individuals achieving them.
Kim (2014) also noted that engaging in pleasure that makes an individual feel subjectively good can lead to self-interest. This can happen even if the person does not obtain any monetary gain. Likewise, this can occur even if an individual’s health is not impacted. For example, “the taxpayer who wants to pay taxes simply because it makes him feel good to help society would be self-interested because of the hedonistic benefits he accrues” (Kim, 2014, p. 100). Likewise, an individual who engages in risky sexual behaviors and/or smoking cigarettes both could be interpreted as self-interest. Kim (2014) stated that the pleasure feelings that individuals experience are self-interested even if these feelings coming with expenses to the health of the individual engaging in them.
As it relates to the public’s view on self-interest, many American voters in the 1950’s declared self-interest as playing a pivotal role in society (Weeden & Kurzban, 2017). Since the 1950’s; however, researchers have completed studies that reflect the opposite. Voters are now finding self-interest to play less of a role in society.
In closing, it is important to know that Alexis de Tocqueville held his own views related to self-interest. These views were no precursor to the views of philosopher Ayn Rand. Tocqueville believed that self-interest could lead a person to support others or it could lead to an individualized focus (Frohnen, 2000). Rand believed in the individualism as well as man’s ability to reason. Moreover, Rand believed “when we describe one person’s action as altruistic and another person’s action as self-interested, we may be overlooking the fact that in each case
the person is merely doing what he or she most wants to do
”(p. 69).
Attached is a video with more information related to Ayn Rand and self-interest verse altruism (Common Sense Capitalism, 2013).
Youtube: Ayn Rand: Self Interest versus Altruism
Referen.
Follow-Up Post (Response) InstructionsRespond to at least one pe.docx
The document provides instructions for responding to peers in an online discussion forum. Students are instructed to write a minimum of five sentences in their response and reference information from assigned course readings, lectures, or other scholarly sources to support their response. An example response is provided that references multiple sources in five sentences while furthering the dialogue on the discussion topic of multiculturalism.
Follow up discussion post Please read and give your comment or addi.docx
Follow up discussion post Please read and give your comment or additional information one paragraph with proper citation intext and reference
I have taken the quiz, and I was categorized as a disaffected Democrat. I am a democrat, but I needed to research exactly what a disaffected one was. Here is what Pew Research had to say:
Defining values:
Disaffected Democrats strongly believe the economic system unfairly favors powerful interests and that business corporations make too much profit. Relatively few believe their family has achieved the American Dream, and 24% believe it is out of reach for their family. Most say the government should do more to help the needy and that poor people have hard lives because government benefits do not go far enough to help them live decently. In contrast to other Democratic-oriented groups, a majority (63%) characterizes government as “almost always wasteful and inefficient.”
Political attitudes:
Though less politically engaged, Disaffected Democrats share Solid Liberals’ disapproval of Donald Trump: 91% disapprove of his job performance, including 85% who do so strongly. Just 43% of Disaffected Democrats say voting gives people like them some say about how the government runs things, the lowest percentage of any typology group.
Who they are:
Over half (56%) of Disaffected Democrats are non-white. Highly financially stressed, they are the least likely to own a home and – along with Devout and Diverse – would have a tougher time than other typology groups if they needed to live off of their savings.
Lifestyle notes:
Most Disaffected Democrats (55%) say they have lived in or near their local community for their entire life. Most (58%) say they enjoy volunteering “a lot.”
My ideological placement would be a Solid Democrat because I would like to stand firm in my beliefs, but also because the quiz defines them as financially comfortable, highly educated, and expressing liberal attitudes on virtually every issue. I do mostly agree with the results, and how the quiz defines me. While it is not completely accurate, it does display most of my beliefs, my lifestyle, and my voting record accurately which is “while support for democracy as a principle is widespread, many citizens have become less satisfied with the way democracy performs” (Klingemann, H., 2015)
REFERENCES
Klingemann, H. (2015). Dissatisfied Democrats.
The Civic Culture Transformed,
116-157. doi:10.1017/cbo9781139600002.010
PEW Research Center. (2017, October 24). Appendix 1: typology group profiles.
U.S. Politics &
Policy.
Retrieved from https://www.pewresearch.org/politics/2017/10/24/appendix-1-typology-group-profiles-2/
Whitman Cobb, W. N. (2020).
Political science today.
(1st ed.). Washington, DC: Sage, CQ Press
.
Follow this link to access this weeks reading Social Justice Stan.docx
Follow this link to access this week's reading
Social Justice Standards: Unpacking Identity.
Learning Objectives
Learners will:
Define what shapes our identities;
Understand the five identity anchor standards in the Teaching Tolerance Social Justice Standards; and
Relate how identity has many characteristics and affects relationships within the school building and classroom.
Post to Module 1 Discussion your work.
https://www.youtube.com/watch?v=L9--vdDEk6I
.
follow these instructionsDescribe the vocal and instrumental pe.docx
follow these instructions:
Describe the vocal and instrumental performance and the lyrics, paying special attention to:
a) The instruments that stand out and any solo instrumental parts.
b) Technique used in strumming, plucking, bowing, etc.
c) Vocal production: breath control and vowel placement in singing technique; use of chest
voice or falsete.
d) Singing style: phrasing.
e) Lyrics (Refer to the reader for translations.): Do the lyrics convey any message? Is
there any imagery used? What is the tone of the lyrics? Defiant? Tender? Remorseful?
Passionate? Detached? Lyrically, is this a happy, sad, introspective, or superficial piece?
f) List the following at the beginning of each review:
1. Title of the selection and genre: son jarocho, son de mariachi, huapango, corrido, etc.
2. Name of the composer (if known).
3. Name of the vocalist or ensemble.
.
For almost 30 centuries—from its unification around 3100 B.C. to.docx
For almost 30 centuries—from its unification around 3100 B.C. to its conquest by Alexander the Great in 332 B.C.—ancient Egypt was the preeminent civilization in the Mediterranean world.
Egypt’s majesty has long entranced archaeologists and historians and created a vibrant field of study all its own: Egyptology.
The main sources of information about ancient Egypt are the many monuments, objects and artifacts that have been recovered from archaeological sites, covered with hieroglyphs that have only recently been deciphered. The picture that emerges is of a culture with few equals in the beauty of its art, the accomplishment of its architecture or the richness of its religious traditions.
PREDYNASTIC PERIOD (C. 5000-3100 B.C.)
Encompassed at least 2,000 years of gradual development of the Egyptian civilization. This took place in the late Stone Age/Neolithic period.
4
Neolithic (late Stone Age) communities in northeastern Africa exchanged hunting for agriculture and made early advances that paved the way for the later development of Egyptian arts and crafts, technology, politics and religion (including a great reverence for the dead and possibly a belief in life after death).
Mesopotamia also believe in this religion
5
Around 3400 B.C., two separate kingdoms were established: the Red Land to the north, based in the Nile River Delta and extending along the Nile perhaps to Atfih; and the White Land in the south, stretching from Atfih to Gebel es-Silsila.
King Menes would subdue the north and unify the country, becoming the first king of the first dynasty.
ARCHAIC (EARLY DYNASTIC) PERIOD (C. 3100-2686 B.C.)
The Archaic Period saw the development of the foundations of Egyptian society, including the all-important ideology of kingship. To the ancient Egyptians, the king was a godlike being, closely identified with the all-powerful god Horus. The earliest known hieroglyphic writing also dates to this period.
In the Archaic Period, as in all other periods, most ancient Egyptians were farmers living in small villages, and agriculture (largely wheat and barley) formed the economic base of the Egyptian state. The annual flooding of the great Nile River provided the necessary irrigation and fertilization each year; farmers sowed the wheat after the flooding receded and harvested it before the season of high temperatures and drought returned.
OLD KINGDOM: AGE OF THE PYRAMID BUILDERS (C. 2686-2181 B.C.)
The Old Kingdom began with the third dynasty of pharaohs. Around 2630 B.C., the third dynasty’s King Djoser asked Imhotep, an architect, priest and healer, to design a funerary monument for him; the result was the world’s first major stone building, the Step-Pyramid at Saqqara, near Memphis.
Pyramid-building reached its zenith with the construction of the Great Pyramid at Giza, on the outskirts of Cairo. Built for Khufu, who ruled from 2589 to 2566 B.C. Two other pyramids were built at Giza for Khufu’s successors K.
For all their benign appearance, are sites like Facebook and Twitter.docx
For all their benign appearance, are sites like Facebook and Twitter simply the most instant and global means of surveillance on the planet? Are they just the most effective way of keeping in touch, or do they legitimize people spying on each other and make the notion of privacy (and indeed friendship) a thing of the past?
.
FOr Acadamic onlinetutorAssign 1 or 2 individuals of the group t.docx
FOr Acadamic onlinetutor
Assign 1 or 2 individuals of the group to 1 or 2 of the following until all have been assigned. Those individuals will be responsible for the areas assigned for the final project:
What is the background of the problem?
What will be the outcome of the project?
Describe the audience for this report and the implications for structuring your report.
Describe how the hotline will work.
What are the advantages of this project?
What will the project cost?
What are the qualifications of those involved?
Please add your file.
Group Portion (2–4 pages):
As a group, you will need to take the information that has been collected from the individual portions and write a proposal to D. M. Krupinsky Foundation for the costs of the proposed hotline.
Please add your file.
For assistance with your assignment, please use your text, Web resources, and all course materials.
The following grading criteria will apply to this assignment:
.
For all Assessments, the following general requirements hold.docx
For all Assessments, the following general requirements hold:
(1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins.
(2) Citations to the material and in-text citations are required(MLA style).
(3) Assignments should be turned into eCampus (for the collection of artifacts for scoring).
!!
Assignment Three:
When You Win…SLO #3
1. Research the committees of the House ( http://www.house.state.tx.us/committees/ ) and state senate (http://www.senate.state.tx.us/committees.php )
2. Choose at least three (3) committees on which you’d serve, if elected.
a. Explain each committee’s functions.
b. Explain why your placement on these committees is justified. How does it serve your district’s needs? How does it emphasize your experiences/interests?
3. What kind of constituent service would you be likely to do? What kind of “home style” would you create (and how?) Most Texans do not know who their legislators are. How do you seek to solve that problem?
!!
Assignment Two:
The Campaign: SLO #2
How much does it cost to run for office in Texas?
https://www.texastribune.org/2017/03/01/heres-how-much-texas-candidates-spent-vote-general-election/
How will you raise money? (read this handy info from the Texas Democratic Party before you violate any campaign finance laws: https://www.txdemocrats.org/act/run-for-office )
Name interest groups that will support/oppose you? Go to https://votesmart.org/interest-groups/TX/#.WXjT4ojyuUk and identify two (2) interest groups that you think will support your campaign, and two (2) who will oppose your campaign. Explain why? (referring to your platform).
What’s your SLOGAN?
Design a campaign sign
How do you get out the vote? Given your issue stands, what voter groups do you need to target? (refer back to the district analyses documents on your current legislator’s homepage
Assignment One:
Why not you? Why not now?
For this project, you will hypothetically be running for office. Choose whether you would like to run for the Texas House of Representatives OR the Texas State Senate. We will be doing the project in chunks, as we cover the material in class, so tasks may be assigned out of sequence.
Preparing to run: SLO #1
1. Know your district. Go to: http://www.fyi.legis.state.tx.us/Home.aspx, and discover the district number, and who represents you in the Texas house or state senate. Which political party is your state house/state senate representative affiliated with? (if you choose to run as a House or Senate representative, check the district that you want to run for.)
2. Go to your current representative’s page, and look at the district analysis documents.
1. What does your district look like (in terms of population, age, education, employment, election results)?
2. What issues arise based on the district’s demographics (this will help you think about your platform)
3. Is your district gerrymandered? http://www.fyi.legis.state.tx.us/Info.as.
for A-Z answers onlyoffshoring and its impact of labor and growt.docx
*for A-Z answers only*
offshoring and its impact of labor and growth within the countries of Sierra Leone and Norway. Throughout our research we will hope to provide substantial details on how offshoring could provide major benefit to its host country but also have adverse unintentional consquences. By exploring the different roles offshoring plays within an undeveloped nation versus developed nation we will provide extensive information in hope to conclude whether or not the opportunity for growth does truly exist. We will also be exploring the political and social environments of both countries and how they interact with regards to offshoring. Finally we will be conducting a direct comparison of the two nations which will include policies and the implications offshoring could have both countries and the world economies.
.
Footloose projectMost of the differences between the two versi.docx
Footloose project
Most of the differences between the two versions of the movies don't make much difference. However, in the 2011 movie please respond to the question asking about Ren's mother, by describing the parenting style of his Aunt. Otherwise, some of the specific examples differ, but you should be able to answer all of the questions.
.
For 1-Hour Writer ONLY This author cited, Allport (1937) refers.docx
Allport (1937) argued that personality is composed of both physical and mental elements that form a complex unified whole. While people may appear to share certain traits, at their core traits are unique to each individual. Allport also believed that people not only adjust their behavior to fit their environment, but they also reflect on their environment. Through this reflection, people can ensure not only their survival but also their personal growth and development.
Foodborne illness can have severe consequences. In a minimum of 300.docx
Foodborne illness can have severe consequences. In a minimum of 300 words, list the categories of food supply contaminants, identify and briefly discuss a minimum of four microbiological agents implicated in foodborne illness, state the significance of foodborne illnesses in the food supply, and state measures and regulations for preventing foodborne illness and protecting the safety of food from carcinogens. How does this topic relate to your selected environmental health issue?
.
Football- A starting point could be headlines Premier League susp.docx
Football
- A starting point could be headlines 'Premier League suspended indefinitely following Corona virus crisis meeting'
What does this mean for fandom? - can you still be a fan if there is no football? How are fans coping without live football?
The theoretical underpinnings for this are the sociology of fandom (women or men) - eg Tomlinson, or Stacey Pope
Issues around IDENTIT(IES) how has peoples identity changed with the isolation around football - going to the pub to watch the game, drinking culture, how have they adapted?
DATA COLLECTION METHODS
You can still
observe some things
- for example your family's reaction to the suspension, then the final decision etc Your story also is important. Observations from the news clips even.
Interviews -
semi-structured interviews - you still need to retain the ethics code - the consent forms and informed participant information forms - then conduct the iinterviews face to face ONLY in your household, or by Zoom or phone call - obviously get permission to record the conversation.
Coding data- into emergent themes - both from the theories and the data you have collected
Critical analysis - remember your findings need to be critical - the points you make linked back to the literature you have set up in your review of literature.
.
Foods deteriorate in quality due to a wide range of reactions .docx
Foods deteriorate in quality due to a wide range of reactions including some that are
physical, some that are chemical, some enzymatic and some microbiological. The various
forms of spoilage and food poisoning caused by microorganisms are preventable to a large
degree by a number of preservation techniques, most of which act by preventing or slowing
microbial growth. These include freezing, chilling, drying, curing, conserving, vacuum
packing, modified atmosphere packing, acidifying, fermenting, and adding chemical
preservatives. This is section 13, Chemical food protection. We’ll look at the other food
preservation mechanisms in future modules.
1
From the moment a food source is harvested in begins to deteriorate. It is estimated that
25% of the worlds food is lost to microbial decay annually. This equals more than a billion
dollars per year.
2
Salting as a means of preserving foods predates written history. The Mesopotamians were
known 3000 B.C.E. generally used salt to preserve meat and fish. Early Roman writers such
as Cato (234‐149 B.C.E.) clearly explained the need to salt perishable meats and vegetables
to preserve them. We have already seen in past chapters that salt binds water reducing
water activity and also is toxic to enzymatic and DNA processes in cells.
3
Today, nearly all manufactured foods have different chemical preservatives because it
makes financial sense. Food additives maintain or improve freshness, safety, nutritional
value, taste, texture, or appearance. Consumers demand and enjoy a food supply that is
flavorful, nutritious, safe, convenient, colorful and affordable.
4
No audio.
5
No audio.
6
In the United States, neither the Food and Drug Administration (FDA) nor the U.S.
Department of Agriculture (USDA) has labeling claim rules for “natural." The FDA explicitly
discourages the food industry from using the term. The Food, Drug, and Cosmetic Act
prohibits labeling that is false or misleading, but does not give any specifics. The USDA's
Agricultural Marketing Service has a standard for organic food, but there is no legal
definition for natural foods. Despite no legal U.S. definition for natural foods, there are
numerous unofficial or informal definitions, none of which are applied uniformly to foods
labeled "natural".
7
So, are food chemical additives safe?
8
In 1958, the US created food additive legislation stating that the FDA must approve all food
additives and ingredients that are not generally recognized as safe. The GRAS list contains
food additives that have been used historically and have shown no hazards during that
time. Easily recognized examples are sodium chloride, sucrose and acetic acid. Less easily
recognized are many of the common food preservatives such as sodium benzoate,
potassium sorbate, and calcium propionate.
9
The U.S. FDA maintains a list of over 3000 approved, generally recognized as safe, food
ingredients including food.
Food Truck to Ethiopia· Define what kind of food· Coffee is a .docx
Food Truck to Ethiopia
· Define what kind of food
· Coffee is a big deal
· https://theculturetrip.com/africa/articles/can-coffee-tourism-save-these-countries-coffee-species-from-extinction/
· Largely vegetarian
· Gluten Free / vegan friendly
· Maybe Breakfast food
· https://ethiopianfood.wordpress.com/2014/05/01/a-short-qurs-on-ethiopian-breakfast/
· Maybe our company can have an app so that people can order and pay on the app before picking up their food - this way we have more to cover under “technology environment”
· By around 9 or so each morning, the Fojol Bros.’ Twitter page announces Benethiopia’s location. They begin serving between 11:30 and noon, and they serve until they run out of food, usually by 2. A line begins to form soon after the truck arrives at its daily destination, and by noon it’s a dozen people long and stays that way until there’s nothing left to sell, at which time they tweet once more that they’re closed for the day. https://ethiopianfood.wordpress.com/2011/07/21/ethiopian-food-on-wheels/
Table of Contents
1. Introduction
a. Nestled in the center of the country,Ethiopia‘s capital city, Addis Ababa, is quickly evolving and growing. Addis captures much of the diversity unique to the country, with over80 distinctive languages and numerous dialects belonging to a variety of religious communities and peoples. The city takes pride in its diversity, which is perhaps best represented by the city’s food culture and lively restaurant scene
b.
2. About Company-Laura
Located in the bustling area of Addis Abada, Sishu is one of Ethiopia’s most popular and trendiest restaurants. While Sishu serves a variety of sandwiches, the restaurant has become known for the burgers. With homemade sweet buns, delectably seasoned ground meat, tangy homemade sauces, and crisp French fries, both locals and tourists palates go wild when tasting the food at Sishu. Drawn mostly from word of mouth, crowds flock to Sishu throughout the day.
Initially established by American expat Mathews Teshome and local Selamawit Deneke, the twosome was able to create a space with delicious food based on both American and Ethiopian cultures. Sourcing as many ingredients locally as possible, the restaurant focuses on food quality and taste. Since the demand for burger places in Addis is extremely high, customers would likely forgive a miss in quality. However, the two partners are very focused on constantly improving and keeping service standards high.
To maintain high service standards, the restaurant hires more staff than the minimum requirement and slowly training new employees to avoid mistakes. Moreover, new employees come by referrals, and are often a mix of Ethiopians and expats, so that cultural barriers and differences can be navigated through the different perspectives. Additionally, Sishu keeps productive high and employees happy by paying them double what they would make elsewhere maximizing its limited resources with the formation of revenue .
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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- 4. tertiary colors complementary color scheme simultaneous contrast monochromatic color scheme analogous color scheme triadic color scheme closed or restricted palette polychromatic arbitrary color plein-air painting implied line space shape masspositive shape/negative shape linear perspective one-point linear perspective vanishing point two-point linear perspective
- 5. position foreshortening texture impasto pointillism pattern kinetic art optical (Op Art) balance symmetrical absolute symmetry asymmetrically balanced focal point repetition & rhythm scale proportion canon golden section