The document provides guidance for students on how to summarize a research article in their own words. It explains that students should fill in the blanks of an outline to demonstrate their comprehension of the article without directly copying from it. Students are instructed to read different sections of the article to extract the key details needed to complete each part of the outline, including the purpose of the study, participants/setting, findings, and authors' conclusions. The document emphasizes using one's own words to avoid plagiarism and increasing comprehension. It also provides additional tips for writing a literature review in a clear, objective manner.
Art ON War landscapesWhy Art forms of war landscapes W.docxdavezstarr61655
Art ON War landscapes
Why Art forms of war landscapes
War landscapes represent not only just history but also passion and determination.
Most researchers and art enthusiasts agree that historical.
Im interestedin learning the artists description of war and what they saw.
Landscape war : Introduction
Its used to document all aspects of conflict from the violence of fighting fronts.
Landscape painting has existed since 1500 .
My focus will be on war around the world from 1400 to 1800.
Harry Dix, War Landscape, ca. 1940-1949, gouache and pencil on paper, Smithsonian American Art Museum, Bequest of Olin Dows, 1983.90.33
Paolo Uccello, The Battle of San Romano, c. 1438–40
Albrecht Altdorfer, The Battle of Alexander at Issus, 1529
Diego Velázquez, The Surrender of Breda, 1634-1635
Peter Paul Rubens, Consequences of War, 1638-1639
John Singleton Copley, The Death of Major Peirson, 1783
References
Saunders, R. H. (1990). Genius and Glory: John Singleton Copley's" The Death of Major Peirson". American Art Journal, 22(3), 5-39.
LEVY, B. S., SHAHI, G. S., & LEE, C. (1997). Consequences of War. War and Public Health, 51.
Moffitt, J. F. (1982). Diego Velázquez, Andrea Alciati and the Surrender of Breda. Artibus et Historiae, 75-90.
Hammond, N. G. L. (1998). The genius of Alexander the Great. The University of North Carolina Press.
Griffiths, G. (1978). The Political Significance of Uccello's Battle of San Romano. Journal of the Warburg and Courtauld Institutes, 313-316.
ART 1301, Art Appreciation I 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
3. Interpret artworks using the elements of design.
3.1 Interpret the type of visual expression using different media and forms.
3.2 Name technical devices used to render space and volume in painting.
3.3 Classify the physical properties and relationship of color.
Reading Assignment
Chapter 3: The Visual Elements
Click here to access the Unit III video titled “Introduction to Color: Using Color in Your Presentation.”
Click here to access the printable transcript.
In Unit III and IV of this course, you will watch a video on visual elements.
Click here to access the segment for Unit III.
Mouton, M. (2013). Visual literacy elements and principles [YouTube video]. Retrieved from
https://www.youtube.com/watch?v=zqdA9YnxyoM&feature=youtu.be
Click here to access the video transcript.
Unit Lesson
Chapter 3: The Visual Elements
Artists typically do not go through the visual elements as a checklist when they create their work. However,
the terms that we will be discussing in this chapter are a great way to dissect how we look at art. You might
not realize it, but you already see and understand the visual elements although you may not know the correct
terminology for what you see in the artwork. In this chapter, you will look further into the visual elements that
make up an a.
AS DISCUSSEDAssignment 2Question 1Humans generate and use a.docxrosemaryralphs52525
AS DISCUSSED
Assignment 2
Question 1:
Humans generate and use art to create order, explain, and in some cases control their lives in a chaotic world. In 3
well-developed
paragraphs, discuss:
What do you think art is?
Why do you think it is important to study art as an academic discipline?
How is a work of art different from something that is artistic or creative?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.
Question 2:
While the Italian Renaissance was a rebirth of interest in the classical world, the Northern Renaissance saw other interests take center stage. One interest that both Italian and Northern Renaissance shared was an interest in the natural world, including a concern for creating the illusion of a 3-dimensional world on a 2-dimensional plane. In 3
well-developed
paragraphs, discuss:
Explain why some artistic elements in works such as the Limbourg Brother’s
Très Riches Heures
(1411-1416) look realistic to you and which do not look realistic. Discuss whether the figures fit into the space, whether their movements are realistic, whether their clothes fit their bodies properly, and whether there are shadows that make sense.
Two of the great innovations of the Renaissance in painting were the artist's ability to depict a more contemporary world, and to create the illusion of a three-dimensional world in a painting. Two important artists played a key role in helping to bring about this shift, Cimabue and Giotto di Bondone (known as Giotto). By studying and comparing 3 of their paintings, you can see how this innovation developed.
Cimabue.
Virgin and Child Enthroned
.
1280.
Giotto.
Virgin and Child Enthroned
.
1310.
Giotto.
Marriage at Cana, Raising of Lazarus, Lamentation, and Resurrection / Noli Me Tangeri
.
1305–06. (Note: scroll down to image 18-8.)
Discuss
at least 3 specific details or elements that progressively illustrate the artist's concern for depicting a more natural world.
at least 3 specific details or elements that progressively illustrate the illusion of a three-dimensional world on the two-dimensional surface of the painting.
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.
Assignment 3
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (f.
AD207a Spring 2017
FORMAL ANALYSIS ASSIGNMENT
Directions:
• Find an artwork in a public place we can both easily visit in person. You must
contact me about which piece you wish to use for this paper before you start writing.
You must visit the artwork in person, more than once if possible, to examine both
formal elements and principles of design used in the composition. Make sure you’re
looking very closely, taking detailed notes, and even drawing sketches. Depending
on where your artwork is located, you should be able to take a NO-FLASH photo for
reference. For help with formal elements of art and principles of design, see the
attached handouts from the J. Paul Getty Museum.
• Beyond just observing, you should begin to cultivate some ideas about the formal
qualities of the artwork and what effect they have. You will develop these ideas into
a thesis and use your observations of the formal qualities of the artwork to support
your argument. For reference, refer to Sylvan Barnet’s example of a “Formal
Analysis,” found in the Formal Analysis module on D2L.
• You will then write a 1000-word (1000 minimum, 1300 maximum) essay carefully
analyzing the formal qualities of the artwork and what effect they have. Along with
your formal analysis essay, you must submit an image of the artwork you have
analyzed.
This assignment is worth 20% of your final grade and will be submitted in two stages.
Stage 1 due: Sunday, March 26, 11:59 pm (100 pts. total)
Part A:
You must visit a writing center somewhere on campus with your rough draft
essay by this time and ask them to email me a copy of your meeting report.
Part B:
Upload your rough draft to D2L. This is the same version you took to the
WATL, uncorrected.
As soon as I verify that you visited the writing center with a rough draft and
uploaded it to D2L, you will be awarded full credit for this portion of the assignment.
Stage 2 due: Sunday, April 23, 11:59pm (100 pts. total)
You must submit a final, revised draft to D2L by this time.
AD207a Spring 2017
Grading Rubric
The following rubric will be used to assess the final draft of your formal analysis:
Format (15%)
Paper must be 1000-1300 words in length, use an easily legible font, and include a title,
illustrations (photos) of artworks discussed.
Description (30%)
The artwork is fully identified and fully described in an organized way. Multiple formal
elements are examined and appropriate vocabulary is used.
Analysis (30%)
The relationship between different formal elements and their affect on the viewer’s
experience is explained. The author addresses what ideas the artist may be trying to
convey and why.
Quality of writing (25%)
Ideas are clearly organized and presented. Sentences are clear. The paper is free of
grammar and spelling errors.
Education
The J. Paul Getty Museum
at the Getty Villa
Education
Th.
Elements of Art Form Line Shape Color Texture Space ValueForm.docxjack60216
Elements of Art: Form Line Shape Color Texture Space Value
Form is an element of art that is three-dimensional and encloses volume. Cubes, spheres, and cylinders are examples of various forms.
Line is an element of art which refers to the continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is a outline, contour or silhouette.
Shape is an enclosed space defined by other elements of art. Shapes may take on the appearance of two-d or three- objects.
Color Is an element of art with three properties:
1) Hue, the name of the color, e.g. red, yellow, etc
2) Intensity or the purity and strength of the color such as brightness or dullness
3) Value, or the lightness or darkness of the color
Texture refers to the surface quality or "feel" of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.
Space refers to the distance or area between, around, above or within things. It can be a description for both 2 and 3 dimensional portrayals.
Value describes the lightness or darkness of a color. Value is needed to express Volume.
Principles of Art: Emphasis Balance Harmony Variety Movement Rhythm Proportion Unity
Emphasis in a composition refers to developing points of interest to pull the viewer's eye to important parts of the body of the work.
Balance is a sense of stability in the body of work. Balance can be created by repeating same shapes and by creating a feeling of equal weight.
Harmony is achieved in a body of work by using similar elements throughout the work, harmony gives an uncomplicated look to your work.
Variety refers to the differences in the work; you can achieve variety by using difference shapes, textures, colors and values in your work.
Movement adds excitement to the work by showing action and directing the viewers eye throughout the picture plane.
Rhythm is a type of movement in drawing and painting. It is seen in repeating of shapes and colors. Alternating lights and darks also give a sense of rhythm.
Proportion or scale refers to the relationships of the size of objects in a body of work. Proportion gives a sense of size seen as a relationship of objects, such as smallness or largeness.
Unity is seen in a painting or other work when all the parts equal a whole. Your work should not appear disjointed or confusing.
Design Elements & Art Principles Check Sheet
Name
________________________________
Please Check & Describe 2 or More Design Elements Used in the work of art:
_____ Form ____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____ Line _________________________________________ ...
Art, and especially visual arts, is the topic that requires both background knowledge and imagination. Most teachers are afraid of it, the same as most students are bored with it. However, with the concept maps and cause-and-effect sentences it may become a source of fun in the English classroom. So, to make teaching of art more effective, I suggest a couple of ideas, which will also be the key points for the workshop:
1) Basic history of art - it gives us not just facts but useful vocabulary for describing works of art.
2) Elements of design and what they mean.
3) How to describe a picture or a photograph.
Art ON War landscapesWhy Art forms of war landscapes W.docxdavezstarr61655
Art ON War landscapes
Why Art forms of war landscapes
War landscapes represent not only just history but also passion and determination.
Most researchers and art enthusiasts agree that historical.
Im interestedin learning the artists description of war and what they saw.
Landscape war : Introduction
Its used to document all aspects of conflict from the violence of fighting fronts.
Landscape painting has existed since 1500 .
My focus will be on war around the world from 1400 to 1800.
Harry Dix, War Landscape, ca. 1940-1949, gouache and pencil on paper, Smithsonian American Art Museum, Bequest of Olin Dows, 1983.90.33
Paolo Uccello, The Battle of San Romano, c. 1438–40
Albrecht Altdorfer, The Battle of Alexander at Issus, 1529
Diego Velázquez, The Surrender of Breda, 1634-1635
Peter Paul Rubens, Consequences of War, 1638-1639
John Singleton Copley, The Death of Major Peirson, 1783
References
Saunders, R. H. (1990). Genius and Glory: John Singleton Copley's" The Death of Major Peirson". American Art Journal, 22(3), 5-39.
LEVY, B. S., SHAHI, G. S., & LEE, C. (1997). Consequences of War. War and Public Health, 51.
Moffitt, J. F. (1982). Diego Velázquez, Andrea Alciati and the Surrender of Breda. Artibus et Historiae, 75-90.
Hammond, N. G. L. (1998). The genius of Alexander the Great. The University of North Carolina Press.
Griffiths, G. (1978). The Political Significance of Uccello's Battle of San Romano. Journal of the Warburg and Courtauld Institutes, 313-316.
ART 1301, Art Appreciation I 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
3. Interpret artworks using the elements of design.
3.1 Interpret the type of visual expression using different media and forms.
3.2 Name technical devices used to render space and volume in painting.
3.3 Classify the physical properties and relationship of color.
Reading Assignment
Chapter 3: The Visual Elements
Click here to access the Unit III video titled “Introduction to Color: Using Color in Your Presentation.”
Click here to access the printable transcript.
In Unit III and IV of this course, you will watch a video on visual elements.
Click here to access the segment for Unit III.
Mouton, M. (2013). Visual literacy elements and principles [YouTube video]. Retrieved from
https://www.youtube.com/watch?v=zqdA9YnxyoM&feature=youtu.be
Click here to access the video transcript.
Unit Lesson
Chapter 3: The Visual Elements
Artists typically do not go through the visual elements as a checklist when they create their work. However,
the terms that we will be discussing in this chapter are a great way to dissect how we look at art. You might
not realize it, but you already see and understand the visual elements although you may not know the correct
terminology for what you see in the artwork. In this chapter, you will look further into the visual elements that
make up an a.
AS DISCUSSEDAssignment 2Question 1Humans generate and use a.docxrosemaryralphs52525
AS DISCUSSED
Assignment 2
Question 1:
Humans generate and use art to create order, explain, and in some cases control their lives in a chaotic world. In 3
well-developed
paragraphs, discuss:
What do you think art is?
Why do you think it is important to study art as an academic discipline?
How is a work of art different from something that is artistic or creative?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.
Question 2:
While the Italian Renaissance was a rebirth of interest in the classical world, the Northern Renaissance saw other interests take center stage. One interest that both Italian and Northern Renaissance shared was an interest in the natural world, including a concern for creating the illusion of a 3-dimensional world on a 2-dimensional plane. In 3
well-developed
paragraphs, discuss:
Explain why some artistic elements in works such as the Limbourg Brother’s
Très Riches Heures
(1411-1416) look realistic to you and which do not look realistic. Discuss whether the figures fit into the space, whether their movements are realistic, whether their clothes fit their bodies properly, and whether there are shadows that make sense.
Two of the great innovations of the Renaissance in painting were the artist's ability to depict a more contemporary world, and to create the illusion of a three-dimensional world in a painting. Two important artists played a key role in helping to bring about this shift, Cimabue and Giotto di Bondone (known as Giotto). By studying and comparing 3 of their paintings, you can see how this innovation developed.
Cimabue.
Virgin and Child Enthroned
.
1280.
Giotto.
Virgin and Child Enthroned
.
1310.
Giotto.
Marriage at Cana, Raising of Lazarus, Lamentation, and Resurrection / Noli Me Tangeri
.
1305–06. (Note: scroll down to image 18-8.)
Discuss
at least 3 specific details or elements that progressively illustrate the artist's concern for depicting a more natural world.
at least 3 specific details or elements that progressively illustrate the illusion of a three-dimensional world on the two-dimensional surface of the painting.
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.
Assignment 3
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In the Northern Europe, however, depiction of the human form remained rooted in the Middle Ages and remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (f.
AD207a Spring 2017
FORMAL ANALYSIS ASSIGNMENT
Directions:
• Find an artwork in a public place we can both easily visit in person. You must
contact me about which piece you wish to use for this paper before you start writing.
You must visit the artwork in person, more than once if possible, to examine both
formal elements and principles of design used in the composition. Make sure you’re
looking very closely, taking detailed notes, and even drawing sketches. Depending
on where your artwork is located, you should be able to take a NO-FLASH photo for
reference. For help with formal elements of art and principles of design, see the
attached handouts from the J. Paul Getty Museum.
• Beyond just observing, you should begin to cultivate some ideas about the formal
qualities of the artwork and what effect they have. You will develop these ideas into
a thesis and use your observations of the formal qualities of the artwork to support
your argument. For reference, refer to Sylvan Barnet’s example of a “Formal
Analysis,” found in the Formal Analysis module on D2L.
• You will then write a 1000-word (1000 minimum, 1300 maximum) essay carefully
analyzing the formal qualities of the artwork and what effect they have. Along with
your formal analysis essay, you must submit an image of the artwork you have
analyzed.
This assignment is worth 20% of your final grade and will be submitted in two stages.
Stage 1 due: Sunday, March 26, 11:59 pm (100 pts. total)
Part A:
You must visit a writing center somewhere on campus with your rough draft
essay by this time and ask them to email me a copy of your meeting report.
Part B:
Upload your rough draft to D2L. This is the same version you took to the
WATL, uncorrected.
As soon as I verify that you visited the writing center with a rough draft and
uploaded it to D2L, you will be awarded full credit for this portion of the assignment.
Stage 2 due: Sunday, April 23, 11:59pm (100 pts. total)
You must submit a final, revised draft to D2L by this time.
AD207a Spring 2017
Grading Rubric
The following rubric will be used to assess the final draft of your formal analysis:
Format (15%)
Paper must be 1000-1300 words in length, use an easily legible font, and include a title,
illustrations (photos) of artworks discussed.
Description (30%)
The artwork is fully identified and fully described in an organized way. Multiple formal
elements are examined and appropriate vocabulary is used.
Analysis (30%)
The relationship between different formal elements and their affect on the viewer’s
experience is explained. The author addresses what ideas the artist may be trying to
convey and why.
Quality of writing (25%)
Ideas are clearly organized and presented. Sentences are clear. The paper is free of
grammar and spelling errors.
Education
The J. Paul Getty Museum
at the Getty Villa
Education
Th.
Elements of Art Form Line Shape Color Texture Space ValueForm.docxjack60216
Elements of Art: Form Line Shape Color Texture Space Value
Form is an element of art that is three-dimensional and encloses volume. Cubes, spheres, and cylinders are examples of various forms.
Line is an element of art which refers to the continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is a outline, contour or silhouette.
Shape is an enclosed space defined by other elements of art. Shapes may take on the appearance of two-d or three- objects.
Color Is an element of art with three properties:
1) Hue, the name of the color, e.g. red, yellow, etc
2) Intensity or the purity and strength of the color such as brightness or dullness
3) Value, or the lightness or darkness of the color
Texture refers to the surface quality or "feel" of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.
Space refers to the distance or area between, around, above or within things. It can be a description for both 2 and 3 dimensional portrayals.
Value describes the lightness or darkness of a color. Value is needed to express Volume.
Principles of Art: Emphasis Balance Harmony Variety Movement Rhythm Proportion Unity
Emphasis in a composition refers to developing points of interest to pull the viewer's eye to important parts of the body of the work.
Balance is a sense of stability in the body of work. Balance can be created by repeating same shapes and by creating a feeling of equal weight.
Harmony is achieved in a body of work by using similar elements throughout the work, harmony gives an uncomplicated look to your work.
Variety refers to the differences in the work; you can achieve variety by using difference shapes, textures, colors and values in your work.
Movement adds excitement to the work by showing action and directing the viewers eye throughout the picture plane.
Rhythm is a type of movement in drawing and painting. It is seen in repeating of shapes and colors. Alternating lights and darks also give a sense of rhythm.
Proportion or scale refers to the relationships of the size of objects in a body of work. Proportion gives a sense of size seen as a relationship of objects, such as smallness or largeness.
Unity is seen in a painting or other work when all the parts equal a whole. Your work should not appear disjointed or confusing.
Design Elements & Art Principles Check Sheet
Name
________________________________
Please Check & Describe 2 or More Design Elements Used in the work of art:
_____ Form ____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____ Line _________________________________________ ...
Art, and especially visual arts, is the topic that requires both background knowledge and imagination. Most teachers are afraid of it, the same as most students are bored with it. However, with the concept maps and cause-and-effect sentences it may become a source of fun in the English classroom. So, to make teaching of art more effective, I suggest a couple of ideas, which will also be the key points for the workshop:
1) Basic history of art - it gives us not just facts but useful vocabulary for describing works of art.
2) Elements of design and what they mean.
3) How to describe a picture or a photograph.
FORMAL ANALYSIS ASSIGNMENTWhat is formal analysis Formal anal.docxbudbarber38650
FORMAL ANALYSIS ASSIGNMENT
What is formal analysis? Formal analysis is visual analysis. A formal analysis statement takes stock of the visual properties of a work of art, or what the eye sees. The word “formal” is not the opposite of the word “informal;” rather, it comes from the word “form,” which is another word for shape – one of the most important visual traits.
What is a formal analysis not? First, a formal analysis does not make use of research. You will not need to find outside materials to help you present the historical or cultural relevance of the work of art. Second, this type of analysis does not take into account viewer response. Judgments such as “it makes me feel…,” or “I like/dislike the object because…,” although an important component of the total experience of art, are not appropriate for this particular assignment. Last, a formal analysis is not an interpretive essay. It is not the place to read iconography for deeper meaning or to explore what the artist was intending or meaning when he or she created the piece.
Instructions:
1) Choose an artwork to write about. The easiest artworks to discuss in a formal analysis statement are not necessarily the ones that you like best, but the ones that make clear use of the kinds of topics listed below.
2) Make observations about the piece you want to analyze and choose three topics from the list below. For example, you might choose 1) color, 2) line, and 3) shape. Or, you may choose three aspects of one topic such as texture: 1) smooth texture, 2) bumpy texture, and 3) scratchy texture. You may also choose to write about two aspects of one topic—for example, color: 1) warm colors, 2) cool colors, and a third completely separate topic such as 3) iconography. In all cases you will have three topics, each of which will form one paragraph. Your final essay will consist of these three body paragraphs, plus an introductory paragraph and a concluding paragraph.
Topics list:
Color (red, blue, green, etc.; primary/secondary/ tertiary colors; neutral colors; earth tones; dark colors; light colors; bright colors; dull colors, etc.)
Shape (square, circle, rectangle, organic or natural-looking shapes, angular shapes, etc.)
Volume (sphere, ovoid, pyramid, cylinder, etc.)
Composition (how forms and shapes are laid out and relate to each other)
Materials used (paint, paper, canvas, stone, papier mache, wood, ink, etc.)
Iconography, or what is portrayed (sailboats, trees, people, abstract shapes, etc.)
Depth, if any, and method of creating depth (overlapping shapes, orthogonals pointing back into space, brighter colors in the foreground and paler colors in the distance, etc.)
Light source (sun, lamp, candle, fireplace, no light source, etc.)
Light direction (from left, right, top, bottom, or from outside the work of art)
Texture (actual or the illusion of texture; rough smooth, silky, soft, bumpy, grainy, sinewy, etc.)
Lines (implied, contour, curving, angular, th.
Writing Assignment 1 Formal Analysis PaperFor this assignment, .docxodiliagilby
Writing Assignment 1: Formal Analysis Paper
For this assignment, you must write a formal analysis the work of art you have chosen to research this semester. Formal analysis focuses not only on what you are seeing, but also on why it is there and how it is presented. Formal analysis is a way of explaining how the visual elements you describe work together to form a whole composition and convey meaning. Submit your paper on Moodle using the Writing Assignment 1 Turnitin link.
Your paper should be between 750 and 1000 words, not including your name, any footnotes, etc.
Your analysis will address the form of the work: line, shape, composition, color, texture, handling of the medium, etc.
Please use the writing assignment checklist, available on Moodle under Writing Assignment 1, as a guide when you write your paper. Review the checklist before writing your paper to make sure that you are following it correctly. The checklist has very specific rules and guidelines for how to write your paper, how long it should be, etc.
Please also use Barnet’s chapter on formal analysis as a guide (on Moodle).
Although you will be researching your object, for this paper, base your comments solely on what you see, rather than any research. This paper should not involve any research at all.
The following example is from a student paper on Kathe Kollwitz's lithograph, Death Reaches for a Child (1934).
“The placement of the figures in space plays an essential role in the picture. The three figures occupy the bulk of the framed area. The woman technically occupies the most drawn space; however, the figure of Death dominates and controls the space of the other figures. His head almost touches the uppermost border, but he does not strain against it. In a sense, the figure of Death becomes the top part of the frame. The vertical nature of Death's domination over the mother and child makes the compression of space all the more menacing. The woman strains against the borders that Death constricts. She attempts to break out of these confines with her extended elbow, which pushes against the right-hand edge of the picture, but resistance is futile. Her arm is necessarily attached to the arm of Death, as all three figures are inextricably bound both physically and symbolically.”
For this assignment, your paper should have:
A) an introduction that provides a clear thesis statement that you will support through observable details. The introduction should include a brief description of the work of art. Tell your reader what you will say in the paper.
· Exampleof an effectivethesis statement: “In Club Night, George Bellows uses high contrast, shape, and line to capture the energy of the athletes and provide an evocative and sensational interpretation of the club scene.”
·
B) a comprehensive description of the work. Pretend that your reader does not have the image available. Show me that you have looked closely at the work and really spent time with it.
C) a body of devel ...
Assignment InstructionsGoals and ObjectivesTo examine the gra.docxrock73
Assignment Instructions
Goals and Objectives:
To examine the grammar or "the language of art and architecture," and how these visual elements and principles communicate ideas and emotions through the visual information contained within images, based on the works of art presented in Chapter 2.
Reading:
Carefully read Chapter 2, paying close attention to the works of art used as examples of the concepts covered in the chapter.
Assignment Instructions:
Note: This assignment requires a list format. Review the example in your Course Outline as a clear illustration of the formatting and depth of content required.
Choose two of the following concepts covered in this chapter to use as your titles for each of the two analyses required for this chapter. Each analysis must address a specific, different concept and students must demonstrate understanding of how their selected works of art clearly illustrate the chosen specific concepts, repeated before each of the analysis as required:
• The Language of Art and Architecture, the ideas being conveyed to viewers, can be deciphered by the use of the formal elements and design principles.
• The basic vocabulary of visual art representations, including both two- and three-dimensional pieces, are the art elements and design principles.
• We can learn about the language of art and architecture by defining their visual elements and the design principles of their arrangement in composition.
You must repeat the topic or specific concept assigned at the beginning of each of your analyses.
Use the grading rubric provided for this assignment as your guidelines and review the Exemplary Student Examples (if applicable) in order to develop an in-depth response and to earn the most points possible for your efforts.
The titles of all works of art of must be in italics or quotation marks. Give the title of the artwork and either the artist's name or the name of the culture in which the art was produced if there is no artist name. Information about each image in our textbook can be found in the credit lines next to the images in the textbook.
Using your own words, choose two different works of art from Chapter 2 and explain how and where each of the five art elements (Line, Color, Shape, Texture, and Space) and the six principles of design (Balance (symmetrical, asymmetrical), Proportion, Emphasis, Time, Motion, Rhythm, and Scale).
Then explain how each of these 12 terms is used by the artists to convey meaning to viewers, how they function within each artwork. Make sure you use the same list formatting illustrated in the Exemplary Student Examples in order to earn full credit.
Important Notice: You must explain how at least one of the art terms, which you explained in your Chapter 2 assignment, functions within and is used by the artist/s to help convey meaning to the viewer in each future analysis, in order to earn full credit.
Note: Students must underline the specific term/s used in each analysis, in all future analyses ...
Scanned by CamScannerFORMAL ANALYSIS ASSIGNMENTWhat .docxkenjordan97598
Scanned by CamScanner
FORMAL ANALYSIS ASSIGNMENT
What is formal analysis? Formal analysis is visual analysis. A formal analysis statement takes stock of the visual properties of a work of art, or what the eye sees. The word “formal” is not the opposite of the word “informal;” rather, it comes from the word “form,” which is another word for shape – one of the most important visual traits.
What is a formal analysis not? First, a formal analysis does not make use of research. You will not need to find outside materials to help you present the historical or cultural relevance of the work of art. Second, this type of analysis does not take into account viewer response. Judgments such as “it makes me feel…,” or “I like/dislike the object because…,” although an important component of the total experience of art, are not appropriate for this particular assignment. Last, a formal analysis is not an interpretive essay. It is not the place to read iconography for deeper meaning or to explore what the artist was intending or meaning when he or she created the piece.
Instructions:
1) Choose an artwork to write about. The easiest artworks to discuss in a formal analysis statement are not necessarily the ones that you like best, but the ones that make clear use of the kinds of topics listed below.
2) Make observations about the piece you want to analyze and choose three topics from the list below. For example, you might choose 1) color, 2) line, and 3) shape. Or, you may choose three aspects of one topic such as texture: 1) smooth texture, 2) bumpy texture, and 3) scratchy texture. You may also choose to write about two aspects of one topic—for example, color: 1) warm colors, 2) cool colors, and a third completely separate topic such as 3) iconography. In all cases you will have three topics, each of which will form one paragraph. Your final essay will consist of these three body paragraphs, plus an introductory paragraph and a concluding paragraph.
Topics list:
Color (red, blue, green, etc.; primary/secondary/ tertiary colors; neutral colors; earth tones; dark colors; light colors; bright colors; dull colors, etc.)
Shape (square, circle, rectangle, organic or natural-looking shapes, angular shapes, etc.)
Volume (sphere, ovoid, pyramid, cylinder, etc.)
Composition (how forms and shapes are laid out and relate to each other)
Materials used (paint, paper, canvas, stone, papiermache, wood, ink, etc.)
Iconography, or what is portrayed (sailboats, trees, people, abstract shapes, etc.)
Depth, if any, and method of creating depth (overlapping shapes, orthogonals pointing back into space, brighter colors in the foreground and paler colors in the distance, etc.)
Light source (sun, lamp, candle, fireplace, no light source, etc.)
Light direction (from left, right, top, bottom, or from outside the work of art)
Texture (actual or the illusion of texture; rough smooth, silky, soft, bumpy, grainy, sinewy, etc.)
Lines (implied, contou.
Chapter Four – Enclosed is your assignment on Culture 1- What i.docxchristinemaritza
Chapter Four – Enclosed is your assignment on Culture:
1- What is the difference between “Culture and Society”?
2- What is Ethnocentrism vs Relativism, explain in your own words?
3- What is convention, Cultural diffusion, Cultural Universal, and Cultural Alternatives?
4- What are the five main “Social Institutions” and explain their functions to the Structure of “Society”?
5- View documentary below and compare and contrast this footage as it relates to your own “Cultural practices” One page reaction paper, make sure you include appropriate academic references. Note that the references will not count toward your page limitation.
https://www.youtube.com/watch?v=BM63f5SBlkw
https://www.youtube.com/watch?v=qYgQkH4S7cY
the Garifuna heritage pt.1
the Garifuna heritage pt.2
AD207a Spring 2017
FORMAL ANALYSIS ASSIGNMENT
Directions:
• Find an artwork in a public place we can both easily visit in person. You must
contact me about which piece you wish to use for this paper before you start writing.
You must visit the artwork in person, more than once if possible, to examine both
formal elements and principles of design used in the composition. Make sure you’re
looking very closely, taking detailed notes, and even drawing sketches. Depending
on where your artwork is located, you should be able to take a NO-FLASH photo for
reference. For help with formal elements of art and principles of design, see the
attached handouts from the J. Paul Getty Museum.
• Beyond just observing, you should begin to cultivate some ideas about the formal
qualities of the artwork and what effect they have. You will develop these ideas into
a thesis and use your observations of the formal qualities of the artwork to support
your argument. For reference, refer to Sylvan Barnet’s example of a “Formal
Analysis,” found in the Formal Analysis module on D2L.
• You will then write a 1000-word (1000 minimum, 1300 maximum) essay carefully
analyzing the formal qualities of the artwork and what effect they have. Along with
your formal analysis essay, you must submit an image of the artwork you have
analyzed.
This assignment is worth 20% of your final grade and will be submitted in two stages.
Stage 1 due: Sunday, March 26, 11:59 pm (100 pts. total)
Part A:
You must visit a writing center somewhere on campus with your rough draft
essay by this time and ask them to email me a copy of your meeting report.
Part B:
Upload your rough draft to D2L. This is the same version you took to the
WATL, uncorrected.
As soon as I verify that you visited the writing center with a rough draft and
uploaded it to D2L, you will be awarded full credit for this portion of the assignment.
Stage 2 due: Sunday, April 23, 11:59pm (100 pts. total)
You must submit a final, revised draft to D2L by this time.
AD207a Spring 2017
Grading Rubric
The following rubric will be used to assess the final ...
DOC026 (2)DOC026DOC031DOC032DOC042DOC045DOC047DOC048DOC049DOC050DOC051DOC052
Koberski_Kubrick_Ch1120160220_13130413_0054Koberski_Kubrick_Ch1120160220_13151398_0055Koberski_Kubrick_Ch1120160220_13163479_0056Koberski_Kubrick_Ch1120160220_13174872_0057Koberski_Kubrick_Ch1120160220_13322624_0058Koberski_Kubrick_Ch1120160220_13331905_0059Koberski_Kubrick_Ch1120160220_13341851_0060Koberski_Kubrick_Ch1120160220_13351395_0061Koberski_Kubrick_Ch1120160220_13373775_0062Koberski_Kubrick_Ch1120160220_13385337_0063
ScanScan 1Scan 10Scan 11Scan 12Scan 13Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9
Analysis Assignment 1 (35 pts) DUE DATE 03.09.22
Part 1: Cinematic Space: An Existential Analysis
Utilizing Juhani Pallasmaa’s readings as a foundation for your exploration and analysis, explore
the following ideas (and others) as they have been applied to cinema, and to the specific films
that we’ve viewed to date. Outline your own ideas and conclusions…
(select two films - approximately 700+ words each)
-Existential Elements
-Layered Meaning
-Poetic Imagery and Considerations
-Authenticity (how the film maintains the sense of reality)
Note:
Additional Reading: Koeck, Richard; Cinematic Spaces in Architecture and Cities.
Chapter 3: Existential and Experiential Notions of Space (additional readings may also apply).
Part 2: Map out a Spatial Sequence Analysis
Break down a sequence of your choosing from one specific film that you’ve selected in Part 1, in
a diagram in thorough detail. Map out the scene, or rather give a tour of the space from a high
angle shot (aka; a rendition on a floor plan). Note: you cannot select a film that you’ve already
been assigned for the weekly class review.
Part 3: Written Narrative of Sequence Analysis
Discuss how the interior architecture/design and furnishings (+ color/material/pattern/finishes)
become crucial elements to the narrative of the film. Explain how the maps/diagrams of your
sequence analysis break down a scene in detail, and how that relates to both the film and
filming techniques in the scene and the film in general. Note, this is less an exercise in narrative/
plot, but more exercise about movement through space.
Written sequence analysis should include:
-around 700 words
-how movement through the space impacts the plot/atmosphere
-how it works as a space that was shot in a single location
-how the interior (or other) space effects the plot/characters/action
-what spatial qualities can you relate to interior design thinking
-why you chose this sequence
Spring 2022
Introduction to Art Chapter 5: Finding Meaning 56
Chapter 5: Finding Meaning
How We See: Objective and Subjective Means
Up until now we’ve been looking at artworks through the most immediate of visual effects: what
we see in front of our eyes. Now we can begin to break down some barriers to find specific
meaning in art, including those of different styles and cultures. ...
rowse the paintings and pictorial art illustrated in The Art of Be.docxfathwaitewalter
rowse the paintings and pictorial art illustrated in
The Art of Being Human text
, and the
Study Slides
in this link:
Painting + Pictorial Arts.
This has lots of images and is a
big file
, so be patient.
_ Review what you have learned about materials and techniques, and options for composing subjects, and expressing ideas and emotions. Then discuss what you found interesting or significant about how an artist's
choices of subject
and
handling of visual elements and composition
, contribute to the emotional impact of art works, and its meaningfulness for you.
Support your discussion with 3 specific examples: one each, of a
representational
abstract
, and
non-objective
art work from our studies. Use examples from our Textbook and Slide set. Be sure to cite the names of the artists, titles of works, and text section /or slide number. Review the following examples, but make different choices for your 3-part response.
* Definitions for your 3-Part Visual Arts Response.
Please look at Slide set page13 as you read the definitions below. The paintings (spiraling from your upper right down, then to left, then to the center image) are:
Kandinsky, Composition #8, 1913.
Picasso, Self Portrait, 1901.
Nancy Jay, Two Suns, 2004.
Rembrandt, Self-Portrait, 1659.
Spirit animal. Pacific Northwest Coastal art, no date.
- "
Representational
" generally means a painting that looks like, or mimics, something we see in the world, without deliberate distortion (Compare Rembrandt and Picasso paintings to others. Consider degrees of representation).
_ "
Abstract
"
art
combines representation with alterations that are
independent
from visual references to the world. The artist uses the visual language of shape, form, color and line to accomplish both the illusion of representation and alterations to create different effects. (Example: Pacific Northwest spirit animal).
-- "
Non-objective
"
art:
essentially, the artwork may evoke, or suggest some aspects of the seen world, but mainly, it is not intended to depict persons, places or things as they appear in the world. (Examples: Kandinsky,
Composition #8
; Nancy Jay,
Two Suns
(or is her work abstract?)
...
For students and teachers studying art or interested in design. This is a complete lesson with prompts for students and a bonus project lesson plan at the end that goes along with the presentation. The principles of Design are explained by showing art history paintings with links to those paintings for further study. This is a must have presentation for art teachers and professors.
Readreview the following resources for this activity· Poll.docxsedgar5
Read/review the following resources for this activity:
· Pollock (Cengage, 9e)
Writing Requirements (APA format)
· 3-4 pages (approx. 300 words per page), not including title page or references page
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page with topic and name of student
Week 1 Assignment: Essay
Introduction
In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!)
Activity Instructions
Mercy Killing
You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death.
The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written.
If you were on the jury, how would you decide this case? What punishment does she deserve? Why?
Content Requirements: each assignment must cover the following four requirements fully.
1. Ethical Dilemma
. State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case.
2. Present a resolution of the case study
. State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed.
3. Identify which ethical system(s) support your resolution.
Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used.
4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution.
Show specifically how the material/content applies. Be sure to cite your resources/textbook properly.
Week 2 Assignment: Essay
Introduction
In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.
Read a selection of your colleagues’ postings.Respond to two of .docxsedgar5
Read a selection of your colleagues’ postings.
Respond to two of your colleagues (select colleagues, if possible, who have not yet received feedback on their original post) in one or more of the following ways:
· Based on your experience and the resources from the course, provide that person with additional suggestions and/or alternative approaches that he or she may not have considered specific to his or her evaluation.
· Compare your colleagues’ ideas with what IDEO found to be successful. Does IDEO offer additional ideas that would enhance the potential for success of your colleagues’ suggestions?
· Provide positive feedback that describes how the post gave you new perspectives on how to support and encourage a creative environment in the workplace. Provide details about how those perspectives influence the way you now think about creativity in the workplace.
MUST USE TEMPLATES/HEADINGS BELOW
Responses to Colleagues Template
Additional Alternatives or Suggestions to Colleague
Comparison of Colleagues Ideas to IDEO Ideas
Positive Feedback on New Perspectives Supporting Creative Environment
APA References
1st Colleague to respond to:
Factors That Contribute to a Creative Climate Specific to Both Individuals and Teams
Just last week, I started my new career as a Licensing Specialist. Thus far, it has been a wonderful experience and I am grateful for all the opportunities that are brought forth with my new career position. There is great leadership demonstrated at my job that allows the company to run smoothly. Each department has a team lead as well as a supervisor, although, you would not know it because they are reserved and treat everyone equally as if everyone is on the same management level. Puccio, Mance, and Murdock (2011) says “employee performance is more important than seniority, and the behavior of IDEO leadership consistently demonstrates that flexibility is “in” and rigid rules are “out” ” (Puccio, Mance, and Murdock, 2011, pp. 3-4). Our leaders are not strict on us and permit us the freedom to take risks, make mistakes, and learn from them. There are rules and regulations presented, however, our leaders provide an environment that is not just easy to work in, but comfortable and safe to work in.
Our work environment is surrounded by each individual having their own cubicle desk amongst their own team. Some but not all of the supervisors have their own office. Due to the open space that everyone has, it encourages everyone to mingle by communicating with each other, learning from each other, and sharing creative ideas with one another for the success of the company. The work environment is crucial at my organization mainly because of everyone not being able to have their own individual offices with having doors for privacy. “IDEO has learned that having the right size workspace makes a difference. Too much workspace decreases energy and slightly tight space generates energy. There are opportunities for spontaneous interactio.
More Related Content
Similar to Reading and summarizing a research article Authors’ last name.docx
FORMAL ANALYSIS ASSIGNMENTWhat is formal analysis Formal anal.docxbudbarber38650
FORMAL ANALYSIS ASSIGNMENT
What is formal analysis? Formal analysis is visual analysis. A formal analysis statement takes stock of the visual properties of a work of art, or what the eye sees. The word “formal” is not the opposite of the word “informal;” rather, it comes from the word “form,” which is another word for shape – one of the most important visual traits.
What is a formal analysis not? First, a formal analysis does not make use of research. You will not need to find outside materials to help you present the historical or cultural relevance of the work of art. Second, this type of analysis does not take into account viewer response. Judgments such as “it makes me feel…,” or “I like/dislike the object because…,” although an important component of the total experience of art, are not appropriate for this particular assignment. Last, a formal analysis is not an interpretive essay. It is not the place to read iconography for deeper meaning or to explore what the artist was intending or meaning when he or she created the piece.
Instructions:
1) Choose an artwork to write about. The easiest artworks to discuss in a formal analysis statement are not necessarily the ones that you like best, but the ones that make clear use of the kinds of topics listed below.
2) Make observations about the piece you want to analyze and choose three topics from the list below. For example, you might choose 1) color, 2) line, and 3) shape. Or, you may choose three aspects of one topic such as texture: 1) smooth texture, 2) bumpy texture, and 3) scratchy texture. You may also choose to write about two aspects of one topic—for example, color: 1) warm colors, 2) cool colors, and a third completely separate topic such as 3) iconography. In all cases you will have three topics, each of which will form one paragraph. Your final essay will consist of these three body paragraphs, plus an introductory paragraph and a concluding paragraph.
Topics list:
Color (red, blue, green, etc.; primary/secondary/ tertiary colors; neutral colors; earth tones; dark colors; light colors; bright colors; dull colors, etc.)
Shape (square, circle, rectangle, organic or natural-looking shapes, angular shapes, etc.)
Volume (sphere, ovoid, pyramid, cylinder, etc.)
Composition (how forms and shapes are laid out and relate to each other)
Materials used (paint, paper, canvas, stone, papier mache, wood, ink, etc.)
Iconography, or what is portrayed (sailboats, trees, people, abstract shapes, etc.)
Depth, if any, and method of creating depth (overlapping shapes, orthogonals pointing back into space, brighter colors in the foreground and paler colors in the distance, etc.)
Light source (sun, lamp, candle, fireplace, no light source, etc.)
Light direction (from left, right, top, bottom, or from outside the work of art)
Texture (actual or the illusion of texture; rough smooth, silky, soft, bumpy, grainy, sinewy, etc.)
Lines (implied, contour, curving, angular, th.
Writing Assignment 1 Formal Analysis PaperFor this assignment, .docxodiliagilby
Writing Assignment 1: Formal Analysis Paper
For this assignment, you must write a formal analysis the work of art you have chosen to research this semester. Formal analysis focuses not only on what you are seeing, but also on why it is there and how it is presented. Formal analysis is a way of explaining how the visual elements you describe work together to form a whole composition and convey meaning. Submit your paper on Moodle using the Writing Assignment 1 Turnitin link.
Your paper should be between 750 and 1000 words, not including your name, any footnotes, etc.
Your analysis will address the form of the work: line, shape, composition, color, texture, handling of the medium, etc.
Please use the writing assignment checklist, available on Moodle under Writing Assignment 1, as a guide when you write your paper. Review the checklist before writing your paper to make sure that you are following it correctly. The checklist has very specific rules and guidelines for how to write your paper, how long it should be, etc.
Please also use Barnet’s chapter on formal analysis as a guide (on Moodle).
Although you will be researching your object, for this paper, base your comments solely on what you see, rather than any research. This paper should not involve any research at all.
The following example is from a student paper on Kathe Kollwitz's lithograph, Death Reaches for a Child (1934).
“The placement of the figures in space plays an essential role in the picture. The three figures occupy the bulk of the framed area. The woman technically occupies the most drawn space; however, the figure of Death dominates and controls the space of the other figures. His head almost touches the uppermost border, but he does not strain against it. In a sense, the figure of Death becomes the top part of the frame. The vertical nature of Death's domination over the mother and child makes the compression of space all the more menacing. The woman strains against the borders that Death constricts. She attempts to break out of these confines with her extended elbow, which pushes against the right-hand edge of the picture, but resistance is futile. Her arm is necessarily attached to the arm of Death, as all three figures are inextricably bound both physically and symbolically.”
For this assignment, your paper should have:
A) an introduction that provides a clear thesis statement that you will support through observable details. The introduction should include a brief description of the work of art. Tell your reader what you will say in the paper.
· Exampleof an effectivethesis statement: “In Club Night, George Bellows uses high contrast, shape, and line to capture the energy of the athletes and provide an evocative and sensational interpretation of the club scene.”
·
B) a comprehensive description of the work. Pretend that your reader does not have the image available. Show me that you have looked closely at the work and really spent time with it.
C) a body of devel ...
Assignment InstructionsGoals and ObjectivesTo examine the gra.docxrock73
Assignment Instructions
Goals and Objectives:
To examine the grammar or "the language of art and architecture," and how these visual elements and principles communicate ideas and emotions through the visual information contained within images, based on the works of art presented in Chapter 2.
Reading:
Carefully read Chapter 2, paying close attention to the works of art used as examples of the concepts covered in the chapter.
Assignment Instructions:
Note: This assignment requires a list format. Review the example in your Course Outline as a clear illustration of the formatting and depth of content required.
Choose two of the following concepts covered in this chapter to use as your titles for each of the two analyses required for this chapter. Each analysis must address a specific, different concept and students must demonstrate understanding of how their selected works of art clearly illustrate the chosen specific concepts, repeated before each of the analysis as required:
• The Language of Art and Architecture, the ideas being conveyed to viewers, can be deciphered by the use of the formal elements and design principles.
• The basic vocabulary of visual art representations, including both two- and three-dimensional pieces, are the art elements and design principles.
• We can learn about the language of art and architecture by defining their visual elements and the design principles of their arrangement in composition.
You must repeat the topic or specific concept assigned at the beginning of each of your analyses.
Use the grading rubric provided for this assignment as your guidelines and review the Exemplary Student Examples (if applicable) in order to develop an in-depth response and to earn the most points possible for your efforts.
The titles of all works of art of must be in italics or quotation marks. Give the title of the artwork and either the artist's name or the name of the culture in which the art was produced if there is no artist name. Information about each image in our textbook can be found in the credit lines next to the images in the textbook.
Using your own words, choose two different works of art from Chapter 2 and explain how and where each of the five art elements (Line, Color, Shape, Texture, and Space) and the six principles of design (Balance (symmetrical, asymmetrical), Proportion, Emphasis, Time, Motion, Rhythm, and Scale).
Then explain how each of these 12 terms is used by the artists to convey meaning to viewers, how they function within each artwork. Make sure you use the same list formatting illustrated in the Exemplary Student Examples in order to earn full credit.
Important Notice: You must explain how at least one of the art terms, which you explained in your Chapter 2 assignment, functions within and is used by the artist/s to help convey meaning to the viewer in each future analysis, in order to earn full credit.
Note: Students must underline the specific term/s used in each analysis, in all future analyses ...
Scanned by CamScannerFORMAL ANALYSIS ASSIGNMENTWhat .docxkenjordan97598
Scanned by CamScanner
FORMAL ANALYSIS ASSIGNMENT
What is formal analysis? Formal analysis is visual analysis. A formal analysis statement takes stock of the visual properties of a work of art, or what the eye sees. The word “formal” is not the opposite of the word “informal;” rather, it comes from the word “form,” which is another word for shape – one of the most important visual traits.
What is a formal analysis not? First, a formal analysis does not make use of research. You will not need to find outside materials to help you present the historical or cultural relevance of the work of art. Second, this type of analysis does not take into account viewer response. Judgments such as “it makes me feel…,” or “I like/dislike the object because…,” although an important component of the total experience of art, are not appropriate for this particular assignment. Last, a formal analysis is not an interpretive essay. It is not the place to read iconography for deeper meaning or to explore what the artist was intending or meaning when he or she created the piece.
Instructions:
1) Choose an artwork to write about. The easiest artworks to discuss in a formal analysis statement are not necessarily the ones that you like best, but the ones that make clear use of the kinds of topics listed below.
2) Make observations about the piece you want to analyze and choose three topics from the list below. For example, you might choose 1) color, 2) line, and 3) shape. Or, you may choose three aspects of one topic such as texture: 1) smooth texture, 2) bumpy texture, and 3) scratchy texture. You may also choose to write about two aspects of one topic—for example, color: 1) warm colors, 2) cool colors, and a third completely separate topic such as 3) iconography. In all cases you will have three topics, each of which will form one paragraph. Your final essay will consist of these three body paragraphs, plus an introductory paragraph and a concluding paragraph.
Topics list:
Color (red, blue, green, etc.; primary/secondary/ tertiary colors; neutral colors; earth tones; dark colors; light colors; bright colors; dull colors, etc.)
Shape (square, circle, rectangle, organic or natural-looking shapes, angular shapes, etc.)
Volume (sphere, ovoid, pyramid, cylinder, etc.)
Composition (how forms and shapes are laid out and relate to each other)
Materials used (paint, paper, canvas, stone, papiermache, wood, ink, etc.)
Iconography, or what is portrayed (sailboats, trees, people, abstract shapes, etc.)
Depth, if any, and method of creating depth (overlapping shapes, orthogonals pointing back into space, brighter colors in the foreground and paler colors in the distance, etc.)
Light source (sun, lamp, candle, fireplace, no light source, etc.)
Light direction (from left, right, top, bottom, or from outside the work of art)
Texture (actual or the illusion of texture; rough smooth, silky, soft, bumpy, grainy, sinewy, etc.)
Lines (implied, contou.
Chapter Four – Enclosed is your assignment on Culture 1- What i.docxchristinemaritza
Chapter Four – Enclosed is your assignment on Culture:
1- What is the difference between “Culture and Society”?
2- What is Ethnocentrism vs Relativism, explain in your own words?
3- What is convention, Cultural diffusion, Cultural Universal, and Cultural Alternatives?
4- What are the five main “Social Institutions” and explain their functions to the Structure of “Society”?
5- View documentary below and compare and contrast this footage as it relates to your own “Cultural practices” One page reaction paper, make sure you include appropriate academic references. Note that the references will not count toward your page limitation.
https://www.youtube.com/watch?v=BM63f5SBlkw
https://www.youtube.com/watch?v=qYgQkH4S7cY
the Garifuna heritage pt.1
the Garifuna heritage pt.2
AD207a Spring 2017
FORMAL ANALYSIS ASSIGNMENT
Directions:
• Find an artwork in a public place we can both easily visit in person. You must
contact me about which piece you wish to use for this paper before you start writing.
You must visit the artwork in person, more than once if possible, to examine both
formal elements and principles of design used in the composition. Make sure you’re
looking very closely, taking detailed notes, and even drawing sketches. Depending
on where your artwork is located, you should be able to take a NO-FLASH photo for
reference. For help with formal elements of art and principles of design, see the
attached handouts from the J. Paul Getty Museum.
• Beyond just observing, you should begin to cultivate some ideas about the formal
qualities of the artwork and what effect they have. You will develop these ideas into
a thesis and use your observations of the formal qualities of the artwork to support
your argument. For reference, refer to Sylvan Barnet’s example of a “Formal
Analysis,” found in the Formal Analysis module on D2L.
• You will then write a 1000-word (1000 minimum, 1300 maximum) essay carefully
analyzing the formal qualities of the artwork and what effect they have. Along with
your formal analysis essay, you must submit an image of the artwork you have
analyzed.
This assignment is worth 20% of your final grade and will be submitted in two stages.
Stage 1 due: Sunday, March 26, 11:59 pm (100 pts. total)
Part A:
You must visit a writing center somewhere on campus with your rough draft
essay by this time and ask them to email me a copy of your meeting report.
Part B:
Upload your rough draft to D2L. This is the same version you took to the
WATL, uncorrected.
As soon as I verify that you visited the writing center with a rough draft and
uploaded it to D2L, you will be awarded full credit for this portion of the assignment.
Stage 2 due: Sunday, April 23, 11:59pm (100 pts. total)
You must submit a final, revised draft to D2L by this time.
AD207a Spring 2017
Grading Rubric
The following rubric will be used to assess the final ...
DOC026 (2)DOC026DOC031DOC032DOC042DOC045DOC047DOC048DOC049DOC050DOC051DOC052
Koberski_Kubrick_Ch1120160220_13130413_0054Koberski_Kubrick_Ch1120160220_13151398_0055Koberski_Kubrick_Ch1120160220_13163479_0056Koberski_Kubrick_Ch1120160220_13174872_0057Koberski_Kubrick_Ch1120160220_13322624_0058Koberski_Kubrick_Ch1120160220_13331905_0059Koberski_Kubrick_Ch1120160220_13341851_0060Koberski_Kubrick_Ch1120160220_13351395_0061Koberski_Kubrick_Ch1120160220_13373775_0062Koberski_Kubrick_Ch1120160220_13385337_0063
ScanScan 1Scan 10Scan 11Scan 12Scan 13Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9
Analysis Assignment 1 (35 pts) DUE DATE 03.09.22
Part 1: Cinematic Space: An Existential Analysis
Utilizing Juhani Pallasmaa’s readings as a foundation for your exploration and analysis, explore
the following ideas (and others) as they have been applied to cinema, and to the specific films
that we’ve viewed to date. Outline your own ideas and conclusions…
(select two films - approximately 700+ words each)
-Existential Elements
-Layered Meaning
-Poetic Imagery and Considerations
-Authenticity (how the film maintains the sense of reality)
Note:
Additional Reading: Koeck, Richard; Cinematic Spaces in Architecture and Cities.
Chapter 3: Existential and Experiential Notions of Space (additional readings may also apply).
Part 2: Map out a Spatial Sequence Analysis
Break down a sequence of your choosing from one specific film that you’ve selected in Part 1, in
a diagram in thorough detail. Map out the scene, or rather give a tour of the space from a high
angle shot (aka; a rendition on a floor plan). Note: you cannot select a film that you’ve already
been assigned for the weekly class review.
Part 3: Written Narrative of Sequence Analysis
Discuss how the interior architecture/design and furnishings (+ color/material/pattern/finishes)
become crucial elements to the narrative of the film. Explain how the maps/diagrams of your
sequence analysis break down a scene in detail, and how that relates to both the film and
filming techniques in the scene and the film in general. Note, this is less an exercise in narrative/
plot, but more exercise about movement through space.
Written sequence analysis should include:
-around 700 words
-how movement through the space impacts the plot/atmosphere
-how it works as a space that was shot in a single location
-how the interior (or other) space effects the plot/characters/action
-what spatial qualities can you relate to interior design thinking
-why you chose this sequence
Spring 2022
Introduction to Art Chapter 5: Finding Meaning 56
Chapter 5: Finding Meaning
How We See: Objective and Subjective Means
Up until now we’ve been looking at artworks through the most immediate of visual effects: what
we see in front of our eyes. Now we can begin to break down some barriers to find specific
meaning in art, including those of different styles and cultures. ...
rowse the paintings and pictorial art illustrated in The Art of Be.docxfathwaitewalter
rowse the paintings and pictorial art illustrated in
The Art of Being Human text
, and the
Study Slides
in this link:
Painting + Pictorial Arts.
This has lots of images and is a
big file
, so be patient.
_ Review what you have learned about materials and techniques, and options for composing subjects, and expressing ideas and emotions. Then discuss what you found interesting or significant about how an artist's
choices of subject
and
handling of visual elements and composition
, contribute to the emotional impact of art works, and its meaningfulness for you.
Support your discussion with 3 specific examples: one each, of a
representational
abstract
, and
non-objective
art work from our studies. Use examples from our Textbook and Slide set. Be sure to cite the names of the artists, titles of works, and text section /or slide number. Review the following examples, but make different choices for your 3-part response.
* Definitions for your 3-Part Visual Arts Response.
Please look at Slide set page13 as you read the definitions below. The paintings (spiraling from your upper right down, then to left, then to the center image) are:
Kandinsky, Composition #8, 1913.
Picasso, Self Portrait, 1901.
Nancy Jay, Two Suns, 2004.
Rembrandt, Self-Portrait, 1659.
Spirit animal. Pacific Northwest Coastal art, no date.
- "
Representational
" generally means a painting that looks like, or mimics, something we see in the world, without deliberate distortion (Compare Rembrandt and Picasso paintings to others. Consider degrees of representation).
_ "
Abstract
"
art
combines representation with alterations that are
independent
from visual references to the world. The artist uses the visual language of shape, form, color and line to accomplish both the illusion of representation and alterations to create different effects. (Example: Pacific Northwest spirit animal).
-- "
Non-objective
"
art:
essentially, the artwork may evoke, or suggest some aspects of the seen world, but mainly, it is not intended to depict persons, places or things as they appear in the world. (Examples: Kandinsky,
Composition #8
; Nancy Jay,
Two Suns
(or is her work abstract?)
...
For students and teachers studying art or interested in design. This is a complete lesson with prompts for students and a bonus project lesson plan at the end that goes along with the presentation. The principles of Design are explained by showing art history paintings with links to those paintings for further study. This is a must have presentation for art teachers and professors.
Similar to Reading and summarizing a research article Authors’ last name.docx (20)
Readreview the following resources for this activity· Poll.docxsedgar5
Read/review the following resources for this activity:
· Pollock (Cengage, 9e)
Writing Requirements (APA format)
· 3-4 pages (approx. 300 words per page), not including title page or references page
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page with topic and name of student
Week 1 Assignment: Essay
Introduction
In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!)
Activity Instructions
Mercy Killing
You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death.
The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written.
If you were on the jury, how would you decide this case? What punishment does she deserve? Why?
Content Requirements: each assignment must cover the following four requirements fully.
1. Ethical Dilemma
. State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case.
2. Present a resolution of the case study
. State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed.
3. Identify which ethical system(s) support your resolution.
Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used.
4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution.
Show specifically how the material/content applies. Be sure to cite your resources/textbook properly.
Week 2 Assignment: Essay
Introduction
In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.
Read a selection of your colleagues’ postings.Respond to two of .docxsedgar5
Read a selection of your colleagues’ postings.
Respond to two of your colleagues (select colleagues, if possible, who have not yet received feedback on their original post) in one or more of the following ways:
· Based on your experience and the resources from the course, provide that person with additional suggestions and/or alternative approaches that he or she may not have considered specific to his or her evaluation.
· Compare your colleagues’ ideas with what IDEO found to be successful. Does IDEO offer additional ideas that would enhance the potential for success of your colleagues’ suggestions?
· Provide positive feedback that describes how the post gave you new perspectives on how to support and encourage a creative environment in the workplace. Provide details about how those perspectives influence the way you now think about creativity in the workplace.
MUST USE TEMPLATES/HEADINGS BELOW
Responses to Colleagues Template
Additional Alternatives or Suggestions to Colleague
Comparison of Colleagues Ideas to IDEO Ideas
Positive Feedback on New Perspectives Supporting Creative Environment
APA References
1st Colleague to respond to:
Factors That Contribute to a Creative Climate Specific to Both Individuals and Teams
Just last week, I started my new career as a Licensing Specialist. Thus far, it has been a wonderful experience and I am grateful for all the opportunities that are brought forth with my new career position. There is great leadership demonstrated at my job that allows the company to run smoothly. Each department has a team lead as well as a supervisor, although, you would not know it because they are reserved and treat everyone equally as if everyone is on the same management level. Puccio, Mance, and Murdock (2011) says “employee performance is more important than seniority, and the behavior of IDEO leadership consistently demonstrates that flexibility is “in” and rigid rules are “out” ” (Puccio, Mance, and Murdock, 2011, pp. 3-4). Our leaders are not strict on us and permit us the freedom to take risks, make mistakes, and learn from them. There are rules and regulations presented, however, our leaders provide an environment that is not just easy to work in, but comfortable and safe to work in.
Our work environment is surrounded by each individual having their own cubicle desk amongst their own team. Some but not all of the supervisors have their own office. Due to the open space that everyone has, it encourages everyone to mingle by communicating with each other, learning from each other, and sharing creative ideas with one another for the success of the company. The work environment is crucial at my organization mainly because of everyone not being able to have their own individual offices with having doors for privacy. “IDEO has learned that having the right size workspace makes a difference. Too much workspace decreases energy and slightly tight space generates energy. There are opportunities for spontaneous interactio.
Read a selection of your colleagues’ postings.Respond to at leas.docxsedgar5
Read a selection of your colleagues’ postings.
Respond to at least two of your colleagues in one or more of the following ways:
· Expand upon or suggest alternative approaches to your colleague’s plan by drawing upon the resources and materials from this course. Justify your contributions with an explanation as to why you think your suggestions will improve the plan.
· Share a professional experience that would be relevant and helpful to the plan presented by your colleague. Explain how your experience is relevant and helpful.
· Share an insight you gained from your colleague’s presentation that you would like to use in your workplace and describe how you would envision using it.
MUST USE FOR Response to Colleagues Template
Expansion of a Colleagues Plan with Justification
Share a Helpful Professional Experience
Share a Colleague’s Insight That You Would Use in Your Workplace
APA References
1st Colleague to respond to:
How You Would Bring a Team Together & Lead Them to Start Such an Initiative
My management preference as a leader, is to have biweekly meetings with my team and 1 on 1’s. Why? Because not everyone is comfortable talking or communicating with others at the beginning. I have utilized this process before of which once a person is able to relate and show their strengths, I promote the two different meeting sessions. The three times I have utilized this method of communication, I have only had to conduct three 1 on 1’s. Then everyone is comfortable with each other and understands each other roles, expertise and also realizes they can learn from each other. Because of the differences, whether it is creativity, or education it ultimately brings understanding with each other and the relationships are relaxed to listen and ask each other questions to help one another. “I like to take the time to weigh different solutions and then turn the best in something great”(Grivas, C et al, pg. 22). Human Resources/Benefits is about preparing for new hires, open enrollment and the various concerns during the course of a year that our employees may encounter.
Course Related Tools to use on Team
As a leader, it is my responsibility to have the initial plan of what I need for the team to think about, elaborate and to clarify, and promote other ideas to accommodate our employees. I want them to own want we the company want for our employees to experience. The team is expected to provide new innovative ideas to ensure that employees are educated and comfortable with the information that is provided to them regarding HR/Benefits. I’m not here as their leader to “…set standards of behavior or expectations of performance and then violate them”(Zenger, J., et al 2009). That is not being a leader or team player. I want my team to elevate and be promoted, so holding them back is not what I want for them. This team is ready to work with each other, I recommended that the team select a captain so that when I am in other meetings the captain will be.
Read a selection of your colleagues’ postings. Make sure to find p.docxsedgar5
Read a selection of your colleagues’ postings. Make sure to find posts where the organization presented was different in size (large vs. small) or where your colleague assessed the organization from a different organizational level (e.g., top level vs. middle level management). Compare your colleagues’ experiences and assessments with your own, giving careful thought to how these dimensions might have impacted the results.
Respond to two or more of your colleagues in one or more of the following ways:
· Compare the results of your colleague’s assessment with your own. What factors were ranked differently and what factors seemed to impact the climate of creativity the most. Explain why.
· Based upon specific details in a colleague’s assessment, explain any additional insights about the influence of the size of the organization and/or the level within the organization from which the assessment was made. For example, how might the assessment change or differ if one is on the frontline versus upper management.
· Analyze the importance of leading from all levels of the organization in fostering a creative climate.
Template Responses to Your Colleagues
Comparison of Colleagues Assessment with Your Own
Additional Insights
Analysis of Leading from All levels
APA References
1st Colleague to respond to:
Description of the Organization
The selected organization is a large, global company with locations in over 14 countries. I currently work for the organization as a Marketing Manager and will be completing this assessment based on my experience in this role and access to varying levels of the organization.
Description of factors that Contribute to Creative Climate
Due to the size of the organization, there are varying levels of leadership and management. I have access to several, both in the America’s and globally due to the nature of our marketing department. I would say that the overall creative climate of our organization involves trust, openness and freedom. Of course, each department varies in creative climate due to the tasks at hand, however as an organization, the creative climate is very positive.
Speaking specifically about the marketing department in which I work, I would say that individual and teams have a positive creative climate and push the boundaries where necessary. For teams, its important to “Match the right people with the right assignments, so employees are stretched but not stretched too thin” (Amabile, 2000). Our organization does a great job at doing so and also in giving “freedom within the company’s goals” (Amabile, 2000). Although there are goals to meet, we can achieve them however we feel is best. Fresh ideas are encouraged and often help achieve new goals.
Areas that contribute to negative creative climate are often time and money. As an organization I think we can continually do better in creating realistic timelines. “Organizations routinely kill creativity with fake deadlines or impossibly tight ones. The former cr.
Read
register 1
Read
register 2
Write
register
Write
data
Registers ALU
Zero
Read
data 1
Read
data 2
Sign
extend
16 32
Instruction
[31–26]
Instruction
[25–21]
Instruction
[20–16]
Instruction
[15–0]
ALU
result
M
u
x
M
u
x
Shift
left 2
Shift
left 2
Instruction
register
PC 0
1
M
u
x
0
1
M
u
x
0
1
M
u
x
0
1
A
B 0
1
2
3
M
u
x
0
1
2
ALUOut
Instruction
[15–0]
Memory
data
register
Address
Write
data
Memory
MemData
4
Instruction
[15–11]
PCWriteCond
PCWrite
IorD
MemRead
MemWrite
MemtoReg
IRWrite
PCSource
ALUOp
ALUSrcB
ALUSrcA
RegWrite
RegDst
26 28
Outputs
Control
Op
[5–0]
ALU
control
PC [31–28]
Instruction [25-0]
Instruction [5–0]
Jump
address
[31–0]
Control
Hazard
detection
unit
+
4
PC
Instruction
memory
Sign-
extend
Registers =
+
Fowarding
unit
ALU
ID/EX
MEM/WB
EX/MEM
WB
M
EX
Shift
left 2
IF.Flush
IF/ID
M
u
x
M
u
x
Data
memory
WB
WBM
0
M
u
x
M
u
x
M
u
x
M
u
x
WB
M
EX
WB
M WB
M
em
W
rit
e
PCSrc
M
em
to
R
eg
MemRead
Add
Address
Instruction
memory
Read
register 1
Read
register 2
Instruction
[15–0]
Instruction
[20–16]
Instruction
[15–11]
Write
register
Write
data
Read
data 1
Read
data 2
Registers Address
Write
data
Read
data
Data
memory
Add Add
result
ALU ALU
result
Zero
Shift
left 2
Sign-
extend
PC
4
ID/EX
IF/ID
EX/MEM
MEM/WB
16 632 ALU
control
RegDst
ALUOp
ALUSrc
R
eg
W
rit
e
In
st
ru
ct
io
n
Branch
Control
0
M
u
x
1
0
M
u
x
M
u
x
M
u
x
1
1
0
0
1
MemRead
ALUSrcA = 0
IorD = 0
IRWrite
ALUSrcB = 01
ALUOp = 00
PCWrite
PCSource = 00
ALUSrcA = 0
ALUSrcB = 11
ALUOp = 00
ALUSrcA = 1
ALUSrcB = 00
ALUOp = 10
ALUSrcA = 1
ALUSrcB = 10
ALUOp = 00
MemRead
IorD = 1
MemWrite
IorD = 1
RegDst = 1
RegWrite
MemtoReg = 0
RegDst = 0
RegWrite
MemtoReg = 1
PCWrite
PCSource = 10
ALUSrcA = 1
ALUSrcB = 00
ALUOp = 01
PCWriteCond
PCSource = 01
Instruction decode/
register fetch
Instruction fetch
0 1
Start
(Op
=
'LW
') o
r (O
p =
'SW
')
(O
p
=
R-
typ
e)
(O
p
=
'B
E
Q
')
(O
p
=
'J
')
Jump
completion
9862
3
4
5 7
Memory read
completon step
R-type completion
Memory
access
Memory
access
Execution
Branch
completion
Memory address
computation
(Op = 'SW
')
(O
p
=
'L
W
')
Name:
0
M (2) Consider the MIPS implementation shown in Figure 4.65 (page 325) of the textbook. Assume thatthis implementation is modified by adding to it the ALUSrc MUX, as shown in Figure 4.57 (page
312). Furthermore, this implementation includes the logic described in Slide 7.54.
The frequency of the clock signal in this implementation is 400 MHz. The workload executed on this
processor requires executing 200,000,000,000 instructions. In this workload, 45% of the instructions
are R-type, 22% are lw, 13% are sw, and 20% are beq.
For 33% of the R-type instructions one of the operands is the output of the immediately preceding
instruction, which is also an R-type instruction. For 28% of t.
Read Chapter two Written in the Rocks” in Why Evolution is True .docxsedgar5
Read Chapter two “Written in the Rocks” in Why Evolution is True and prepare to discuss it in class and answer the following questions.
1. What was the date that the first fossils were found?
2. Describe how a fossil is made.
3. Where are the best places to find a fossil?
4. Explain how carbon dating works.
5. Explain the principal of superposition. When was it proposed and by whom? What happened to this man?
6. The history of the Earth is (almost 5 billion years) is divided into 6 periods. Describe the major happenings for these.
Hadean
Archaean
Proterozoic
Paleozoic
Mesozoic
Cenozoic
7. What is a trilobite. When and where were they found.
8. What is plankton? What is their advantage to give evidence for evolution?
9. What is a missing link? Why is this term a questionable term to use? Why is the term “transitional species” preferred? What is a transitional species?
10. Tiktaalik had traits of fish (list them) and of land animals (list them).
11. What traits did dinosaurs have in common with birds?
12. What evidence is there that whales originated from land animals?
.
Ready to Pay 70$ for one below AssignmentTime Duration - 4 Hours.docxsedgar5
Ready to Pay 70$ for one below Assignment
Time Duration - 4 Hours
Hello,
I need help with one of the Assignment for my Data Science and Big Data Course.
I have a Dataset for VPN-nonVPN Traffic. I need help with the below
1. Plot variable importance plot with 10-20 importance features
2. Partial plot with 3-5 most important features
3. How did you select features?
4. Did you make any important feature transformations?
5. Did you find any interesting interactions between features?
6. Did you use external data? (if permitted)
.
ReadSilvia, P. (2017). Knowledge emotions feelings that fost.docxsedgar5
Read:
Silvia, P. (2017).
Knowledge emotions: feelings that foster learning, exploring, and
Actions
reflecting
Actions
.
In R. Biswas-Diener & E. Diener (Eds), Noba textbook Series: Psychology. Csabai, M. (2017, September 13). The 4 stages of learning a new skill. Retrievedfrom Mind in Motion:
http://mindinmotion.co.za/4-stages-of-learning-anything/ (Links to an external site.)
Access & Take the following two inventories:
Learning Styles Inventory:
(Links to an external site.)
(Links to an external site.)
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml (Links to an external site.)
(Links to an external site.)
(Links to an external site.)
Multiple Intelligences Survey:
http://www.literacynet.org/mi/assessment/findyourstrengths.html (Links to an external site.)
Use the following template to write your answers to
The Nature of the Learning Process-2.docx
Actions
(Save file, then download from 'save')
.
ReadSimonton, D. K. (2017). Creativity. In R. Biswas-Diene.docxsedgar5
Read:
Simonton, D. K. (2017).
Creativity
. In R. Biswas-Diener & E. Diener (Eds),
Actions
Noba textbook series: Psychology.
Watch:A video with Dewitt Jones, a National Geographic photographer titled
Everyday Creativity. Access Everyday Creativity with the following link:
Jones, D., Everyday Creativity. (Links to an external site.)
Also access and watch the following two videos:
Creativity Science (Links to an external site.)
How To Be Creative | Off Book | PBS Digital Studios (Links to an external site.)
Use the following template to respond to your readings and activities about accessing creativity.
.
ReadRethinking the Social Responsibility of Business A Reason t.docxsedgar5
Read:
Rethinking the Social Responsibility of Business: A Reason to Debate Featuring Milton Friedman, Whole Food’s John Mackey, and Cypress Semicondutor’s T. J. Rodgers. Pages 231-239
Discuss the concept that corporations add far more to society by maximizing “long-term shareholder value” than they do by donating time and money to charity.
How important is this concept to business, society, and to you? Which position do you believe is more accurate…Rodgers or Mackey?
.
ReadingsUse The American Community College attached below t.docxsedgar5
Readings
Use
The American Community College
attached below to read the following:
Chapter 2, "Students: Diverse Backgrounds and Purposes," pages 45–77.
Chapter 8, "Developmental Education: Enhancing Literacy and Basic Skills," pages 235–264.
For this question, resume the role of a public information officer.
A new local education reporter, the graduate of a prestigious university, has contacted you. She recently learned that community colleges serve many different types of students and are the most ethnically representative institutions in U.S. higher education. She asks you to provide her with a 300–400 word explanation of how community colleges became the most diverse institutions in terms of student ethnicity and age. Using current APA style, write your analysis of why community colleges can serve diverse student populations.
.
ReadMeData DescriptionIDCustomer IDAgeCustomers age in yearsExpe.docxsedgar5
ReadMeData Description:IDCustomer IDAgeCustomer's age in yearsExperienceYears of professional experienceIncomeAnnual income of the customer ($000)ZIPCodeHome Address ZIP code.FamilyFamily size of the customerCCAvgAvg. spending on credit cards per month ($000)EducationEducation Level. 1: Undergrad; 2: Graduate; 3: Advanced/ProfessionalMortgageValue of house mortgage if any. ($000)Personal LoanDid this customer accept the personal loan offered in the last campaign?Securities AccountDoes the customer have a securities account with the bank?CD AccountDoes the customer have a certificate of deposit (CD) account with the bank?OnlineDoes the customer use internet banking facilities?CreditCardDoes the customer use a credit card issued by the bank?Note: Data is hypothetical
Bank_Personal_Loan_ModellingIDAge (in years)Experience (in years)Income (in K/month)ZIP CodeFamily membersCCAvgEducationMortgagePersonal LoanSecurities AccountCD AccountOnlineCreditCard1251499110741.6100100024519349008931.5100100033915119472011100000043591009411212.720000005358459133041200000163713299212140.421550001075327729171121.5200001085024229394310.3300000193510819008930.6210400010103491809302318.930100001165391059471042.4300000012295459027730.120000101348231149310623.83001000145932409492042.5200001015674111291741121001000166030229505411.530000111738141309501044.7313410000184218819430542.410000001946211939160428.13010000205528219472010.5200100121563125940150.9211100010225727639009532300001023295629027711.2126000010244418439132020.71163010002536111529552123.9115900001264319299430530.519700010274016839506440.230000002846201589006412.41000011295630489453912.230000113038131199410413.32010111315935359310611.23122000103240162994117122000010335328419480120.631930000034306189133030.9300000035315509403541.83000010364824819264730.710000003759351219472012.91000001385125719581411.431980000039421814194114353011110403813809411540.7328500010415732849267231.6300100042349609412232.31000000433271329001941.1241210010443915459561610.710000104546201049406515.71000011465731529472042.51000001473914439501430.72153000104837121949138040.2321111111495626819574724.53000001504016499237311.810000015132889209340.720010105261371319472012.9100001053306729400510.11207000005450261909024532.132401001055295449581910.2300001056411713994022281000010575530299400530.120011105856311319561621.230100005928293940650.21000000603151889132024.5145500000614924399040431.720010106247211259340715.7111201000634218229008911100000064421732945234020000106547231059002423.310000006659351319136013.810000116762361059567022.8133600000685323459512342313201000694721609340732.11000011705329209004540.210000107142181159133513.510000017253296993907412000010734420130920071510000017441168594606143000011752831359461123.31000001763171359490143.82010111775832129132030.33000000784620299222030.520000007954301339330522.63010000805026199472020.4111800010816036419513441.3117400011824722409461232.72000010834116829250714300001084339509430512.42000000854.
reading Phillips & Soltis Chapter 6Wenger A Social .docxsedgar5
reading
Phillips & Soltis: Chapter 6
Wenger: A Social Theory of Learning
McLeod: Vygotsky (Links to an external site.)
https://www.simplypsychology.org/vygotsky.html
Schunk: Chapter 6 (Read Only the Following Pages/Sections)
240 (Vygotsky S.C. Theory) - 248
250 (Socially Mediated Learning) - 233
269 (Peer Assisted) - 271
274 (Summary) - 277
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Hello everyone!
Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge.
Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..
Readings Maggie Nelson, Great to Watch”Martha Stout, .docxsedgar5
Readings:
Maggie Nelson, “Great to Watch”
Martha Stout, “When I Woke Up Tuesday Morning, It Was Friday”
Azar Nafisi, “Selections from
Reading Lolita in Tehran
”
Rough Draft (4 pages) due Wed. 11/20 (bring 2 paper copies to class for Peer Review and upload
To Canvas)
Final Draft (5-6 pages) due Wed. 12/4 (upload to Canvas)
Question for Writing:
Azar Nafisi reflects on her experiences as a woman living in Tehran under a totalitarian regime. In secret, with a select group of female students, Nafisi and her class explore the world of forbidden literature as a form of mental resistance against their loss of freedom.
Considering the ideas and themes of Martha Stout and Maggie Nelson, develop a thesis that investigates how these concepts may inform our reading of Nafisi’s memoir.
Themes include (but are not limited to) the utility of subjective mental states such as dissociation and imagination; the role of violence in the media; and the creation and preservation of self-identity.
Remember:
Connections between authors are not only parallels, but include complications, contrasts, frame-case relationships, etc. A quality Expos essay has complex connections!
.
ReadingsRead Chapter 10 in the text Human resource management..docxsedgar5
Readings
Read Chapter 10 in the text:
Human resource management.
Discussions
To participate in the following Discussion Forums, go to this week's
Discussion
link in the left navigation:
Global HRM
How does the current landscape of global HRM impact HR planning?
What are the HRM implications of Hofstede’s, Trompenaars’, and the GLOBE models’ cross-cultural dimensions? Respond to at least two of your classmates' postings.
The Future of HRM
Today, social media is playing a major role in the selection process. How would the use of such tools as LinkedIn, Twitter, Facebook and others impact your decision in finding the right candidate and why would you select such tool(s)? What would be the impact on HR policies?
.
READINGSIntroductionUnit II examines ethical, legal, and .docxsedgar5
READINGS:
Introduction
Unit II
examines ethical, legal, and legislative issues affecting leadership and management as well as professional advocacy. This chapter focuses on applied ethical decision making as a critical leadership role for managers.
Chapter 5
examines the impact of legislation and the law on leadership and management, and
Chapter 6
focuses on advocacy for patients and subordinates and for the nursing profession in general.
Ethics
is the systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment; it is the justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. Ethics is a system of moral conduct and principles that guide a person’s actions in regard to right and wrong and in regard to oneself and society at large.
Ethics is concerned with doing the right thing, although it is not always clear what that is.
Applied ethics
requires application of normative ethical theory to everyday problems. The normative ethical theory for each profession arises from the purpose of the profession. The values and norms of the nursing profession, therefore, provide the foundation and filter from which ethical decisions are made. The nurse-manager, however, has a different ethical responsibility than the clinical nurse and does not have as clearly defined a foundation to use as a base for ethical reasoning.
In addition, because management is a discipline and not a profession, its purpose is not as clearly defined as medicine or law; therefore, the norms that guide ethical decision making are less clear. Instead, the organization reflects norms and values to the manager, and the personal values of managers are reflected through the organization. The manager’s ethical obligation is tied to the organization’s purpose, and the purpose of the organization is linked to the function that it fills in society and the constraints society places on it. So, the responsibilities of the nurse-manager emerge from a complex set of interactions.
Society helps define the purposes of various institutions, and the purposes, in turn, help ensure that the institution fulfills specific functions. However, the specific values and norms in any institution determine the focus of its resources and shape its organizational life. The values of people within institutions influence actual management practice. In reviewing this set of complex interactions, it becomes evident that arriving at appropriate ethical management decisions can be a difficult task.
In addition,
nursing management ethics
are distinct from
clinical nursing ethics
. Although significant research exists regarding ethical dilemmas and moral distress experienced by staff nurses in clinical roles, less research exists regarding the ethical distress experienced by nursing managers.
Nursing management ethics are also distinct from other areas of m.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Reading and summarizing a research article Authors’ last name.docx
1. Reading and summarizing a research article:
Authors’ last names (year) conducted a study about
________________________. The participants were/the setting
was ___________________________. (New paragraph) The
findings were _____________________________. Discussion.
(Possibly a new paragraph) The authors suggested
_____________________. Discussion.
Students should fill in the blanks with their own words. To copy
directly from the article fails to show comprehension and
considered plagiarism.
To “fill in the blanks”, a student should read the journal article
and pay specific attention to:
Sentence #1- Authors’ last names (year) conducted a study
about _________________.
· Read the Abstract; this will give an overview of the study’s
(article’s) purpose.
· Read the entire article without trying to summarize it.
· Go back and read the Literature Review or Background section
of the article. Toward the end of the section, the authors should
identify gaps in the existing literature and tell the reader how
the current study will fill that gap. The authors will also state
their hypothesis (purpose) at the end of this section.
·
Section #2 - The participants were/the setting was
___________________________.
· Read the Methods section of the paper. In this section, the
authors will describe how the data was collected, who was
included in the sample, and any instruments used.
· A reader might want to consider sample size, demographic
characteristics, or any interesting protocol.
· It is not necessary to report every fact (i.e., 35% of the
2. participants were male, 71%)
Section #3 - The findings were
_____________________________.
· Read the Findings section of the article.
· Some statistics may be confusing. Pay attention to key words
such as “increased”, “decreased”, “improved”, and “reduced”.
· “No change” may also be considered a significant finding.
· Next, read the Discussion section. The authors will present the
findings in general terms. Section #4 - The authors suggested
_____________________.
· Read the Discussion section and look for comments that the
authors made about the intervention or program such as “Did it
work?” or “Should it be continued?”.
· Look for the author’s critique of why the study did or did not
produce results. Did anything unexpected influence the
findings?
· The author may suggest a future line of research or “next
steps” to improve the body of knowledge.
Additional Considerations:
· A literature review is a summary of what research has been
completed in a topic area; it should be summarized in your own
words.
· Read the entire article first and then go back and take notes.
Jot down notes in your own words. This increases
comprehension as well as decreases the likelihood of
plagiarism.
· The review is written in third person; no “I” or “you”.
· Not every detail or fact needs to be reported. A reader will
obtain a copy of the article if more information is needed.
· Write the literature review in the past tense; the research has
already been completed.
· The article cannot “do”, “find”, or “say” anything. The authors
are the people who conducted the study.
· The above format is a guideline. It may be necessary to change
3. the verbs or to expand an idea.
T h e V i s u a l E l e m e n t s o f D e s i g n
The following ten elements are intrinsic to all forms of design,
whether they refer to image-based compositions, sculptural
forms, or time-based works.
1 . P O I N T : A position, place or spot that is defined by a
specific and identifiable measurement in space. For example,
the corner of a cube can be identified specifically.
2 . L I N E : Line is a point that moves. Therefore, it functions
as a mark that connects two points. Lines can be literal, (such
as a rule line), or implied (such as a linear force). Lines can
organize, contain, separate, direct, connect, convey rhythm, or
suggest motion.
This painting by Paolo Uccello, Battle of San Romano, c. 1456,
demonstrates the use of linear forces as opposed to actual rule
lines. The viewer reads the procession and convergence of lines
as unifying elements of the composition.
3 . P L A N E : A plane is the surface containing all the
straight lines connecting any two points on it. When referring to
a
drawing, the piece of paper on which the drawing is made is a
plane, but it also contains illusory planes that
represent other objects in space. In the image (below, right), the
front face of
the table represents one plane, and the wall behind the table
4. represents
another plane.
4 . F O R M ( o r S H A P E ) : Form or shape is indicated by
the ending of one
item or object as it is seen next to or inside of another item or
object.
Geometric forms are good examples. We are able to designate a
black circle
floating within the center of a piece of white paper because we
can easily
define the end (or the silhouette) of the black form against the
white paper.
Similarly, when we look at this image of Charles Sheeler’s
painting,
entitled Interior, 1940 (right), we see triangles, rectangles,
ovals, the curved
form of a pitcher, etc. There are also pronounced linear
elements that help
us move throughout the composition. Note that the forms that
are seen in
this painting are not restricted to the nameable objects that
pertain to the
items in the still life painting (such as the pitcher). Some of the
forms are
created by shadows (such as the triangle under the table). This
brings us to
the next element of design…
5 . P O S I T I V E / N E G A T I V E S P A C E ( o r F I G U
R E / G R O U N D R E L A T I O N S H I P ) : This is the
relationship of what we
5. view as shapes against their surroundings. Referring back to
Sheeler’s painting, the pitcher, dish, table, picture on the
wall, and piece of cropped furniture to the left of the
composition are all positive shapes that refer to actual objects
in
space. The wall is negative space. However, the shadows tend to
function as both positive and negative spaces
simultaneously, since we know that they are “holes” in the air,
but they are as visually tactile (and in some cases, even
more so) than what we know to be solid objects.
2
Now, letʼs look at Richard Diebenkornʼs ink drawing from
1967, entitled Still Life with Cigarette Butts and Glasses,
(left). The sharp contrast in positive and negative shape
leads the viewerʼs eye through a repetition of similar
“holes” (such as the handles of the scissors and the
frames of the eyeglasses). The composition also
presents a sequence of rectangles, lines and circles that
create a rhythm of movement. (See The Principles of
Design on the next page.)
6 . S I Z E : This is the actual measurement of how big
something is. For instance, on a piece of paper that measures 18
x
24 inches, there may be a drawing of a figure. The shape of the
figure may measure 12 x 5 inches. This measurement has
6. nothing to do with the measurements of the subject in reality.
7 . S C A L E : Not to be confused with size, scale refers to
the relationship of
one thing, object, or image to another. This sculpture (left),
entitled Triune,
by Robert Engman, 1975, is situated in Philadelphia’s City
Center.
Although the sculpture is considerably smaller than City Hall
(the building
seen to the right of the sculpture in the image), the dynamic
point-of-view
of this photograph causes the sculpture to dwarf the adjacent
building.
Therefore, in this image, the Scale of the sculpture to the size of
the
pictorial field is greater than the scale of the building to the
size of the
pictorial field.
8 . T E X T U R E : Texture refers to the feel of a surface, and
can be literal or
illusory. Patterns in images convey texture, as well. A drawing
or
photograph can convey the feeling of furriness or of sharpness
even though
the physical touch of the drawing or photograph is smooth.
9 . V A L U E : The relative lightness or darkness of an object
or area is known as value. For image-based works such as
drawings and photographs, value gives illusory space (volume
and distance) to the two-dimensional surface. In addition,
value variations help the viewer determine shapes, as well as
positive and negative space within a pictorial field.
7. 1 0 . C O L O R : Color is often included in the list of Visual
Elements of Design, as it functions simultaneously with, but
also independently, from value. But, because of its
psychological effects, and due to semiotic and cultural
applications,
color is an element that tends to be nomadic and unpredictable,
which does not adhere to the same kind of rational
analysis that the other nine elements provide. Therefore, it must
be given its own category. We will cover that in the
second half of the semester.
3
A p p l i c a t i o n s o f D e s i g n
These applications constitute the various configurations and
behaviors of the Elements of Visual Design. In some cases,
these applications are defined differently when discussing
image-based compositions, sculptural forms, or time-based
works.
A . R H Y T H M : The pattern of repeating design elements is
known as rhythm. This repetition can imply a flow that leads
the viewer through a composition or around a sculpture, and can
solidify otherwise disparate elements within an artwork,
design or installation.
In this 1920-21 linocut by
Vladimir Kozlinsky, entitled
ROST A Window Poster, the
black square that is repeated
in the windows, the opened
mouths, and the width of the
8. letterforms creates a sense of
unity in the composition. What
other repeated elements can
you identify that add to the
overall cohesiveness of this
diptych?
The procession of Nick Cave's
Speak Louder, 2011, reads like a
piece of sheet music, with
repeating circular shapes
positioned in varying
orientations of high and low,
and the swag of connecting
fabric acting as a ribbon to tie
the shapes together.
B . B A L A N C E : Balance (in image-based compositions)
refers to the VISUAL distribution of design elements. (Note
that
this is not the same as balance when used in relation to physical
forces involving weight and gravity in sculptural forms.)
9. In this regard, balance most frequently occurs across the
vertical axis of a pictorial field (vertical symmetry). Horizontal
symmetry is rare, but visually compelling. Asymmetrical
distribution of design elements can suggest dynamic movement
or
visual emphasis as seen in the sample on the following page.
4
Serbian artist Mrdjan Bajic´
evokes uneasiness with this
sculpture entitled Angel, 2007,
shown in the image on the left.
This work of art represents visual
asymmetry while it remarkably
maintains structural balance.
Kendell Geersʼ neon artwork
Seven Deadly Sins (Gluttony),
2007, seen at the far right,
illustrates both vertical and
horizontal symmetry.
C . M O V E M E N T : The placement of design elements in
relation to one another or to the format of the pictorial field
itself, not only leads the viewer’s eye from one element to
another, but can also imply motion from the elements being
depicted. The formats of compositional movement include (but
are not limited to): radial movement (both converging
10. and expanding); gravitational movement (both falling and
rising); and linear movement (either from one edge of the
pictorial field to another, or from the front to the back of the
pictorial field). We tend to read symbolic representations as
directors of movement, such as arrows, a pointed finger, or the
direction of the subject's gaze. Speed of movement can
also be conveyed through the value, placement and shape of the
visual elements. The two installations below imbue quite
different sensibilities of movement:
The installation above is Francis Alysʼ presentation at
the 2007 Venice Biennale. Consistently sized frames
placed in straight rows create horizontal, linear
movement and a pattern that mimics even footsteps
during a calm walk. (The drawings happen to
represent the repeated motions of shining a shoe.)
By contrast, at the right is Oyvind Fahlstromʼs
installation at the 2009 Venice Biennial. The
movement created by the placement of the
individual works in the gallery is unstructured and
erratic, with various scales and gravity-defying
suspension that moves viewers in and out of the
works like a racquetball in play.
D . P E R S P E C T I V E : Perhaps the most dynamic
application of Visual Elements of Design is perspective.
Perspective is
the translation of actual space into two-dimensional forms. The
placement of elements along converging linear forces
simulates advancing and receding planes. Likewise, the shift in
scale of objects mimics the way our vision interprets
distance. Perspective is most often associated with perceptive or
11. image-based works of art and design, although some
sculptors and architects have used this visual device to achieve
incredible results.
5
E . P O I N T - O F - V I E W : The application of point-of-
view is
unique to works of art that are image-based because it
represents the artist's position in relation to the subject
when creating the work. (This should not be confused
with the viewer's position when viewing the work, nor
does "point-of-view" mean "opinion.") When working
with a stationary subject, an artist working in drawing,
painting, photography or film maintains a single point-of-
view (with the exception of the Cubists). However, an
artist working sculpturally, architecturally, or with
installation must circumnavigate all spatial possibilities of
her or his subject. It then follows that viewers of a
painting, drawing, photograph or film project themselves
into the work exactly as it was viewed or conceived by the
artist. The results are compelling, such as the bird’s-eye
composition seen at right, entitled The Midnight
Ride of Paul Revere, by Grant Wood, 1931. At the
bottom of the pictorial field, where we least expect to
see them, we find the chimneys and rooftops of houses. The
road curls up to the top of the pictorial field as if it were the
smoke curling from one of these chimneys.
(Note: POINT-OF-VIEW, as it is discussed here, refers to a
12. characteristic of the work of art or design, and describes the
position in space (high, low, near, far) from which the artist has
depicted her or his subject.)
R E C A P :
T h e E l e m e n t s o f D e s i g n A p p l i c a t i o n
s o f D e s i g n
1 . P O I N T A . R H Y T H M
2 . L I N E B . B A L A N C E
3 . P L A N E C . M O V E M E N T
4 . F O R M D . P E R S P E C T I V E
5 . P O S I T I V E / N E G A T I V E S P A C E E . P O I
N T - O F - V I E W
6 . S I Z E
7 . S C A L E
8 . T E X T U R E
9 . V A L U E
1 0 . C O L O R
6
13. Formal Analysis
Spring, 2020
Due Dates:
· Submit in Class, (btw 800-1500 words): Feb 27th
· Choose one artwork from our selection
· Write a thoughtful, formal analysis paper about your choice.
This assignment’s design is to stimulate your observation skills
and encourage you to express arguments clearly and concisely.
Write a formal analysis or “analytical description” of the
artwork. Your paper should give a verbal account of what you
see in the work. Your paper should follow the “Visual Elements
of Design (according to the attached Pdf file in Canvas). In
addition, when constructing your formal analysis, you should
consider issues such as religion, function, symbolic meaning,
techniques, as well as materials, and composition. You should
think about how these aspects of the work affect your
perception of it and shape its meaning.
Your paper should have an introduction that names and describe
the work you will be discussing and that indicates the principal
points you want to make about it. Your paper should also have
well-organized paragraphs, a sense of development, and a
conclusion. You should ensure that general claims you make
about your chosen piece are backed up with specific evidence.
· This is not a research paper; therefore, research is not
permitted.
· Make sure to add image/s of the artwork
Late Policy
14. Late papers will be penalized 1/3 of a letter grade per day late,
include weekend. Extensions will only be granted in cases of
legitimate excuse.
Thank you;
Good luck
Dr. Chwalkowski
The Prophet Muhammad sits with the Abrahamic prophets in
Jerusalem, anonymous, Mi‘rajnama (Book of Ascension),
Tabriz, ca. 1317-1330. TOPKAPI PALACE LIBRARY
Mihrab, 1354–55, just after the Ilkhanid period, Madrasa Imami,
Isfahan, Iran, polychrome glazed tiles, 343.1 x 288.7 cm
(Metropolitan Museum of Art)
Stand (rahla) for a Qur'an Manuscript
Maker: Zain Hasan Sulaiman Isfahani
Date: dated 1360
Geography: Made in Iran
Medium: Wood (teak); carved, painted, and inlaid
Dimensions: W. (when closed) 16 1/8 in. (41 cm)
H. (when closed) 51 1/4 in. (130.2 cm)
Bowl with Courtly and Astrological Motifs
late 12th–early 13th century, Attributed to Central or Northern
Iran
Medium: Stonepaste; polychrome inglaze and overglaze painted
15. and gilded on opaque monochrome glaze (mina'i)
Dimensions: H. 3 3/4 in. (9.5 cm), Diam. 7 3/8 in. (18.7 cm),
Wt. 14 oz. (396.9 g)
"The Court of Gayumars", attributed to Sultan Muhammad,
circa 1522–1525, from the Tahmasp Shahnama, Tabriz
Prayer in the Mosque
Artist: Jean-Léon Gérôme (French, Vesoul 1824–1904 Paris)
Date: 1871
Medium: Oil on canvas
Dimensions: 35 x 29 1/2 in.
Akbar Inspecting the construction of Fatehpur Sikri, 1586
Artsist: Tulsi (artist, composition, maker)
Bandi (artist, colours and details, maker)
Madhav Khord (portraits, artist)
Buffaloes in Combat, Attributed to Miskin (1570–1604).
Illustrated single work. late 16th century, India. Medium: Ink,
watercolor, and gold on paper
Dimensions: 6 7/8 x 9 1/2in.
See discussions, stats, and author profiles for this publication
at: https://www.researchgate.net/publication/276461922
Information and Password Attacks on Social Networks:: An
Argument for
Cryptography
Article in Journal of Information Technology Research · July
2017
16. DOI: 10.4018/JITR.2015010103
CITATIONS
15
READS
997
3 authors:
Some of the authors of this publication are also working on
these related projects:
OwlBeans View project
SentimentAnalysis View project
Enrico Franchi
Università di Parma
27 PUBLICATIONS 208 CITATIONS
SEE PROFILE
Agostino Poggi
Università di Parma
194 PUBLICATIONS 4,690 CITATIONS
SEE PROFILE
Michele Tomaiuolo
17. Università di Parma
91 PUBLICATIONS 489 CITATIONS
SEE PROFILE
All content following this page was uploaded by Michele
Tomaiuolo on 03 August 2015.
The user has requested enhancement of the downloaded file.
https://www.researchgate.net/publication/276461922_Informatio
n_and_Password_Attacks_on_Social_Networks_An_Argument_f
or_Cryptography?enrichId=rgreq-
235e97705e4d5d25bc84fe76c5fef1ed-
XXX&enrichSource=Y292ZXJQYWdlOzI3NjQ2MTkyMjtBUzo
yNTgzMDcwMjE2MDI4MTZAMTQzODU5NjYwMTk5Ng%3D
%3D&el=1_x_2&_esc=publicationCoverPdf
https://www.researchgate.net/publication/276461922_Informatio
n_and_Password_Attacks_on_Social_Networks_An_Argument_f
or_Cryptography?enrichId=rgreq-
235e97705e4d5d25bc84fe76c5fef1ed-
XXX&enrichSource=Y292ZXJQYWdlOzI3NjQ2MTkyMjtBUzo
yNTgzMDcwMjE2MDI4MTZAMTQzODU5NjYwMTk5Ng%3D
%3D&el=1_x_3&_esc=publicationCoverPdf
https://www.researchgate.net/project/OwlBeans?enrichId=rgreq-
235e97705e4d5d25bc84fe76c5fef1ed-
XXX&enrichSource=Y292ZXJQYWdlOzI3NjQ2MTkyMjtBUzo
yNTgzMDcwMjE2MDI4MTZAMTQzODU5NjYwMTk5Ng%3D
%3D&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/project/SentimentAnalysis?enrichI
d=rgreq-235e97705e4d5d25bc84fe76c5fef1ed-
XXX&enrichSource=Y292ZXJQYWdlOzI3NjQ2MTkyMjtBUzo
yNTgzMDcwMjE2MDI4MTZAMTQzODU5NjYwMTk5Ng%3D
%3D&el=1_x_9&_esc=publicationCoverPdf
20. Information Attacks on Online Social Networks
Enrico Franchi, Agostino Poggi and Michele Tomaiuolo
Department of Information Engineering, University of Parma,
Italy
ABSTRACT
Online social networks have changed the way people interact,
allowing them to stay in touch with their
acquaintances, reconnect with old friends, and establish new
relationships with other people based on
hobbies, interests, and friendship circles. Unfortunately, the
regrettable concurrence of the users’
carefree attitude in sharing information, the often sub-par
security measures from the part of the system
operators and, eventually, the high value of the published
information make online social networks an
interesting target for crackers and scammers alike. The
information contained can be used to trigger
attacks to even more sensible targets and the ultimate goal of
sociability shared by the users allows
sophisticated forms of social engineering inside the system.
This work reviews some typical social
attacks that are conducted on social networking systems,
carrying real-world examples of such
violations and analysing in particular the weakness of password
mechanisms. It then presents some
solutions that could improve the overall security of the systems.
Keywords: social networks; information security; cryptography;
password cracking; social engineering.
INTRODUCTION
If we have to chose among the innovations of the past decade
just a single phenomenon because of its
outstanding social impact, that would be the diffusion of online
21. social networks. While some social
networking services were already active in the nineties, the
capillary diffusion and the sheer number of
people involved transformed online social networking in an
unprecedented revolution only recently.
Online social networks have already modified the way people
interact. They allow users to reconnect
with old friends, or to establish new connections with unknown
people. In general, users are facilitated
in maintaining and developing the relationships with their
acquaintances, on the basis of common
activities, interests, and contacts.
From a technological perspective, online social networks are
mostly based on sets of web-based
services that allow people to present themselves through a
profile, to establish connections with other
users in the system, and to publish resources. Moreover, these
systems use common interests and the
natural transitivity of some human relationships to suggest new
contacts with whom to establish a
connection. Although some of these aspects already appeared in
other systems, online social networks
represent an unprecedented cultural phenomenon. It is mainly
characterised by the unceasing flow of
information that users publish in such systems, and their
relentless strife to increase the number of their
virtual friends and acquaintances.
Unfortunately, online social networks are becoming an
interesting target for crackers and scammers
alike. In fact, many factors concur to attract malicious actions:
(i) the users’ carefree attitude in sharing
information, (ii) the often sub-par security measures from the
part of the system operators, and (iii) the
high value of the published information. In particular, the
information available through social media
can be used to trigger attacks to even more sensible targets.
22. Various forms of social engineering inside
the system, including sophisticated and long term attacks, may
be facilitated by the general sense of
sociability shared by users, which per se is an intrinsic
objective of social media. However, while the
only lasting solution to privacy and security issues would be
increasing the users awareness, much can
and shall be done at the system level in order to protect the data
with cryptography and to decrease the
impact of wrong choices and mistakes on the user’s part.
This work reviews some typical social attacks that are
conducted on social networking systems,
carrying real-world examples of such violations and analysing
in particular the weakness of password
mechanisms. It then presents some solutions that could improve
the overall security of the systems.
SECURITY THREATS ASSOCIATED WITH SOCIAL MEDIA
Nowadays, online social networks involve people from the
entire world, of any age and with any kind
of education. They also helped to increase computer usage
among categories that previously showed
little interest for it (Stroud, 2008). The users of information
systems have various types of security
requirements, including: confidentiality, integrity,
accountability, availability and anonymity. The same
security requirements can be applied to social networking
platforms, as well.
Unfortunately, while most users are aware that their profile and
the information they publish is
essentially public, they usually strengthen their privacy settings
only after problems arise and tend to
overlook the actual impact of the information they disclose
23. (Stroud, 2008). Apparently harmless
information can be exploited, and the more information the
attacker has, the more severe and
sophisticated the attack can be. For example, name, location and
age can be used to connect a profile to
a real-world identity for more than half of the residents in the
USA (Irani et al., 2011).
In fact, social networking platforms are susceptible to different
types of attacks, targeting different
components, conducted from different domains, using different
techniques. For better analysing these
attacks, it is useful to identify the main abstract components of
a generic social networking platform,
corresponding to different functional aspects of those systems.
Attackers can target each of the different
components, or they can target different levels, possibly with
roughly the same logic. We identify four
main components:
1. The social networking component. It manages and protects
access to the users' personal profiles
and the social relationships among users.
2. The content management component. It manages and protects
access to all user generated
content, including personal status updates, comments, links to
other content, photos and
multimedia galleries.
3. The infrastructure services component. It provides the basic
infrastructure services needed to
run the social networking platform, including storage and
replication services for content and
profiles, information indexing and routing, management of
users' online presence.
24. 4. The communication and transport component. It encapsulates
basic inter-networking and ad-
hoc networking functionalities.
Moreover, we can distinguish two different kinds of attackers:
1. Intruders. An attack can be conducted by users accessing the
system without proper
authorization, or with accounts created for conducting the
attack, purposely.
2. Insiders. Also legitimate users or entities participating in the
systems operations can assume
malicious behaviours. From the users point of view, malicious
behaviour can also be attributed
to the service provider.
All the various classical kinds of security attacks may be
adapted and applied to online social networks,
too. The most typical threats against OSNs include:
• Unauthorized Access. Users who have not been granted
adequate permissions for accessing
some services and resources, may attempt to circumvent the
security mechanisms and policies
of the system and gain unauthorised access. In a social
networking platform, any user who has
access to some profiles and messages can harm their legitimate
owners. The collection of
existing data is the basis of profiling attacks. These data may
also supply some knowledge for
secondary data collection from a wide range of different
sources, including other OSNs.
Remote access can also occur at system level. In this case the
25. attacker may directly gain control
of all resources.
• Social engineering. In a social networking application, a
common attack is to psychologically
manipulate a user into performing misguided actions. It is
similar to a confidence trick or a
traditional fraud, but by means of computer-based
communications and online social
networking, typically to gain access to confidential information.
In a phishing scheme, the
attacker masquerades as a trustworthy entity to obtain the
desired information. In most cases the
victim and the attacker never acknowledged each other directly
in real life.
• Masquerading. When a rogue user disguises his identity and
claims the identity of another user,
the former is said to be masquerading. Masquerading may be
attempted by an attacker either
during a conversation or while registering his own profile, for
deceiving other users or the
whole social networking platform. Sometimes, masquerading is
the first step to gain access to
infrastructure services and resources to which the attacker is not
entitled. Simple impersonation,
by cloning the victim's profile from the same platform or by
porting profile data from a different
platform, may easily lead the attacker to gain trust from the
victim's contacts. This way, it can
damage other users eventually deceived. Especially in
communities where reputation is valued,
masquerading can also damage the user whose identity has been
stolen. In fact, the attacker may
pretend to be another user in order to shift the blame for any
liable action.
26. We will provide some examples and a discussion of these
threats in the following subsections.
However, also other traditional security attacks can be
conducted against OSNs, including:
• Denial of Service (DoS). The services and communications at
the infrastructure level can be
disrupted by common denial of service attacks. Social
networking platforms are also susceptible
to all the conventional denial of service attacks aimed at the
underlying operating system or
communication protocols. In addition to attacking the whole
infrastructure of a social
networking platform, users can also launch denial of service
attacks against specific users,
especially in a distributed platform. For example, repeatedly
sending messages or other spam
may place undue burden on the recipient users and their
systems. Malicious users can also
intentionally distribute false or useless information to prevent
other users from completing their
social activities.
• Repudiation. In general, repudiation occurs when a user, after
having performed some action,
later denies that action having happened (at least under his
responsibility). Repudiation can be
intentional or even accidental. It can also be the result of a
misunderstanding, when users have a
different view of events. In any case it can generate important
disputes. In a sense, nothing can
prevent a user from repudiating one of his actions. But a social
networking platform can
eventually help resolving disputes by providing needed
27. evidence, if it maintains a sufficiently
detailed log of events. For users who value their reputation, the
availability of such evidence
may constitute a valid deterrent.
• Eavesdropping. The attempt to observe the flow and possibly
the content of confidential
messages is one of the most classical security threats. Apart
from reading the content of
messages, which may require cryptanalysis, an eavesdropper
may gather useful information by
simply observing the pattern of messages and their recipients,
for example inferring the type of
services being requested. To eavesdrop on other users, an
attacker may also exploit the
infrastructure and communication services of the platform, e.g.
through unauthorized access.
• Alteration. When a user signs up a social networking service,
he starts exposing his profile and
content to the platform. An attacker may tamper with the profile
and content data published by
the victim, with all the messages he communicates to other
users and all data used on the
infrastructure services. Alteration can also be conducted by the
service operator, which provides
the facilities for online social networking and may take control
of published data. Alteration
may take the particular form of filtering, or censorship, when
applied systematically for
removing undesired content from the OSN.
• Copy and Replay. Each action in a social network may be
subject to copy and reply. In this type
28. of security threat, an attacker attempts to intercept some data
and clone it, for retransmitting it
later. The interceptor may successfully copy and replay a
message, a complete profile or any
other data. If those data are not associated with a signature and
a timestamp, the repeated
reception of such copies may pass unnoticed and accepted as a
legitimate action.
Types of information leaks from OSNs
According to Li, Li and Venkatasubramanian (2007), there are
two types of privacy attacks in online
social networks:
1. Identity disclosure. It occurs when the adversary is able to
determine the mapping from an
anonymous profile to a specific real-world entity (e.g. an
individual).
2. Attribute disclosure. It occurs when an adversary is able to
determine the value of a user
attribute that the user intended to stay private.
Moreover, attackers may gather data from:
1. A single social networking platform.
2. Multiple platforms, services or extension apps.
Sensible data may be obtained both through:
1. Direct access, either through an authorized service or through
some breach, and
2. Attribute inference, based on public data available about a
user's contacts, and the correlation
usually existing among attributes of linked profiles.
29. Either about identity or attributes, privacy in online social
networks is mostly intended as user-to-user
privacy: even when the relative settings are set correctly, so
that no other user in the system can access
information not intended for his eyes, the system itself has full
access to information. In fact, in most
online social networks, the system owners actually rely on such
information to make a profit, for
example to improve the accuracy of target advertisement.
Unfortunately, as long as they have full
access to the information – i.e., the information is available in
the system in the clear – any security
issue or naivety results in privacy violations.
Even innocuous features can be easily become serious issues.
For example, in order to promote the
service, Facebook had a public directory containing the names
of the users that used to be presented
along with 10 random friends of theirs. Such feature allowed
web-spiders to repeatedly request pages
from such directories and essentially discover the structure of
the network. Subsequently, the number of
friends was reduced to 8 and the selection of friends became a
deterministic function of the IP address
of the requester. However, even the greatly reduced information
can still be used to violate privacy
(Bonneau, 2009).
Another very relevant problem is the amount of integration we
expect from digital services. Online
social networks are relatively open system that can be enhanced
by third party widgets and games,
usually called apps, which are embedded in the user’s pages and
typically have access to some amount
30. of user information. Moreover, the users often want different
services to interoperate for various
reasons, so that, for example, a new tweet is also notified to the
Facebook friends or pictures stored on
Flickr are accessed by an online printing service. Eventually,
the credentials of the online social
network can be used, in many cases, to log in a different system
without needing a separate account.
The problem is that when any of these external services,
systems or apps is violated, private
information can be stolen. For example, in June 2012, although
the main Twitter servers were not
compromised, sensible data was nonetheless stolen from a third
party widget, TweetGif (Robertson,
2012).
Similarly, we expect our mobile devices to interact cleverly
with the online social networks. Service
providers create mobile applications, which, in turn, have some
degree of access to the data stored on
the mobile device. Although such applications usually do not
maliciously access user’s data for
purposes different from those stated, sometimes privacy is
neglected. For example, the iPhone
LinkedIn App used to send all the user’s calendars to central
LinkedIn servers, including phone
numbers, call details and passcodes, while only the relevant
information should have been sent (Cheng,
2012).
Even when the social networking platform does not provide data
directly, yet many supposedly private
properties may be inferred about a user. In fact, in social
networks the attributes of users who share
some kind of link are often correlated. Zheleva and Getoor
(2009) introduce different models of
attacks, to infer the hidden sensitive values on the basis of
friendship links or public group membership
31. data. Specifically:
• Friend-aggregate. It looks at the sensitive attribute
distribution amongst the friends of the
person under question.
• Collective classification. It aims at inferring class labels of
linked objects together, instead of
classifying each instance independently of the rest. It iteratively
uses inferred values for
connected private profiles, in addition to public ones.
• Flat-link. It deals with links by flattening the data and
considering the adjacency matrix of the
graph. Each user has a list of features, corresponding to the size
of the network. The public
profiles are used as a training set for the classifier.
• Blockmodelling. It is a stochastic model, supposing that users
form natural clusters or blocks.
Then, their interactions can be explained by the blocks they
belong to.
• Groupmate-link. In this model, groupmates are considered as
friends to whom users are
implicitly linked. It assumes that each group is a clique of
friends. Thus, it creates a friendship
link between users who belong to at least one group together,
without representing the strength
of the link. The resulting network can then be analysed using
one of the previous models.
• Group-based classification. It considers each group as a
feature in a classifier, and sensitive
32. attributes are inferred from the groups a user belongs to.
• Basic. It calculates the overall marginal distribution of public
data and uses it to infer sensitive
attributes of private profiles. This is the simplest model, which
can be applied also in the
absence of relationship and group information.
Phishing and impersonation attacks
Social engineering has always been a major security threat to
information systems. Two of the more
frequent kinds of social engineering attacks, i.e., pretexting and
phishing, require some background
information, but such information was not always easy to
obtain. In fact, some of the early social
engineering attacks actually involved going through company or
people's trash bins in order to find
scraps of paper containing relevant information. Nowadays,
many interesting pieces of information are
publicly available in social networking systems or accessible
only to victim's friends at best (or at
worse, from the attacker’s perspective).
Traditional phishing consisted in sending electronic
communications to a huge number of individuals
with the intent to have them disclose some relevant information,
such as passwords or credit card
numbers. Since the large scale of such attacks, even if only few
users actually trusted the
communication and disclosed information, it was nonetheless
enough to make the attack profitable.
Such communications typically used very generic ways to
address the victim and typically avoided any
specific detail so that the same message could be sent to all the
recipients. Nowadays, people have been
instructed not to trust such generic messages, and other forms of
33. phishing were created.
Spear phishing is a form of phishing where the attack is directed
against a single individual and the
offending communication contains large amounts of information
on the victim himself, in order to
convince him of the communication authenticity. This strategy
is very effective both if the information
employed is public but the victim somewhat thinks it is not or if
the attackers gained access to private
information by other means. Another popular form of phishing
is cloning: a cloning attack requires an
original legitimate message that is subsequently tampered and
sent the victims. These communications
look extremely authentic, but nonetheless they contain ways to
direct the victims towards the attackers
website (where he is usually requested his credentials). Data-
leaks offer an even more dangerous
variant: when the data leak becomes public, users expect their
service providers to send them emails
notifying them to change their password. If such mails are
instead well-crafted phishing emails, that
perhaps also use some private information about the user, many
more people fall for the scam. The kind
of attack just described actually happened in the days
immediately after the LinkedIn breach.
A serious weakness in many online services regards the
“security questions”. In fact, while phishing
can be avoided by paying attention to the actual identity of the
communications initiators, not much can
be done against “security questions” attacks. Some services
allow the users to choose the security
questions so that the information required to answer it correctly
is not publicly available, however, for
many other sites only a closed list of security questions is
available. Researchers estimated that more
than 33% of the security questions involve names of relatives or
34. friends and about 16% involve
personal preferences (“favorite something”). Popular security
questions are also the name of a pet
(typically the current or first one), ZIP code or social security
number (Rabkin, 2008). The victim in
online social networks often directly or indirectly divulges such
pieces of information. Even apparently
safer information, such as social security numbers, may be
guessed with high confidence from publicly
available data (Acquisti & Gross, 2009).
This kind of attacks is usually not directed towards online
social networks, at least initially, but usually
targets email service providers, because, when the security
question is answered correctly, most
systems send a password-reset email, and, consequently,
controlling the main email account is
necessarily the first step. Similarly to spear phishing, security-
question related attacks target only
specific individuals. Popular examples are the violation of
Sarah Palin's email account in 2008, using
information publicly available on Wikipedia and on official
websites and, more recently, the attack
against Mat Honan. In the latter case, the tech journalist had his
mail, iCloud and Twitter accounts
compromised after an elaborate chain of social attacks, during
which also his mobile phone, tablet and
laptop have been remotely wiped (Honan, 2012).
Another typical attack on social networking systems is
impersonation (identity theft), which can occur
either on a site where the victim already has a profile (profile
cloning) or on different site (cross-site
profile cloning). In both cases, it is easy to convince the
victim’s acquaintances to accept friendship
35. from the fake profile and subsequently to disclose confidential
data. Experiments on the effectiveness
of impersonation have been conducted and the results show that
such attacks mostly succeed (over 50%
success rate) even in the case of simple non-cross-profile
cloning (Bilge et al., 2009).
When the attackers obtain credential for an online social
network profile, additional attacks can be
performed. If the attackers are interested in keeping a private
database containing the violated accounts
data, they can create a widget that copies the relevant resources
or simply scrapes the web pages.
Moreover, they can try to use the same credential to attack the
user’s accounts in other online services.
Since users do not often use different passwords for different
accounts, this strategy …