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SAYRE_comparisonMUSEUM_ASSIGNMENT (5).doc Actions Complete and submit the Museum Assignment Worksheet. Take notes for a comparison and contrast paper on two artworks at one of the Houston art museums (1 Menil Collection www.menil.org; 2) Museum of Fine Arts Houston www.mfah.org (Links to an external site.) Apply the visual elements and principles of design. Choose from among the following topics: Menil Collection 1) compare and contrast a Byzantine icon with an African tribal sculpture Museum of Fine Arts, Houston 2) compare and contrast an Italian Renaissance painting with a Greek vase painting or Roman sculpture Menil Collection, or MFAH 3) Modern and Contemporary art: compare and contrast a contemporary nonrepresentational artwork (i.e. Barnet Newman; Mark Rothko; Jackson Pollock; David Smith (sculpture or painting) with an early 20th century modern abstract artwork (i.e. Picasso; Matisse) .
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Complete and submit the Museum Assignment Worksheet.Take notes for.docx
Complete and submit the Museum Assignment Worksheet.
Take notes for a comparison and contrast paper on two artworks at one of the Houston art museums (1 Menil Collection www.menil.org; 2) Museum of Fine Arts Houston
www.mfah.org
(Links to an external site.)
Apply the visual elements and principles of design.
Choose from among the following topics:
Menil Collection 1) compare and contrast a Byzantine icon with an African tribal sculpture
Museum of Fine Arts, Houston 2) compare and contrast an Italian Renaissance painting with a Greek vase painting or Roman sculpture
Menil Collection, or MFAH 3) Modern and Contemporary art: compare and contrast a contemporary nonrepresentational artwork (i.e. Barnet Newman; Mark Rothko; Jackson Pollock; David Smith (sculpture or painting) with an early 20th century modern abstract artwork (i.e. Picasso; Matisse)
.
arts 1301 museum paper.docx
This document outlines the requirements for a museum assignment research paper for an arts class. Students must write a 4-6 page paper comparing and contrasting two artworks from either the Menil Collection or Museum of Fine Arts Houston. Topics include comparing a Byzantine icon with an African sculpture, an Italian Renaissance painting with a Greek vase painting, or a modern abstract artwork with an early 20th century artwork. Students must briefly research the artists and styles, analyze the artworks using visual elements, and cite at least two references per artwork in MLA format. The paper must follow formal writing conventions and be typed in Times New Roman font.
Week 13 Contemporary Art (Deconstructivism)
Deconstructivism began in the late 1980s as a development of postmodern architecture influenced by deconstruction theory. It is characterized by buildings with unpredictable and chaotic visual appearances. A 1988 MoMA exhibition featuring works by Gehry, Libeskind, Koolhaas, Eisenman, Hadid, Coop Himmelblau, and Tschumi brought the movement fame. Deconstructivism was influenced by minimalism, cubism, and analytical cubism through dissecting forms from different perspectives, as well as expressionist movements through non-linear and abstracted structures.
AP Art History - Global Contemporary (Content Area 10)
This document provides information on 26 contemporary global artworks from 1980 to present day, including key details on artists and artworks such as Bill Viola's video piece "The Crossing", Mariko Mori's "Pure Land", and sculptures by El Anatsui and installations by Zaha Hadid such as the MAXXI Museum. It also outlines enduring understandings and essential knowledge about the characteristics of global contemporary art in this time period, such as the challenging of traditional hierarchies and definitions of art and increased global and technological influences. Contemporary art is now experienced on a global scale in a variety of venues.
Some examples
This document discusses how J.J. Winckelmann's ideas influenced the establishment of the classical paradigm for art museums in the 19th century. Specifically, it discusses how Winckelmann viewed art history as progressing through distinct periods and styles, and how he believed Greek art represented the pinnacle of beauty. This hierarchical, period-based view of art history shaped how the Louvre museum in Paris organized and displayed its collection, establishing the Louvre as the model for art museums worldwide. The Louvre arranged its works by historical period and national school according to Winckelmann's ideas, aiming to reveal the unique character of each culture.
Introduction to Art Chapter 31 Postmodernity and Global Cult
Introduction to Art Chapter 31: Postmodernity and Global Cultures 448
Chapter 31: Postmodernity and Global
Cultures
“Getting” Contemporary Art
It’s ironic that many people say they don’t “get” contemporary art because, unlike Egyptian tomb
painting or Greek sculpture, art made since 1960 reflects our own recent past. It speaks to the
dramatic social, political and technological changes of the last 50 years, and it questions many of
society’s values and assumptions—a tendency of postmodernism, a concept sometimes used to
describe contemporary art. What makes today’s art especially challenging is that, like the world
around us, it has become more diverse and cannot be easily defined through a list of visual
characteristics, artistic themes or cultural concerns.
Minimalism and Pop Art paved the way for later artists to explore questions about the conceptual
nature of art, its form, its production, and its ability to communicate in different ways. In the late
1960s and 1970s, these ideas led to a “dematerialization of art,” when artists turned away from
painting and sculpture to experiment with new formats including photography, film and video,
performance art, large-scale installations and earth works. Although some critics of the time
foretold “the death of painting,” art today encompasses a broad range of traditional and
experimental media, including works that rely on Internet technology and other scientific
innovations.
John Baldessari, I Will Not Make Any More Boring Art, 1971, lithograph, 22-7/16 x 30-1/16″ (The Museum of Modern
Art). Copyright John Baldessari, courtesy of the artist.
Introduction to Art Chapter 31: Postmodernity and Global Cultures 449
Contemporary artists continue to use a varied vocabulary of abstract and representational forms
to convey their ideas. It is important to remember that the art of our time did not develop in a
vacuum; rather, it reflects the social and political concerns of its cultural context. For example,
artists like Judy Chicago, who were inspired by the feminist movement of the early 1970s,
embraced imagery and art forms that had historical connections to women.
In the 1980s, artists appropriated the style and methods of mass media advertising to investigate
issues of cultural authority and identity politics. More recently, artists like Maya Lin, who
designed the Vietnam Veterans’ Memorial Wall in Washington D.C., and Richard Serra, who was
loosely associated with Minimalism in the 1960s, have adapted characteristics of Minimalist art
to create new abstract sculptures that encourage more personal interaction and emotional
response among viewers.
These shifting strategies to engage the viewer show how contemporary art’s significance exists
beyond the object itself. Its meaning develops from cultural discourse, interpretation and a range
of individual understandings, in addition to the formal and conceptual problems that first
motivated the artist ...
Assignment 81. Thoroughly discuss the two art works below.(Par.docx
Assignment 8
1. Thoroughly discuss the two art works below.
(Paragraph 1 – Mona Lisa)
(Paragraph 2 – Apoxyomenos)
(Paragraph 3 – Compare & Contrast the two art works)
2. Discuss the relevance and/or influence of each work to history/ art history (via historical context. What was going on in the world at that time that influenced the works and/or vise, versa? (Paragraph 4)
3. Make sure paper is no less than three pages, but no more than four pages in length.
4. Include a minimum of three resources per work of art from the internet to support your claims.
5. Include a citation for each source used.
6. Include some of the glossary terms if applicable in the paper.
****The art gallery website may help**** http://smarthistory.khanacademy.org/
“Mona Lisa” by Leonardo da Vinci
“Apoxyomenos by Lysippos of Sikyon
Glossary Terms
· Abstract Expressionism
. Also known as the New York School. The first major American avant-garde movement, Abstract Expressionism emerged in New York City in the 1940s. The artists produced abstract paintings that expressed their state of mind and that they hoped would strike emotional chords in viewers. The movement developed along two lines: gestural abstraction and chromatic abstraction.
· Action painting
. Also called gestural abstraction. The kind of Abstract Expressionism practiced by Jackson Pollock, in which the emphasis was on the creation process, the artist's gesture in making art. Pollock poured liquid paint in linear webs on his canvases, which he laid out on the floor, thereby physically surrounding himself in the painting during its creation.
· Assemblage
. An artwork constructed from already existing objects.
· Chromatic abstraction
. A kind of Abstract Expressionism that focused on the emotional resonance of color, as exemplified by the work of Barnett Newman and Mark Rothko.
· Color field painting
. A variant of Post-Painterly Abstraction in which artists sought to reduce painting to its physical essence by pouring diluted paint onto unprimed canvas, allowing these pigments to soak into the fabric, as exemplified by the work of Helen Frankenthaler and Morris Louis.
· Conceptual art
. An American avant-garde art movement of the 1960s that asserted that the "artfulness" of art lay in the artist's idea rather than its final expression.
· Deconstruction
. An analytical strategy developed in the late 20th century according to which all cultural "constructs" (art, architecture, and literature) are "texts." People can read these texts in a variety of ways, but they cannot arrive at fixed or uniform meanings. Any interpretation can be valid, and readings differ from time to time, place to place, and person to person. For those employing this approach, deconstruction means destabilizing established meanings and interpretations while encouraging subjectivity and individual differences.
· Earthworks
. An American art form that emerged in the 1960s. Often using the land itself as their material, Environmental ar ...
Art through the_information_age
This document discusses the history and development of computing technologies in art museums from the 1960s to the present. It notes early proposals from the 1960s about using computers to access information about artworks across collections worldwide. Specific early digital projects aimed at cataloging and analyzing artworks are also mentioned from the 1960s and 1970s. The development of standards, databases, and the internet are then reviewed in transforming how art information is stored and accessed over subsequent decades to the present digital age.
Recommended
Complete and submit the Museum Assignment Worksheet.Take notes for.docx
Complete and submit the Museum Assignment Worksheet.
Take notes for a comparison and contrast paper on two artworks at one of the Houston art museums (1 Menil Collection www.menil.org; 2) Museum of Fine Arts Houston
www.mfah.org
(Links to an external site.)
Apply the visual elements and principles of design.
Choose from among the following topics:
Menil Collection 1) compare and contrast a Byzantine icon with an African tribal sculpture
Museum of Fine Arts, Houston 2) compare and contrast an Italian Renaissance painting with a Greek vase painting or Roman sculpture
Menil Collection, or MFAH 3) Modern and Contemporary art: compare and contrast a contemporary nonrepresentational artwork (i.e. Barnet Newman; Mark Rothko; Jackson Pollock; David Smith (sculpture or painting) with an early 20th century modern abstract artwork (i.e. Picasso; Matisse)
.
arts 1301 museum paper.docx
This document outlines the requirements for a museum assignment research paper for an arts class. Students must write a 4-6 page paper comparing and contrasting two artworks from either the Menil Collection or Museum of Fine Arts Houston. Topics include comparing a Byzantine icon with an African sculpture, an Italian Renaissance painting with a Greek vase painting, or a modern abstract artwork with an early 20th century artwork. Students must briefly research the artists and styles, analyze the artworks using visual elements, and cite at least two references per artwork in MLA format. The paper must follow formal writing conventions and be typed in Times New Roman font.
Week 13 Contemporary Art (Deconstructivism)
Deconstructivism began in the late 1980s as a development of postmodern architecture influenced by deconstruction theory. It is characterized by buildings with unpredictable and chaotic visual appearances. A 1988 MoMA exhibition featuring works by Gehry, Libeskind, Koolhaas, Eisenman, Hadid, Coop Himmelblau, and Tschumi brought the movement fame. Deconstructivism was influenced by minimalism, cubism, and analytical cubism through dissecting forms from different perspectives, as well as expressionist movements through non-linear and abstracted structures.
AP Art History - Global Contemporary (Content Area 10)
This document provides information on 26 contemporary global artworks from 1980 to present day, including key details on artists and artworks such as Bill Viola's video piece "The Crossing", Mariko Mori's "Pure Land", and sculptures by El Anatsui and installations by Zaha Hadid such as the MAXXI Museum. It also outlines enduring understandings and essential knowledge about the characteristics of global contemporary art in this time period, such as the challenging of traditional hierarchies and definitions of art and increased global and technological influences. Contemporary art is now experienced on a global scale in a variety of venues.
Some examples
This document discusses how J.J. Winckelmann's ideas influenced the establishment of the classical paradigm for art museums in the 19th century. Specifically, it discusses how Winckelmann viewed art history as progressing through distinct periods and styles, and how he believed Greek art represented the pinnacle of beauty. This hierarchical, period-based view of art history shaped how the Louvre museum in Paris organized and displayed its collection, establishing the Louvre as the model for art museums worldwide. The Louvre arranged its works by historical period and national school according to Winckelmann's ideas, aiming to reveal the unique character of each culture.
Introduction to Art Chapter 31 Postmodernity and Global Cult
Introduction to Art Chapter 31: Postmodernity and Global Cultures 448
Chapter 31: Postmodernity and Global
Cultures
“Getting” Contemporary Art
It’s ironic that many people say they don’t “get” contemporary art because, unlike Egyptian tomb
painting or Greek sculpture, art made since 1960 reflects our own recent past. It speaks to the
dramatic social, political and technological changes of the last 50 years, and it questions many of
society’s values and assumptions—a tendency of postmodernism, a concept sometimes used to
describe contemporary art. What makes today’s art especially challenging is that, like the world
around us, it has become more diverse and cannot be easily defined through a list of visual
characteristics, artistic themes or cultural concerns.
Minimalism and Pop Art paved the way for later artists to explore questions about the conceptual
nature of art, its form, its production, and its ability to communicate in different ways. In the late
1960s and 1970s, these ideas led to a “dematerialization of art,” when artists turned away from
painting and sculpture to experiment with new formats including photography, film and video,
performance art, large-scale installations and earth works. Although some critics of the time
foretold “the death of painting,” art today encompasses a broad range of traditional and
experimental media, including works that rely on Internet technology and other scientific
innovations.
John Baldessari, I Will Not Make Any More Boring Art, 1971, lithograph, 22-7/16 x 30-1/16″ (The Museum of Modern
Art). Copyright John Baldessari, courtesy of the artist.
Introduction to Art Chapter 31: Postmodernity and Global Cultures 449
Contemporary artists continue to use a varied vocabulary of abstract and representational forms
to convey their ideas. It is important to remember that the art of our time did not develop in a
vacuum; rather, it reflects the social and political concerns of its cultural context. For example,
artists like Judy Chicago, who were inspired by the feminist movement of the early 1970s,
embraced imagery and art forms that had historical connections to women.
In the 1980s, artists appropriated the style and methods of mass media advertising to investigate
issues of cultural authority and identity politics. More recently, artists like Maya Lin, who
designed the Vietnam Veterans’ Memorial Wall in Washington D.C., and Richard Serra, who was
loosely associated with Minimalism in the 1960s, have adapted characteristics of Minimalist art
to create new abstract sculptures that encourage more personal interaction and emotional
response among viewers.
These shifting strategies to engage the viewer show how contemporary art’s significance exists
beyond the object itself. Its meaning develops from cultural discourse, interpretation and a range
of individual understandings, in addition to the formal and conceptual problems that first
motivated the artist ...
Assignment 81. Thoroughly discuss the two art works below.(Par.docx
Assignment 8
1. Thoroughly discuss the two art works below.
(Paragraph 1 – Mona Lisa)
(Paragraph 2 – Apoxyomenos)
(Paragraph 3 – Compare & Contrast the two art works)
2. Discuss the relevance and/or influence of each work to history/ art history (via historical context. What was going on in the world at that time that influenced the works and/or vise, versa? (Paragraph 4)
3. Make sure paper is no less than three pages, but no more than four pages in length.
4. Include a minimum of three resources per work of art from the internet to support your claims.
5. Include a citation for each source used.
6. Include some of the glossary terms if applicable in the paper.
****The art gallery website may help**** http://smarthistory.khanacademy.org/
“Mona Lisa” by Leonardo da Vinci
“Apoxyomenos by Lysippos of Sikyon
Glossary Terms
· Abstract Expressionism
. Also known as the New York School. The first major American avant-garde movement, Abstract Expressionism emerged in New York City in the 1940s. The artists produced abstract paintings that expressed their state of mind and that they hoped would strike emotional chords in viewers. The movement developed along two lines: gestural abstraction and chromatic abstraction.
· Action painting
. Also called gestural abstraction. The kind of Abstract Expressionism practiced by Jackson Pollock, in which the emphasis was on the creation process, the artist's gesture in making art. Pollock poured liquid paint in linear webs on his canvases, which he laid out on the floor, thereby physically surrounding himself in the painting during its creation.
· Assemblage
. An artwork constructed from already existing objects.
· Chromatic abstraction
. A kind of Abstract Expressionism that focused on the emotional resonance of color, as exemplified by the work of Barnett Newman and Mark Rothko.
· Color field painting
. A variant of Post-Painterly Abstraction in which artists sought to reduce painting to its physical essence by pouring diluted paint onto unprimed canvas, allowing these pigments to soak into the fabric, as exemplified by the work of Helen Frankenthaler and Morris Louis.
· Conceptual art
. An American avant-garde art movement of the 1960s that asserted that the "artfulness" of art lay in the artist's idea rather than its final expression.
· Deconstruction
. An analytical strategy developed in the late 20th century according to which all cultural "constructs" (art, architecture, and literature) are "texts." People can read these texts in a variety of ways, but they cannot arrive at fixed or uniform meanings. Any interpretation can be valid, and readings differ from time to time, place to place, and person to person. For those employing this approach, deconstruction means destabilizing established meanings and interpretations while encouraging subjectivity and individual differences.
· Earthworks
. An American art form that emerged in the 1960s. Often using the land itself as their material, Environmental ar ...
Art through the_information_age
This document discusses the history and development of computing technologies in art museums from the 1960s to the present. It notes early proposals from the 1960s about using computers to access information about artworks across collections worldwide. Specific early digital projects aimed at cataloging and analyzing artworks are also mentioned from the 1960s and 1970s. The development of standards, databases, and the internet are then reviewed in transforming how art information is stored and accessed over subsequent decades to the present digital age.
0134484592 ch32
This document provides an overview of modern art in Europe and the Americas from 1900-1950. It begins with learning objectives focused on identifying styles, interpreting meaning, and relating works to their contexts. Key events that influenced the period are described, such as World War I and the Great Depression. Several major art movements are then discussed in detail, including the Fauves and their expressive use of color, Picasso's development of Cubism including its analytic and synthetic phases, and the Bridge movement in Germany inspired by Nietzsche. Major artists and their groundbreaking works from this revolutionary period in art history are analyzed.
Courting the Contemporary: Art-Historical Museums Follow the Money
Universal/encyclopedic/art-historical museums increasingly invoke contemporary museums and art trends to attract new audiences and their money.
Italian renaissance art_-_schwappach
The Italian Renaissance was a period between the 14th and 16th centuries that saw a rebirth in the arts. Three influential artists were Masaccio in painting, Donatello in sculpture, and Brunelleschi in architecture. Masaccio's fresco of the Expulsion from the Garden of Eden demonstrated mastery of anatomy and perspective. Donatello's statue of David was one of the first free-standing nude sculptures and captured emotion through its realistic form. Brunelleschi's Foundling Hospital in Florence was one of the first Renaissance buildings to incorporate classical Roman elements through its proportions and architectural features.
Activities about gothic art
This document outlines an educational program about Gothic art. The aims are to understand the importance of the Church in the Middle Ages, identify parts of Gothic churches, recognize Gothic artistic and cultural innovations, compare churches from different places, and analyze characteristics of Gothic sculptures and paintings. Some key concepts covered are medieval Christianity and Gothic architecture, sculpture, and painting. Activities include describing Gothic art, investigating Gothic styles, interpreting information, and developing comprehension and curiosity about medieval artistic heritage.
Activities about gothic art
This document outlines an educational program about Gothic art. The aims are to understand the importance of the Church in the Middle Ages, identify parts of Gothic churches, and analyze characteristics of Gothic sculptures, paintings, and architecture. Some key procedures are describing Gothic art, investigating Gothic styles, and interpreting information about medieval concepts. Activities include comparing Gothic and Romanesque cathedrals, learning vocabulary, and exploring famous Gothic artworks and architects.
19th century architectural theory toa ii
This document summarizes architectural movements and theorists from the 19th century including Structural Rationalism, Art Nouveau, Viollet-le-Duc, and John Ruskin. Structural Rationalism rejected past styles in favor of new forms using modern materials honestly like iron. Art Nouveau embraced new technologies but aimed to elevate craftsmanship. Viollet-le-Duc was a French architect who advocated for restoring buildings to a hypothetical completed state and emphasizing rational construction. He influenced Art Nouveau through his writings and designs using iron. John Ruskin's book The Seven Lamps of Architecture analyzed architecture's moral duties including sacrifice, truth, and power.
Architecture style
Modernism arose in the late 19th century as a philosophical movement in response to industrialization. Notable modernist architects included Mies van der Rohe, Le Corbusier, and Frank Lloyd Wright. Modern architecture developed new building materials and techniques. Styles included the Chicago School, Expressionism, the International Style, and Brutalism. Postmodernism emerged in the 1970s as a reaction against modernism. Deconstructivism from the 1980s fragmented and layered forms. Folding architecture from the 1990s integrated differences through smooth layering inspired by geology and cooking.
Students are required to write a 4-6pp. paper on an artwork they hav.docx
Students are required to write a 4-6pp. paper on an artwork they have viewed and analyzed at one of the various Houston art museums (1)Museum of Fine Arts Houston www.mfah.org, 2)Contemporary Arts Museum www.camh.org, 3) Menil Collection www.menil.org
Choose from among the following media 1) Sculpture, 2) Painting; 3) Prints 4) Photography; 5) Drawing, 6) Architecture, 7) Decorative Arts
And time periods: 1) Prehistoric/Ancient/Medieval 2) Renaissance/Baroque/19th century; 3) Modern/Contemporary;4) Non-western (Africa; Asia; Pre-Columbian).
I. Research the artist’s biography and stylistic movement, and place the artwork within a brief cultural context (three-five paragraphs). Use MLA citations and Works Cited at end of Word.doc.
II. In three to five paragraphs analyze the object in terms of the formal elements and the principles of design (chapters 4-8). Use the attached Museum Assignment worksheet as a guide in taking notes at the museum.
Papers must be typed double-spaced with one inch margins and black 12pt Times Roman font. Use formal English composition format and organization. Use MLA source citation method (Author, page) in body text to document your research, and attach a separate Works Cited page. Use a minimum of two research sources other than your textbook. Use the MLA Handbook as a reference guide to style, formatting and documentation, and the Writing Center for assistance. [ Fully document web sources according to the MLA style:
Author. “Title”. Journal/Sponsor. date. web. In-text: (shorten“title” paragraph).]
Last modified: Thursday, 25 August 2011, 12:24 PM
.
It is Art class not history.Objective Visiting an art museum is a.docx
It is Art class not history.
Objective: Visiting an art museum is an enjoyable experience. The main objective is for you to view artworks in person. Describe and analyze what you view in a clearly written essay, demonstrating knowledge gained in class.
1. Visit: "San Diego Museum of Art: El Prado, Balboa Park, San Diego"
2. View the European Early Modern Collections, (Late 18th - 19th century Neo-Classicism through Post-Impressionism)
3. Write a 3 page report (typed, double-spaced, with a cover page and staple) on what you have viewed. Organize your report in the following manner:
Paragraph 1
:
Introduce your topic, including the name of the museum you visited, its city and the date of your visit. Describe your overall impression of the museum, including the architecture, environment and collections.
Paragraph 2
:
Discuss your initial impression of the European Early Modern Collections area (late 18
th
-19
th
century art).
If late 18
th
-19
th
century American Art is displayed at this museum, discuss that area, too.
Note the exhibition design (how the artwork is displayed). Highlight what impressed you (positively or negatively) regarding the exhibition design. Are the spaces well designed for the display of these important works?
Consider lighting, spacing, frames and overall display.
Paragraph
3:
Note your overall impression of the Early Modern Art Collections (European, and possibly American).
Briefly mention a few Early Modern artworks.
Include the name of the artist, the title, century and medium).
Don’t simply list the works; explain what about these works makes them most interesting to you.
How do these works relate to what we have been studying in class?
Paragraphs 4 and 5:
Choose one favorite work from the European or American Early Modern Collection to analyze in detail.
Be sure to choose a late 18
th
-19
th
century artwork by an artist listed on the Art 311 Slide List.
1. Identify the work by artist, title, medium, size and country-of-origin.
2. Describe the work in detail.
Discuss the work both in terms of style and
content.
(Style refers to what the work looks like.
Content refers to the
meaning of the work, as expressed through the subject matter and
iconography.)
What made you choose this particular work?
3. Apply appropriate terms and concepts that we have been studying in
class.
4. What was the artist’s (and perhaps patron’s) intent?
Paragraph 6
: Conclusion
1. Note your personal opinions regarding the museum, its collections and
your chosen artwork. What was your overall impression of the
museum and your visit?
2. Note the website address of the museum.
How did your museum visit
compare to the website?
Final Page
: Cite your sources!
This is not a research paper.
I want
your
impressions of what
you
viewed, not an art-historian’s research.
However, when you obtain information from the museum plaques, docents, website, catalog or from any other source (including your textbo.
Title The Ship of LoveDate ca. 1500Period RenaissanceRela.docx
Title: The Ship of Love
Date: ca. 1500
Period: Renaissance
Related People:
Artist/Maker: Artist Unknown
Attribution: Unknown Artist, Northern Italy
Culture: Italian
Medium: tempera on wood
Dimensions: Sight: 25 x 29 1/2 in. (63.5 x 74.9 cm)
Framed: 34 x 38 3/4 x 4 in. (86.4 x 98.4 x 10.2 cm)
Credit Line: Gift of The Samuel H. Kress Foundation
Provenance: Donated to the Lowe Art Museum in 1961 by The Samuel H. Kress Foundation, New York, NY. Sold July 17, 1950 to Samuel H. Kress, New York, NY (as Ercole Roberti). Collection of Count Alessandro Contini Bonacossi, Rome-Florence, Italy. Collection of Otto Lanz, Amsterdam, The Netherlands by 1934.
Description: The imagery of this painting is unparalleled among surviving secular works of the Italian Renaissance, however, a number of features suggest that it is an allegory about love and marriage. Cupid, the god of love, stands on the bow of the ship, guiding it under the protection of Fortune, represented by a statuette atop the canopy of the throne. Inscribed on the canopy is the Latin phrase: “Poems are praised, but costly gifts are sought; so he [the lover] be wealthy, even a barbarian pleases. Now truly is the age of gold: by gold comes many an honor, by gold is affection gained” (Ovid’s Ars Amatoria, 2.277-78). The sleeping maiden dreams of love, whereas her older companion understands the realities of marriage in the Renaissance Italy: she holds a covered chalice symbolizing constancy and faithfulness, and leans upon the arm of the throne decorated with a relief sculpture of a putto bridling a hybrid monster representing the restraint of lust. The origins of the Ship of Love are unknown, but it probably was part of the lavish furnishings of a bedchamber, antechamber, or study of a patrician’s palace.
Place Made: Italy
Title: Judith with the Head of Holofernes
Date: ca. 1670-1680
Period: Baroque
Related People:
Artist/Maker: Pietro Dandini
Attribution: Pietro Dandini, Italy, 1646-1712
Culture: Italian
Medium: oil on canvas
Dimensions: Sight: 53 x 39 in. (134.6 x 99.1 cm)
Framed: 61 1/2 x 47 1/2 x 3 in. (156.2 x 120.7 x 7.6 cm)
Credit Line: Gift of George Farkas
Provenance: Donated to LAM in 1951 by George Farkas, New York, NY.
Description: The biblical story of Judith, the Jewish widow who saved the Israelites by beheading the Assyrian general Holofernes, was an enormously popular subject in European literature and art beginning in the Middle Ages. In addition to her importance as a heroine and defender of her people, Judith was considered a precursor of Christian triumphs, a prefiguration of Christ’s victory over death, a prototype of the Virgin and the Church, and the embodiment of many sterling virtues. Judith with the Head of Holofernes illustrates the immediate aftermath of the gruesome slaying. Judith holds the bloodied sword with which she has decapitated Holofernes, but she has not yet given the general’s head to her maidservant, Abra, to be placed in a basket in preparation for le ...
Early Museum as Symbol of National Identity
ABSTRACT:- This paper traces the role of the museum as a tool in the formation of national identity, in Bavarian kingdom, during the late eighteen and early nineteenth centuries. The importance of the museums in Berlin and Munich, built under the rule of Ludwig I, is that they helped to forge the new museum typology that were applied to other European cities with the same intent. The paper examines three museums from Munich and Berlin: The Altes Museum, the Glyptothek and the Alte Pinakothek. It seeks to establish the relationship between the content or the collection and the container or the building itself as well as the expression of this phenomena into the architectural language.
The modern era humanities
This document provides an overview of art and architecture trends in the Modern Era. It discusses the rise of abstract expressionism in America led by Pollock and de Kooning. It also describes other art movements like pop art popularized by Andy Warhol, op art focusing on optical illusions, minimalism reducing elements down to basic forms, and conceptual art questioning what constitutes a work of art. For architecture, it outlines the modern movement seeking functionalism over decoration and the international style drawing inspiration from machines. Organic architecture pioneered by Frank Lloyd Wright is also summarized.
Presentation Pictures
ABCDF: Portraits of Mexico City is a visual dictionary project featuring over 2,000 images of Mexico City organized alphabetically. In October 2005, monumental projections of images from the dictionary will be displayed on 10 buildings in New York City, reaching a large audience. The Queens Museum of Art will host an accompanying installation from October to December 2005, and interactive stations around Manhattan will allow people to learn about the project.
Art Business Marketing Assessment
The document examines blockbuster museum exhibitions and the debate around their role. It provides background on how blockbuster exhibitions began in the 17th century with displays of Old Masters works. Today, blockbusters are major undertakings that tour globally and are produced by "superstar" museums. They attract many visitors and boost museums' profiles and local economies. However, critics argue they prioritize spectacle over education. The document outlines both the economic benefits blockbusters provide but also acknowledges criticisms of the phenomenon.
Question 1 The Painting of Modern LifeThe late nineteenth c.docx
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894
Manet,
Bar at the Folies-Bergère
, 1881-82
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question 2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
Constructivism architetural
Vladimir Tatlin is considered the founder of Constructivism for his 1919 model of the Monument to the Third International. Constructivism proposed replacing artistic composition with construction, analyzing materials to design functional objects for industry. Key artists included Tatlin, Rodchenko, Popova and Stepanova. Constructivism spread beyond Russia through the 1922 Dusseldorf Congress and the work of El Lissitzky in Germany, influencing Bauhaus and later American sculpture.
KVB117 09 Materiality and Concept
In this week’s lecture we will continue our study of materiality – but where we have previously considered the perceptual and affectual aspects of materiality, this week we will focus on the conceptual side of materials – the way that materials signify or embody ideas.
ARH 151 Chapter 21 Guide The New York School • Abstr.docx
ARH 151 Chapter 21 Guide
The New York School
• Abstract Expressionism emerged in New York in the mid-20th century.
• The art of the New York School emphasized:
- spontaneity.
- gestural brushstrokes.
- nonobjective imagery.
- fields of intense color.
• Some Abstract Expressionists, like Jackson Pollock, focused on gestural painting methods.
• Other Abstract Expressionists, like Mark Rothko, explored subtle interactions of color.
Jackson Pollock
• Gestural painting method
• “Action painting”
1 - Fig. 21.1 Jackson Pollock at work in his Long Island studio (1950).
2 - Fig. 21.2 Jackson Pollock, One (Number 31, 1950) (1950). Oil and enamel paint on canvas, 8’ 10” x 17’ 5 5/8”.
Joan Mitchell
• Second generation Abstract Expressionist
• Female artist whose gestural painting methods earned her recognition
3 - Fig. 21.5 Joan Mitchell, Cercando un Ago (1957). Oil on canvas, 94 1/8” x 87 5/8”.
4 - Joan Mitchell, Bonjour Julie (1971). Birmingham Museum of Art, Birmingham, AL.
Mark Rothko
• Chromatic painting
• “Floating squares of color”
5 - Fig. 21.6 Mark Rothko, Number 22 (1949). Oil on canvas, 117” x 107 1/8”.
6 - Fig. 21.7 Mark Rothko, Black on Grey (1970). Acrylic on canvas, 80 1/4” x 89”.
Post-Painterly Abstraction
• Color field painting & Amorphous shapes (Fig. 21.8)
• Hard-edge painting & shaped canvases (Fig. 21.14)
7 - Fig. 21.8 Helen Frankenthaler, The Bay (1963). Acrylic on canvas, 80 1/4” x 81 3/4”.
8 - Fig. 21.14 Frank Stella, Mas o Menos (More or Less) (1964). Metallic powder in acrylic emulsion on canvas, 118” x 164 1/2”.
Constructed Sculpture
9 - Fig. 21.9 David Smith, Cubi XVIII (1964). Stainless steel.
• Components of constructed sculpture may include materials such as rods, bars, tubes, planks,
dowels, blocks, fabric, wire, thread, glass, plastic, and machined geometric solids .
• David Smith burnished the surface of this constructed steel sculpture, leaving “gestural” marks
reminiscent of Pollock’s signature painting style.
Pop Art
10 - Fig. 21.17 Richard Hamilton, Just What Is It That Makes Today’s Homes So Different, So Appealing? (1956). Collage, 10 1/4”
x 9 3/4”.
• Pop Art relies on universal images of popular culture, such as movie posters, billboards,
magazine and newspaper photographs, and advertisements.
• Through their selections of commonplace and familiar objects, as seen in Richard Hamilton’s
collage, Pop artists challenged commonplace conceptions about the meaning of art.
Robert Rauschenberg
11 - Fig. 21.18 Robert Rauschenberg, The Bed (1955). Combine painting; oil and pencil on pillow, quilt, and sheet on wood
supports. 75 1/4” x 31 1/2” x 6 1/2”.
• Combine paintings blurred the boundaries between painting and sculpture
• Rauschenberg aimed “to bridge the gap between art and life” in his selection of materials and
subject matter
Jasper Johns
12 - Fig. 21.19 Jasper Joh.
Question 1 The Painting of Modern LifeThe late nineteenth cen.docx
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet, Rouen Cathedral: The Portal (In Sun), 1894
Manet, Bar at the Folies-Bergère, 1881-82
Seurat, A Sunday Afternoon on the Island of La Grande Jatte, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question
2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
REPLY TO THE DISCUSSIONS· DIS 1Trace the evolution and dev.docx
REPLY TO THE DISCUSSIONS
· DIS 1
Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance.
· Explain what primarily distinguishes Renaissance art in general from the prior period.
· Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form.
· Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks.
RELAY TO:
Norfleet
Week 3, Discussion 1
COLLAPSE
Top of Form
During the Renaissance period lots of changes were made within the world of art and the concept of it all. During that period so many new ways and concepts of how art was done, whether it be sculptures, paintings, or any other type of art. Renaissance art differed from the prior period, because a lot more architecture was being created and had a whole new perspective and deeper sense of dimensional effects.
The work between an Italian Renaissance artist and a Northern European Renaissance artist contrast by, focusing on the different details and abilities when it came to their art. Italian artist liked to focus and understand more of the human anatomy aspects of the art, and the northern focused more on surface details and naturalism. The northern also like to focus on portraits, while the Italian focused more on classical mythology. The Italian and northern European artist compared by, both focusing on religious scenes of art and glorifying the power of God. They both also focused on making paintings and different art more realistic.
The different concerns and heritages of the Italian and Northern Renaissance artists that resulted in the different characteristics would be, the way both of them viewed and had a perspective on how their own art should be. Both worshiped and focused a lot towards the higher power and God, but at the same time even has nudity within their different artworks.
RELAY TO:
Harrison
Week 3 Discussion 1
COLLAPSE
Top of Form
Within art, the earliest century of the Renaissance has many differences from previous periods of time. During the Renaissance time period, the artist focused on recreating nature in the form of art and primarily focused on the underlying beauty of nature and how nature plays a vital role in the day to day life. Renaissance art is one of the only types of art that does not focus or generate ideas from religion but rather focuses on the idea of real-life and the linear perspective. The Early Renaissance began in Italy, which led to the realism aspect that would eventually become the center of Renaissance art. Beginning in the 14th century, the artist Masaccio was the most popular artist during this time. Masaccio became famous for his work within churches, specifical.
ScanScan 1Sc.docx
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docx
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
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Students are required to write a 4-6pp. paper on an artwork they hav.docx
Students are required to write a 4-6pp. paper on an artwork they have viewed and analyzed at one of the various Houston art museums (1)Museum of Fine Arts Houston www.mfah.org, 2)Contemporary Arts Museum www.camh.org, 3) Menil Collection www.menil.org
Choose from among the following media 1) Sculpture, 2) Painting; 3) Prints 4) Photography; 5) Drawing, 6) Architecture, 7) Decorative Arts
And time periods: 1) Prehistoric/Ancient/Medieval 2) Renaissance/Baroque/19th century; 3) Modern/Contemporary;4) Non-western (Africa; Asia; Pre-Columbian).
I. Research the artist’s biography and stylistic movement, and place the artwork within a brief cultural context (three-five paragraphs). Use MLA citations and Works Cited at end of Word.doc.
II. In three to five paragraphs analyze the object in terms of the formal elements and the principles of design (chapters 4-8). Use the attached Museum Assignment worksheet as a guide in taking notes at the museum.
Papers must be typed double-spaced with one inch margins and black 12pt Times Roman font. Use formal English composition format and organization. Use MLA source citation method (Author, page) in body text to document your research, and attach a separate Works Cited page. Use a minimum of two research sources other than your textbook. Use the MLA Handbook as a reference guide to style, formatting and documentation, and the Writing Center for assistance. [ Fully document web sources according to the MLA style:
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Last modified: Thursday, 25 August 2011, 12:24 PM
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It is Art class not history.Objective Visiting an art museum is a.docx
It is Art class not history.
Objective: Visiting an art museum is an enjoyable experience. The main objective is for you to view artworks in person. Describe and analyze what you view in a clearly written essay, demonstrating knowledge gained in class.
1. Visit: "San Diego Museum of Art: El Prado, Balboa Park, San Diego"
2. View the European Early Modern Collections, (Late 18th - 19th century Neo-Classicism through Post-Impressionism)
3. Write a 3 page report (typed, double-spaced, with a cover page and staple) on what you have viewed. Organize your report in the following manner:
Paragraph 1
:
Introduce your topic, including the name of the museum you visited, its city and the date of your visit. Describe your overall impression of the museum, including the architecture, environment and collections.
Paragraph 2
:
Discuss your initial impression of the European Early Modern Collections area (late 18
th
-19
th
century art).
If late 18
th
-19
th
century American Art is displayed at this museum, discuss that area, too.
Note the exhibition design (how the artwork is displayed). Highlight what impressed you (positively or negatively) regarding the exhibition design. Are the spaces well designed for the display of these important works?
Consider lighting, spacing, frames and overall display.
Paragraph
3:
Note your overall impression of the Early Modern Art Collections (European, and possibly American).
Briefly mention a few Early Modern artworks.
Include the name of the artist, the title, century and medium).
Don’t simply list the works; explain what about these works makes them most interesting to you.
How do these works relate to what we have been studying in class?
Paragraphs 4 and 5:
Choose one favorite work from the European or American Early Modern Collection to analyze in detail.
Be sure to choose a late 18
th
-19
th
century artwork by an artist listed on the Art 311 Slide List.
1. Identify the work by artist, title, medium, size and country-of-origin.
2. Describe the work in detail.
Discuss the work both in terms of style and
content.
(Style refers to what the work looks like.
Content refers to the
meaning of the work, as expressed through the subject matter and
iconography.)
What made you choose this particular work?
3. Apply appropriate terms and concepts that we have been studying in
class.
4. What was the artist’s (and perhaps patron’s) intent?
Paragraph 6
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1. Note your personal opinions regarding the museum, its collections and
your chosen artwork. What was your overall impression of the
museum and your visit?
2. Note the website address of the museum.
How did your museum visit
compare to the website?
Final Page
: Cite your sources!
This is not a research paper.
I want
your
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you
viewed, not an art-historian’s research.
However, when you obtain information from the museum plaques, docents, website, catalog or from any other source (including your textbo.
Title The Ship of LoveDate ca. 1500Period RenaissanceRela.docx
Title: The Ship of Love
Date: ca. 1500
Period: Renaissance
Related People:
Artist/Maker: Artist Unknown
Attribution: Unknown Artist, Northern Italy
Culture: Italian
Medium: tempera on wood
Dimensions: Sight: 25 x 29 1/2 in. (63.5 x 74.9 cm)
Framed: 34 x 38 3/4 x 4 in. (86.4 x 98.4 x 10.2 cm)
Credit Line: Gift of The Samuel H. Kress Foundation
Provenance: Donated to the Lowe Art Museum in 1961 by The Samuel H. Kress Foundation, New York, NY. Sold July 17, 1950 to Samuel H. Kress, New York, NY (as Ercole Roberti). Collection of Count Alessandro Contini Bonacossi, Rome-Florence, Italy. Collection of Otto Lanz, Amsterdam, The Netherlands by 1934.
Description: The imagery of this painting is unparalleled among surviving secular works of the Italian Renaissance, however, a number of features suggest that it is an allegory about love and marriage. Cupid, the god of love, stands on the bow of the ship, guiding it under the protection of Fortune, represented by a statuette atop the canopy of the throne. Inscribed on the canopy is the Latin phrase: “Poems are praised, but costly gifts are sought; so he [the lover] be wealthy, even a barbarian pleases. Now truly is the age of gold: by gold comes many an honor, by gold is affection gained” (Ovid’s Ars Amatoria, 2.277-78). The sleeping maiden dreams of love, whereas her older companion understands the realities of marriage in the Renaissance Italy: she holds a covered chalice symbolizing constancy and faithfulness, and leans upon the arm of the throne decorated with a relief sculpture of a putto bridling a hybrid monster representing the restraint of lust. The origins of the Ship of Love are unknown, but it probably was part of the lavish furnishings of a bedchamber, antechamber, or study of a patrician’s palace.
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Period: Baroque
Related People:
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Attribution: Pietro Dandini, Italy, 1646-1712
Culture: Italian
Medium: oil on canvas
Dimensions: Sight: 53 x 39 in. (134.6 x 99.1 cm)
Framed: 61 1/2 x 47 1/2 x 3 in. (156.2 x 120.7 x 7.6 cm)
Credit Line: Gift of George Farkas
Provenance: Donated to LAM in 1951 by George Farkas, New York, NY.
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Question 1 The Painting of Modern LifeThe late nineteenth c.docx
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894
Manet,
Bar at the Folies-Bergère
, 1881-82
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question 2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
Constructivism architetural
Vladimir Tatlin is considered the founder of Constructivism for his 1919 model of the Monument to the Third International. Constructivism proposed replacing artistic composition with construction, analyzing materials to design functional objects for industry. Key artists included Tatlin, Rodchenko, Popova and Stepanova. Constructivism spread beyond Russia through the 1922 Dusseldorf Congress and the work of El Lissitzky in Germany, influencing Bauhaus and later American sculpture.
KVB117 09 Materiality and Concept
In this week’s lecture we will continue our study of materiality – but where we have previously considered the perceptual and affectual aspects of materiality, this week we will focus on the conceptual side of materials – the way that materials signify or embody ideas.
ARH 151 Chapter 21 Guide The New York School • Abstr.docx
ARH 151 Chapter 21 Guide
The New York School
• Abstract Expressionism emerged in New York in the mid-20th century.
• The art of the New York School emphasized:
- spontaneity.
- gestural brushstrokes.
- nonobjective imagery.
- fields of intense color.
• Some Abstract Expressionists, like Jackson Pollock, focused on gestural painting methods.
• Other Abstract Expressionists, like Mark Rothko, explored subtle interactions of color.
Jackson Pollock
• Gestural painting method
• “Action painting”
1 - Fig. 21.1 Jackson Pollock at work in his Long Island studio (1950).
2 - Fig. 21.2 Jackson Pollock, One (Number 31, 1950) (1950). Oil and enamel paint on canvas, 8’ 10” x 17’ 5 5/8”.
Joan Mitchell
• Second generation Abstract Expressionist
• Female artist whose gestural painting methods earned her recognition
3 - Fig. 21.5 Joan Mitchell, Cercando un Ago (1957). Oil on canvas, 94 1/8” x 87 5/8”.
4 - Joan Mitchell, Bonjour Julie (1971). Birmingham Museum of Art, Birmingham, AL.
Mark Rothko
• Chromatic painting
• “Floating squares of color”
5 - Fig. 21.6 Mark Rothko, Number 22 (1949). Oil on canvas, 117” x 107 1/8”.
6 - Fig. 21.7 Mark Rothko, Black on Grey (1970). Acrylic on canvas, 80 1/4” x 89”.
Post-Painterly Abstraction
• Color field painting & Amorphous shapes (Fig. 21.8)
• Hard-edge painting & shaped canvases (Fig. 21.14)
7 - Fig. 21.8 Helen Frankenthaler, The Bay (1963). Acrylic on canvas, 80 1/4” x 81 3/4”.
8 - Fig. 21.14 Frank Stella, Mas o Menos (More or Less) (1964). Metallic powder in acrylic emulsion on canvas, 118” x 164 1/2”.
Constructed Sculpture
9 - Fig. 21.9 David Smith, Cubi XVIII (1964). Stainless steel.
• Components of constructed sculpture may include materials such as rods, bars, tubes, planks,
dowels, blocks, fabric, wire, thread, glass, plastic, and machined geometric solids .
• David Smith burnished the surface of this constructed steel sculpture, leaving “gestural” marks
reminiscent of Pollock’s signature painting style.
Pop Art
10 - Fig. 21.17 Richard Hamilton, Just What Is It That Makes Today’s Homes So Different, So Appealing? (1956). Collage, 10 1/4”
x 9 3/4”.
• Pop Art relies on universal images of popular culture, such as movie posters, billboards,
magazine and newspaper photographs, and advertisements.
• Through their selections of commonplace and familiar objects, as seen in Richard Hamilton’s
collage, Pop artists challenged commonplace conceptions about the meaning of art.
Robert Rauschenberg
11 - Fig. 21.18 Robert Rauschenberg, The Bed (1955). Combine painting; oil and pencil on pillow, quilt, and sheet on wood
supports. 75 1/4” x 31 1/2” x 6 1/2”.
• Combine paintings blurred the boundaries between painting and sculpture
• Rauschenberg aimed “to bridge the gap between art and life” in his selection of materials and
subject matter
Jasper Johns
12 - Fig. 21.19 Jasper Joh.
Question 1 The Painting of Modern LifeThe late nineteenth cen.docx
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet, Rouen Cathedral: The Portal (In Sun), 1894
Manet, Bar at the Folies-Bergère, 1881-82
Seurat, A Sunday Afternoon on the Island of La Grande Jatte, c. 1884-86
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist.
Question
2:
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see and why? Be sure to name the specific style (e.g., Analytic Cubism, Pop Art, Abstract Expressionism)
What type will you put last on your list of “things to look for?”
Why do you feel that way?
Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas. Include the images of these specific works of art in your response.
...
REPLY TO THE DISCUSSIONS· DIS 1Trace the evolution and dev.docx
REPLY TO THE DISCUSSIONS
· DIS 1
Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance.
· Explain what primarily distinguishes Renaissance art in general from the prior period.
· Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form.
· Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks.
RELAY TO:
Norfleet
Week 3, Discussion 1
COLLAPSE
Top of Form
During the Renaissance period lots of changes were made within the world of art and the concept of it all. During that period so many new ways and concepts of how art was done, whether it be sculptures, paintings, or any other type of art. Renaissance art differed from the prior period, because a lot more architecture was being created and had a whole new perspective and deeper sense of dimensional effects.
The work between an Italian Renaissance artist and a Northern European Renaissance artist contrast by, focusing on the different details and abilities when it came to their art. Italian artist liked to focus and understand more of the human anatomy aspects of the art, and the northern focused more on surface details and naturalism. The northern also like to focus on portraits, while the Italian focused more on classical mythology. The Italian and northern European artist compared by, both focusing on religious scenes of art and glorifying the power of God. They both also focused on making paintings and different art more realistic.
The different concerns and heritages of the Italian and Northern Renaissance artists that resulted in the different characteristics would be, the way both of them viewed and had a perspective on how their own art should be. Both worshiped and focused a lot towards the higher power and God, but at the same time even has nudity within their different artworks.
RELAY TO:
Harrison
Week 3 Discussion 1
COLLAPSE
Top of Form
Within art, the earliest century of the Renaissance has many differences from previous periods of time. During the Renaissance time period, the artist focused on recreating nature in the form of art and primarily focused on the underlying beauty of nature and how nature plays a vital role in the day to day life. Renaissance art is one of the only types of art that does not focus or generate ideas from religion but rather focuses on the idea of real-life and the linear perspective. The Early Renaissance began in Italy, which led to the realism aspect that would eventually become the center of Renaissance art. Beginning in the 14th century, the artist Masaccio was the most popular artist during this time. Masaccio became famous for his work within churches, specifical.
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Question 1 The Painting of Modern LifeThe late nineteenth c.docx
Question 1 The Painting of Modern LifeThe late nineteenth c.docx
ARH 151 Chapter 21 Guide The New York School • Abstr.docx
ARH 151 Chapter 21 Guide The New York School • Abstr.docx
Question 1 The Painting of Modern LifeThe late nineteenth cen.docx
Question 1 The Painting of Modern LifeThe late nineteenth cen.docx
REPLY TO THE DISCUSSIONS· DIS 1Trace the evolution and dev.docx
REPLY TO THE DISCUSSIONS· DIS 1Trace the evolution and dev.docx
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Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docx
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
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INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docx
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
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Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
.
Scanned with CamScannerGlobal editionGloba.docx
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Global
editionGlo
b
a
l
ed
it
io
n
this is a special edition of an established
title widely used by colleges and universities
throughout the world. Pearson published this
exclusive edition for the benefit of students
outside the United States and Canada. if you
purchased this book within the United States
or Canada you should be aware that it has
been imported without the approval of the
Publisher or author.
Pearson Global Edition
Global
edition
For these Global editions, the editorial team at Pearson has
collaborated with educators across the world to address a
wide range of subjects and requirements, equipping students
with the best possible learning tools. this Global edition
preserves the cutting-edge approach and pedagogy of the
original, but also features alterations, customization, and
adaptation from the north american version.
it
Strategy:
Issues and Practices
M
cK
een
Sm
ith
it Strategy
Issues and Practices
tHiRd edition
James D. McKeen • Heather A. Smith
t
H
iR
d
e
d
it
io
n
McKeen_1292080264_mech.indd 1 28/11/14 12:56 PM
IT STraTegy:
ISSueS and PracTIceS
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IT STraTegy:
ISSueS and PracTIceS
T h i r d E d i t i o n
G l o b a l E d i t i o n
James D. McKeen
Queen’s University
Heather A. Smith
Queen’s University
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto
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Editor in Chief: Stephanie Wall
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Program Manager Team Lead: Ashley Santora
Program Manager: Denise Vaughn
Editorial Assistant: Kaylee Rotella
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Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this
textbook appear on appropriate page within text.
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and Associated Companies throughout the world
Visit us on the World Wide Web at:
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The rights of James D. McKeen and Heather A. Smith to be identified as the authors of this work have been
asserted by them in accordance with the Copyright, Designs and Patents Act 19.
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Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
SANS SIFT tool Final project , related to (digital foren.docx
SANS SIFT tool Final project , related to (digital forensics tools and technique)
Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too
Presentation materials
.
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TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Sandro Reyes .docx
Sandro Reyes 1
5
Human Impact on the Environment
Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans.
Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions.
Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment.
Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life.
Climate change is another impact on the environment that is being caused by us. It is linked .
Scanned with CamScannerResearch Summary (paper)For thi.docx
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Research Summary (paper)
For this assignment you summarize one of the experimental research studies from your research collection.
(I did not make one, feel free to choose any research that has to do with psychology.)
Check out Audris Oh's research summary I put in the files -- it's a great model.
Write your summary in 5 pages or so, basically summarizing each of the major sections - literature review, methods section, results section and discussion. Let the abstract at the beginning of the paper guide you (It's just one paragraph but is a great guide). Why was the study done and how does it fit in with other work in the field (the intro or lit review)? What was the actual experiment (the methods section)? What were the results (the results section)? Why is it important (the discussion section)? Conclude your paper with a personal reaction -- does this fit with what you’ve seen? How might you use any insight the study provides?
Include the pdf of the article (or link to it) and the reference to the article in APA style. Here's an example of a reference:
Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258.
Example of how the essay should look like: https://middlesexcc.libguides.com/ld.php?content_id=7578609
Mendel, 150 years on
T.H. Noel Ellis1, Julie M.I. Hofer1, Gail M. Timmerman-Vaughan2, Clarice J. Coyne3
and Roger P. Hellens4
1
Institute of Biological, Environmental & Rural Sciences, Aberystwyth University, Gogerddan Campus, Aberystwyth,
Ceredigion, SY23 3EB, UK
2
The New Zealand Institute for Plant & Food Research Ltd, Christchurch 8140, New Zealand
3
USDA-ARS Western Regional Plant Introduction Station, Washington State University, Pullman, Washington, USA
4
The New Zealand Institute for Plant & Food Research Ltd, Auckland, New Zealand
Review
Mendel’s paper ‘Versuche über Pflanzen-Hybriden’ is the
best known in a series of studies published in the late 18th
and 19th centuries that built our understanding of the
mechanism of inheritance. Mendel investigated the seg-
regation of seven gene characters of pea (Pisum sativum),
of which four have been identified. Here, we review what
is known about the molecular nature of these genes,
which encode enzymes (R and Le), a biochemical regula-
tor (I) and a transcription factor (A). The mutations are: a
transposon insertion (r), an amino acid insertion (i), a
splice variant (a) and a missense mutation (le-1). The
nature of the three remaining uncharacterized characters
(green versus yellow pods, inflated versus constricted
pods, and axial versus terminal flowers) is discussed.
Mendel’s studies: species, traits and genes
Mendel’s paper ‘Versuche ü ber Pflanzen-Hybriden’ [1] is
the best known in a series of studies published in the late
18th and 19th centuries [2–4] that built our understanding
of the mechanism of inheritance [5]. The title of M.
Scanned with CamScannerHACCP Recipe TermsCheck tempe.docx
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HACCP Recipe Terms
Check temperature of food at least every four hours and record
Check temperature of storage area at beginning of shift.
Cook eggs, poultry, fish, and meat in a microwave oven to a minimum temperature of 165 degrees F.
Cook fish to a minimum of 145 degrees F for 15 seconds.
Cook ground meats to a minimum of 155 degrees F for 15 seconds.
Cook poultry to a minimum of 165 degrees F for 15 seconds.
Cook vegetables to a temperature of 135 degrees F or higher.
Cooked food should be cooled from 135 degrees F to 70 degrees F within 2 hours and from 70 degrees F to 41 degrees F or lower in an additional 4 hours.
Cool foods to at least 70 degrees F before refrigerating or freezing.
Crack egg in separate bowl before combining to larger bowl.
Discard food held in the temperature danger zone for longer than four hours.
Hold cold foods at an internal temperature of 41 degrees F or lower.
Hold frozen foods at a temperature of 0 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Inspect can before opening for swollen ends, rust, or dents.
Label food for storage with ingredient list and date of preparation.
Prepare raw foods separately from ready to eat foods.
Reduce the size or quantity of food to be cooled.
Reheat food to 165 degrees F for 15 seconds.
Remove from the refrigerator only as much product as can be prepared at one time.
Remove jewelry
Rotate products to ensure that the oldest inventory is used first.
Sanitize work surface, equipment, and utensils.
Store chemicals away from food products.
Store cut melons at 41 degrees F or lower.
Store fresh-cut produce between 33 to 41 degrees F to maintain quality.
Store raw meat, poultry, and fish in the bottom of the refrigerator.
Thaw food by submerging under running potable water at a temperature of 70 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Thaw food in the refrigerator at 41 degrees F or lower.
Use a clean, sanitized, and calibrated thermometer to measure the internal temperature of foods.
Wash all fresh fruit prior to serving
Wash your hands
Wear gloves
Wear hairnet
Standardized Recipe Form
Recipe Name_____________________________________ Category_______________________________ Recipe #__________________________
(i.e., entrée, breads)
HACCP Process: _____ 1 – No Cook _____ 2 – Cook & Same Day Serve _____ 3 – Cook, Cool, Reheat, Serve
Ingredients
For ___________Servings
Directions: Include step by step instructions, the critical control points (CCP-specific points at which a hazard can be reduced, eliminated or prevented) and critical limit (time and/or temperature that must be achieved to control a hazard).
Weight
Measure
Serving Size___________________ Pan Size_______________.
Scan by Easy Scanner© 2011 Natur.docx
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Nature GeNetics VOLUME 43 | NUMBER 10 | OCTOBER 2011 1 0 3 5
l e t t e r s
Brassica nigra (B genome) and B. oleracea (C genome) having formed
the amphidiploid species B. juncea (A and B genomes), B. napus
(A and C genomes) and B. carinata (B and C genomes) by hybridiza-
tion. Comparative physical mapping studies have confirmed genome
triplication in a common ancestor of B. oleracea11 and B. rapa12 since
its divergence from the A. thaliana lineage at least 13–17 MYA6,7,13.
Using 72× coverage of paired short read sequences generated by
Illumina GA II technology and stringent assembly parameters, we
assembled the genome of the B. rapa ssp. pekinensis line Chiifu-401-42
and analyzed the assembly (Online Methods and Supplementary Note).
The final assembly statistics are summarized in Table 1. The assembled
sequence of 283.8 Mb was estimated to cover >98% of the gene space
(Supplementary Table 1) and is greater than the previous estimated
size of the euchromatic space, 220 Mb14. The assembly showed excellent
agreement with the previously reported chromosome A03 (ref. 15) and
with 647 bacterial artificial chromosomes (BACs)14 (Online Methods)
sequenced by Sanger technology. Integration with 199,452 BAC-end
sequences produced 159 super scaffolds representing 90% of the assem-
bled sequences, with an N50 scaffold (N50 scaffold is a weighted median
statistic indicating that 50% of the entire assembly is contained in scaf-
folds equal to or larger than this value) size of 1.97 Mb. Genetic mapping
of 1,427 markers in B. rapa allowed us to produce ten pseudo chromo-
somes that included 90% of the assembly (Supplementary Table 2).
We found the difference in the physical sizes of the A. thaliana
and B. rapa genomes to be largely because of transposable elements
(Supplementary Table 3). Although widely dispersed throughout the
genome, as shown in Figure 1, the transposon-related sequences were
most abundant in the vicinity of the centromeres. We estimated that
transposon-related sequences occupy 39.5% of the genome, with the
proportions of retrotransposons (with long terminal repeats), DNA
transposons and long interspersed elements being 27.1%, 3.2% and
2.8%, respectively (Supplementary Tables 4 and 5).
We modeled and analyzed protein coding genes (described in the
Online Methods and the Supplementary Note). We identified 41,174
protein coding genes, distributed as shown in Figure 1. The gene models
have an average transcript length of 2,015 bp, a coding length of 1,172
bp and a mean of 5.03 exons per gene, both similar to that observed in
A. thaliana16. A total of 95.8% of gene models have a match in at least
one of the public protein databases and 99.3% are represented among
the public EST collections o.
Scanned with CamScanner1 STANDARIZATION OF A B.docx
This document provides instructions for a two-part experiment involving titration. In part A, students will standardize a NaOH solution by titrating it against a primary standard of KHP. In part B, students will use their standardized NaOH solution to determine the concentration of acetic acid in a vinegar sample through titration. Key steps and concepts discussed include buret usage, endpoint determination, stoichiometric calculations to determine concentration from titration data, and the purpose and characteristics of primary standards.
Scanlon Technologies, Inc. Anne Scanlon founded Scanlon Technol.docx
Scanlon Technologies, Inc.
*
Anne Scanlon founded Scanlon Technologies, Inc., in 1993. The company designed and manufactured high-tech products that were used in various industries ranging from semiconductor to aviation. Over the years, Scanlon Technologies reported a compound annual growth rate in revenues of over 20% due to high demand for the company’s products and Anne’s superior management skills. By the end of 1996, it was clear that any further growth would have to come from international expansion. However, establishing manufacturing operations and opening up sales and marketing offices abroad required a significant amount of capital. Anne considered investing more of her own money into the business; however, given that she already had most of her wealth tied up in the company, she decided against the idea. Moreover, she believed that the amount of funds Scanlon Technologies needed to raise for expansion was in the tens of millions. In her mind, there was only one clear solution—go public.
In September 1996, Anne hired J.P. Suisse, a top tier investment bank, to take Scanlon Technologies public. On January 1, 1997, the company, which was authorized by the State of Delaware to sell 20 million common stock and 10 million preferred stock, issued one million shares of common stock in an Initial Public Offering (IPO) and began trading on the New York Stock Exchange under the ticker symbol STI. The stock, which had a par value of $1, was sold for $20 per share and climbed to $26 a share by the end of its first trading day.
As expected, the funds raised in the IPO were used to open offices all over the world as well as build a second manufacturing plant in Toronto, Canada. Over the next couple of years, business was good and the company was able to generate enough cash to maintain its level of operations.
In October 1999, Anne learned that Kadehjian
Solution
s Coporation, a competitor, was considering the option of being acquired. Anne believed that such an acquisition would position Scanlon Technologies as the industry leader. One of Kadehjian’s requirements for such an acquisition was that it be an all-cash transaction. Anne knew that this would require Scanlon Technologies to raise approximately $7 million.
Ann contracted J.P. Suisse to discuss raising these funds through the capital markets. The managing directors at J.P. Suisse recommended that Scanlon Technologies employ a combination of debt and equity securities. Anne agreed and on January 1, 2000, the company issued an additional one hundred thousand shares of its $1 par value common stock at $40 per share. On the same day, the company issued $2 million in bonds at 95.8, due in 5 years with 5% interest payable annually (at year end). The market interest rate at the time was 6% per year. Also on January 1, 2000, Scanlon Technologies issued $1.3 million in zero-coupon (i.e. no interest) convertible bonds, also due in 5 years. Each $1,000 bond converted into 20 shares of its commo.
scan the following 2 poems by Robert Herrick. analyze each poems rhy.docx
scan the following 2 poems by Robert Herrick. analyze each poems rhyme and verse and its meter and number of feet. then in a short paragraph, tell me what you think.
Upon Julia's Breasts
Display thy breasts, my Julia, there let me
Behold that circummortal purity;
Between whose glories, there my lips I'll lay,
Ravished in that fair Via Lactea.
Upon a Child That Died
Here she lies, a pretty bud,
Lately made of flesh and blood,
Who as soon fell fast asleep
As her little eyes did peep.
Give her strewings, but not stir
The earth that lightly covers her.
.
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statem.docx
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statement - As Reported 10Q in millions9/30/139/30/149/30/159/30/169/30/179/30/18TTM12/30/173/30/186/30/189/30/1812/29/18TTM Company-operated stores$11,793.2$12,977.9$15,197.3$16,844.1$17,650.719,690.320,318.8 Company-operated stores4,741.84,828.05,060.45,060.1$5,370.3020,318.8 Total specialty$3,073.6$3,469.9$3,965.4$4,471.8$4,736.15,029.24,959.6 Total specialty1,331.91,203.81,249.91,243.5$1,262.404,959.6 Licensed stores$1,360.5$1,588.6$1,861.9$2,154.2$2,355.02,652.22,706.9 Licensed stores682.4625.6660.6683.6$737.102,706.9 CPG, foodservice and other$1,713.1$1,881.3$2,103.5$2,317.6$2,381.12,377.02,252.7 CPG, foodservice and other649.5578.2589.3559.9$525.302,252.7Total net revenues$14,866.8$16,447.8$19,162.7$21,315.9$22,386.8$24,719.525,278.4Total net revenues6,073.76,031.86,310.36,303.6$6,632.7025,278.4 Cost of sales including occupancy costs-$6,382.3-$6,858.8-$7,787.5-$8,511.1-$9,038.2-10,174.5-10,434.2 Cost of sales including occupancy costs-2,502.9-2,516.0-2,554.9-2,604.6($2,758.70)-10,434.2 Store operating expenses-$4,286.1-$4,638.2-$5,411.1-$6,064.3-$6,493.3-7,193.2-7,449.2 Store operating expenses-1,737.0-1,789.6-1,825.0-1,841.6($1,993.00)-7,449.2 Other operating expenses-$431.8-$457.3-$522.4-$545.4-$553.8-539.3-532.2 Other operating expenses-141.6-134.3-148.0-156.7($93.20)-532.2 Depreciation and amortization expenses-$621.4-$709.6-$893.9-$980.8-$1,011.4-1,247.0-1,321.6 Depreciation and amortization expenses-258.8-331.6-330.0-326.6($333.40)-1,321.6 General and administrative expenses-$937.9-$991.3-$1,196.7-$1,360.6-$1,393.3-1,759.0-1,797.8 General and administrative expenses-379.1-405.8-468.7-460.0($463.30)-1,797.8 Restructuring and impairments$0.0$0.0$0.0$0.0-$153.5-224.4-240.0 Restructuring and impairments-27.6-134.7-16.9-45.2($43.20)-240.0 Litigation credit / charge-$2,784.1$20.2$0.0$0.0$0.0$0.0Income from equity investees89.452.771.487.7$67.80279.6Income from equity investees$251.4$268.3$249.9$318.2$391.4301.2279.6Operating income / loss1,116.1772.51,038.2956.6$1,015.703,783.0Operating income / loss-$325.4$3,081.1$3,601.0$4,171.9$4,134.7$3,883.33,783.0Gain resulting from acquisition of joint venture1,326.3Net interest and other income62.3483-$24.8074.9 Gain resulting from acquisition of joint venture$0.0$0.0$390.6$0.0$0.01,376.4$0.0 Interest income and other, net88.2313239$24.80126.0Loss on divestiture of certain operations$0.0$0.0-$61.1$0.0$0.0499.2 Interest expense-25.9-503($75.00)-77.0 Interest income and other, net$123.6$142.7$43.0$108.0$275.3191.4$126.0Earnings / loss before income taxes3,005.9363236$965.501,068.7 Interest expense-$28.1-$64.1-$70.5-$81.3-$92.5-170.3-$77.0Income tax expense / benefit-755.8-35-45-64($205.10)-349.4Earnings / loss before income taxes-$229.9$3,159.7$3,903.0$4,198.6$4,317.5$5,780.0$1,068.7Net earnings / loss including noncontrolling interests2,250.18161,027932$760.403,534.721.83%Net earnings / loss attributab.
Scan the articles in the attached course text. Write a discussi.docx
Scan the articles in the attached course text. Write a discussion initial post on one of the articles. Choose the one that interests you most.
1.Provide a very brief overview of what you think are the key points (a literature review).
2.What about the policy area interests you?
3.What about the information systems involved in the article interested you?
4.How might this article’s research approach help you in your dissertation research project?
(NOTE: Please cut and paste the above-numbered list into your reply to help with organization.)
.
Scale Ratio Variable Histograms are useful for presenting qu.docx
Scale Ratio Variable
Histograms are useful for presenting quantitative data such as the example variable ADULT_CT which describes the number of individuals per household. The variable measurement is scale ratio and as it depicts a number, a histogram is able to reflect the number of individuals belonging to each variable value or interval of values (Mishra, Pandey, Singh & Gupta, 2018).). Histograms divide the variable into equal intervals as shown below in individuals reported per home. The graph indicates nearly 3,000 reporting and displays the individual numbers per interval. The bar levels of the graph make it is easy to discern the average number reporting as 2 per household.
Nominal Variable
As nominal variables depict qualitative data such as in the variable Q87 which describes the level of trust individuals felt towards others, a pie graph would be beneficial to use as it easily displays each group or individual share in the total being examined (Mishra, Pandey, Singh & Gupta, 2018). For example, the pie graph here which shows what percentage of trust was and wasn’t felt toward others. Graphs like these are appropriate for showing a variable that cannot be ordered or numerical in value such as feelings of trust (Frankfort-Nachmias, Leon-Guerrero & Davis, 2020).
References
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Mishra, P., Pandey, C. M., Singh, U., & Gupta, A. (2018). Scales of measurement and presentation of statistical data.
Annals of cardiac anesthesia
,
21
(4), 419.
Wagner, III, W.E. (2020).
Using IBM® SPSS® statistics for research methods and social science statistics
(7th ed.). Thousand Oaks, CA: Sage Publications.
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
.
Scan 12Scan 13Scan 14Scan 15Scan 16S.docx
Scan 12Scan 13Scan 14Scan 15Scan 16Scan 17Scan 18Scan 19
HIST 308
Sofia Clark
Spring 2020
Research Paper
Sample Outline:
1) Introduction
2) Story of capture
3) Background on British antislavery
4) Background on Royal Navy
5) Background on this specific Royal Navy vessel
6) Story of what treaty was used to condemn the slave ship
7) Background on treaty
8) Background on British relations with treaty country
9) Background on slave trade in this particular region
10) Story of what happens to the captives removed from this particular slave ship
11) Background on the general treatment of liberated Africans
12) Explanation of how the story of your ship exemplifies the broader history of slavery and anti-slavery
Bibliography
1) The slave trade in general (i.e., either the Transatlantic slave trade or Indian Ocean slave trade depending on your ship)
Article (JSTOR): Alkalimat, Abdul. "Slave Trade." In The African American Experience in Cyberspace: A Resource Guide to the Best Web Sites on Black Culture and History, 34-42. LONDON; STERLING, VIRGINIA: Pluto Press, 2004. Accessed May 30, 2020. doi:10.2307/j.ctt183q64x.8.
Article (JSTOR): JUNKER, CARSTEN. "Containing Bodies—Enscandalizing Enslavement: Stasis and Movement at the Juncture of Slave-Ship Images and Texts." In Migrating the Black Body: The African Diaspora and Visual Culture, edited by RAIFORD LEIGH and RAPHAEL-HERNANDEZ HEIKE, 13-29. Seattle; London: University of Washington Press, 2017. Accessed May 30, 2020. www.jstor.org/stable/j.ctvcwnj4v.5.
2) The slave trade in the specific area of Africa in which your ship embarked enslaved African captives (e.g., Bight of Benin, Senegambia, Angola).
Book (JSTOR): Strickrodt, Silke. "The Atlantic Connection: Little Popo & the Rise of Afro-European Trade on the Western Slave Coast, C. 1600 to 1702." In Afro-European Trade in the Atlantic World: The Western Slave Coast, C. 1550- C. 1885, 65-101. Woodbridge, Suffolk; Rochester, NY: Boydell & Brewer, 2015. Accessed May 30, 2020. doi:10.7722/j.ctt7zst5n.9.
Article (JSTOR): Graham, James D. "The Slave Trade, Depopulation and Human Sacrifice in Benin History: The General Approach." Cahiers D'Études Africaines 5, no. 18 (1965): 317-34. Accessed May 30, 2020. www.jstor.org/stable/4390897.
3) Slavery in the region to which your ship was heading (e.g., Cuba, Bahia, Pernambuco).
Book (One Search): Schneider, Elena Andrea. The Occupation of Havana: War, Trade, and Slavery in the Atlantic World. North Carolina Scholarship Online. Williamsburg, Virginia : Chapel Hill: Omohundro Institute of Early American History and Culture ; University of North Carolina Press, 2018.
Article (Project Muse): Garrigus, John. "Cuba, Haiti, and the Age of Atlantic Revolution." Reviews in American History 44, no. 1 (2016): 52-57. doi:10.1353/rah.2016.0012.
4) British antislavery policy toward the country your ship was from (e.g., Portugal, Spain, USA)
Book- page 14(Academic Search Premiere- also works for #.
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