Sweeping Exchanges: The Contribution of Feminism to the Art of the 1970s
Author(s): Lucy R. Lippard
Source: Art Journal, Vol. 40, No. 1/2, Modernism, Revisionism, Plurism, and Post-Modernism
(Autumn - Winter, 1980), pp. 362-365
Published by: College Art Association
Stable URL: http://www.jstor.org/stable/776601 .
Accessed: 19/08/2013 00:12
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
College Art Association is collaborating with JSTOR to digitize, preserve and extend access to Art Journal.
http://www.jstor.org
This content downloaded from 131.238.16.30 on Mon, 19 Aug 2013 00:12:31 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=caa
http://www.jstor.org/stable/776601?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Sweeping Exchanges:
The Contribution of Feminism
to the Art of the 1970s
Lucy R. Lippard
Lucy R. Lippard is an art critic
and a member of the collective that
publishes Heresies, afeminist
periodical on politics and the arts.
By now most people-not just feminist
people-will acknowledge that feminism
has made a contribution to the avant-
garde and/or modernist arts of the 1970s.1
What exactly that contribution is and how
important it has been is not so easily
established. This is a difficult subject for
a feminist to tackle because it seems
unavoidably entangled in the art world's
linear I-did-it-firstism, which radical fem-
inists have rejected (not to mention our
own, necessarily biased inside view). If
one says-and one can-that around
1970 women artists introduced an ele-
ment of real emotion and autobiographi-
cal content to performance, body art,
video, and artists' books; or that they
have brought over into high art the use of
"low" traditional art forms such as em-
broidery, sewing, and china painting; or
that they have changed the face of central
imagery and pattern painting, of layering,
fragmentation, and collage-someone
will inevitably and perhaps justifiably
holler the names of various male artists.
But these are simply surface phenomena.
Feminism's major contribution has been
too complex, subversive, and fundamen-
tally political to lend itself to such inter-
necine, hand-to-hand stylistic combat. I
am, therefore, not going to mention names,
but shall try instead to make my claims
sweeping enough to clear the decks.
Feminism's greatest contribution to the
future of art has probably ...
INTRODUCTION FEMINISM ANDART IN THE TWENTIETHCENT.docxvrickens
INTRODUCTION:
FEMINISM AND
ART IN THE
TWENTIETH
CENTURY
BY NORMA BROUDE AND MARY D. GARRARD
What is feminist art? In the early 1970s, artists, critics, and his
torians who were part of the feminist movement believed that,
like the women’s movement itself, art made by feminist women
represented a radical new beginning, a Part Two in the history
of Western culture to complement the largely masculine history
that would now become Part One. The goal of feminism, said
early spokeswomen, was to change the nature of art itself, to
transform culture in sweeping and permanent ways by introduc
ing into it the heretofore suppressed perspective of women.1 In
the new world order that would follow —Part Three —there
would be gender balance in art and culture, and “universality”
would represent the experiences and dreams of both females
and males.
Twenty years later, we may smile at so utopian a vision, hav
ing learned that there is no such thing as a singular female
perspective; that not all art by women is feminist, not even all
art made by women who are feminists; having lived to see the
Feminist Art movement of the 1970s contextualized by critics
and historians as just another avant-garde movement followed by
other movements; and finding ourselves in a period that is
chillingly (to feminists) called “postfeminist,” in which self-
defined feminist art continues to be made, but in forms that dif
fer radically from their 1970s predecessors.
How then do we situate the Feminist Art movement on the
broader stage, conceptually and historically? Is it merely another
phase of avant-garde? Or is it not, rather, to borrow a phrase
that has been used to describe the cultural climate of the 1960s,
“one of those deep-seated shifts of sensibility that alter the
whole terrain”?2 The feminist critic Lucy R. Lippard argued
persuasively in 1980 that feminist art was “neither a style nor a
movement,” but instead “a value system, a revolutionary strat
egy, a way of life,” like Dada and Surrealism and other nonstyles
that have “continued to pervade all movements and styles ever
since.”3 What was revolutionary in feminist art, Lippard ex
plained, was not its forms but its content. Feminist artists’
insistence on prioritizing experience and meaning over form
and style was itself a challenge to the modernist valorization of
"progress” and style development: “in endlessly different ways,”
wrote Lippard, “the best women artists have resisted the tread
mill to progress by simply disregarding a history that was not
theirs. Thus the agenda of feminist art could not be subsumed
into that of modernism, and the very appearance of feminist art
as early as 1970 was a distant early warning that modernism,
and its theoretical commitment to formal values alone, was des
tined to become a finite historical stage, in this case to be
replaced by postmodernism.
Feminist art and art history helped to initiate postmodern
ism in America. We owe to ...
Postmodernism is a contemporary art movement associated with post-industrial societies that questions traditional boundaries and concepts of art and creativity. It draws from multiple art traditions and references contemporary culture through methods like irony, parody, appropriation, and quotation. Postmodern art is grounded in theories like Marxism, feminism, and psychoanalysis.
This document provides an overview of new media art and activism, covering historical contexts, strategies, and ethical considerations. It discusses how artists like Goya and the emergence of conceptual art expanded boundaries between art and politics. Key topics covered include activist art strategies using public spaces and media, copyright and creative commons approaches, censorship issues, and emerging forms of online resistance like those enabled by Anonymous and Critical Art Ensemble. Ethics of representation, authenticity, and identity are also briefly touched on in relation to new media contexts.
Essay on Art in Society
Essay On Art Appreciation
Persuasive Essay On The Art Of Art
Argumentative Essay On Fine Arts
The Importance of Art Essay
Essay On Why I Love Art
The History of Art Essay
The Importance of Arts in School Essay
Argumentative Essay On Arts Education
The Argument Of Arts And Culture
The Artist And The Art Essay
Essay on Cultures Influences on Art
Fine Arts Research Papers
Why Is Art Important in Society Essay
Art and Aesthetics Essay
Reflective Essay On Art Museum
Descriptive Essay On Art
This document summarizes Linda Nochlin's seminal 1971 essay "Why Have There Been No Great Women Artists?". Nochlin rejected the assumption behind the question, that women inherently lacked artistic genius. Instead, she argued feminist art historians should analyze how social and institutional structures shaped artistic production and excluded women. The document discusses essentialism in feminism and artists like Judy Chicago who linked women's art to biological experience. It also analyzes issues with Nochlin's approach, like its focus on painting and privileging of the notion of artistic genius. Overall, the document provides context around Nochlin's influential essay and its questioning of gender biases in the art world.
This document provides context and analysis for an exhibition featuring works that represent and critique mass culture. It includes an overview of the exhibition layout, a statement of intent explaining the curator's goals in selecting works that push boundaries and prompt discussion, and analyses of individual works by artists such as Martin Parr, Carrie Mae Weems, Katherine Sullivan, and Liu Bolin. The works use humor, irony and aesthetics to comment on topics like leisure activities, racial stereotypes, religious politics, and media influence in ways that encourage social examination rather than personal offense.
Art is meant to evoke emotion and is a representation of the artist's perspective. It can be realistic or abstract. Art encompasses a diverse range of human activities involving imagination and technical skills. The purpose of art is to express feelings and represent the highest understanding of life at a given time through various mediums to replace older feelings with those that are kinder and more needed by humanity.
INTRODUCTION FEMINISM ANDART IN THE TWENTIETHCENT.docxvrickens
INTRODUCTION:
FEMINISM AND
ART IN THE
TWENTIETH
CENTURY
BY NORMA BROUDE AND MARY D. GARRARD
What is feminist art? In the early 1970s, artists, critics, and his
torians who were part of the feminist movement believed that,
like the women’s movement itself, art made by feminist women
represented a radical new beginning, a Part Two in the history
of Western culture to complement the largely masculine history
that would now become Part One. The goal of feminism, said
early spokeswomen, was to change the nature of art itself, to
transform culture in sweeping and permanent ways by introduc
ing into it the heretofore suppressed perspective of women.1 In
the new world order that would follow —Part Three —there
would be gender balance in art and culture, and “universality”
would represent the experiences and dreams of both females
and males.
Twenty years later, we may smile at so utopian a vision, hav
ing learned that there is no such thing as a singular female
perspective; that not all art by women is feminist, not even all
art made by women who are feminists; having lived to see the
Feminist Art movement of the 1970s contextualized by critics
and historians as just another avant-garde movement followed by
other movements; and finding ourselves in a period that is
chillingly (to feminists) called “postfeminist,” in which self-
defined feminist art continues to be made, but in forms that dif
fer radically from their 1970s predecessors.
How then do we situate the Feminist Art movement on the
broader stage, conceptually and historically? Is it merely another
phase of avant-garde? Or is it not, rather, to borrow a phrase
that has been used to describe the cultural climate of the 1960s,
“one of those deep-seated shifts of sensibility that alter the
whole terrain”?2 The feminist critic Lucy R. Lippard argued
persuasively in 1980 that feminist art was “neither a style nor a
movement,” but instead “a value system, a revolutionary strat
egy, a way of life,” like Dada and Surrealism and other nonstyles
that have “continued to pervade all movements and styles ever
since.”3 What was revolutionary in feminist art, Lippard ex
plained, was not its forms but its content. Feminist artists’
insistence on prioritizing experience and meaning over form
and style was itself a challenge to the modernist valorization of
"progress” and style development: “in endlessly different ways,”
wrote Lippard, “the best women artists have resisted the tread
mill to progress by simply disregarding a history that was not
theirs. Thus the agenda of feminist art could not be subsumed
into that of modernism, and the very appearance of feminist art
as early as 1970 was a distant early warning that modernism,
and its theoretical commitment to formal values alone, was des
tined to become a finite historical stage, in this case to be
replaced by postmodernism.
Feminist art and art history helped to initiate postmodern
ism in America. We owe to ...
Postmodernism is a contemporary art movement associated with post-industrial societies that questions traditional boundaries and concepts of art and creativity. It draws from multiple art traditions and references contemporary culture through methods like irony, parody, appropriation, and quotation. Postmodern art is grounded in theories like Marxism, feminism, and psychoanalysis.
This document provides an overview of new media art and activism, covering historical contexts, strategies, and ethical considerations. It discusses how artists like Goya and the emergence of conceptual art expanded boundaries between art and politics. Key topics covered include activist art strategies using public spaces and media, copyright and creative commons approaches, censorship issues, and emerging forms of online resistance like those enabled by Anonymous and Critical Art Ensemble. Ethics of representation, authenticity, and identity are also briefly touched on in relation to new media contexts.
Essay on Art in Society
Essay On Art Appreciation
Persuasive Essay On The Art Of Art
Argumentative Essay On Fine Arts
The Importance of Art Essay
Essay On Why I Love Art
The History of Art Essay
The Importance of Arts in School Essay
Argumentative Essay On Arts Education
The Argument Of Arts And Culture
The Artist And The Art Essay
Essay on Cultures Influences on Art
Fine Arts Research Papers
Why Is Art Important in Society Essay
Art and Aesthetics Essay
Reflective Essay On Art Museum
Descriptive Essay On Art
This document summarizes Linda Nochlin's seminal 1971 essay "Why Have There Been No Great Women Artists?". Nochlin rejected the assumption behind the question, that women inherently lacked artistic genius. Instead, she argued feminist art historians should analyze how social and institutional structures shaped artistic production and excluded women. The document discusses essentialism in feminism and artists like Judy Chicago who linked women's art to biological experience. It also analyzes issues with Nochlin's approach, like its focus on painting and privileging of the notion of artistic genius. Overall, the document provides context around Nochlin's influential essay and its questioning of gender biases in the art world.
This document provides context and analysis for an exhibition featuring works that represent and critique mass culture. It includes an overview of the exhibition layout, a statement of intent explaining the curator's goals in selecting works that push boundaries and prompt discussion, and analyses of individual works by artists such as Martin Parr, Carrie Mae Weems, Katherine Sullivan, and Liu Bolin. The works use humor, irony and aesthetics to comment on topics like leisure activities, racial stereotypes, religious politics, and media influence in ways that encourage social examination rather than personal offense.
Art is meant to evoke emotion and is a representation of the artist's perspective. It can be realistic or abstract. Art encompasses a diverse range of human activities involving imagination and technical skills. The purpose of art is to express feelings and represent the highest understanding of life at a given time through various mediums to replace older feelings with those that are kinder and more needed by humanity.
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
Layer 1 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
Layer 2 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 471)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (pp. 471-472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (p. 472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
Layer 6 (pp. 472-473)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Exercise 9.7a: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
AA. .
Exercise 9.7b: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
Layer 2 (pp. 474-475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (pp. 476-477)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 6 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
Layer 1 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
Layer 2 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 471)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (pp. 471-472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (p. 472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
Layer 6 (pp. 472-473)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Exercise 9.7a: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
AA. .
Exercise 9.7b: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
Layer 2 (pp. 474-475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (pp. 476-477)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 6 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
Layer 1 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
Layer 2 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 471)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (pp. 471-472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (p. 472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
Layer 6 (pp. 472-473)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Exercise 9.7a: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
AA. .
Exercise 9.7b: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
Layer 2 (pp. 474-475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (pp. 476-477)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 6 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
Layer 1 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
Layer 2 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 471)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (pp. 471-472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (p. 472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
Layer 6 (pp. 472-473)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Exercise 9.7a: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
AA. .
Exercise 9.7b: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
Layer 2 (pp. 474-475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (pp. 476-477)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 6 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Sweeping Exchanges The Contribution of Feminism to the Art of.docx
1. Sweeping Exchanges: The Contribution of Feminism to the Art
of the 1970s
Author(s): Lucy R. Lippard
Source: Art Journal, Vol. 40, No. 1/2, Modernism, Revisionism,
Plurism, and Post-Modernism
(Autumn - Winter, 1980), pp. 362-365
Published by: College Art Association
Stable URL: http://www.jstor.org/stable/776601 .
Accessed: 19/08/2013 00:12
Your use of the JSTOR archive indicates your acceptance of the
Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars,
researchers, and students discover, use, and build upon a wide
range of
content in a trusted digital archive. We use information
technology and tools to increase productivity and facilitate new
forms
of scholarship. For more information about JSTOR, please
contact [email protected]
.
College Art Association is collaborating with JSTOR to
digitize, preserve and extend access to Art Journal.
http://www.jstor.org
This content downloaded from 131.238.16.30 on Mon, 19 Aug
2013 00:12:31 AM
2. All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=caa
http://www.jstor.org/stable/776601?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Sweeping Exchanges:
The Contribution of Feminism
to the Art of the 1970s
Lucy R. Lippard
Lucy R. Lippard is an art critic
and a member of the collective that
publishes Heresies, afeminist
periodical on politics and the arts.
By now most people-not just feminist
people-will acknowledge that feminism
has made a contribution to the avant-
garde and/or modernist arts of the 1970s.1
What exactly that contribution is and how
important it has been is not so easily
established. This is a difficult subject for
a feminist to tackle because it seems
unavoidably entangled in the art world's
linear I-did-it-firstism, which radical fem-
inists have rejected (not to mention our
own, necessarily biased inside view). If
one says-and one can-that around
1970 women artists introduced an ele-
ment of real emotion and autobiographi-
cal content to performance, body art,
3. video, and artists' books; or that they
have brought over into high art the use of
"low" traditional art forms such as em-
broidery, sewing, and china painting; or
that they have changed the face of central
imagery and pattern painting, of layering,
fragmentation, and collage-someone
will inevitably and perhaps justifiably
holler the names of various male artists.
But these are simply surface phenomena.
Feminism's major contribution has been
too complex, subversive, and fundamen-
tally political to lend itself to such inter-
necine, hand-to-hand stylistic combat. I
am, therefore, not going to mention names,
but shall try instead to make my claims
sweeping enough to clear the decks.
Feminism's greatest contribution to the
future of art has probably been precisely
its lack of contribution to modernism.
Feminist methods and theories have in-
stead offered a socially concerned alter-
native to the increasingly mechanical
"evolution" of art about art. The 1970s
might not have been "pluralist" at all if
women artists had not emerged during
362 ArtJournal
that decade to introduce the multicolored
threads of female experience into the
male fabric of modern art. Or, to collage
my metaphors-the feminist insistence
that the personal (and thereby art itself)
is political has, like a serious flood, inter-
4. rupted the mainstream's flow, sending it
off into hundreds of tributaries.
It is useless to try to pin down a specific
formal contribution made by feminism
because feminist and/or women's art is
neither a style nor a movement, much as
this may distress those who would like to
see it safely ensconced in the categories
and chronology of the past. It consists of
many styles and individual expressions
and for the most part succeeds in by-
passing the star system. At its most pro-
vocative and constructive, feminism ques-
tions all the precepts of art as we know it.
(It is no accident that "revisionist" art
history also emerged around 1970, with
feminists sharing its front line.) In this
sense, then, focusing on feminism's con-
tribution to 1970s art is a red herring.
The goal of feminism is to change the
character of art. "What has prevented
women from being really great artists is
the fact that we have been unable to
transform our circumstances into our
subject matter.... to use them to reveal
the whole nature of the human condition."2
Thus, if our only contribution is to be the
incorporation on a broader scale of wom-
en's traditions of crafts, autobiography,
narrative, overall collage, or any other
technical or stylistic innovation-then we
shall have failed.
Feminism is an ideology, a value sys-
tem, a revolutionary strategy, a way of
5. life.3 (And for me it is inseparable from
socialism, although neither all Marxists
nor all feminists agree on this.) There-
fore, feminist art is, of necessity, already
a hybrid. It is far from fully realized, but
we envision for it the same intensity that
characterizes the women's movement at
its best. Here, for example, are some
descriptions of feminist art: "Feminist art
raises consciousness, invites dialogue,
and transforms culture."4 "If one is a
feminist, then one must be a feminist
artist-that is, one must make art that
reflects a political consciousness of what
it means to be a woman in partriarchal
culture. The visual form this conscious-
ness takes varies from artist to artist.
Thus art and feminism are not totally
separate, nor are they the same thing."5
"The problem is not with people's taste
(often called 'kitsch' by superior minds)
but with defining art as one thing only. Art
is that which functions as aesthetic experi-
ence for you. If a certain art works that
way for enough people, there is consen-
sus; that becomes art.... That which we
feel is worth devoting one's life to and
whose value cannot be proven, that is
art."6 Feminist art "is a political position,
a set of ideas about the future of the
world, which includes information about
the history of women and our struggles
and recognition of women as a class. It is
also developing new forms and a new
sense of audience."7
6. The conventional art world response
to these statements will be what new
forms? And to hell with the rest of it.
Descriptions like the above do not sound
like definitions of art precisely because
they are not, and because they exist in an
atmosphere of outreach virtually aban-
doned by modernism. For years now, we
have been told that male modernist art is
This content downloaded from 131.238.16.30 on Mon, 19 Aug
2013 00:12:31 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
superior because it is "self-critical." But
from such a view self-criticism is in fact a
narrow, highly mystified, and often ego-
tistical monologue. The element of dia-
logue can be entirely lacking (though
ironically it is feminist art that is accused
of narcissism). Self-criticism that does
not take place within or pass on out to its
audience simply reinforces our culture's
view of art as an absolutely isolated activity.
Artists (like women) stay home (in self
and studio) and pay for this "freedom" by
having their products manipulated and
undervalued by those who control the out-
side world.
A basic and painful conflict is set up
when an artist wants to make art and at
7. the same time wants to participate more
broadly in the culture, even wants to
integrate aesthetic and social activities.
Artists who work with groups, as do so
many feminists, always seem to be looking
wistfully over their shoulders at the stu-
dio. "I've got to get back to my own
work" is a familiar refrain, because, as it
stands now, art and life always seem to be
in competition. And this situation produces
an unusually schizophrenic artist. One of
the feminist goals is to reintegrate the
aesthetic self and the social self and to
make it possible for both to function with-
out guilt or frustration. In the process, we
have begun to see art as something subtly
but significantly different from what it is in
the dominant culture.
This is not said in a self-congratulatory
tone. It remains to be seen whether differ-
ent is indeed better. Success and failure
in such unmapped enterprises are often
blurred. Various feminists have already
fallen into various traps along the way,
among them: the adoption of certain
cliches in images (fruit and shell, mirror
and mound), materials (fabrics and pa-
pers), approaches ("non-elitist"), and
emotions (non-transformative pain, rage,
and mother-love); a certain naivete (also
carrying with it a certain strength) that
comes from the wholesale rejection of all
other art, especially abstraction and paint-
ing; a dependence on "political correct-
ness" that can lead to exclusivity and
8. snobbism; and, at the other extreme, an
unthinking acceptance of literally anything
done by a woman. Beneath these pitfalls
is a need for language-visual and verbal
-that will express the ways our art and
ideas are developing without being sappy
and without denying the powers of the
individual within collective dialogue.
Nevertheless, feminist values have per-
meated the 1970s and are ready to flower
in the 1980s, if militarism and socioeco-
nomic backlash don't overwhelm us all.
Often accepted unconsciously, these val-
ues support the opening up and out of
eyes, mouths, minds, and doors-and
sometimes the smashing of windows. They
include collaboration, dialogue, a con-
stant questioning of aesthetic and social
assumptions, and a new respect for audi-
ence. Feminism's contribution to the evo-
lution of art reveals itself not in shapes
but in structures. Only new structures
bear the possibility of changing the vehicle
itself, the meaning of art in society.
New? I hesitate to use the word in this
context, since it too has been so distorted
in the name of modernism: new reality,
new realism, new abstraction, and simi-
larly, all the rigid posts: post-modernism,
post-Minimalism, and post-beyond-post-
ness. Feminism is new only in the sense that
it isn't post-anything. Its formal precepts
are not new at all. They are simply distri-
9. buted differently from those entrenched
since around 1950. Much or even most of
the best art by women has turned its back
on the "new," preferring to go deeper.
into visual forms that have been "done
before" (mostly by men). When I began
to write extensively about women's art, I
was accused by friends and enemies of
becoming a "retrograde" critic. And so
long as I remained attached to the condi-
tioning of my own art education, received
primarily at the Museum of Modern Art
and on 10th and 57th Streets, I too was
afraid of that stigma. However, the more
women's work I saw, the more my respect
grew for those artists who, having been
forcibly cut off from the mainstream, per-
severed in exploring their own social
realities, even-or especially-when such
exploration did not coincide with the cur-
rent fashions.
The more illuminating dialogues I had
within the women's movement, the clearer
it became to me that the express towards
the "true nature of art" had whisked us
past any number of fertile valleys, paths
to elsewhere, revelations, personal and
social confrontations that might forever
have been missed had it not been for
such stubbornly "retrograde" artists who
insisted on taking the local. During this
time I was constantly being told that some
woman's work was derived from some
far better known man's work. In fact,
such similarities were usually demonstra-
10. bly superficial, but the experience of
searching for the differences proved in-
valuable because it undermined and final-
ly invalidated that notion of "progress"
so dear to the heart of the art market.
In endlessly different ways, the best
women artists have resisted the treadmill
to progress by simply disregarding a his-
tory that was not theirs. There is a differ-
ence, though not always an obvious one,
between the real but superficial innova-
tions of a feminist or woman's art that has
dissolved into mainstream concerns and
the application of these same innovations
to another set of values, where they may
be seen as less "original." It was sug-
gested several years ago that feminist art
offered a new "vernacular" reality op-
posed to the "historical" reality that has
informed modern art to date.8 Given its
air of condescension, "vernacular" may
not be the right word (and certainly we
don't want to be "hidden from history"
again), but it is the right idea. The 1970s
have, I hope, seen the last of the "move-
ments" that have traipsed, like elephants
trunk-to-tail, through the last century.
The notion that art neatly progresses
has been under attack from all sides for
years now; its absurdity became increas-
ingly obvious with post-modernism in the
early 1960s. By 1975, a not-always-de-
lightful chaos of conceptual art, perform-
11. ance, photo-realism, "new images," and
what-have-you prevailed. The 1970s plu-
ralism, decried for different reasons by
both left and right, has at least produced
a kind of compost heap where artists can
sort out what is fertile and what is sterile.
Bag ladies picking around in this heap
find forms, colors, shapes, and materials
that have been discarded by the folks on
the hill. They take them home and recycle
them, thriftily finding new uses for worn-
out concepts, changing not only the but-
tons and the trim but the functions as well.
A literal example of this metaphor is the
Chilean arpillera, or patchwork picture.
Made by anonymous women and smuggled
out into the world as images of political
protest, social deprivation, crushed ideas
and hopes, the arpilleras are the only valid
indigenous Chilean art-now that the mu-
rals have been painted over, the poets and
singers murdered and imprisoned.
You will have noticed by now that
feminism (and by extension feminist art)
is hugely ambitious.9 A developed feminist
consciousness brings with it an altered
concept of reality and morality that is
crucial to the art being made and to the
lives lived with that art. We take for granted
that making art is not simply "expressing
oneself' but is a far broader and more
important task-expressing oneself as a
member of a larger unity, or comm/unity,
so that in speaking for oneself one is also
speaking for those who cannot speak. A
12. populist definition of quality in art might
be "that element that moves the viewer." A
man probably can't decide what that is for
a woman, nor a white for a person of
color, nor an educated for an uneducated
person, and so forth, which is where
"taste" comes in. This in turn may explain
why the "experts" have never been able
to agree on which artists have this elusive
"quality." Only when there are real chan-
nels of communication can artist and
audience both change and mutually ex-
change their notions of art.
Fall/Winter 1980 363
This content downloaded from 131.238.16.30 on Mon, 19 Aug
2013 00:12:31 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
Feminists are asking themselves, as
certain artists and critics and historians
have asked themselves for generations,
"Is this particular painting, sculpture,
performance, text, photograph moving to
me? If so, why? If not, why not? In this
intuitive/analytical task, the social condi-
tioning we have undergone as women, as
nurturers of children, men, homes, and
customs, has its advantages. We are not
bolstered by the conviction that whatever
we do will be accepted by those in power.
This can be psychologically detrimental,
13. but it also carries with it an increased
sensitivity to the needs of others which
accounts to some extent for the roles that
the audience, and communication, play
in feminist art.
Similarly, because women's traditional
arts have always been considered utili-
tarian, feminists are more willing than
others to accept the notion that art can be
aesthetically and socially effective at the
same time. Not that it's easy. The parame-
ters for "good art" have been set; the
illusion of stretching those boundaries
that prevails in the avant-garde is more
exactly a restless thrashing around within
the walls. Overtly feminist artists are al-
ways being accused of being "bad artists"
simply by definition. That's not something
I'm interested in responding to here, but
it should be mentioned in the context of
changing the character of art. Given the
history of the avant-garde, what on earth
does "bad art" mean these days? But of
course if someone isn't there to say what
"good art" is-then art itself gets out of
institutional hand.
Perhaps the single aspect of feminist
art that makes it most foreign to the
mainstream notion of art is that it is
impossible to discuss it without referring
to the social structures that support and
often inspire it. These structures are
grounded in the interaction techniques
adapted (and feminized) from revolution-
14. ary socialist practice-techniques on which
the women's movement itself is based: con-
sciousness-raising, going around the cir-
cle with equal time for all speakers, and
criticism/self-criticism. From the result-
ing structures have evolved the models
feminism offers for art. These models, I
repeat, are not new ways of handling the
picture plane, or new ways of rearrang-
ing space, nor new ways of making fig-
ures, objects, or landscapes live; they are
inclusive structures or social collages.
The history of the male avant-garde has
been one of reverse (or perverse) response
to society, with the artist seen as the oppo-
sition or as out-of-touch idealist. The femi-
nist (and socialist) value system insists
upon cultural workers supporting and re-
sponding to their constituencies. The three
models of such interaction are: (1) group
364 ArtJournal
and/or public ritual; (2) public conscious-
ness-raising and interaction through visu-
al images, environments, and perform-
ances; and (3) cooperative/collaborative/
collective or anonymous artmaking. While
it is true that they can more easily be
applied to the mass-reproduced mediums
such as posters, video, and publications,
these models also appear as underlying
aesthetics in paintings, sculptures, draw-
ings, and prints. Of course, no single
artist incorporates all the models I am
15. idealizing here, and certainly individual
male artists have contributed to these
notions. But since male consciousness
(or lack thereoO dominates the art world,
and since with some exceptions male
artists are slow to accept or to acknowl-
edge the influence of women, these mod-
els are being passed into the mainstream
slowly and subtly and often under mascu-
line guise-one of the factors that makes
the pinning down of feminism's contribu-
tion so difficult. Yet all these structures
are in the most fundamental sense collec-
tive, like feminism itself. And these three
models are all characterized by an ele-
ment of outreach, a need for connections
beyond process or product, an element
of inclusiveness which also takes the
form of responsiveness and responsibility
for one's own ideas and images-the
outward and inward facets of the same
impulse.
The word ritual has been used in con-
nection with art frequently and loosely in
the last decade, but it has raised the
important issue of the relationship of
belief to the forms that convey it. The
popularity of the notion of ritual indicates
a nostalgia for times when art had daily
significance. However, good ritual art is
not a matter of wishful fantasy, of skim-
ming a few alien cultures for an exotic set
of images. Useful as they may be as talis-
mans for self-development, these images
are only containers. They become ritual
16. in the true sense only when they are filled
by a communal impulse that connects the
past (the last time we performed this act)
and the present (the ritual we are per-
forming now) and the future (will we
ever perform it again?). When a ritual
doesn't work, it becomes a self-conscious
act, an exclusive object involving only the
performer. When it does work, it leaves
the viewer with a need to do or to partici-
pate in this act, or in something similar,
again. (Here ritual art becomes propa-
ganda in the good sense-that of spread-
ing the word.) Only in repetition does an
isolated act become ritualized, and this is
where community comes in. The feminist
development of ritual art has been in
response to real personal needs and also
to a communal need for a new history
and a broader framework within which
to make art.
Public consciousness-raising and inter-
action through visual images, environ-
ments, and performances also insist on
an inclusive and expansive structure that
is inherent in these forms. This is in a
sense the logical expansion of a notion
that has popped up through the history of
the avant-garde-that of working "in the
gap between art and life." Aside from an
outreach branch of the "happening" aes-
thetic in the early 1960s, this notion has
remained firmly on art's side of the gap.
But by 1970, feminists, especially on the
17. West coast, were closer to the edge of that
gap than most artists; they were further
from the power centers, and, out of des-
peration, more inclined to make the leap.
Just as ritual art reaches out and gathers
up archaeological, anthropological, and
religious data, the more overtly political
art of public strategies reaches out to
psychology, sociology, and the life sci-
ences. Its makers ("planners" might be a
more accurate term) work in time as well
as in images, moving closer to film, books,
or mass media. Video and photography
are often used not so much to stimulate a
passive audience as to welcome an actively
participating audience, to help people dis-
cover who they are, where their power
lies, and how they can make their own
exchanges between art and life.
Such work can take place in schools,
streets, shopping malls, prisons, hospitals,
or neighborhoods. Among its main pre-
cepts is that it does not reject any subject,
audience, or context, and that it accepts
the changes these may make in the art. To
be more specific, a few examples: (1) A
group of women of mixed nationalities
living in Paris, who have done large docu-
mentary pieces including drawings, texts,
photographs, and videotapes about wom-
en in prison and about Turkish and Portu-
guese workers at home and in economi-
cally imposed exile. (2) An Israeli woman
trying to communicate to urban workers
on the Tel Aviv waterfront the plight and
18. beliefs of the Bedouin tribes through
"Desert People" costume rituals in urban
workplaces. (3) A New York woman who
made her "Maintenance Art" first in the
home, then in office buildings, and has
spent the last two years identifying with
the men in the city's Sanitation Depart-
ment (the "women" of the city govern-
ment), recognizing their maintenance
work as art by shaking hands with every
member of the department. (4) Two
women in Los Angeles who make public
pieces strategically designed to change
the image and media coverage of feminist
issues such as rape and violence against
women. (5) A mixed-gender group, led
by a San Francisco woman, that has built
a "life frame" which is simultaneously
This content downloaded from 131.238.16.30 on Mon, 19 Aug
2013 00:12:31 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
performance art, five acres of community
outreach, and an experimental agriculture
station, making connections between ani-
mals, plants, people, and art. (6) A group
of women photographers in East London
organizing child-care facilities and com-
paring pictures of real life with the mass
media images of women. (7) A man in a
small economically devastated New En-
gland milltown who uses photography as
19. a vehicle of continuing awareness to ac-
quaint the inhabitants with their environ-
ment, with each other, and with their
possibilities. (8) Another man who mixes
art and science and populism in a South
Bronx storefront and calls it a "cultural
concept."
All these examples overlap. So does
the final one. Much of the work mentioned
above is being executed by various com-
binations of artists or of artists and non-
artists, often anonymously or under the
rubric of a collective or network or proj-
ect. Some women work cooperatively--
helping an individual artist to realize her
vision on a monumental scale and in the
process both giving to her work and
getting input for their own work. Others
work collaboratively, perhaps according
to their own special skills, needs, and
concerns. And others work collectively in
a more or less consciously structured
manner aimed at equal participation,
skill- and power-sharing. Each of these
means helps to achieve an end result of
breaking down the isolation of the artist's
traditional work patterns. None precludes
individual work. (I find from my own
experience that the dialogue or critical/
self-critical method stimulates new kinds
of working methods and a new flexibility.
By integrating feedback into the process,
and not just as final response to the
product, it also changes the individual
work.)
20. The structures or patterns I've sketched
out above are laid out on a grid of dialogue
which is in turn related to the favorite
feminist metaphor: the web, or network,
or quilt as an image of connectiveness,
inclusiveness and integration. The "col-
lage aesthetic" named by the Surrealists,
is a kind of dialectic exposing by juxtapo-
sition the disguises of certain words and
images and forms and thus also express-
ing the cultural and social myths on which
they are based. The notion of connections
is also a metaphor for the breakdown of
race, class, and gender barriers, because
it moves out from its center in every
direction. Though men are its progenitors
calls herself Spider Woman and another
group calls itself Ariadne. As I was writing
this essay, I read an article about the
Native American ethos of total interrela-
tionship between all things and creatures
which says: "Thus, nothing existed in iso-
lation. The intricately interrelated threads
of the spider's web was referred to ...
the world.... This is a profound 'symbol'
when it is understood. The people obvi-
ously observed that the threads of the
web were drawn out from within the
spider's very being. They also recognized
that the threads in concentric circles were
sticky, whereas the threads leading to the
center were smooth!"10 The author re-
members his mother saying that "in the
Native American experience all things are
21. possible and therefore all things are ac-
ceptable" and he goes on to hope that
"our societal structures and attitudes be-
come bold and large enough to affirm
rather than to deny, to accept rather than
to reject."
I quote this not only because it ex-
presses very clearly a conviction that lies
at the heart of feminism (and should lie
at the heart of all art as well), but also
because it comes from another subjugated
culture to which some of us fleeing the
potential disasters of Western capitalism
are sentimentally attracted. However, the
socialist feminist model does not stop at
the point of escape or rejection as did the
counterculture of the 1960s. To change
the character of art is not to retreat from
either society or art. This is the signifi-
cance of the models I've outlined above.
They do not shrink from social reality no
matter how painful it is, nor do they
shrink from the role art must play as
fantasy, dream, and imagination. They con-
tribute most to the avant-garde by slowing
it down. They locate a network of minor
roads that simply covers more territory
than the so-called freeways. These roads
are not, however, dead ends. They simply
pass more people's houses. And are more
likely to be invited in. End
in art, collage seems to me to be a partic-
ularly female medium, not only because
it offers a way of knitting the fragments of
22. our lives together but also because it
potentially leaves nothing out.
It is no accident that one ritual artist
Notes
1 Even the New York Times critic, though
he fears it is "lowering the artistic
standards."
2 Judy Chicago, ArOforum, September 1974
(also reprinted in my From the Center,
New York, 1976).
3 Surrealism was also self-described along
these broad lines, and with Dada has
proved that it too was never a movement
or a style, since it has continued to
pervade all movements and styles ever
since.
4 Ruth Iskin, at a panel on feminist art
and social change accompanying the
opening of The Dinner Party, March
1979.
5 Harmony Hammond, "Horseblinders,"
Heresies, No. 9, 1980.
6 May Stevens, "Taking Art to the Revolu-
tion," Heresies, No. 9, 1980. Many of the
ideas in this article are due to discussions
with the collective that edited this issue and
with Hammond and Stevens in particular.
23. 7 Suzanne Lacy, panel accompanying The
Dinner Party (see n. 4).
8 Jack Bumham in the New Art Examiner,
1978.
9 The distinction between ambition (doing
one's best and taking one's art and ideas
as far as possible without abandoning the
feminist support system) and competition
(walking all over everybody to accomplish
this) is a much discussed topic in the
women's movement.
10Jemake Highwater, quoting Joseph Epes
Brown, in an unpublished manuscript.
Fall/Winter 1980 365
This content downloaded from 131.238.16.30 on Mon, 19 Aug
2013 00:12:31 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jspArticle
Contentsp.362p.363p.364p.365Issue Table of ContentsArt
Journal, Vol. 40, No. 1/2, Modernism, Revisionism, Plurism,
and Post-Modernism (Autumn - Winter, 1980), pp. 339-
443Front Matter [pp.339-442]Invitation to Contributors from
the Art Journal Editorial Board [p.341]Modernism,
Revisionism, Pluralism, and Post-Modernism [pp.345-
347]Revisionism Revisited [pp.348-352]Some Architectural
Ideologies after the Fall [pp.353-361]Sweeping Exchanges: The
Contribution of Feminism to the Art of the 1970s [pp.362-
365]The State of the Art: 1980 [pp.366-368]Performance--Art
for All? [pp.369-376]Pluralism in Art and in Art Criticism
[pp.377-379]Museum NewsAspects of Aspects [pp.380-
24. 386]Aspects of the Fifties [pp.387-389]The Great Bronze Age
of China [pp.390-395]Perspectives on Perspectives [pp.395-
397]Thomas Couture and the Presentation of History Painting
[pp.397-399]Realists Resurrected [pp.399-403]Kamehameha I
and the NEH [pp.403-407]Anniversaries and Inaugurals
[pp.407-408]Books in Reviewuntitled [pp.409-413]untitled
[pp.413-417]untitled [pp.417-421]untitled [pp.423-427]untitled
[pp.427-431]Books Received [pp.433-435]Dissertations Listing
[pp.435-441]Correction: Dissertations Listing [p.441]Letters to
the EditorTissot [pp.441-443]Atget [p.443]Back Matter