You chose monalisa. Answer the question .

Artifact Analysis Worksheet

An artifact is something made by a human.

It can be a form of art or a form of self-expression that has meaning to you. It can be anything that a human conceived of as art and deliberately crafted.

For this assignment, you are being asked to share your artifact with your classmates. Please consider this as you select your artifact by choosing something you are comfortable sharing and avoiding potentially offensive material.

In the Learning Resources area, there is also a document on “reading” images and text. It includes many questions which can guide deeper analysis of your artifact.

 

Share your artifact   or a link to your artifact in the space below. 

Include a   description of the artifact and include research on the background of the   artifact. For example, information about the artist involved.

*** Make sure to   cite your sources by including a list of any outsides sources of information   you are using to answer this question. Remember, research is always a good   thing as it shows effort.

 

 

What does this   artifact mean to you? Please explain.

To explore this, consider these additional questions:

How has it inspired or moved you? Has this artifact helped   make your life or the life of others better? How does it connect to your life   or to the educational journey you are starting along with your classmates?

 

 

Many people have artifacts displayed in their home; for   example, a certain painting on their wall. In a way, we’ll be creating a   virtual gallery of artifacts by sharing our choices as a class in the Class   DocSharing area.

How does your   artifact fit into our class gallery? How do you think your artifact communicates your life perspective to   the class? How do you think others   will interpret your choice of artifact?

 

 

Discuss in your own   words, how technology has changed human art making and human art sharing. How do you, or could you, use technology in   making your own art? 

 

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Students,
Here are the instructions for Personality Paper 2.  Please use your time wisely to plan, write, and proof your  papers.

Instructions:
Pick a composer from 1910 – Present and write a paper.
Length:
Five-page paper with well-developed paragraphs plus a cover page, abstract and reference page.

Format:
Double-Spaced

APA – http://www.citationmachine.net/apa/cite-a-book

Font:

Times New Roman 12 point

Composers:

http://digitaldreamdoor.com/pages/best-classic-comp2.html
References:

Three scholarly references are required.

1.      Scholarly Articles/Journals

2.      Documentary

3.      Reference Books from Library

If you have questions about your references, please read the following article.

http://pegasus.cc.ucf.edu/~janzb/courses/scholarly1.htm

This paper should be in standard essay form and should contain the following. Please  remember to spell check your work!  Plagiarized papers will not be accepted.

Cover Page – Page 1

Abstract – Page 2

Body – Pages 3-7

· Introduction

· Body 1 – About the composer (Birth, Death, Place of Birth, Mother, Father, Musical time period {Medieval, Renaissance, Baroque, Classical} etc.)

· Body 2 – About the Culture and time (How does culture and time play a role in the composer’s compositions?)

· Body 3 – Compositions and work experience (Who did the composer compose for? {String Quartet, Orchestra, Chorale, Piano, Organ}, etc.)

· Body 4 – Listening – Using Chapters two and three, pick one of the works from the aforementioned composer and evaluate the  composition. (Dynamics {Loud or Soft}, Articulation {Staccato, Legato, or Accents}, Tempo {Fast or Slow}, Key {Major or Minor}, Instrumentation {Brass, Percussion, Strings, Woodwinds}, Self-Reflection {Did you like it? Why or Why not?}

· Conclusion

Reference Page – Page 8

___________________________________________________________________________________________________________________________________________________________________________________

Tips for Writing an Essay

Introduction:

Rule 1 — Assume nothing of the audience. It is the responsibility of you, the writer, to clearly and effectively communicate to your reader(s).  This rule presupposes that you, the writer, understand that the reader does not know whereof you write (or speak).  It is crucial, therefore, that you start by working to make sure your audience is not confused or led astray by any assumptions of knowledge on their part. You are the communicator with the message — they are the audience waiting to receive that message.

Rule 2 — You have 20 seconds to get the reader’s attention. It doesn’t matter if you’re selling soap, that initial opening has to provoke the audience to continue reading with interest. There are six (6) strategies to do this:

1.      Start with a broad general statement of your topic and narrow this down to your thesis statement;

2.      Start with an idea or situation that is the opposite of the one you plan to actually develop;

3.      Explain the importance of your topic to the audience;

4.      Use an incident or brief story (anecdote);

5.      Ask one or more questions (but remember that questions deserve to be answered sooner or later); and/or

6.      Use a quotation (something familiar to the targeted audience).  Then, you present the Thesis Statement (i.e., the main idea of the entire essay). There are four (4) errors to avoid here:

· Make no announcements;

· Do not make it too broad;

· Do not make it too narrow or specific; and

· Do not make it too vague.  Further, the Thesis Statement calls for a Plan of Development — at least four ways by which you will develop the thesis.

Body:

Consists of four (4) supporting paragraphs that follow the thesis.

Primary Support Paragraph (1st level of support)

a. The Topic Sentence for  this paragraph comes from the 1st pattern of development in your thesis statement.

b. The Primary Support Sentence expands upon the controlling idea found in the Topic Sentence;

c. The Secondary Support Sentence provides additional detail to the primary support sentence;

d. The Tertiary Support Sentence provides the third level of support to the topic sentence with additional examples, a quote or illustration; and

e. The Concluding Sentence which will restate the main idea in the topic sentence and provide a transitional phrase for the following paragraph.

The Secondary Support Paragraph provides the next level of support to the Thesis Statement. It is developed just as the Primary Support Paragraph except that the Topic Sentence is built upon the second pattern of development.  The Tertiary Support Paragraph of the essay provides the third level of support to the thesis statement and is developed like the Primary and Secondary Paragraphs except that the main idea for the Topic Sentence of this paragraph  comes from the third (3rd) pattern of development.  The fourth paragraph is on listening.

Conclusion:

This leads your reader to the Conclusion of the Essay. I always say to the student writer that this is just as important  as one’s opening, that you want to finish the essay strong. To do so, one has at least eight (8) different strategies to select from. The good writer, in fact, having mastered the opening and closing strategies, will be able to use a combination of opening  and closing strategies when writing. When you can do this, then the writing no longer is stiff and mechanical. This final section deals with those closing essay strategies in writing.

End with a summary and leave the reader with a final thought; Include a thought-provoking question or series of questions; End with a prediction (statement of what may happen in the future) or recommendation (suggestion as to what should be done about the situation or problem described in the essay); A final quotation (Remember that quotes may come from popular songs, poems, speeches like Dr. King’s “I Have A Dream” or Rev. Jessie Jackson’s “I Am Somebody”) A final anecdote that reinforces the main point of the essay; A call for the reader(s) to take action; A summary of what has been presented, highlighting the major points you’ve attempted to  develop; and/or Presentation of proof for the proposition you have argued to your reader(s).

 

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APA
2 SOURCES
275 WORDS

By its very nature, the role of public administrator means carrying a  fair share of responsibility. In both government and nonprofit  organizations, administrators may be responsible for budgets, staff, and  project outcomes, for example. As a public administrator, how might you  balance the objective and subjective aspects of responsibility with  both your organization’s ethical standards and your own? In order to  discover this balance, you will begin by examining the fundamental  relationship between ethics and professional responsibility.
In the reading you will review a case study: “When a Career Public  Servant Sues the Agency He Loves: Claude Ferguson, the Forest Service,  and Off-Road Vehicles in the Hoosier National Forest” (O’Leary, 2009)  and consider how a public administrator might balance the objective,  subjective, and ethical responsibilities within a governmental agency or  nonprofit organization.
Write a brief explanation of the relationship between ethics and professional responsibility.
Then, explain whether you agree or disagree with the way that Claude  Ferguson chose to balance his objective, subjective, and ethical  responsibilities as a public administrator given the personal and  professional risks.
Finally, offer an alternate strategy that Claude Ferguson could have  taken and explain why it might help him to balance responsibilities and  ethics.

 

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