Fundraising (4 or more pages)
The purpose of this is to compile and explain methods and techniques of fundraising done by nonprofit organizations. You will analyze TWO organizations. ONE of them will be from the ‘largest nonprofit’ list, and ONE will be selected from different sub-sectors.
INSTRUCTIONS:
1. Click on Unit 1 handout Nonprofit Organizations. Scroll down to the listing of the largest nonprofits (page two)
2. Choose ONE of the largest nonprofits from that list, and include the required sections in your analysis (listed below)
3. On the same Unit 1 handout, scroll down to ‘Nonprofit sub-sectors”. There are seven sub-sectors, beginning with arts, culture and humanities.
4. Select ONE sub-sector, then identify a nonprofit organization that fits that category.  
For example: you may decide to select ‘arts, culture and humanities’ because you want to focus your analysis on a nonprofit children’s theater OR you may decide on ‘environment and animals’, and your analysis will look at an international organization that specializes in rehabilitation. Include required sections in your analysis 
5. For each organization, research their websites for fundraising information.
6. Include the required sections in your paper (listed below).
7. USE HEADINGS to label and organize your sections. 
SECTIONS
1. Give your paper a cover page (with title, your name, course title and number).
2. In your introduction, define and discuss fundraising (don’t use dictionary.com) define ‘Fundraising’, and analyze in your own words.
*Name of the nonprofit AND the website address
*State whether this organization is from the list of the largest nonprofits OR if it is a Sub-sector (and what sub-sector it represents)
*Mission statement
How clear is the mission statement? 
Can you tell at a glance exactly what the organization does every day? 
How easy would it be to write the mission statement in bumper sticker length?
* Fundraising
Does the nonprofit have memberships as a method of fundraising?
Is the nonprofit receiving funds or grants from foundations or government agencies?
What sponsorships or cause-related marketing are they participating in? (Read
the Corporate Philanthropy handout.)
What donor demographics do they seem to be targeting (young, old, rich, 
middle class, female, male, etc.)?
How easy is it to find information on fundraising and donating?
How clear and convincing is the information?
Does the nonprofit show how “close to home” the issue or problem is, and how
donations make a meaningful difference?
Would you want to donate?
* Volunteering
How easy is it to find information about volunteering? How clear is it?
How effective are the descriptions of what volunteers have done in the past and are
doing now? How interesting and appealing are these?
What do you think about the photos?
How involved are volunteers in fundraising?
Would you want to volunteer?
* Client stories
Stories/photos of the work that has been completed; fundraising events; testimonials; volunteers; members; clients; etc.
How effective are the stories and photos?
Do you think these stories and photos would make people want to donate?  
4. Overall, how compelling are these web sites? (provide a heading for this section)
How effective do these organizations seem to be at raising funds? What would you suggest they do? Pick examples of great fundraising, or recommend possible improvements.
5. Write a conclusion to your paper (provide a heading for this section)

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The purpose of this is to compile and explain meth appeared first on homework handlers.

In Humanities 112 we will look at art from the end of the Renaissance to the present, roughly 1500 to 2021.  We will see what art can tell us about the cultures and people of the time periods we cover.  What can art tell us about ourselves? 
Humanities 112 isn’t about memorizing a bunch of facts from the past.  It is about asking questions of the past that will help us with the issues that we face today.  When people make art, they reveal deep things about themselves that, at the same time, reveal many things about the world in which they lived, the issues that they faced. 
Each week we will look at a period of time and the painting, sculpture, architecture, music, poetry, and writing that gave voice to the culture of the time.  We will try to place the artwork within the framework of history, in a narrative, a story that makes sense.  There is a connection between what happened then and what is happening all around us now.  The better we understand how things came to be the way they are, the better we can make the world in which we live.
For the Week One Discussion
Introduction:  In three or four sentences, tell us a bit about yourself then write a couple of sentences in response to each of these questions.  What is your favorite work of art (painting, sculpture, architecture, music, poetry, or writing)?  Why do you like it?   Who created it?  How did they create it?  What technology did they use?  What does it tell us about America in January 2021?  If It comes from another time period, please answer the same questions.
Discussion:  Choose one work of art (painting, sculpture, architecture, music, poetry, or writing) from the many examples in the readings for this week in Chapters 21 and 22 or from the Powerpoint posted below (also posted in the Announcements in the Blackboard shell.  You can find good examples of music in the musical selections in the “Learn” section of Week One .  Write a couple of sentences in response to these questions.  What is the name of the work?  Why do you like it?   Where is it?  When was it created?  Who created it?  How did they create it?  What technology did they use?  What does it tell us about the world and culture in which it was created?
Each week in our Weekly Discussion, we ask you to select a work of art, architecture, music, or writing/performance art that you want to highlight.  In the first week, we ask you to do this with something you already know and like and it can come from any period including the here and now. Include an image of the art, architecture, or the title of the poem, work of writing or music you choose each week, followed by the name of who created it, the year it was created, and why you like it. In the following weeks, we will ask you to choose from the work being created during the time period we are studying that week. By Week Nine you will have all the examples you will need to complete Assignment Three by adding an introduction and a conclusion and some connective explanations.
This week’s readings mention several musical compositions. Here you’ll find background and a description of each—and the link to a video of the piece.
The following musical compositions are mentioned in Chapter 21:
Claudio Monteverdi: “Tu se’ Morta,” from Orfeo.
For the whole opera from a great production in Barcelona, Spain, watch Orfeo.
Monteverdi was the great pioneer of what we call opera today. The song title, Tu se’ morta, means “You are dead.” This selection is a recitativo from the opera Orfeo, written in 1607. The main character, Orpheus, or Orfeo, has just learned of the death of his beloved Eurydice. The story comes from ancient Greek myth and drama.
Lyrics with English translation.
Antonio Vivaldi: “Spring,” I, from The Four Seasons.
This selection is from the first concerto in a set of four concertos related to the theme of the four seasons. Vivaldi composed this in 1723. He also wrote a brief poetic sonnet at the start of this first concerto. Read about the orphanage for young women in Venice that trained and developed very talented female musicians, who were probably the usual performers of this sort of music.
Background and lyric translation.
The following musical compositions are mentioned in Chapter 22.
Johann Sebastian Bach:
“The Well-Tempered Clavier,” Part II, Fugue in D Minor (composed circa 1740).
Clavier simply meant any instrument with claves, or keys. In the early 1700s, this could include the harpsichord, the clavichord, or the instrument that would eventually evolve into the modern piano. J. S. Bach (1685–1750) made much use of the clavichord and, eventually, early forms of the piano. The piano was invented by Cristofori in the early 1700s; it was developed as a major advance on the clavichord. Pieces such as “The Well-Tempered Clavier” were probably played mostly on the clavichord by Bach, though he clearly intended it as music for a variety of instruments. Bach’s work here is baroque music at its best.
Toccata and Fugue in D Minor.
In Chapter 22, the term fugue is defined.

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