Final Project CAPSTONE ESSAY

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ETHC 101 CAPSTONE ESSAY INSTRUCTIONS

Summary

This assignment is an essay that brings all of the knowledge and skills developed in this course to bear on a single ethical issue. Each student will write an 1800-2000 word essay (not including footnotes, the title page, table of contents, and bibliography) that combines the insights and arguments of the second and third discussion boards into a single carefully-articulated work. Format should be 12pt, Times New Roman font and in Turabian format.

Content

Begin your paper with a brief introductory paragraph that clearly states your goals, thesis, and method. State what metaethical theory you are contrasting to a Christian ethic, the issue in applied ethics you are addressing, the conclusion(s) on that issue that you want to defend.

Next, provide a lengthy and detailed comparative analysis of the two metaethical theories—Christian ethics and another theory—showing which theory is stronger. This will likely reflect what you argued for in your Discussion Board 2 thread and the feedback that you received from the professor and/or classmates who responded to your thread. Here you can go into much more detail than you could in the Discussion Board, which was limited to 600 words. If you use half of your paper on this section, then it will be roughly three to four pages.

Next, proceed to the applied ethics issue that you discussed in your Discussion Board 3 thread. Here you should greatly expand upon your argument. Add detail, nuance, and argumentation, providing a fairly complete and comprehensive argument for how a Christian ethic would approach this issue. Or, if you defended an alternate theory in DB 2, formulate an application based on that theory. You may illustrate the issue with real-life examples, but please do not fill your paper with anecdotes. You should anticipate possible objections to your approach to the issue and respond to them in an objective and informed manner. (For ideas on how others might object to your approach, a good place to begin would be your classmate’s reply to your DB3 thread, but you need not stop there. Your own imagination and the many books and articles that have been published on issues in applied ethics can provide a wealth of possible arguments relevant to every issue.) You are encouraged to use quotes from sources as a way to support your arguments, but quotes should not make up more than one and a half pages of your essay.

Your final paragraph should reflect what you have argued in your thesis. It should recap what you have accomplished and how you have accomplished it.

Research

This paper is not required to utilize any sources outside of those that were used in the class (the two textbooks, the videos, and the PointCast presentations), but use of additional resources is permitted and encouraged. At the minimum the paper should utilize the resources from the class. All resources used must be listed in the bibliography and any resources quoted, paraphrased, or alluded to must be documented via footnotes formatted according to Turabian. Sources such as Wikipedia and online dictionaries do not count as academic sources and should not be used. Biblical references are encouraged, but will not count as an academic source.

Remember, your footnotes and bibliography (if you had one) do not count toward the 2000 word limit. You will be penalized if you exceed the limit, so please do not.

Format

Your paper must begin with a title page that includes a paper title, your name, the date, and the course name and number. The second page of your paper must be a table of contents. The last page of your paper must be devoted to your bibliography. The paper must utilize 12 point Times New Roman font, double-spaced, with one inch margins. It must be double-spaced rather than triple-spaced between paragraphs and there should be only one space after the end of each sentence.

Any documentation in the body of your paper must be done via footnotes formatted according to Turabian. If you are not familiar with how to do this, simply look it up online. There are many websites that explain Turabian formatting. Footnotes should be single-spaced 10 point Times New Roman font.

Your paper must be submitted as a Microsoft Word document. If you submit it as a .pdf or anything other than a Microsoft Word document it will not be graded.

Format Example

Title Page

Table of Contents

Body of Paper:

• Introduction

• Metaethic

• Application

• Conclusion

Bibliography

Miscellany

Proofread your work before handing it in! Errors of spelling, grammar, syntax, and punctuation will affect your grade. This is a university-level writing assignment. Please write accordingly.

The deadline for this assignment is 11:59pm on Monday of Module 7. Submit your finished paper via the SafeAssign link on Blackboard. SafeAssign is a program that checks your work for plagiarism. Plagiarism is immoral, unchristian, and will not be tolerated. The consequences for plagiarism are significant and SafeAssign makes it easy to detect. If you are not sure what plagiarism is, it is your responsibility to find out. Ignorance is no excuse. Do not plagiarize!

This assignment contributes to achieving and assessing the achievement of all four of the Course Learning Outcomes.

What possible Organizational Behavior topics do you see in this story? Explain.

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A 29-year-old and a 68-year-old. How much could they possibly have in common? And what could they learn from each other? At Randstad USA’s Manhattan office, such employee pairings are common. One such pair of colleagues sits inches apart facing each other. “They hear every call the other makes. They read every e-mail the other sends or receives. Sometimes they finish each other’s sentences.”

Randstad Holding NV, a Dutch company, has been using this pairing idea since its founding more than 40 years ago. The founder’s motto was “Nobody should be alone.” The original intent was to boost productivity by having sales agents share one job and trade off job responsibilities. Today, these partners in the home office have an arrangement where one is in the office one week while the other one is out making sales calls, then the next week, they switch. The company brought its partner arrangement to the United States in the late 1990s. But when it began recruiting new employees, the vast majority of whom were in their twenties, it realized the challenges and the potential of pairing different generations together. “Knowing that these Gen Yers need lots of attention in the workplace, Randstad executives figured that if they shared a job with someone whose own success depended on theirs, they were certain to get all the nurturing they required.”

Pairing different generations together at work . . . and making it work!

Randstad doesn’t simply pair up people and hope it works. There’s more to it than that! The company looks for people who will work well with others by conducting extensive interviews and requiring job applicants to shadow a sales agent for half a day. “One question Randstad asks is: What’s your most memorable moment while being on a team? If they respond ‘When I scored the winning touchdown,’ that’s a deal killer. Everything about our organization is based on the team and group.” When a new hire is paired with an experienced agent, both individuals have some adjusting. One of the most interesting elements of Randstad’s program is that neither person is “the boss.” And both are expected to teach the other.

Prepare a 2-page paper answering the following questions.  Remember, use 10-12 pt font and APA format!  Feel free to bring in outside data/sources, but please provide citations and a list of references.

USE A COVER PAGE.

TYPE THE QUESTIONS AND THEN YOUR ANSWERS.

1.  What possible Organizational Behavior topics do you see in this story? Explain.

2.  What do you think about this pairing-up idea? Would you be comfortable with such an arrangement? Why or why not?

3.  What personality traits would be most needed for this type of work arrangement? Why?

4.  What types of issues might a Gen Y employee and an older, more-experienced employee face? How could two people in such a close-knit work arrangement deal with those issues? That is, how could both make the adjustment easier?

Individulaized Family Service Plan

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Mock IFSP (10 points):

Using the IFSP form provided, you will create an IFSP for a made-up child (you make up the child).

Keep in mind IFSPs are for infants and toddlers aged birth-36 months and IEPs are for students 3-22 so make your outcomes meaningful.

You must fill out the following sections:

Page 1: Name, birthday, date of referral, family language, parent(s) name(s)

Page 2: Name of child, Family concerns and desired priorities [list why the family is seeking services and what they want their child to accomplish with services]

Page 3: Child strengths and family strengths

Page 4: vision and current abilities; hearing and current abilities; health status and current abilities

Page 5: Cognitive, communication and social/emotional all with current abilities

Page 6: Self-help, fine motor, gross motor all with current abilities

Page 7A: one goal, child/family strengths related to this goal, what will be done by whom

Page 7B – 11 you may leave blank.

 

 

 

Isabel Peterson

 

Age: 13 Grade: 8th

Ethnicity: Caucasian Language: English Classification: Autism

Family and Cultural Background:

Isabel lives at home with her mother. Isabel has an older brother and a younger sister who are attending the state university and an older sister who is married and has two children. Mr. Peterson passed away a few years ago; Isabel still cries herself to sleep at night, sobbing that she misses her daddy. Mrs. Peterson works full-time as a housekeeper at an upscale hotel. Mrs. Peterson has been very appreciative of the education provided to Isabel, and has respected school personnel by accepting all of their educational recommendations. However, she had told her other children that she hopes for the day when Isabel can work for the local International Food Store, owned and operated by Mrs. Peterson’s brother, George Hansen. She feels confident that this would provide life-long employment for Isabel, whereas she is not as trusting of a commercial chain store to care as much about the special needs and circumstances of her daughter.

 

Prior School Experience:

Isabel was diagnosed as having ASD shortly after her third birthday. She received early intervention services in the home and the Early Education Center, attended a preschool for students with developmental delays, and progressed through elementary and middle school in classes for students with disabilities and in classes alongside her nondisabled peers.

Other Instructional and Behavioral Information:

 

 

Functional Academics: Isabel can compute additional and subtraction problems with four digits using a calculator; but computes 2-digit multiplication and division problems with 50% accuracy. When asked, Isabel can give the names and values of coins, can count coins to values to $1, and can use the “dollar more” strategy to values of $20. She can read a digital clock to the minute but only an analog clock to the hour.

Isabel can read books on a 2.5 grade level, but her comprehension is on a 1st grade level. She enjoys books about young adults, but gets frustrated because of the reading skills necessary for reading such books. Isabel enjoys writing about events of the day in her electronic diary. Her

 

 

Adapted from Guide to Writing Quality Individualized Education Programs, Gibb & Dyches, 2007

 

writing composition is on a 2nd-grade level; however, she uses a spell checker with 50% accuracy to check her work.

Social/Emotional: Isabel is highly social, and loves to tease her friends in a playful way. When required to complete difficult or “boring” tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task. Once she begins, she almost always completes the task. When she is tired she exhibits extreme emotions. She learns best when she can have fun or play games, is supported in her personal choices, and is given opportunities for social growth.

Communication: Isabel is able to communicate many of her wants and needs, transferring information, using social etiquette, and engaging in conversation for social closeness. She also engages in self-talk to regulate her emotions; however, she often gets “stuck” talking about negative feelings such as anger, frustration, sorrow, and jealousy, and is unable to resolve these issues by herself. Isabel’s intelligibility is not clear, especially for those not familiar with her, and she is unable to repair conversations when they break down.

Museum Essay

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Art Appreciation Final Assignment: A Personal Art Museum and Exhibition Project.

BACKGROUND INFORMATION:

WHAT IS A MUSEUM?

Museums are storehouses of our cultural treasures. Some focus on specific times and cultures, others main purpose is to collect artworks from most historical (and pre-historical) eras, and are known as encyclopedic museums. In contrast, commercial art galleries showcase the works of artists, and are often for sale, but works owned by a museum are held in its care long term. Often, museums are designed by renowned architects, and are therefore works of art in themselves. A museum is a collection of objects that go together for a reason, with spaces that put those objects on display in a way that helps the viewer understand the reason for that collection. An exhibit is a group of objects that explore a particular idea. Exhibits are laid out (have a physical organization) that shapes the viewer’s experience.   Curators are people with extensive art knowledge who choose what goes in a museum exhibit, how to organize it and present it, and what information to put on labels which help viewers understand the ideas of the exhibits and collections. For this assignment you will become the head curator for your personal collection and exhibition. MAKE YOUR OWN MUSEUM EXHIBITION For this project you will be the curator for and create your very own art museum exhibition, based on absolutely any theme or connecting thread you want it to be among the selected artworks, as long as it utilizes examples of artworks from our textbook. Consider that your collection can be based on colors you like, subject matter you enjoy (themes of war, portraiture, mythology, genre painting medium, religious/spiritual theme, etc.), things that remind you of your uncle Juan (his heritage, depictions of men in hats, etc.), artworks representing romance (theme of love)…. In other words, ANYTHING. The only criteria is that you give a thoughtful explanation of the collection theme, why its selection, and how it connects to the material studied in this class. Example of thoughtful approach to this assignment: Blue Museum. In this collection the Blue Museum is pleased to present a selection of artworks that have color in common, in particular, representations of multiple variations of the hue, because it is a color with deep associations to emotions (like sadness) and sensations (like seeming cool to the touch). We are interested in exploring some of those relationships.

Not thoughtful: “my museum is all blue artworks, because blue is my favorite color.”

 

INSTRUCTIONS NOTE: YOUR PAPER SHOULD BE ORGANIZED WITH THE FOLLOWING 5 SECTIONS CLEARLY MARKED. Following these instructions will ensure earning the best possible grade.

SECTION I: NAME THE MUSEUM, PROVIDE A TITLE FOR THE EXHIBITION AND CHOOSE THE ARTWORKS IN IT – 10pts

1. Name

a. Provide a name for the museum, and select a title or name that reflects the theme for the exhibition.

b. Explain why you chose your particular theme. Be thoughtful and complete. In other words, create a mission statement encompassing the overarching idea of your collection. Remember to give a thoughtful explanation of your collection theme, why you chose it, and connect it to ideas studied in this class. What do you want the visitors to learn about?

c. Describe two prominent characteristics found in most artworks in your exhibition. Think about what they have in common. For example, are the works connected/unified by the same media (most are two-dimensional photographs, drawings or paintings). Perhaps all the works are sculpture, installation and reliefs, thus made of three-dimensional artworks. Were the artists working during the same time frame? For example, your collection is made of six oil paintings on canvas, created within the span of twenty years.

SECTION II: CREATE YOUR SPACE – 10 pts

1. Define the building style and physical experience. Go to chapter 2.5 in the textbook, and choose an architectural style. Ask yourself what kind of experience you want your viewers to have when entering or visiting a building in the style you selected. How would the design of the building best connect/match to your museum’s collection, exhibition and mission statement. In this section, briefly describe the selected architectural style and describe how it best connects to the style or them of your artworks. Provide one example from the chapter in the book. Provide the name of the architect (if known), date and style (see guideline below).

Consider the location of the building. It can be located anywhere you wish, but explain the reason behind your place selection. Would the building be classical in style (as in an ancient Greek temple), tall as gothic cathedral, modernist or perhaps post-modernist? Perhaps you need lots of natural light to best showcase the artworks and gothic architecture is the way to achieve this goal. Explain your selection. Consider practical reasons for the exhibition. For example, if you prefer to create a collection of three-dimensional work perhaps it would be nice to set in an outdoor space for their installation (think of the Nasher Sculpture Center garden in Dallas), but remember that paintings cannot be shown outdoors for conservation purposes (the sun and changes in temperature/humidity would damage a painting in a relative short period of time).

Again, be thoughtful in so that the architectural design best enhance or further reflect aspects in your collection.

SECTION III: WRITE YOUR LABELS – 60pts

1. Write the labels for each artwork.

a. List artworks and provide a thumbnail picture next to each title. Include the artist (if known), title, date, dimensions, period, and current location (museum where the selected work resides). Explain what it is about them that made you include them in your exhibition. What part do they play in it, why it is a good choice for your museum.

b. Formal analysis. You must identify two visual elements and two design principles for each artwork. This part involves looking closely and in detail at each artwork, giving examples of how they function in the compositional aspect of the artwork. Give evidence to your claims. It is not enough to mention the vocabulary, you must back up your assertions with evidence. For example, if identifying colors in a painting, do not just mention yellow, blue, discuss the color harmony used and how the colors interact with one another to create a certain mood. Read about color in the textbook. Is it complementary, cool, warm? What kind of feeling does it evoke? You must demonstrate understanding and mastery of the art vocabulary and how it works/functions within artworks. Consider how the elements and principles of art are used to convey the meaning of each artwork. These are labels for the public to read. They should be written for a public that might be unfamiliar with art. You are helping the public better look at and interpret each artwork.

Elements of Art Principles of Art
Line Unity
Shape (found in 2D artworks) Variety
Form/Mass (found in 3D works) Balance
Texture Scale/ Proportion
Color Focal Point/Emphasis
Space Pattern/Rhythm
Value Contrast
Movement/Time  

 

 

 

 

 

 

 

SECTION IV: Write an exit label – 10 pts

This is a wrap up of your ideas and the viewer’s experience. What do you hope they learned about your theme? What do you want them to continue thinking about after they leave?

SECTION V: Word Cited Page – 10 pts

List page and image number for each artwork.

 

FORMAT EXAMPLE FOR COMPLETING THIS ASSIGNMENT, THIS ASSIGNMENT WILL NOT BE WRITTEN IN TRADITIONAL ESSAY FORM

 

Student name

ARTS 1301-add section here

Personal Art Museum Assignment 

Prof. Marian Lefeld

 

SECTION I: Museum Name

10 pts Exhibition Title

Characteristics

SECTION II: 10pts

Read chapter 2.5 in the textbook, and select an architect or architectural style that will best house your museum and exhibition. If known, name the architect you would hire to design the building housing your collection, and explain the reason behind this selection. Keep in mind how the building will relate to the artworks. (Would the building blow be the best to house a collection of prehistoric artifacts? Why or why not?). Briefly describe the experience viewers would have/ associations between the artworks and the building housing it. Add thumbnail showing the selected architectural style

Jubilee Arts Artist Information | the.Ismaili

Architect name

Opera house

2005

Louisiana Museum of Art, New Orleans, LA

 

 

SECTION III: 60 pts Add a thumbnail for each of the six artworks selected from the textbook. Provide the following information: artist’s name (if known), title of the work, date, dimensions, and current location (museum housing the work today).

Cecily Brown (b. 1969) | Bedlam Vacation | 2000s, Paintings ...

Cecily Brown

Untitled

2015

Oil on canvas

72 x 85

Louisiana Museum of Art, New Orleans, LA

 

 

Lee Krasner. Lorem Ipsum text. 1962. Oil on canvas. Reijkmuseum. Amsterdam, The Netherlands

 

Add formal analysis, identification and explanation of two elements and principles found in the artwork.

SECTION IV: 10 pts – Provide an exit label in which to communicate the intention of the collection (to educate, inform, Wrap up ideas for this assignment answering questions regarding the experience for museum goers.

SECTION V: 10 pts – Works Cited Page

Image 1: Architect name, Pag 280, image 2.5.38

Image 2: Cecily Brown, Pg.281, image 2.5.36

Image 3: Lee Krasner Pg. 250, image 4.6.35

Use one line per artwork/artifact.

FOR INSPIRATION ONLY – do not select artworks from any of these websites, instead use those found in the textbook

· Explore websites for any great, world-class museum. Here is a good list: http://en.wikipedia.org/wiki/List_of_most_visited_art_museums_in_the_world

· Google Art Projects is organized by museums around the world and is a great resource for exploring museums.  https://www.google.com/culturalinstitute/project/art-project

· www.SmartHistory.khanacademy.org , and  www.wikipaintings.en  are both excellent sources for expanding knowledge of artworks studied in class/found in the textbook.

 

 

EXAMPLES OF WORLD MUSEUMS (and mission statements)

· The Dallas Museum of Art creates a space of wonder and discovery where art comes alive, by placing art and the community at the center around which all its activities radiate. It houses a vast collection of about twenty-four thousand artworks, and artifacts from all eras (it is considered an encyclopedic museum for that very reason). www.dma.org

· The Nasher Sculpture Center (located next door to the DMA) aims to be an international focal point and catalyst for the study, installation, conservation and appreciation of modern and contemporary sculpture. https://www.nashersculpturecenter.org/

· MOMA (Museum of Modern Art), New York, New York    Seeks to have a “permanent collection of the highest order that reflects the vitality, complexity and unfolding patterns of modern and contemporary art” (according to their website)  http://www.moma.org/about/index   Moma’s permanent collection is grouped by time period. They also show temporary exhibits which are usually grouped by artist.  http://www.moma.org/

· The Getty Villa , Malibu, CA Houses Art from Ancient Greece and Rome collected by J. Paul Getty  http://www.getty.edu/visit/villa/   

Exhibits: Permanent exhibits are grouped by media (i.e. sculpture, pottery, jewelry, etc.), and by usage (i.e. portraiture of the wealthy, funerary markers, decorative sculpture, etc.), or by subject matter (i.e. historic stories, depictions of particular gods or goddesses, etc.)  http://www.getty.edu/visit/exhibitions/