Assignment Formal Analysis Of Art

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Assignment: Formal Analysis of Art
Review: Ch. 5–7.
Complete the Organizing Space exercises in the Discovering Art 2.0 CD-ROM:
Open the CD-ROM.
Click on Interactive Exercises.
Click on Organizing Space.
Complete all exercises and reviews in Linear Perspective, Spatial Depth, and
Directional Light. Then, complete the Self-Test.
Click on Log after you complete the Self-Test. Then, save the Organizing Space Self-Test as a .txt file on your computer.
Look at Las Meninas by Diego Velázquez on your CD-ROM and describe the formal qualities of this work in terms of its organizing space. Do the formal qualities working together create a particular effect? If so, what is it and how is this accomplished?
Summarize your description of Las Meninas in 150 to 200 words using APA format.
Complete the Elements of Color and Light exercises in the Discovering Art 2.0 CDROM:
Open the CD-ROM.
Click on Interactive Exercises.
Click on Elements of Color and Light.
Complete all exercises and reviews in Functions of Light, Properties of Color, Expressive Qualities, and Optical Effects. Then, complete the Self-Test.
Click on Log after you complete the Self-Test. Then, save the Elements of Color and Light Self-Test as a .txt file on your computer.
Look at Nighthawks by Edward Hopper on your CD-ROM and describe the formal qualities of this work in terms of its color and light. Do the formal qualities workingtogether create a particular effect? If so, what is it and how is this accomplished?
Summarize your description of Nighthawks in 150 to 200 words using APA format.
Organize your summaries of Las Meninas and Nighthawks into one Microsoft® Word
document.
Submit your summaries and two self-tests as attachments.

Economic Viability Policy Analysis

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Discussions.

 

  1. Economic Viability Policy Analysis
    Healthcare organizations must be economically viable to implement and maintain policies. Cost-benefit analysis measures viability and highlights when or where changes need to be made to ensure financial sustainability. In a minimum of 250 words, discuss the following:

    • Find a healthcare company (department or company-wide) of your choosing and examine the financial policy within that company that supports or negates sustainability (i.e., cost, benefit, and outcome). Provide a rationale for your position.
  2. Process of Value Analysis
    Assessing value in health care is based on outcome. The policy that is implemented to analyze value must be one that is specific to the healthcare organization, and must address the value issues (i.e., past, current, and forecasted). It is important to note that ethics and values are both inclusive and exclusive of each other in terms of policy; from both the stance of “professional decision-making” and “policy analysis.” In a minimum of 250 words, discuss the following:

    • Review the “General Requirements for Informed Consent” in Chapter 12 of your text.
    • Create an Informed Consent (for a hypothetical human subject research) using items 1 – 8 under Section A.

Explore the relationship between vengeance and justice in your movie.

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Unit VI Essay
Film Essay
These films raise questions about American society, ranging from racism and sexism to the fairness of the legal system. Explore the relationship between vengeance and justice in your movie. Argue for or against the acceptability of personal vengeance—the taking of revenge—in American society, using the events portrayed in your film as the main source of evidence and/or examples. How does revenge fit into your understanding of justice? What makes revenge worth the consequences for society and the legal system?
Although you will need to rely on definitions and descriptions of the structure of argument discussed in Chapter 6 of our textbook, remember that the movie must be used as the main source of evidence in your argument.
In the second half of your think piece, reflect on what you think your own decisions would have been if placed in the same situation(s) you described from the movie. Would your decisions have been the same as those made by the character(s)? Why, or why not?
Your essay should be no less than two full pages in length, roughly 500 words. If you use outside sources, please cite and reference them according to APA standards.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
Just look at the syllabus
https://online.waldorf.edu/CSU_Content/Waldorf_Content/ZULU/ArtsSciences/HUM/HUM1020/W12Dw/UnitVI.pdf?target=blank

HUM 1020, Critical Thinking 1

Course Learning Outcomes for Unit VI Upon completion of this unit, students should be able to:

1. Define arguments. 2. Identify the cue words for arguments. 3. Compare arguments and inferences. 4. Compare and contrast the different types of deductive arguments. 5. Explain what makes a deductive argument both valid and effective. 6. Construct valid and effective deductive arguments.

 

Reading Assignment Chapter 6: Constructing Arguments

Film Assignment

Films (Choose 1):

 A Time to Kill

 http://www.imdb.com/title/tt0117913/

 http://www.rottentomatoes.com/m/1072381-time_to_kill/

 Runaway Jury

 http://www.imdb.com/title/tt0313542/

 http://www.rottentomatoes.com/m/runaway_jury/

 

 To Kill a Mockingbird

 http://www.imdb.com/title/tt0056592/

 http://www.rottentomatoes.com/m/to_kill_a_mockingbird/

 

 Thelma and Louise

 http://www.imdb.com/title/tt0103074/

 http://www.rottentomatoes.com/m/thelma_and_louise/

Note about films: These have all been chosen based on how they help illustrate and enhance the main focus of each unit.

Unit Lesson Because argument is such an important component of critical thinking, Units VI and VII both focus on different aspects of argument and the reasoning process.

UNIT VI STUDY GUIDE

Constructing Arguments

 

http://www.imdb.com/title/tt0117913/
http://www.rottentomatoes.com/m/1072381-time_to_kill/
http://www.imdb.com/title/tt0313542/
http://www.rottentomatoes.com/m/runaway_jury/
http://www.imdb.com/title/tt0056592/
http://www.rottentomatoes.com/m/to_kill_a_mockingbird/
http://www.imdb.com/title/tt0103074/
http://www.rottentomatoes.com/m/thelma_and_louise/

 

 

HUM 1020, Critical Thinking 2

UNIT x STUDY GUIDE

Title

 

This unit discusses the basics about argument and presents effective argument as a kind of dialogue that includes people conversing with each other as they try to understand the other’s opinions while also supporting their own. It is via arguments that you explain, justify, and predict. It is important that as you read, study, and inwardly digest this information about arguments that you not get distracted by the other definitions of argument (i.e., people yelling at each other) or by the role models for argument provided by the media (which tend to feature people yelling or attacking each other).

Film Themes:

 What is an argument?

 How is an argument constructed?

 Evaluating and understanding deductive arguments.

 What makes an argument effective?

 Reasons and conclusions.

Critical Thinking About Society

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Dr. Janine Nkosi jnkosi@csufresno.edu 559-278-2892 Office Hours: By Appointment Location: Virtual Office

Critical thinking is an important component of sociology; the sociological imagination requires us to step back, to ask questions, to identify and

examine unstated assumptions, and to evaluate evidence.

1

Course Description: Scholars

suggest that the only effective way to

develop these skills is as a conscious course

objective, perhaps even the primary goal of

the course. Thus, the focus of this course is

critical thinking, not social problems or

social issues—the issues are the vehicle for

teaching critical thinking. In this class, we

discuss restoring civil society where people

act not just in their own interest but also

for the common good. To complement

your classroom learning, each student will

participate in a minimum of 20 hours of

service to the local community (3-4 hours

over 5-6 weeks in the semester).

2

 

3

Course Requirements …………………………..……………… 2 Service Learning …………………….………………………… 3 Grading Scale & Dates of Interest …………………………… 4 Course Calendar …………………………………….………… 5 Helpful Resources …………………………………………….. 7

California State University, Fresno Department of Sociology

Critical Thinking About Society SOC 3S #76690 & 76691 ~ Online ~ Dept. Office SS211

Welcome to Sociology 3S. I am honored to be part of your educational journey, and I am thrilled that you decided to take a sociology course! Sociology provides individuals with tools to understand their own lives in relation to larger social forces. Together we will critically analyze social problems and engage in meaningful service-learning to spread awareness and take action to better our community.

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Lorem Ipsum

 

TEACHING FORMAT: This course will be delivered entirely online through Blackboard. You will use your Bb account to login to the course from the Fresno State login page (http://blackboard.fresnostate.edu). In Bb, you will access announcements, course syllabus, supplemental readings, assignments, grading rubrics, and additional materials. This class also requires on-campus and off- campus service learning activities. More information about service learning is available on page 3 of the syllabus and on Blackboard. The required books for this course are pictured on page one, including: • Browne, M. Neil. & M. Stuart, Keeley.

2014. Asking the Right Questions. 11th ed. New York: Longman

• Crone, James. 2016. How Can We Solve Our Social Problems. 3rd ed. Thousand Oaks: Sage Publications

STUDENT LEARNING OUTCOMES

1. Explain and apply the basic concepts essential to a critical examination and evaluation or argumentative discourse; 2. Use investigative and analytical thinking skills to examine alternatives, explore complex questions and solve challenging problems; 3. Synthesize information in order to arrive at reasoned conclusions; 4. Evaluate the logic and validity of arguments, and the relevance of data and information. 5. Recognize and avoid common logical and rhetorical fallacies.

 

COURSE OBJECTIVES/GOALS This course has been designed to provide you, the student, with the opportunity to: A. learn when and how to ask the questions which form the core of critical thinking B. develop the ability to evaluate arguments—to answer the questions which form the

core of critical thinking including the ability to evaluate evidence and the willingness and ability to search for missing information

C. acquire a desire to apply critical thinking skills in listening, reading, and writing in a variety of contexts

D. gain an appreciation of diverse perspectives on social issues and develop a more critical and open mind on issues

E. understand social problems on a global scale – from inequalities to sustainability, and to see the interconnections of people throughout the world

F. develop job skills, make professional contacts, and deepen your understanding of the “book-learned” material through community service;

G. become aware of a particular agency’s mission statement and acquaint yourself with the needs that the organization is meeting as a whole;

A. develop a civic ethic and come to understand the importance of participating in: a) service to your local community and b) the political process;

B. enjoy a classroom environment that is interesting, supportive, structured, friendly, and cooperative

 

1. INTRODUCTION POST (5 points). In an effort to get to know each other, build community, and ensure that everyone knows how to access and post entries to our class Facebook group, each student will post a message and introduce themselves to the class. Detailed instructions are available in module #1 on Blackboard. This assignment is due on Thursday August 25th by 11:59pm.

2. READING REFLECTION JOURNALS (100 points). A reflection journal is a

written summary of the arguments presented in the weekly readings and/or films, combined with your personal reflection of the material. Reflections follow a strict three-part format. See the “Reading Journal Entries” tab on Bb for a detailed description of the format. Each week, students apply the critical thinking skills they learn in Browne’s Asking the Right Questions to the other course readings and/or films. Journal entries are due to Bb every Thursday by (11:59PM). Check the middle column “Topics & Readings” in course calendar on page 5 and 6 of the syllabus for content to be read/watched and analyzed each week.

3. WEEKLY QUIZZES (150 points). To assess your understanding of course

readings, weekly quizzes will be conducted (10 quizzes total). Each quiz is worth 15 points and will consist of usually “multiple-choice,” “true-false,” “fill-in-the- blank,” and/or “open ended” questions on the assigned readings/films. These quizzes cannot be made up or taken late.

4. CELEBRATION PAPER (25 points). This two-page paper is a reflection and

celebration of what you have learned during this semester and is due the last week of the semester. Instructions are available on Bb under the “Assignments” tab.

5. FINAL EXAM (50 points). There is one exam in this course. The final exam will

be administered online through our course Blackboard. The exam will be in essay format. More information will be provided in the last week of instruction.

6. SERVICE LEARNING RESEARCH AND REFLECTION ESSAY & PROJECT (see

page 3).

Course Requirements: Writing, Reflection & Discussion 2

 

 

3

Service learning is a problem-posing method of teaching where students

learn by active participation in organized service to address community

needs; it is linked to academic study through structured reflection.

To complement your classroom learning, each student will participate

in a minimum of 20 hours of service to the local community.

Typically, there are hundreds of possible organizations with which a

student can partner to meet the service-learning requirement.

In this particular course, we will focus on the social issues of poverty,

inequality and voter engagement, and housing inequality in Fresno. We

will partner with Faith in Community (http://faithinfresno.org/fic/)

and the Lowell Community Development Corporation

(http://lowellcdc.org). Students will engage in a variety of activities,

which include: conducting internet research, engaging in two

neighborhood observations to observe and compare neighborhoods in

different parts of the city, writing a letter to the editor or public official

to raise awareness about the importance of safe and healthy

neighborhoods (especially housing) in every part of our city.

A. SERVICE LEARNING FORMS Service learning orientation (5 pts) with our community partner (date TBA), “Service-Learning Plan” (5 points) and “Service Hours Tracking Log” (5 points), are available on Bb under the “Service Learning” tab.

B. SERVICE-LEARNING PROJECT (25 points) This semester we

will engage in an important service project where student will conduct internet research, engage in neighborhood observations, and raise awareness about the social issue of substandard housing. More information on this project will be provided in weeks 3 and 4.

C. SERVICE-LEARNING RESEARCH PAPER (100 points) As a

culminating part of your service learning each student will write a five-page “Service-Learning” research and reflection paper (1250 words) relating your experiential learning of community service to course content.

 

More details are available on Bb under the “Service Learning” tab.

Link to story: http://bit.ly/FresnoStateFRN Website: http://bit.ly/FSUFoodRecovery

Link to story: http://bit.ly/1CseYQX Website: http://faithinfresno.org/fic/

Past Service Learning Projects

Fresno State Food Recovery

Blight to Light

National Hunger & Homelessness

Link to story: http://bit.ly/NHHAW2014FresnoState

 

 

 

 

Dates of Interest 4

Complete Module #1 …..………………………. August 25

Complete SL pre-survey ……………………… September 1

Last Day to: Add class w/o permission ………… September 2

Purchase Textbooks ………………………… September 1

First Journal & Quiz Due ……………………… September 8

Last Day to Add with Permission ……………… September 19

Last Day to Drop w/o “W” …………………… September 19

Final Paper Due ……………………………… November 17

Last Day of Instruction…………………………. December 7

Final Exam ………………………………… December 9-12

LATE ASSIGNMENTS ARE NOT ACCEPTED PAGE LIMITS ARE STRICTLY ENFORCED AND POINT DEDUCTIONS WILL APPLY IF YOU ARE OVER OR UNDER

Grading Assignment Points Possible My Points Facebook Post 5 points 2-Page Film Paper 10 points Reading Journal 100 points Weekly Quizzes 150 points Service-Learning Forms* 15 points Research Paper 100 points Service-Learning Project 25 points Celebration Paper 25 points Final Exam 25 points Total 455 points

Grades will NOT be curved

GRADE POINTS

A 455 – 409.5

B 409 – 364

C 363 – 318.5

D 318 – 273

F 0 – 272

Grades follow the standard university scale: 90% and above is an A, 80-89% is a B, 70-79% is a C, 60-69% is a D, Below a 59% is failing

* Service-Learning Orientation (5 points), A “Service-Learning Plan” (5 points) and “Service Hours Tracking Log” (5 points), are available on Bb under the “Service Learning” tab in the “Service Learning Forms” folder.

 

 

 

 

SOC 3 (S) COURSE CALENDAR**

WK DATE TOPICS & READINGS (read prior to start of class) WHAT’S DUE

1 8/22 Introduction to Sociology Introduction to this course (Read Syllabus and Explore Bb) Sociology, service learning, and how to be successful in this class.

Read Syllabus, Explore Bb, Create Introduction Facebook post (see Module #1 on Bb for instructions).

2 8/26- 9/2

Social Issues: Poverty, Inequality, Housing All readings and videos are in the Module folder on Bb

2-page film reflection paper due to Bb by Friday 9/2 at 11:59pm

3 9/2- 9/8

Critical Thinking & Social Problems Ch. 1 “The Benefit and Manner of Asking the Right Questions (B&K) Ch. 1 “Preparing to Solve Our Social Problems” (Crone) *Fresno Bee Special Investigation into Slum Housing #LivingInMisery *Articles/videos TBD

– First Reading Journal (#1) on material in the middle column – Take first quiz this week (#1) All assignments due by Thursday at 11:59pm

4 9/9- 9/15

Foundations of Sociology & Argument Basics Ch. 2 “Speed Bumps Interfering with Your Critical Thinking” (B&K) Ch. 2 “Barriers Possibilities and How Sociology Can Help” (Crone) *Articles/videos TBD

– Reading Journal #2 – Quiz #2 All assignments due by Thursday at 11:59pm

5 9/16- 9/22

Socialization, Culture, Sociolgical Research Methods Ch. 3 What are the Issue and the Conclusion?” (B&K) *Ch. 3 “How Do We Know What We Think We Know?” (on Bb) *Ch. 4 Creating Civic Engagement vs. Creating Apathy: Culture (on Bb)

– Reading Journal #3 – Quiz #3 All assignments due by Thursday at 11:59pm

6 9/23- 9/29

Social Class and Increasing Inquality Ch. 4 “What are the Reasons?” (B&K) Ch. 3 “How Can We Solve… Increasing Inequality?” (Crone) *Articles/videos TBD

– Reading Journal #4 – Quiz #4 All assignments due by Thursday at 11:59pm

7 9/30- 10/6

HOUSING QUALITY PROJECT *Film Place Matters (Link on Bb) Conduct neighborhood research (including walkability audit) Select your research topic and start finding scholarly sources and reports

Scan and upload completed walkability audit to Bb by 10/6 11:59pm List 1-2 possible research topics to Google doc (link on Bb)

8 10/7- 10/13

Poverty in the U.S. Ch. 5 “What words or Phrases are Ambiguous?” (B&K) Ch. 4 “How Can We Solve the Problem of Poverty?” (Crone) *PLAY SPENT online activity (link on Bb) *Video “Poverty USA” on Bb

– Journal #5 – Quiz #5 All assignments due by Thursday at 11:59pm

9 10/14- 10/20

Racial Ethnic Inequality Ch. 6 “What are the Value & Descriptive Assumptions?” (B&K) Ch. 5 “How Can We Solve… Racial/Ethnic Inequality?” (Crone) *PBS Videos”Race the Power of an Illusion” *Implicit Bias Activity (link on Bb) *“Black Men in Public Spaces” (Staples)

– Journal #6 – Quiz #6 All assignments due by Thursday at 11:59pm

10 10/21- 10/27

Racial Ethnic Inequality Ch. 7 “Are There Any Fallacies in the Reasoning” (B&K) Ch. 5 “How Can We Solve… Racial/Ethnic Inquality?” (Crone) *Film White Like Me (link in Bb) *“White Privilege: Unpacking the Invisible Backpack” (McIntosh)

– Journal #7 – Quiz #7 Assignments due Thurs by 11:59pm List sources for research paper on Google doc (link in Bb)

11 10/28- 11/3

Gender Inequality Ch. 8 & 9 “How Good is the Evidence?” (B&K) Ch. 6 “How Can We Solve…Gender Inequality?” (Crone) *Articles/videos TBD

– Journal #8 – Quiz #8 All assignments due by Thursday at 11:59pm

12 11/4- 11/10

Gender Inequality Ch. 10 “Are There Rival Causes?” (B&K) Ch. 6 “How Can We Solve the Problem of Gender?” (Crone) *Articles/videos TBD

– Journal #9 – Quiz #9 Assignments due Thurs. by 11:59pm

 

 

 

 

 

SOC 3 (S) COURSE CALENDAR**

WK DATE TOPICS & READINGS (read prior to start of class) WHAT’S DUE

13 11/11- 11/17

Inequality in Education Ch. 11 “Are the Statistics Deceptive?” (B&K) Ch. 12 “What Significant Information Is Omitted?” (B&K) Ch. 7 “How Can We Solve…Unequal Education?” (Crone) *Articles/videos TBD

– Journal #10 – Quiz #10 All assignments due by Thursday at 11:59pm

14 11/18- 11/22

HOUSING RESEARCH (problems and solutions) This week’s focus is on the service learning project, including: • Finish locating credible evidence (scholarly articles, reports,

observations, interviews etc.) • Draft your argument (thesis statement, outline and reference

page)

Upload a one page outline of your research paper and your reference page to Bb by 11/10 All assignments due by Thursday at 11:59pm

15 11/28- 12/1

HOUSING POLICY SOLUTIONS AND PUBLIC AWARENESS This week’s focus is on the service learning project, including: • Writing your research paper • Developing your public awareness campaign

– SL Research/Reflection Paper due to Bb by 12/1 11:59pm – Upload Public Awareness Campaign due Bb by 12/1 11:59pm

16 12/2- 12/7

ACTION AND REFLECTION • Launching your public awareness campaign • Sending your letter to public official • Reflecting on your learning this semester

Celebration Paper upload to Bb by 12/7 – detailed instructions are available under the Assignments tab

 

FINALS WEEK DAYS DATES Final Exam Preparation & Faculty Consultation Days:

THURSDAY AND FRIDAY

December 8-9

Final Semester Examinations: MONDAY-THURSDAY December 12-15 Final Exam for this class: Administered online and available from December 9th – 12th

Online Open Dec 9 on Bb & Due Dec 12 by 11:59pm

Website links are provided for some of the readings. *Asterisk indicates that the reading is available as a PDF on Blackboard **SUBJECT TO CHANGE: This syllabus and schedule are subject to change in the event of extenuating circumstances and/or instructor choice. If you are absent from class, it is your responsibility to check on announcements made while you were absent.

 

 

 

 

 

Help & Resources

If you are feeling lost or overwhelmed…

1. Communicate with me during online office hours or by email. Please don’t be shy, much research explains the challenges that students experience while trying to navigate the college system and balance school, work, family, and life commitments. It’s not easy – but it’s worth it! If you have any questions about this class or need any assistance, please talk to me right away so we can make a plan of action to keep you on a path to success.

2. Academic Counselors: Meet with your academic

advisor in the Joyal Building to learn about campus and community resources that will help you succeed in school.

3. The Writing Center (EDUC 184) and Learning

Center (Madden Library Basement) offer academic support. These centers provide trained tutors and/or workshops to assist students in improving their writing and editing techniques. Walk-in tutoring and online submissions of papers for feedback are also available. For more information, call 278-0334 or 278-3052, respectively.

4. Classmates: Form discussion groups and meet

regularly with classmates in the library. Exchange contact information with at least 1-2 classmates just in case you miss class or need clarification on course content or class assignments. Use the email option on Bb to communicate with classmates.

5. Community: If you need assistance in the form of

food, shelter, clothing, etc., call 211 and a representative will connect you with resources to help you meet basic needs. This will help you to focus on your coursework.

Fresno State has many resources available to

help you succeed – please use them!

More Fine Print…

University policies on cheating, plagiarism, copyright policy, compute usage, disruptive behaviors are strictly followed. Any problems in these areas are dealt with according to University policies. For detailed information go to the following link: http://www.csufresno.edu/catalog/beta/current/policies.shtml#conduct

Students with Disabilities: “ If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need course materials in alternate formats, immediately notify your course instructor or Carole Snee, director of Services for Students with Disabilities, 559.278.2811. Reasonable efforts will be made to accommodate your special needs.” Assignment Due Dates: All assignments for this course will be submitted electronically through Bb unless otherwise instructed. Assignments must be submitted by the given deadline. Late papers/projects are not accepted except under extreme circumstances. Your instructor reserves the right to determine if a late assignment will be accepted under extenuating circumstances and will require documentation. Twelve (12) points per class session are deducted for late papers – no exceptions. Technical Assistance: If you need technical assistance at any time during the course or to report a problem with Blackboard or email you can contact the Help Center. Access the Help Center website at help.fresnostate.edu Disruptive Classroom Behavior: “The [online] classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop an understanding of the community in which they live . . . Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”

*Students are also required to read the

handout called “Class Policies,” which can be found on Bb.