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DeVry HUM 303 Full Course-Latest 2016 November Except Week 8 Project
Question
Week 1 discussion
Dq1
The Value of the Humanities
What is the value of studying the humanities in a business or technical
curriculum? How might a topic such as ancient art enhance contemporary life?
Dq2
Ancient Works of Art
Choose a work of art from the reading in Chapter 1. Discuss how the
work is a reflection of the ancient culture that created it. Also, did
anything particularly surprise or impress you about the work of art or the
ancient people who created it?
Week 2 discussion
Dq1
Greek and Roman Architectural Influences
The architecture of the Greeks and Romans has influenced people for
centuries. When the
founding fathers of America began to design Washington, DC, how were they
influenced by the Greeks and Romans?
Dq2
Greek and Roman Advancements
Ancient peoples were often much more advanced than modern people
understand. Choose one
example of a Greek or Roman advancement that improved their societies. How did this
advancement affect the culture of the Greeks or Romans? Has this advancement
evolved and is it in use, in some capacity, in the modern world?
Week 3 discussion
Dq1
Theater
This week, we took a brief look at Shakespeare's The Tempest (see the
Assignments section). This five-act play opens with a storm at sea (a tempest) and throughout,
Shakespeare has planted allusions to apparitions and magic, such as the
character Ariel who, at times, appears to be invisible to the other characters. It is a given
that the special effects, such as those often used in films, to actually give
the stage the appearance of a deadly tempest or actually make Ariel an
invisible presence are not achievable on the stage. To fill in this
gap, audiences suspend disbelief.
In this thread, let's discuss the power and limitations of theatrical
imagination. Please feel
free to draw from productions you have seen. (The old high
school productions count, too!) Why are we willing to suspend disbelief when we
see a play, yet we demand so much more from a film production? Do you think
that the limitation on special effects and alternative demand on the audience
member to suspend disbelief is a weakness or a strength of the theatrical
experience? Would you rather see The Tempest on stage or in film? Why?
Dq2
Allegory and Art
This week, we are exploring the items below.
Excerpt from Beowulf (also available as an audio in the lecture)
Act II Scene I from Shakespeare's The Tempest
This week, we have looked at several works of art that utilized
allegorical themes. One of the most common uses of imagery in the medieval and Renaissance
periods is allegory. What is an allegory? Describe how at least one of the examples of art in
this week's lecture or one of this week's readings is allegorical in nature. Why, in your
opinion, was allegory so prevalent during these periods? Is it still important
in contemporary literature? Why or why not?
Week 4 discussion
Dq1
Rubens
Line, color, hue, balance, form and perspective were some of the key
concepts covered in this week’s tutorial. Use the example
of a painting by Peter Paul Rubens and discuss how one or more of this week’s
key concepts are featured in the painting.
Identify the painting by title, and include citations for any material
you’ve researched.
Dq2
Enlightenment and Industrial Revolution
Given the information from this week's reading on the Enlightenment, the
New Rationalism, and the Scientific Revolution, how did advancements in science
and reasoning change the lives of people at this time? In addition, what
effects did the Industrial Revolution have on the world?
Week 5 discussion
Dq1
Photography and Art
In the 19th century, the camera was a revolutionary invention. Did the
invention of the camera change the arts? Why or why not?
Is there a relationship between movements such as realism and
impressionism and the camera?
Dq2
Realism and Impressionism
For this week's discussion, choose realism or impressionism as a basis
for your posts and discuss how your choice is manifested in any area of the
humanities (i.e., painting,
sculpture, literature, music, etc.), and give an example from any discipline in the humanities
to illustrate how realism or impressionism influenced the work of art. Please be sure
to give an analysis of how the work of art was influenced by the movement.
Week 6 discussion
Dq1
Art and Politics
This week, we looked at several examples of early modernist art such as
Cubism, Fauvism, futurism, and expressionism. Let's discuss
the relationships between these aesthetic categories and the sociopolitical
climate of the period.
How did the sociopolitical climate of the time period, including the two
world wars, influence artists?
Dq2
Feminism and Literature
Let’s connect the themes of the three readings and the lecture for this
week to talk about how the ways feminist literature has influenced contemporary
thinking?
In your first post, share what you see the main themes or issues that
were important the writer of at least one of the following feminist works:
The Outside by Susan Glaspell (audio available in the lecture)
A Society by Virginia Woolf
The Solitude of Self by Elizabeth Cady Stanton
Be sure to reference the specific elements of at least one of the
readings or audio in your response. We’ll follow up as a class to connect these historical issues to
present-day discussions of women and society.
Week 7 discussion
Dq1
Controversial Art and Censorship
Although controversial art is not a topic exclusive to the 20th century,
the distribution of information regarding controversial art has increased with
the proliferation of media. Please discuss an example of a 20th century controversial work of art
from any discipline of the humanities (music, literature, sculpture, film, etc.) and an
accompanying statement from the artist(s). Based on your
example, to what extent does controversial art make a social contribution? Are
governments ever justified in censoring art?
Dq2
Pop Art
What were some of the influences of the pop art phenomenon? Should we
consider the creative elements of popular culture, which are very often mass
produced works of art?
Week 2 course project
Create a proposal of 2 pages that references one academic scholarly
source for the research project you intend to complete. This project
should engage at least one academic source, should include an introduction and
thesis to the best extent that you know it at this point in time, and should
locate a central controversy that requires deft and subtle handling. Be sure to
adhere to APA style for in-text citation and final reference page. (No cover page
is needed.)
Select a project from among those suggested on the Course Project page
under Course Home or discuss a special topic with your professor.
Submit your assignment to the Dropbox, located at the top of this page. For
instructions on how to use the Dropbox, read these step-by-step instructions.
See the Syllabus section "Due Dates for Assignments &
Exams" for due date information.
Week 3 course project
Annotated Bibliography Assignment:
This week (Part I) you are to create a complete Annotated Bibliography
for 2 academic scholarly sources, which include your introduction and thesis,
publication details, and the annotation (see below for examples of each
component). In week 4, you
will complete this process for 3 additional sources. A total of 5
academic-scholarly sources are required for completion of your final research
project.
Scholarship means that
the work appears in a multi-volume, peer-reviewed journal,
and has ample references at the end.
Good annotations
capture publication details,
offer a student introduction and thesis, and
a detailed reading of the source, covering the following:
Offers the student's introduction and thesis to the best extent s/he
knows it at this point in time,
Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in
parentheses);
Locates controversies or "problems" raised by the articles;
States whether the student agrees or disagrees and gives reasons;
Locates one or two quotations to be used in the final research project;
and
Evaluates the ways in which this article is important and has helped the
student to focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the
greatest bulk of our intelligence—that is, the quality of thinking that helps
us adapt, deal with stress, love, and live lives of fulfillment. Aristotle
argued that educating the mind and not the heart is no education at all. For decades,
educators have focused on cognitive skills because they are testable and, therefore,
metrics can be applied to them. This kind of education, testing, and then metrically interpreting
results has governed American education for decades. And the results
have been losses of creativity, imagination, courtesy, civic interest, and the
ability to invent businesses that serve people and advance us as a society. Although
measurable skills are important, they are not exclusively important, and in
fact lose value when separated from an education in the heart, the spirit, and
the abstract qualities that make students fully human and excellent
participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative
learning as discourse. Journal of Transformative Education, 1(1), 58-63
Annotation Example:
In this article, Mezirow (2003) makes a distinction between
"instrumental" and "communicative" learning. "Instrumental
learning" refers to those processes which measure and gage learning, such
as tests, grades, comments, quizzes, attendance records and the like. "Communicative
learning," on the other hand, refers to understanding created over time
between individuals in what Mezirow calls
"critical-dialectical-discourse," (p. 59) which is a
fancy way of saying, important conversation between 2 or more speakers. Another key
idea Mezirow discusses is "transformative learning," (p. 61) which
changes the mind, the heart, the values and beliefs of people so that they may
act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute,
and intimidated people obviously cannot participate fully and freely in
discourse" (p. 59). On the one
hand, he is right: there are some people who cannot fully engage because their
crisis is so long and deep, they are prevented. But, I don't
think Mezirow should make the blanket assumption that everyone in unfortunate
circumstances is incapable of entering the discourse meaningfully. One thing is
certain: if we gave as much attention to the non-instrumental forms of intelligence--like
goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor,
love, and other non-measured forms of intelligence in our school curriculums,
we'd see better people, actors in the world, and interested investigators than
we currently have graduating high school
Submit your lab to the Dropbox, located at the top of this page. For
instructions on how to use the Dropbox, read these step-by-step instructions.
See the Syllabus section "Due Dates for Assignments &
Exams" for due date information.
Week 4 course project
Annotated Bibliography Assignment:
This week (Part II) you are to create a complete Annotated Bibliography
for 3 academic scholarly sources, which include your introduction and thesis,
publication details, and the annotation (see below for examples of each
component). In week 4, you
will complete this process for 3 additional sources. A total of 5
academic-scholarly sources are required for completion of your final research
project.
Scholarship means that
the work appears in a multi-volumed, peer-reviewed journal,
and has ample references at the end.
Good annotations
capture publication details,
offer a student introduction and thesis, and
a detailed reading of the source, covering the following:
Offers the student's introduction and thesis to the best extent s/he
knows it at this point in time,
Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in
parentheses);
Locates controversies or "problems" raised by the articles;
States whether the student agrees or disagrees and gives reasons;
Locates one or two quotations to be used in the final research project;
and
Evaluates the ways in which this article is important and has helped the
student to focus his/her understanding.
Submit your lab to the Dropbox, located at the top of this page. For
instructions on how to use the Dropbox, read these step-by-step instructions.
See the Syllabus section "Due Dates for Assignments &
Exams" for due date information.
Week 6 course project
This week you are required to submit a draft of your paper. A
"draft" does not imply sloppy, half-baked work--not at all. A draft is the
most complete and impeccable presentation you can execute at this point in time. Drafts should
be 5-7 pages, use at least 3 of your 5 academic resources, and be impeccably
cited and formatted. End references are required, and APA (except for the cover page--not
required) should be followed.
Submit your lab to the Dropbox, located at the top of this page. For
instructions on how to use the Dropbox, read these step-by-step instructions.
See the Syllabus section "Due Dates for Assignments &
Exams" for due date information.
Week 8 course project
This week you are required to submit your final paper. Your final
paper should be 9-10 pages, and use 5 academic resources. It must be
impeccably cited and formatted. End references are required, and APA (except for the cover page--not
required) should be followed.
Submit your lab to the Dropbox, located at the top of this page. For
instructions on how to use the Dropbox, read these step-by-step instructions.
See the Syllabus section "Due Dates for Assignments &
Exams" for due date information.
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