...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...Compare and contrast essay: Ancient Egypt and Greece The ancient Egyptian and ancient Greek civilizations are two of the oldest known civilizations in our history. The Egyptian civilization, based in the eastern part of North Africa, is believed to have started around 3150 BC and continued till the end of the Pharaoh rule in 31 BC. The ancient Greek civilization is believed to have been in effect from 1100 BC till about 146 BC. Many similarities and differences existed between these two civilizations, as even though they co-existed during a certain timeframe (1150 BC to 146 BC), they were located in different geographical areas. Because of these differences in geography, both these civilizations were subjected to different kinds of exposure, which included contact with other civilization and cultural inheritance. In the political sphere, we find that the Egyptian civilization had stronger emphasis on central authority, while the Greeks had a more decentralized structure, where powers were distributed over the cities and the states as well. As far as art is concerned, we find that the Egyptians were more involved in creating great monumental and gaudy structures, while the Greeks were more involved in creating smaller, more literary pieces of art. One of the biggest reasons why these two civilizations had these differences is due to their geography. The Egyptians had easy access to large stones that they could bring in to their country and use them to erect such monumental...
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...“AN INFORMATIVE STUDY ABOUT SHORTHAND” _____________________________ PRESENTED TO THE FACULTY OF THE COLLEGE OF OFFICE ADMINISTRATION _____________________________ SUBMITTED TO: Professor 2012 BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION ACNOWLEDGEMENT We would like to dedicate this research study first to our almighty God for his Guidance and wisdom. To our family who gave us financial and moral support all throughout this research. To our professor, who thought us on the step by step process of this research and to all BSOA students that are interested to make this research as their guide for their future career. Bachelor of Science in Office Administration BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION TABLE OF CONTENTS Abstract . . . . . . . . . . pg 1 Statement of the Problem . . . . . . . pg 2 Review of Related Literature . . . . . . . pg 2-10 Design of Investigation . . . . . . . . pg 11 Measurement Technique Used . . . . . . . pg 12-13 Findings . . . . . . . . . . pg 14-24 Conclusion . . . . . . . . . . pg 25 Summary . . . . . . . . . . pg 26-32 BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION LIST OF FIGURES Figure Page Pitman Shorthand . . . . . . . . . 3 Munson Shorthand . . . . . . . . 3 Thomas Natural Shorthand . . . . . . . 4 Eclectic shorthand . . . . . . . . . 4 Bezenšek Shorthand . . . . . . . . 4 Boyd's...
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...The media’s watching Vault! Here’s a sampling of our coverage. “For those hoping to climb the ladder of success, [Vault's] insights are priceless.” – Money magazine “The best place on the web to prepare for a job search.” – Fortune “[Vault guides] make for excellent starting points for job hunters and should be purchased by academic libraries for their career sections [and] university career centers.” – Library Journal “The granddaddy of worker sites.” – US News and World Report “A killer app.” – New York Times One of Forbes' 33 “Favorite Sites” – Forbes “To get the unvarnished scoop, check out Vault.” – Smart Money Magazine “Vault has a wealth of information about major employers and jobsearching strategies as well as comments from workers about their experiences at specific companies.” – The Washington Post “A key reference for those who want to know what it takes to get hired by a law firm and what to expect once they get there.” – New York Law Journal “Vault [provides] the skinny on working conditions at all kinds of companies from current and former employees.” – USA Today VAULT GUIDE TO RESUMES, COVER LETTERS & INTERVIEWS © 2003 Vault Inc. VAULT GUIDE TO RESUMES, COVER LETTERS & INTERVIEWS HOWARD LEIFMAN, PhD, MARCY LERNER AND THE STAFF OF VAULT © 2003 Vault Inc. Copyright © 2003 by Vault Inc. All rights reserved. All information in this book is subject to change without notice. Vault makes no claims as to the accuracy and reliability...
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...and Tourism? Cambridge AICE (Advanced International Certificate of Education) Diploma How can I find out more? 2. Teacher support .............................................................................................................. 6 2.1 Support materials 2.2 Resource lists 2.3 Training 3. Assessment at a glance ................................................................................................. 7 4. Syllabus aims and assessment objectives...................................................................... 9 4.1 Aims 4.2 Scheme of assessment 4.3 Assessment objectives and their weighting in the exam papers 5. Syllabus content ........................................................................................................... 12 5.1 Paper 1: Core paper 5.2 Paper 3: International business and leisure travel services 5.3 Paper 4: Specialised tourism 6. Coursework...
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...ATTITUDE AND INFERTILITY Infertility can have a serious impact on both the psychological well-being and the social status of women in the developing world. As a result of their infertile status, they suffer physical and mental abuse, neglect, abandonment, economic deprivation and social ostracism as well as exclusion from certain social activities and traditional ceremonies. This becomes particularly traumatic with previous pregnancies that end in abortions, stillbirths and neonatal/infant deaths or in live births of daughters only. A survey conducted in Southern Ghana revealed that the majority (64%) of women felt stigmatized, and that higher levels of perceived stigma were associated with increased infertility-related stress as well as lower levels of education, (Donkor and Sandall J., 2007). Insufficient family income, poor quality of life, life stress, and discontentment with daily routines as well as ‘bad’ relationships with family members (husband, mother- and father-in-law) are significant correlates of female infertility. Infertile women are more likely to underestimate the importance of sexual intimacy, and have a negative attitude towards sex, (Schmidt, 2010). Female infertility is associated with various social correlates leading to higher remarriage rates and to further complicating the problem of infertility. Thus, a correction of women’s basic attitudes and their relationships to their surrounding social habitat should be an essential component of any program...
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...THE FUTURE OF ECONOMIC CONVERGENCE* Dani Rodrik Harvard University August 2011 * This is a paper prepared for the 2011 Jackson Hole Symposium of the Federal Reserve Bank of Kansas City, August 25-27, 2011. I am grateful to Arvind Subramanian for helpful conversations and to UNIDO for making their INDSTAT4 data base available. I also thank Cynthia Balloch for research assistance and the Weatherhead Center for International Affairs at Harvard for financial assistance. I. Introduction Novelists have a better track record than economists at foretelling the future. Consider then Gary Shteyngart‘s timely comic novel ―Super Sad True Love Story‖ (Random House, 2010), which provides a rather graphic vision of what lies in store for the world economy. The novel takes place in the near future and is set against the backdrop of a United States that lies in economic and political ruin. The country‘s bankrupt economy is ruled with a firm hand by the IMF from its new Parthenon-shaped headquarters in Singapore. China and sovereign wealth funds have parceled America‘s most desirable real estate among themselves. Poor people are designated as LNWI (―low net worth individuals‖) and are being pushed into ghettoes. Even skilled Americans are desperate to acquire residency status in foreign lands. (A degree in econometrics helps a lot, as it turns out). Ivy League colleges have adopted the names of their Asian partners and yuan-backed dollars are the only safe currency. This is sheer fantasy...
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...An Introduction to Project Management, Fifth Edition By Kathy Schwalbe Professor Emeritus, Augsburg College Department of Business Administration Minneapolis, Minnesota An Introduction to Project Management, Fifth Edition Cover Photo: Dan Schwalbe ©2015 Schwalbe Publishing ISBN-13: 978-1505212099 ISBN-10: 150521209X ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the author. Materials from Kathy Schwalbe’s Information Technology Project Management, Sixth and Seventh Editions, are used with permission from Cengage Learning. Microsoft and the Office logo are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. All screenshots from Microsoft products are used with permission from Microsoft. Information and screenshots from MindView Business are used with permission from MatchWare. Information and screenshots from Basecamp are used with permission from Basecamp. Some of the product names and company names used in this book have been used for identification purposes...
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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...MODULE 1: INTRODUCTION This module provides an overview on the subject of art appreciation for those entirely new to the subject. This is a complex topic to deal with and it is impossible to have a truly comprehensive discussion on the topic in such a brief essay. The student is advised to consult more advanced texts to gain further understanding of how to appreciate art more fully. HUMANITIES: What is it? • The term Humanities comes from the Latin word, “humanitas” • It generally refers to art, literature, music, architecture, dance and the theatre—in which human subjectivity is emphasized and individual expressiveness is dramatized. HOW IMPORTANT IS HUMANITIES • The fields of knowledge and study falling under humanities are dedicated to the pursuit of discovering and understanding the nature of man. • The humanities deal with man as a being of purpose, of values, loves, hates, ideas and sometimes as seer or prophet with divine inspiration. • The humanities aim at educating. THE ARTS: What is it? • The word “art” usually refers to the so-called “fine arts” (e.g. pictorial, plastic, and building)– and to the so-called “minor arts” (everyday, useful, applied, and decorative arts) • The word “art” is derived from arti, which denotes craftsmanship, skill, mastery of form, inventiveness. • Art serves as a technical and creative record of human needs and achievements. The word 'art' is often used in our daily lives. However, when...
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...Chap1 Comparing Apples and Oranges The concept of “apples and oranges” relates to the consistency of anything that is compared with something else. Whenever you make a comparison in sentence, you have to make sure the things you compare are , in fact, comparable. Than ①主语比较 1. Because the Earth’s crust is more solid there and thus better able to transmit shock waves, an earthquake in the eastern United States will typically devastate an area 100 times greater than will a quake of comparable magnitude occurring in the West.(D-P35-9) 2.Local residents claim that San Antonio, Texas, has more good Mexican American restaurants than does any other city in the United States. (D-p78-14) 3.The guiding principles of the tax plan released by the Treasury Department could have even greater significance for the economy than do the particulars of the plan. (C-p8-6) 4. Because natural gas is composed mostly of methane, a simple hydrocarbon, vehicles powered by natural gas emit less of certain pollutants than those burning gasoline or diesel fuel. (C-p8-16) 5. The United States government employs a much larger proportion of women in trade negotiations than does any other government. (C-p22-8) 6. The pay of senior executives increased in 1990 by a larger percentage than did the wages of other salaried workers. (C-p67-5) 7. A newly developed jumbo rocket, which is expected to carry the United States into its next phase of space exploration, will be able to deliver a heavier load...
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...语法改错总结 基本方法 : 每题5个选项，相对正确，排除法，挑错 宏观策略 : 1. 每题的错误类型都在划线部分的前三和后三个单词，先读原文，竖着看选项前3跟后3个单词，找出选项差别，从选项差异看错误类型。一但发现选项错误，立即在其他选项找同样的错误。 1－228－9 The first trenches that were cut into a 500-acre site at Tell Hamoukar, Syria, have yielded strong evidence for centrally administered complex societies in northern regions of the Middle East that were arising simultaneously with but independently of the more celebrated city-states of southern Mesopotamia, in what is now southern Iraq. A. that were cut into a 500-acre site at Tell Hamoukar, Syria, have yielded strong evidence for centrally administered complex societies in northern regions of the Middle East that were arising simultaneously with but B. that were cut into a 500-acre site at Tell Hamoukar, Syria, yields strong evidence that centrally administered complex societies in northern regions of the Middle East were arising simultaneously with but also C. having been cut into a 500-acre site at Tell Hamoukar, Syria, have yielded strong evidence that centrally administered complex societies in northern regions of the Middle East were arising simultaneously but D. cut into a 500-acre site at Tell Hamoukar, Syria, yields strong evidence of centrally administered complex societies in northern regions of the Middle East arising simultaneously but also E. cut into a 500-acre site at Tell Hamoukar, Syria, have yielded strong evidence that centrally administered complex societies in northern regions of the Middle East arose...
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...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
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...of our times that I know ... Of all the books that I have read in the last 20 years, it is by far the one that has taught me the most." THE TIMES OF INDIA: "To the elite ... who often get committed to age-old institutions or material goals alone, let Toffler's FUTURE SHOCK be a lesson and a warning." MANCHESTER GUARDIAN: "An American book that will ... reshape our thinking even more radically than Galbraith's did in the 1950s ... The book is more than a book, and it will do more than send reviewers raving ... It is a spectacular outcrop of a formidable, organized intellectual effort ... For the first time in history scientists are marrying the insights of artists, poets, dramatists, and novelists to statistical analysis and operational research. The two cultures have met and are being merged. Alvin Toffler is one of the first exhilarating, liberating results." CHRISTIAN SCIENCE MONITOR: "Packed with ideas, explanations, constructive suggestions ... Revealing, exciting, encouraging, brilliant."...
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...POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Donna E. Stewart, MD, FRCPC E. Robertson, M.Phil, PhD Cindy-Lee Dennis, RN, PhD Sherry L. Grace, MA, PhD Tamara Wallington, MA, MD, FRCPC ©University Health Network Women’s Health Program 2003 Prepared for: Toronto Public Health October 2003 Women’s Health Program Financial assistance by Health Canada Toronto Public Health Advisory Committee: Jan Fordham, Manager, Planning & Policy – Family Health Juanita Hogg-Devine, Family Health Manager Tobie Mathew, Health Promotion Consultant – Early Child Development Project Karen Wade, Clinical Nurse Specialist, Planning & Policy – Family Health Mary Lou Walker, Family Health Manager Karen Whitworth, Mental Health Manager Copyright: Copyright of this document is owned by University Health Network Women’s Health Program. The document has been reproduced for purposes of disseminating information to health and social service providers, as well as for teaching purposes. Citation: The following citation should be used when referring to the entire document. Specific chapter citations are noted at the beginning of each chapter. Stewart, D.E., Robertson, E., Dennis, C-L., Grace, S.L., & Wallington, T. (2003). Postpartum depression: Literature review of risk factors and interventions. POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Table of Contents EXECUTIVE SUMMARY 2 OVERALL METHODOLOGICAL FRAMEWORK 5 CHAPTER 1: RISK FACTORS FOR...
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