Visit a museum or gallery exhibition or attend a theater, dance, or musical performance. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
Write a two to three (2-3) page report (500-750 words) that describes your experience.
Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2) pieces.
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 
Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 

Visiting a Museum 

It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  
Attending a Performance

Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid's dance recital, your international friend's wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 

Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  
Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:

Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
Use technology and information resources to research issues in the study of world cultures.
Write clearly and concisely about world cultures using proper writing mechanics

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Competencies:
129.1.1: Foundations of Humanities – The graduate assesses the development of humans through the study of key concepts, disciplines, and primary influences of the humanities.
129.1.2: Classical Period – The graduate analyzes the primary contributions and characteristics of humanities during the classical period.
129.1.4: Renaissance – The graduate analyzes the primary contributions and characteristics of humanities during the Renaissance.
129.1.6: Neoclassicism – The graduate analyzes the primary contributions and characteristics of humanities within the neoclassical and Enlightenment period.
129.1.7: Romanticism – The graduate analyzes the primary contributions and characteristics of humanities during the romantic period.
129.1.8: Realism – The graduate analyzes the primary contributions and characteristics of humanities during the realism movement.

Introduction:

“My own answer to what the humanities are for is simple: They should help us to live. We should look to culture as a storehouse of useful ideas about how to face our most pressing personal and professional issues.” – Alain de Botton, author and educator (MindEdge, Inc., 2014)
 

From your studies, you have seen how culture, belief systems, and exposure to the arts affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of what it means to be human. When we understand and value the humanistic point of view, we bring creative solutions and fresh new ideas to the challenges we face in our personal and professional lives. We are schooled in the fundamentals of close analysis, critical thinking, and teasing out the complexities of issues which have no simple right or wrong answer.
 

In this task, you will write an analysis (suggested length of 1-2 pages) of one work of literature. Choose one work from the list below:

Classical Period

•    Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)

•    Aeschylus, “Song of the Furies” from The Eumenides, ca. 458 B.C.E. (poetry)

•    Sophocles, Antigone, ca. 442 B.C.E. (drama)

•    Aristotle, Book 1 from the Nichomachean Ethics, ca. 35 B.C.E. (philosophical text)

•    Augustus, The Deeds of the Divine Augustus, ca. 14 C.E. (funerary inscription)

•    Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of The Metamorphoses, ca. 2 C.E. (poetry)
 

Renaissance

•    Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)

•    Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)

•    Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from The Notebooks ca. 1478-1518 (art text)

•    Edmund Spenser, Sonnet 30, “My Love is like to Ice” from Amoretti 1595 (poetry)

•    William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)

•    Francis Bacon, “Of Studies” from The Essays or Counsels… 1625 (essay)

•    Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)

•    Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
 

Enlightenment

•    René Descartes, Part 4 from Discourse on Method, 1637 (philosophical text)

•    William Congreve, The Way of the World, 1700 (drama-comedy)

•    Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)

•    Voltaire, “Micromégas” 1752 (short story, science fiction)

•    Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)

•    Thomas Paine, “Common Sense” 1776 (essay)

•    Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)

•    Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
 

Romanticism

•    Lord Byron, “She Walks in Beauty” 1813 (poetry)

•    Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)

•    Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)

•    Alexander Dumas, The Count of Monte Cristo, 1844 (novel)

•    Emily Brontë, Wuthering Heights, 1847 (novel)

•    Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)

•    Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)

•    Friedrich Nietzsche, Book 4 from The Joyful Wisdom, 1882 (philosophical text)
 

Realism

•    Charles Dickens, A Christmas Carol, 1843 (novella)

•    Karl Marx and Friedrich Engles, The Communist Manifesto, 1848 (political pamphlet)

•    Christina Rossetti, “Goblin Market” 1862 (poetry)

•    Matthew Arnold, “Dover Beach” 1867 (poetry)

•    Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde, 1886 (novella)

•    Kate Chopin, “The Story of an Hour” 1894 (short story)

•    Mark Twain, “The Five Boons of Life” 1902 (short story)

•    Edith Wharton, The Age of Innocence, 1921 (novel)
 

Use the link near the bottom of this page to access direct links to the works listed above.

Once you have selected and read the work, you will create a paragraph of descriptive writing with your personal observations about the work. This paragraph must be written before you do research on the work, the author, and the period it comes from. You will need to be quite detailed in your description of the work.
 

The next step will be to research the work, the life of the artist, and the period. You will then be ready to create your analysis. This process of analysis will require you to discuss the historical context of the work, pertinent aspects of the author’s biography, themes and/or stylistic characteristics of its historical period, and finally, the relevance of this work for audiences today.
 

The final requirement of the task will be to reflect on this process of analysis and describe how your perception of the work changed.

Requirements:
 

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.
 

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A.  Record your initial reaction to the work (suggested length of 1 paragraph) by doing the following:

1.  Describe your initial thoughts and/or feelings about the work.

2.  Describe in detail at least one aspect of the work that most interests you.
 

B.  Analyze the work (suggested length 1 page) by doing the following:

1.  Describe the historical context of the period in which the work was written.

2.  Discuss insights into the work that can be gained from the author’s biography.

3.  Analyze how this work explores a particular theme and/or stylistic characteristic from its period.

4.  Explain the relevance of this work for today’s audiences.
 

C.  Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work (suggested length of 1 paragraph).
 

D.  When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following:

•  author

•  date

•  title

•  location of information (e.g., publisher, journal, website URL)
 

Note: The use of APA citation style is encouraged but is not required for this task. Evaluators will offer feedback on the acknowledgement of source information but not with regard to conformity with APA or other citation style. For tips on using APA style, please refer to the APA Resources web link found under General Information/APA Guidelines in the left-hand panel in Taskstream.
 

Reference List:
 

Note: This reference list refers only to direct citations in the assessment above and may be different from those you need to complete the assessment. Consult your Course of Study for a list of suggested learning resources.
 

MindEdge, Inc. (2014). Introduction to the humanities. Waltham, MA: MindEdge, Inc.

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 Terrorist Organization, Purpose, and Structure As you have learned in this unit, terrorism has a direct impact on the social structure of an organized society. Further, terrorism focuses on disrupting the very basis of government structure and societal structure. The organization and structure of domestic and international terrorist groups vary from one nation to another. Each individual terrorist group has different motives and views as it pertains to terrorism. For this essay assignment, use the Waldorf Online Library or an outside source to find scholarly resources such as eBooks or journal articles written about a relevant and existing domestic or international terrorist organization. Your essay should address the following:  Summarize the background of the terrorist organization, its purpose, and structure.  Explain the political, religious, and ideological views and motivations.  Which definition or definitions of terrorism most closely fit your chosen terrorist organization?  Discuss if the organization identifies with left wing views, right wing views, or other political ideology and why.  Expand on the impact that right- and/or left-wing extremism has on terrorism. 

 A comprehensive list of foreign terrorist organizations can be found on the U.S. Department of State website here. Your essay should be at least 500 words in length using size 12-point, Times New Roman font, and double-spaced. Use APA style guidelines to format in-text citations for all quoted and paraphrased material. Title and reference pages are required; an abstract is not required. Title and reference pages do not count towards the minimum length requirements. 

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1) What the video at http://abc7.com/society/vista-la-tackles-issue-of-gentrification-in-socal/1487654/

2) Think about the ideas and issues presented in the video.

3) Write a 2 pager (12 point font, Times New Roman, 1 inch margins, double spaced) relating the ideas and concepts in the video with the class.

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Different School Models

Part One: There is a range of school models that exist within our school communities, all of which have the goal of helping students achieve their potential. You will need to interview two teachers, principals, or teaching support staff members from two different schools to complete this assignment. Although it is not necessary, you should try to visit each site. Each school must be a different school model as discussed in the readings. Compare and contrast the two schools based on what you learn from your visits and/or interviews. The goal is to analyze the two different school models, compare the type of teaching and learning that occurs within each, understand what each school has identified as a priority, and understand what each school or classroom has determined is the top issue(s). In addition to identifying key statistics, such as the type of school, demographics, and student-to-teacher ratio, use the following questions as a guide for your observation/interview: The two teachers already answer the question below for you.

a. What are the most important issues you currently face in ensuring all students achieve their potential?

b. How are you addressing these issues?

c. What role does technology play in classrooms to support teaching and learning?

d. If you had to choose one subject area that your students need the most support in mastering, what would it be?

e. What do you see as the most important skills to be taught?

f. How would you identify 21st-century skills?

g. How would you describe the teaching in your classroom?

h. What role do you see students having in the teaching and learning process? Teachers?

i. How has teaching changed over the years?

j. What are the key issues you currently face?

Part Two: Place the information you glean from your interviews in a chart similar to the one below. This project is designed to give you insights into the real-life issues, topics, and complexities that practitioners address daily while also providing a forum for you to reflect on your beliefs and practices. Once the chart is complete, you should include a two- to three-page summary, identifying the implications of what you gleaned from your research on your own practice. Questions to consider in your summary are: I answer the question below for you, but you can fix it or make it sound better

a. What did you learn from the visits? The Teacher were very nice, and their classroom was well organized.

b. What are the implications for your own teaching and learning? Your philosophy of education? If I was a teacher I would Help students to regard their understanding as provisional and to tolerate uncertainty. Students must learn ‘incomplete’ conceptions to make more ‘complete’ conceptions accessible to them and be happy to move on. Since the acquisition of threshold concepts transforms understanding of previously acquired subject knowledge, students need to be ready to accept that at each stage in their learning their understanding is provisional. This problem becomes most intense when the acquisition of a new threshold concept transforms understanding of a previously acquired threshold concept: an inevitable outcome if threshold concepts work together in a web to define the way of thinking and practicing in a subject.

c. What areas of new knowledge do you plan to explore? Research and Theory

d. How was your thinking different or similar?

e. How would you address some of the issues in your classroom? If I was a teacher Make Rules Clear. If there are rules in society, there are rules at school and in the classroom. Kids need to know what is expected of them and how the classroom will be organized. Teaching them the rules is just as important as teaching anything else. One option is to make a set of rules yourself and share them with the class on the first day. You can ask them what they think of the rules and why they believe these rules are important. With older kids, you might want to try a more democratic approach. If rules come from them and as a group, accepting those rules will come more naturally because they’ll feel like part of the process.

f. How would you prioritize the work in these classrooms if you were the teacher? By using time management. Pull out all materials needed for a lesson the day before and keep them together in a tote. Make transparencies for all directions to activities. Assign a student assistant to help pass out papers and materials. Place all materials that need to go to the office in one container, so you only make one trip. Use apps to help your grading go faster. Create a bulletin board for roll call and lunch count that students can complete themselves. Divide paperwork into categories: To do, to read, to hold, to grade, etc.

g. What role could technology play in assisting with the work? My son is in 5th grade and he do a lot of research paper. So, he uses the computer a lot. My daughter uses the computer for sorry time and math. Both my kids find it very helpful and fun.

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Auditing

Auditors have come into a department as part of a company-wide audit prior to issuing an audit opinion for the company’s financial reports. In a one- to two-page paper (not including the title and reference pages), explain what the staff should expect the auditors to do. Be sure to include the requirements of the Sarbanes Oxley Act in your explanation.

Your paper must be formatted according to APA style as outlined in the Writing Center, and it must include citations and references for the text and at least two scholarly sources. 

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Assignment 8: "Proposal Critique"   In this assignment you will be rewriting and critiquing the proposal provided HERE(FILE ATTACHED) . There are at least six improvements to be made in the document. Your job is to identify the six improvements and then, using track changes, rewrite or fix the error. Also, using the comments tool, give a brief explanation to why it is wrong and why you fixed it the way you did. Note: If your word processing program does not have track changes, you will need to insert comments in brackets using red font at the improvement location.   In your document, you should: 1.Identify at least six proposal weaknesses using track changes.. 2.Include a critique paragraph of at least 150 words at the end of the document.. 3.Discuss improvements for each of the weaknesses in your critique.. 4.Ensure both the comments and critique are concise and error-free..    Your assignment must follow these formatting requirements: •Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.. •Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length..    The specific course learning outcomes associated with this assignment are: •Outline the strengths and opportunities for improvement of all communications.. •Revise draft documents to improve audience comprehension.. •Employ correct Edited Standard Written English (ESWE).. •Prepare proposals for technical products and/or services.. •Use technology and information resources to research issues in technical writing.. •Write clearly and concisely about technical writing using proper writing mechanics..

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Unit VII Case Study 

For this assignment, you are the lead incident commander for a hazardous materials incident similar to those that have been introduced in this course. In this scenario, diisocyanates [toluene diisocyanate (TDI) and methylene diphenyl diisocyanate (MDI)] are being unloaded at the tank farm of HLF Polyurethane Manufacturing. TDI and MDI are used as raw materials in the production of polyurethane. During the unloading process, the vapor return line ruptured and caught fire due to a nearby welding operation that provided the ignition source. 

The following actions were initially taken: 

The evacuation alarm was sounded and the facility emergency response team (ERT) was activated. 

The plant manager and the local fire department were notified of the incident. 

The incident command was established at the facility office near the main access gate to the south (this is the furthest distance within the property boundary from the incident location). 

The incident commander implemented actions required under the approved emergency response plan. 

The ERT was not able to immediately isolate the source of the incident. 

The fire department arrived on location and assumed the incident command of the event. 

Additional Relevant Information: 

The facility encompasses an area measuring 2000 feet by 1400 feet. 

The nearest residential community is located approximately 1000 feet to the northeast. 

A plastic recycling plant is located along the south fence boundary of the refinery. A major interstate highway runs directly parallel to the plant. 

The ambient temperature on the day of the incident was 85° F and the wind was blowing at 7 mph from the southwest to the northeast. 

The facility has a trained ERT that can respond to incidents. 

Your essay must address the following: 

Identify all hazardous materials involved, their classifications and their physical properties. 

Discuss chemical incompatibility and interactions relevant to this incident. 

Explain how the lead incident commander should respond to this incident based on the Emergency Response Guidebook (ERG). 

Click the link below to access the ERG at the Pipeline and Hazardous Materials Safety Administration website: Pipeline and Hazardous Materials Safety Administration. (n.d.). Emergency Response Guidebook (ERG). Retrieved from http://www.phmsa.dot.gov/hazmat/library/erg 

Explain the corrective action plan that should be implemented to prevent a reoccurrence of this event. 

Your response must be at least one page in length (not counting the cover page or reference page). All sources used, including the textbook, must be referenced. Paraphrased and quoted materials must have accompanying in-text and reference citations in APA format. 

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Questions for Paranormal Activity:

1) In P1, what exactly does the demon want from Katie? Does it ultimately get what it wants?

2) Why is Micah such a big jerk in Paranormal Activity? Why doesn’t Katie just leave him for a better choice in boyfriends?

3) Why does Katie allow Micah to film her in the bathroom when it’s clear that the demon lives in the attic? Why doesn’t Micah put the cameral in the attic after discovering that’s where the demon lives?

4) Why don’t Katie and Micah just leave their home after the demon starts bothering them? I know the psychic said that it wouldn’t do any good, but he also states that he’s not an expert on demons. Shouldn’t they at least check out into a hotel and see if it confuses the demon?

5) What does the demon communicate through the Ouija board? Is fire itself a form of communication?

6) Who edits the many hours of video footage that Micah shoots, and then puts it back together to form the film itself?

7) For crying out loud, why don’t they call the police? Or the FBI or CIA? I assume that either one of those agencies would love to investigate the presence of a demon on U.S. soil!

Questions for Paranormal Activity 3:

1) What does the demon want with Kristi? Does he ultimately get what he wants?

2) Who is Dennis, and what does he do for a living, and why is that important? Why isn’t he married to Julie, after all, he does film weddings for a living?

3) Who is Toby, and why does he like to play tricks on Julie, Dennis, and Katie?

4) Why does he bite Randi after he plays Bloody Mary in the bathroom with Katie?

5) Where is Katie’s and Kristi’s biological father? Why doesn’t he ever even call his two daughters?

6) Who is Grandma Lois, and why does she want her daughter to have a son?

7) Why does Grandma Lois allow Toby to kill her daughter and marry her granddaughter?

8) Why does Toby stalk the babysitter? Why does he put on the sheet? Why is he only about three feet tall after Kristi describes him as being “very tall?”

9) How come Katie can’t remember any of this happening in her childhood in the first Paranormal Acitvity?

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 For this Discussion, review this week’s resources. Select either the Roy case study or the Matt and Keith case study. Then, select a conflict theory that best applies to the specific case you selected. Finally, consider what social work skills you might use to apply that theory and think about why it is appropriate for that case. a description of the conflict theory that best applies to the case study you selected. Be sure to reference the client from the specific case study you selected in your post. Then explain what social work skills you might use to apply that theory and explain why it is appropriate for the case you selected. 

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