...Think Pieces 1 1. Learning from the Myers-Briggs psychological types, I was graded as ENFJ with 35% in Extraversion, 50% Intuition, 75% Feeling and 22% judgment. ENFJ are drawn to strong personalities, concern and altruism, eager to speak when needed; external human situations are easily being motivated, primarily by other people. ENFJ prefer a work setting that contains conscientious , cooperative, values-oriented people who work at helping others and want to be close to the action, working most effectively in setting that are friendly, sensitive to human needs. ENFJ tend to operate an actual facts and realities, linking thinks to be organized. In workplace ENFJ tends to enjoy being a leadership position and will often… • Enthusiastically present own ideas and gain support • Encourage input and consider all ideas • Assist others in planning and working together to achieve their goals • • • • Create consensus between opposing viewpoints Identify the skills and abilities that each member can contribute Clearly communicate the necessary steps to complete tasks Easily communicate with others and develop rapport 2. • Clearly explain difficult concepts • Desire to hear positive feedback, personal values, and possible ideas for helping people • Openly discuss their values and theoretical ideas • Effectively facilitate group discussions • Provide encouragement and support • Encourage harmony among team members • • • • Reliably and capable to complete all stages of task on time...
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...topic 1. Background information a. Motivator (A fact, quote, story or statistic to grab the reader’s attention) b. Explanation of human rights violation c. Details about the current situation 2. Explanation of terms (if needed) 3. Why this topic is important (What’s at stake?) C. Thesis Statement (complete sentence) II. Body Paragraph #1 A. Assertion #1 (without using “I think.” Complete sentence) B. Introduce specific example to support assertion #1 (write in own words) 1a. Include a specific piece of evidence (1-2 sentences; should directly support your example; include a proper MLA citation, as well as who said/provided evidence and what their credentials are). 1b. Follow quote/statistic with an explanation as to how that evidence SUPPORTS the assertion you made in the topic sentence. 2a. Include a specific piece of evidence (1-2 sentences; should directly support your example; include a proper MLA citation, as well as who said/provided evidence and what their credentials are). 2b. Follow quote/statistic with an explanation as to how that evidence SUPPORTS the assertion you made in the topic sentence. C. Concluding sentence that restates, in different words, the assertion made in the topic sentence: III. Body Paragraph #2 A. Assertion #2 (without using “I think”) B. Introduce...
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...following materials per team: • 1 pack of Wafer cookies (Suavicremas). • 1 bar Snickers (Any size). • Milky way (Any Size). • 1 bag of Peanut m&ms (Any Size). • Globe (Physical or digital). • 1 pack of Oreo (or sandwich cookie). • 1 plastic bag (Ziploc or lunch bag) • Real rock samples (named) (This is going to be provided by the professor). The objective of this activity is the following: 1. Know the 3 main layers of the Earth (Crust, Mantle, Core). 2. The Creation of the mountains by movement in Earth's crust. 3. Plate tectonics movements. 4. Learn the rock cycle. You are going to need your Globe and some M&Ms for the following activity: Look at you're globe and think about the different layer of the Earth. While discussing them with your team. Now take an M&M and bite it in half in order to answer the following questions:...
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...Sherman 1 “An Explosive Piece” Kelsey Sherman Professor Jill Palacki ART 101-53 December 11, 2013 Sherman 2 After visiting the Philadelphia Art Museum, I chose to looking Ellsworth Kelly, and the “November Painting.” Kelly is a Modern American artist from New York. He studied art at Pratt Institute in Brooklyn from 1941-1943, and also studied at the School of the Museum of Fine Arts in Boston from 1946-1948. Kelly travel to France in 1949 and infrequently attended classes at Ecole des beaux-arts where he was introduced to Surrealism and Neo-Plasticism that inspired many of his future art pieces (Guggenheim). Ellsworth Kelly’s “November Painting” was painted in 1950. It is an oil piece painted on wood in a white frame. The only colors that are displayed in the painting are black and white that makes the piece organized and concise, while also creating a nice contrast. The canvas itself is a slightly off-white. The off-white canvas is somewhat textured from the oil paint. Intermittently dispersed across the canvas are small, separate black and white geometric shapes, which unlike the background retain a smooth surface. The shapes are unorganized, and do not seem to be of any particular pattern. The shaped are not identical to each other, making each one unique and completely random. They contain to their own space, and do not intersect with each other (Philadelphia Museum of Art). “November Painting” is an experimental piece that began as a black and white drawling...
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...23, 1943 Потери Вооружённых Dibold, Hans (2001) Doctor at Stalingrad. Littleton, CO: Aberdeen, (hardcover, ISBN 0-9713852-1-1). German forces Initial: 270,000 personnel 3,000 artillery pieces 500 tanks 600 aircraft, 1,600 by mid-September (Luftflotte 4)[Note 3][1] At the time of the Soviet counter-offensive: 1,040,000 personnel: (400,000 Germans, 235,000 Italians, 200,000 Romanians, 200,000 Hungarians, 5,000 Croatians) 10,250 artillery pieces 500 tanks 732 (402 operational) aircraft Russian forces (allies) Initial: 187,000 personnel 2,200 artillery pieces 400 tanks 300 aircraft[1]:p.72 At the time of the Soviet counter-offensive:1,143,000 personnel 13,451 artillery pieces 894[4]-4,000 tanks 1,115[2]:p.224 planes Casualitys german est. 850,000 killed, missing or wounded including 107,000 captured (only 6,000 survived being taken prisoner and returned home by 1955) 900 aircraft (including 274 transports and 165 bombers used as transports) 1,500 tanks 6,000 artillery pieces[1]:122–123 1,312 mortars, 156,987 rifles, 10,722 machines, 744 aircrafts, 1,666 tanks, 261 armored vehicles, 80,438 trucks, 10,679 motorcycles were captured russian Approx. 1,120,000 killed, missing or wounded (including 478,741 killed and missing 650,878 wounded and sick) 40,000 civilians dead 4,341 tanks destroyed or damaged 15,728 artillery pieces 2,769 combat aircraft...
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...1 Pa r t I I I : Ful l Proposa l The Evo lu t ion o f A r t Cu ra ted by E r ic Da l ly 1. Theme: a. The theme of my curating project is the Evolution of Art. I will be demonstrating how art has changed over time. From the Stone Age to modern day, art has had some dramatic changes b. Why did I choose it this theme? I chose this theme because I find it interesting how quickly and how drastically art has changed overtime. Starting from the Stone Age, it took man 25,000 years to develop art with language, but every since the 1950s it’s as if a new style of art develops every decade. This theme also gives the development of art some perspective. It also allows us to see how far art has come since cave drawings. c. Things to think about as you...
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...1-1 Do you like to spend time by yourself? When I was in middle school and high school, I got the impression that being alone meant you were a social outcast. At lunch, for example, only the "losers" or "nerds" ate alone; if you were surrounded by friends, you were popular. As a result, I was always anxious about being alone. Like a lot of young people, I worried about having enough friends and going out on the weekends instead of staying home like a "loner." I have to admit, though, that I spent more weekends at home than I did out on the town with my friends. As I've grown older, though, I think I've come to appreciate more and more having some time to be alone. Maybe it's the constant noise and demands of three children that helps me appreciate some quiet time to myself. In fact, some of my favorite time during the day is the time I spend driving to and from work (I live about twenty minutes from where I work). I often listen to the radio, so I don't know if I'm technically alone, but it's time where I can think and reflect on things that have happened during the day. It's often during this time that I have some of my best ideas, too. If we ought to be familiar with anyone, it should be ourselves. And spending time alone can help us come to know ourselves better. In this lesson, you will read some pieces that show the authors learning about themselves. You will see through the readings how the experiences we go through often teach us things about ourselves that we didn't...
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...ART 110 – Art Appreciation Assignment #3 Chapter 3 – Visual Elements 1. What is the style of the assigned work? Define the style. The assigned work is The Liberation of the Peon, a Political Protest piece by Diego Rivera. This piece shows a beaten slave’s body being covered up while his master’s farm is burned. It was intended to demonstrate the anger, fear, and corruption in Mexico in 1931. 2. What is “line”? A line is simply defined in our textbook as an extension of a point. There are many different variations and characteristics of a line. A line can be straight and solid, curved or dotted, lines can cross, they can be fold or faded, and help create the appearance of movement, lighting effects, shading, and so much more. 3. How is line used in the assigned work? Diego Rivera uses line for smoothness and texture in The Liberation of the Peon. His lines show the hair on the horses manes, the smoothness of the naked slaves body, the texture of the ground in the field they are standing in, and shows the transparent nature of the flames coming from the farm house in the background. 4. What is “shape”? Our textbook defines shape as, “the expanse within the outline of a two-dimensional area or within the outer boundaries of a three-dimensional object.” The word shape is described as being interchangeable with the words mass and form. I would describe shape as being the form that an object takes. Water can have a shape though that shape can change depending...
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...............................................................3 Production Structure Tree ........................................................................................................................................4 BOM ..........................................................................................................................................................................5 Part Description ........................................................................................................................................................6 Head piece ............................................................................................................................................................6 Middle piece .........................................................................................................................................................7 Bottom piece ........................................................................................................................................................8 Drawings ...................................................................................................................................................................9 Coat hanger ..........................................................................................................................................................9 Spacer...
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...LAB #3: An Enzyme in Plant and Animal Tissues BACKGROUND INFORMATION Liver and other living tissues contain the enzyme catalase. This enzyme breaks down hydrogen peroxide (H2O2), which is a harmful by-product of cellular respiration if it builds up in cells. In this lab, you will perform reactions with the enzyme catalase. OBJECTIVES: 1. Investigate the enzyme catalase in various tissues. 2. Measure the effect of changes in temperature on reaction rates of an enzyme-catalyzed reaction in a controlled experiment. INTRODUCTION: What would happen to your cells if they made a poisonous chemical? You might think that they would die. In fact, your cells are always making poisonous chemicals. They do not die because your cells use enzymes to break down these poisonous chemicals into harmless substances. Enzymes are proteins that speed up the rate of reactions that would otherwise happen more slowly. The enzyme is not altered by the reaction. You have hundreds of different enzymes in each of your cells. Each of these enzymes is responsible for one particular reaction that occurs in the cell. In this lab, you will study an enzyme that is found in the cells of many living tissues. The name of the enzyme is catalase (KAT-uh-LAYSS); it speed up a reaction that breaks down hydrogen peroxide, a toxic chemical, into 2 harmless substances--water and oxygen. The reaction is as follows: 2H2O2 à 2H2O + O2 This reaction is important to cells because hydrogen peroxide...
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...Exploring the history of materials and manufacture in Jake Phipps Isis Folding Chair Figure 1: Jake Phipps. (2007). Isis Information. Isis Information. 1 (1), 1. http://www.youtube.com/watch?v=o0lF_iPLpcE Have you ever looked at a product and actually known what led to the materials and manufacture of what you are looking at? This essay will examine and look into the history and manufacture of the materials used in Jake Phipps ISIS folding chair. This essay will also look into how the industrial revolutions contributed to the development of these material’s. The ISIS chair designed by Jake Phipps is a combination of plywood, softwood timber and finished in lacquer paint. The chair folds completely flat to a depth of 3cm. The chair is made from a series of flat geometric panels that are linked together and contained within its own encasing frame. Each panel is constructed from several high-strength laminations designed to flex and support the user. (Phipps, 2007) Phipps originally manufactured the chair on a small scale but once the demand grew, he worked with Gebruder Thonet-Vienna to produce the chair for the consumer market. This chair gave Phipps his foot in the door (Phipps, 2011). It was not a huge financial success but the opportunity’s that arose with Newspaper articles and journals gave Phipps the recognition from his peers in the design industry. During an interview with the author Phipps was asked to describe his design philosophy. I try...
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...elegantly structured. Students follow the instructions and – bingo! – come up with a piece of original prose. However, it has become so well-liked by teachers that exam boards have commented on its popularity as a piece of GCSE coursework, expressing concern about its ‘very limiting framework’ (Edexcel) and ‘questionable content’ (AQA) (see the AQA A Examiners’ Report for June 2006 and the Edexcel Examiners’ Report for Summer 2007). Here are some ideas to take it further. Try this! Do read the Teacher Notes at the start of the resource – they contain a number of great ideas to spice up the activity and develop learning. Or this! Get students to complete their own paragraph plans for a tense, atmospheric narrative. Use the given plan for ‘The Assassin’ to establish the requirements of a successful plan i.e. simple three-stage plot; few characters; logical, cohesive structure etc. Or this! Display the paragraph from sheet 1 describing the character (beginning ‘He shuffled forward …’) on the board. Get pupils in turn to underline / highlight the most expressive words and phrases (start off by focusing on adjectives and adverbs, then look at verbs and key nouns). Then get everyone to rewrite the paragraph, substituting the words marked to change the tone of the piece completely. Turn it into the opening of a love story, perhaps! Or this! Having looked at sheet 1 with the class, provide them with a version of the sheet which has all the examples...
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...is you should also avoid putting yourself into the literary analysis. This means you should write in the third person and never use the words “I” or “you.” There may be exceptions to this rule, however, depending upon your instructor. In fact, some will request a more informal literary analysis that will include the usage of these words. When in doubt, however, it is safer to use the third person. Since literary analysis essays are not meant to simply be a book review or summary of the book, you should not retell the story in your essay. Rather, you need to form a thesis about the piece of literature and then explain and support the thesis you have developed. Although you are not summarizing the plot when you write a literary analysis, you will need to pull elements from the plot when writing your literary analysis. For example, when providing an analysis, you will use information from the piece of literature to help support your position. For example, if writing a literary analysis of “The...
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...that manages to get any reader to think about its scene and how profound this story can actually be. Many different opinions have been expressed as to what the poet was trying to convey in these lines; happiness, life, or maybe even death. The poem was written during the early 20th century, around the 1920s. According to an analysis done on this poem: “...Frost wrote the poem on a hot summer day...” (Gualdoni 2). Quite an interesting piece of information that questions why Frost would use a season opposite to the one he was currently writing through. The poem itself is written in iambic tetrameter so that 4 lines are grouped together in each stanza. There is a visible rhyme scheme and figures of speech that coexist within the piece. The first two lines in a stanza rhyme with each other while the third line stands to temporarily disrupt the balance, only to be followed by a fourth line with a rhyme that will match the previous two. A broad sense of imagery invites the reader to his/her imagination and calmly surrounds them in that cold winter night. In the woods with just his horse, the snow and a frozen lake, is a simple setting the poet used for this piece. The first few lines display a character that is in the middle of nowhere and mentions of an unknown person that the “woods” belong to. “Who woods these are I think I know. His house is in the village though; he will not see me stopping here to watch his woods fill up with snow” (Frost 1-4). Annabella Gualdoni, a reviewer...
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...franklan118@yahoo.com.cn VCE ENGLISH Units 3 & 4, 2008 ESL EXAMINATION LANGUAGE TASK A Guide & Resource Book for VCE English Area of Study 3 Robc.-t McGrcgor L I1 I 'Cl:: HI/glish Towards ' Ou/(:olfles This book is scaned by franklan118@yahoo.com.cn franklan118@yahoo.com.cn ESL EXAMINATION LANGUAGE TASK Robert McGregor THE ENGLISH CLUB COI'YRIGHT NOTICE Copying for educational purposes Th e Australian Copyright ACI 1986(the Act) allows a maximum of onc chapter or 10"10 of this book, whichever is the greater, to be copied by an educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration nOlice Agency Limited (CAL) under the Act. For details orlhe CAL licence for educational institutions contact: Copyright Agency Limited Lcvc119, 157 Liverpool Strcci Sydney NSW 2000 Telepho ne : (02) 93947600 Facsimile: (02) 9394 7601 E-mail: info@copyright.co11l.au Copying for other purposes 10 Copyright Except as permitted under the Act (for example, a fair dealing for the purposes o f study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, or transmitted in any fonn or by any means without prior wr itte n pennission. All inquiries should be made to the p ublisher . ACKNOWLEDGEMENTS For official advice on th e requirements of the VCE English study design, readers should consult the bulletins published...
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