Jan 13, 2018 sample paper

What is the value of studying the humanities in a business or technical curriculum?

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devry humn303 week 1 discussion dq
1& dq 2 latest 2016 may

dq 1

The Value of the Humanities (graded)

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?

dq 2

Ancient Works of Art (graded)

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?

devry humn303 week 2 discussion dq
1& dq 2 latest 2016 may

dq 1

Greek and Roman Architectural Influences (graded)

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?

dq 2

Greek and Roman Advancements (graded)

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?

devry humn303 week 3 discussion dq
1& dq 2 latest 2016 may

dq 1

Theater (graded)

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 schoolproductions
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 Tempeston stage
or in film? Why?

dq 2

Allegory and Art (graded)

This week, we are exploring the items below.

  • .devryu.net/ec/Courses/19090/crs-zzz-2928171/excerpt_from_beowulf.doc”>Excerpt from Beowulf(also available
    as an audio in the lecture)
  • .devryu.net/ec/Courses/19090/crs-zzz-2928171/the_tempest.doc”>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?

devry humn303 week 4 discussion dq
1& dq 2 latest 2016 may

dq 1

Rubens (graded)

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.

dq 2

Enlightenment and Industrial Revolution (graded)

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?

devry humn303 week 5 discussion dq
1& dq 2 latest 2016 may

dq 1

Photography and Art (graded)

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 andimpressionism and the camera?

dq 2

Realism and Impressionism (graded)

For this week’s discussion, chooserealism
orimpressionism 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 howrealism 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.

devry humn303 week 6 discussion
latest 2016 may

Art and Politics (graded)

This week, we looked at several examples of early modernist art
such as Cubism, Fauvism,futurism,
andexpressionism. 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?

devry humn303 week 7 discussion dq1
& dq 2 latest 2016 may

dq 1

Controversial Art and Censorship
(graded)

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?

dq 2

Pop Art (graded)

What were some of the influences of thepopart phenomenon? Should we consider the creative elements of
popular culture, which are very often mass produced works of art?

.equella.ecollege.com/file/62573d33-070d-4d5d-8b0a-3c6fbac9f43e/13/HUMN303_CH_CourseProject.html#”>Course Project >

Objectives

This course will take you through huge chunks of human history from the Paleolithic era through the Vietnam War and into our postmodern world. Your course project will culminate in a nine-ten page paper. Your research paper will require a minimum of five academic-scholarly sources. Both in-text citation and an end reference page as specified by the APA style sheet are required. Scrupulous documentation plus high originality, analysis, insight, and fresh applications of ideas are highly prized. Mere reporting, describing, and finding others’ ideas are discouraged, and plagiarism is grounds for failure. Your paper is to be 70–80% original and 20–30% resourced (documented via turnitin.com). Details and milestones follow.

Guidelines

These Guidelines give you broad descriptions. Details regarding your assignments can be found in supplemental samples and documents in Doc Sharing.

Your final grade includes points accumulated for your

  • discussions;
  • proposal;
  • a two-part annotated bibliography;
  • a draft; and
  • a final paper.

The following are guidelines to assist you in completing the course successfully.

Guidelines for Discussions (350 points): Please do not merely cut, paste, and attribute in the discussions. For every idea you paraphrase or lines you quote, you must have at least two lines of your own original analysis, evaluation, or personal connection. Learning the humanities is not about finding information; it is about engaging originally and authentically with what you are reading. Posts that achieve quality measures, have gravitas, density, add value to the discussion, make connections, show effort, and enrich peers. It is important, also, to read your professor’s and peers’ posts so that your own posts are on task and not merely locked on the top-level questions.

Guidelines for the Proposal (100 points): A proposal offers a detailed and full description of your project (as best you know it at the time of writing) in no more than 2 pages. To succeed, students will need to find at least one source of information related to their topics. Students may work with their professors to identify areas of inquiry or may accept a topic and focus from the list. Understand that you are making a best effort to describe your project early on, but allow yourself to be open to growth and change as you conduct research and focus your intentions.

Guidelines for the Two-Part Annotated Bibliography (75 and 125 points): Good annotations make for excellent papers. You are required to annotate two academic scholarly resources in week three and four additional resources in week three for a total of six. A scholarly resource is written by an academic scholar, holding a Ph.D. or other terminal degree, is published in a multi-volume, peer-reviewed journal, and has ample references of its own. Successful annotations begin with your introduction (to the best extent you know it at that point in time), capture publication details, briefly summarize a text, locate key terms, find controversies to analyze and evaluate, and assist in the creation of new knowledge.

Guidelines for the Draft (150 points): Your draft should be a largely finished product, impeccably formatted, and nearly complete. It should have all the APA citation and referencing fully in place. In length, it should be five-to-seven pages.

Guidelines for the Final Paper (200 points): The essay must be nine to ten double-spaced pages in length (not including the title or reference pages). The margins should be no more than one inch (right and left). The essay should be composed in 12-point Times New Roman font. Include a minimum of five scholarly sources. Other sources may also be used, but at least five sources must be academic and scholarly. Dictionaries, encyclopedias, websites ending with the .gov, .org, or .edu, newspapers or other media sources do not constitute scholarship. All of the sources must be documented and cited using APA format.

Suggested Topics of Investigation

Here are suggested topics, which you may elect to use or not use. If you wish to work outside of these suggestions, be sure to clear your project with your professor.

  • Compare and contrast society during the early Renaissance in Europe to contemporary society
  • Compare and contrast human understanding of the nature of revenge prior to and after the creation of Hamlet
  • Analyze the themes, imagery or interpretation of The Waste Landand describe how one or more of these are found in contemporary society
  • Evaluate the work of Artemisia Gentileschi Renaissance Artist and interpret why she is considered an early feminist
  • Analyze views of women’s reproductive solutions in the 19th Century and interpret their historical and contemporary impact.
  • Distinguish the essential differences between the major thought of Plato and Aristotle and use the information to illustrate the impact of philosophy on contemporary views on a given them (life, freedom, power, equality, and more)
  • Examine views of warfare and battle throughout the ages and provide an interpretation that explains the evolution of the faceless war
  • Analyze the impact of the Industrial Age and the rise of of capitalism and discuss the key features of both and their influence on contemporary society
  • Investigate the history of slavery and discuss the ways in which this history impacts contemporary society

Milestones

Please refer to the Guidelines above for descriptions and to Doc Sharing for assignments and samples located there.

Discussions (350 points)

Students may earn up to 350 points for posted discussion. While 6 posts (3 for each graded topic) on 3 separate days are required minimally to meet the frequency and quantity requirement, students should strive during this course to post with quality, effort, expansiveness, and add value to the discussion and their peers. Full points are given to those who not only meet the frequency and quantity expectations, but who also demonstrate excellence in original thinking, critical thinking, making connections that add value to the discussion, and demonstrating insight into the readings and the materials under discussion. Unoriginal posts (cut/paste/attribute) with no original analysis do not receive quality points; and plagiarism is an academic integrity issue. Discussions aredue Weeks 1–7.

Proposal (100 points)

Following your proposal and full set of annotations, you will be ready to plan your paper. A proposal of 2 pages regarding your intended project is due. Quality proposals will use at least one academic source to inspire a strong and original point of view. The highest points are conferred for originality, the locating and detailing of controversies, and for nuanced papers that sensitively explore topics. This is due Week 2.

Annotations (Part I and II, 75 and 125 points)

In week three you have two annotations due, and in week four, you have three annotations due. Each of your annotations should be approximately 200–250 words. These are due Weeks 3 and 4.

Draft Paper (150 points)

A draft of five-seven pages, impeccably presented with in-text citations and reference page. This is due in Week 6.


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