History of Arts Notes

WEEK 1 PREHISTORIC Hybrid figure, mammoth ivory, ca. 40,000-28,000 BCE – To make: split dry mammoth tusk, scarpe into shape (using sharp blad) – half human, half animal= human dressed as animal for hunting purpose Bear, Chauvet Cave, ca. 30,000-28,000 BCE – hand paintings, hand silhouettes depict animals – took advantage of walls – eg. bump creates bear's shoulder – discovered in 1994 So-called â€Å"Venus of Willendorf,† limestone, ca. 28,000-25,000 BCE – no naturalism- stress fertility emphasizing reproductive features= fertility object Spotted horses and human hands, Pech-Merle Cave, ca. 16,000-15,000 BCE – shamanism- belief in spirit world accessed through alternative states of consciousness – hand dots- can find how many artists painted in one cave – saliva, water, blood- MIXED- applied with brush, finger, moss, chewed stick, feather Rhinoceros, wounded man, and bison, Lascaux Cave, ca. 15,000-13,000 BCE – sense of power – pathetic, no power – powerful Hall of the bulls, Lascaux Cave, ca. 5,000-10,000 BCE – human never lived in Lascaux cave (no objects, remains ; instead; bear bones, torches) – not optical images; instead; COMPOSITE- many details of animal Stonehenge, ca. 2,100 BCE, Salisbury Plain, Wiltshire, England – marked passing of time/seasons – megalith(stone forming prehistoric monument) in circles= CROMLECHS – simple structure= post and lintel Babylonian deed of sale, clay with cuneiform writing, ca. 1,750 BCE – refined pictogram pressed in series of wedge-shaped signs= CUNEIFORM – used for dministrative accounts ; poetry – invention of writing WEEK 2 SUMERIA;EGYPT Remains of the â€Å"White Temple† on its ziggurat, ca. 3500-3000 BCE Uruk, Iraq – Tripartite layout – from 3sides- can see ceremonial ascent of priest ; leaders – stairs- counter clockwise around mound= indirect approach= Mesopotamian temple archietecture Cylinder seal of priest-king feeding sacred sheep, ca. 3300 – cylindrical made of stone with hole running through centre – design carved into surface of seal- when pressed in soft clay= reverse im age unfoldStatues from Abu Temple, Tell Asmar, ca. 2700-2500BCE – maybe worshipers – exaggerated eyes- responding to God’s awe, warding off evil Relief Panel of Hesy-ra, ca. 2660 BC – wooden stele nonnaturalistic – 3000 years of same system of showing body – same composite artificial way of showin g body – SHOWS that it was much more important to follow tradition – instead of realism, point is not that they cannot make naturalistic art – this convention was chosen on purpose Imhotep, Step Pyramid and Necropolis of King Djoser, ca. 681-2662 BCE – made for King Djoser-ruled 2630-2611- king [email  protected] was NECROPOLIS-cemetery -encircling entire complex is rectangular stone wall stretchign over mile in length and 33ft high -DOMINANT FEATURE= STEPPED PYRAMID-oriented to cardinal points of compass – zygarat- elevate temple in mesopotamia- this is not a temple but a grave – this is only image of pa lace meant for eternity – there was a statue of king in center – believed that soul could live in a staute of king – statue enclosed in a room in center with windows and look out rest of complex so king could live eternily – monumental archeitectureRoyal Standard of Ur, ca. 2600 BCE – bottom= charioteers pulled bu oagers. Riding over enemies – middle= prisoners stripped of clothing ; armor are escorted – top= prisoners brought to central figure- head is off canvas – banquet= top= seated for banquet, cups raised to music played by harp – PANELS represent Kingship Prince Rahotep and Nofret, 2580 BCE – carved from limeston- softer than diorite- painted skin tones, hair, garments, jewelry – rahotep is government official and wife is dependent of king- ritualized gesture in full frontality – rigid frontality norm for royal and elite sculpturesPyramids of Menkaure, 2533-2515 BCE, Kafra, 2570-2544 BCE, and Khufu, 2601-2528 BCE, Giza pyramid only a part of necropolis- city of dead – King djoser had a mudbrick palace made of wood, mud brick, reeds – has archeitect which suggest how important buildling is – stones cut precicly so that they can interlock together and create smooth surface – pyramid 440ft tall- 45 stories Menkaure and Queen Khamerernebty II, 2515 BCE – carved in one piece with an upright back slab, rigid frontality – almost identical height, left foot forward King is more muscular and half nude and queen draped in thin dress hemmed at ankles= smooth surfaces and high polishestablish appearance of unity – man both arms down and woman arms around man- dependent Seated Scribe, ca 2400 BCE, limestone -frontal, stiff in traditional poses – in earlier society- fat and marks of age could be signs of honour- experience – sallow cheeks, sagging jaw, loose stomach= social status: succeed in career, eats well, relies on s ubordinates to do physical work on his behalf Head of an Akkadian ruler, ca.2250-2200 BCE naram-sin (sargan’s grandson) – stretched Akkadian empires – explited art to reflect and establish power= abstract hair and beard= strong symmetry= contrl and order – damage done maybe by Medes- who invaded Nineveh= gaughe eyes, ears and nose hacked= as if really attacking person Great Ziggurat of King Urnammu, Ur, ca. 2100 BCE – Mud bricks: clay mixed with vegetable and straw to prevent clay cracking when dry – mud mixture put into wodden frames- knocked out and backed under sun – joined wall with wet clay – not durable so sealed with BITUMEN buttresses= articulate walls= impression of strength, lines= add dynamic energy, 100 steps Stele with the Law Code of Hammurabi, ca. 1760 BCE – TOP- hammurabi appears in relief- standing with arm raised in greeting before the enthroned sun-god Shamash- god's shoulders emanate sun rays- god ext ends hand, holding rope ring and the measuring rod of kingship= THIS GESTURE unifies scene's composition and purpose of the two leading characters – smaller scale of Hammurabi compared to seated god= â€Å"shepherd† rather than god himselfFemale figurine, 12th-13th dynasties (ca. 1650 BCE), faience – object placed in tombs along with dead – from tomb in Thebes, represents a schematized woman- legs stop at knees, restrict her mobility/ or legs maybe not essential to her function – painted cowrie-shell girdle to emphasize belly and hips, delineate breats and pubic area= function may have been as fertility objects, enhance family continuity – blue-green color of faience associated with fertility, regeneration and goddess hathor Temple of Hatshepsut, ca. 478-1458 BCE – New Kingdom funerary temple= Hatshepsut- female king – crowning pyramid- mastaba and terraces extending into cliff face – ascending white limestone courts, li nked by wide ramps on a central axis – trees lined entrance way and paired sphinxes faced each other Queen Hatshepsut kneeling, ca. 1473-1458 BCE – Hatshepsut kneeling as she makes offering – because kingship is male office, she wears regalia of a male king(kilt, false beard and nemes headdress(striped cloth worn by kings))Akhenaten and his family, 1355 BCE – akhenaten with family- consort Nefertiti and 3 oldest daughters – sun life-giving beams radiate downward with hands at their terminals- reed columns suggest scene is within garden pavilion stocked with wine jars – king and wife sit facing each othe on stools- hold daughters, on laps, in arms, uniting composition with animated gestures- contrast to STATIC quality of scenes of other times – emphasis on daughters’ childishness marks changeAkhenaten, 1353-1335 BCE – break dramatically long-established conventions for depicting royal subjects- different proportions- narr ow shoulders, lacking musculature, marked potbelly, wide hips, generous thighs, large lips, distinctive nose, chin, narrow eyes make face recognizable. Queen Tiy, 1352 BCE Akhenaten’s mother- used dark wood of yes tree with precious metls and semiprecious stones for details – downturned mouth and modeled lines running from sides of nose to mouth= advancing years – initially queen wore gold jewlry and silver headdress decorated with golden cobras= identify her with funerary goddesses Isis and Nepthys – wig embellished with glass beads topped with plumed crown Queen Nefertiti, 1348-1335 BCE – Nefertiti’s bust- plastered over limestone core and painted – left eye not inished- bust remained unfinished but elegance still derives from sculptor’s command of geometry The weighing of the heart and judgment of Osiris The Book of the Dead of Hunefer, 1285 BCE books of dead – instructions on how to escape the great beast and make it through afte rlife – needed to go ceremony and weight their heart with ostrich feather- if free from sin- heart should be lighter than ostrich feather Temple of Ramses II, Abu Simbel, ca. 1279-1213 BCE Ramesses commissioned most architectural projects- including monumental temple – king marked his claim to the land of Kush in Lower Nubia(origin of old, viroy and enimal pelts) – between statues’ legs- small figures represent member of royal family.INTERIOR- colossal figures of Ramesses- 32ft Fugitives crossing a river, ca. 883-859 BCE – walls covered with large scale stone reliefs – narrative images- painted in places for emphasis- glorified king with detailed depictions – archer and two women look on with hands raised NO RELATIVE SCALE, primary purpose of scenes to recount specific enemy conquests Gate of Citadel of Sargon II, with lamassu, 742-706 BCE (photo taken during excavation) – lamassu- great guaridian figures – powerful and terrifying deities to anyone who might enter – embody king's fearful authority- tall horned headdresses, deep-set eyes, powerful muscularity of legs and bodies Reconstruction of Citadel of Sargon II, Dur Sharrukin, ca. 21-705 BCE – Sargon II had plan for city of Dur Sharrukin where he had royal residence – unexcavated but estimate to cover a square mile – enclosed within an imposing mud-brick wall – 30 court yards- 200 rooms Lion hunt, ca. 645 BCE – king slay lion – way of demonstrating power over beast – EGYPT- royal lion hunts were events that took place in palace grounds – roal attendants released animals from cages into a square formed by troops with shields – ritual symbolic showcasing king's strength and serving as metaphor for military skillsPalette of King Narner, ca. 310-3125 BCE – TOP CENTER: hieroglyphs spell out narmer's name – BESIDE hieroglyphs= cow heads represent sky god dess – LEFT= King Narmer holds enemy by hair and raises mace- sign of kingship – KING- wears white crown of Upper Egypt and belt of kilt hangs tail of bull- symbole of power kings wear as part of ceremonial dress-larger scale establish authority – BOTTOM-enemy stripped of clothing- humiliateion – BEHIND king attendant carries king's sandals RIGHT of Narmer appears falcon holding rope – OTHER SIDE- king wears red crown of LOWER egypt- by sandal carrier and long-hared figure= FOLOWS FOUR people holding something to inspect bodies of prisoners with their heads between their legs – CENTRAL register= 2 animals roped by male figure- twist long necks to frame a circle in composition – symmetrical, balanced= ma'at – LOWER- bull rep. king attack city and tramples down enemy – COMMUNICATE BY!!!! ombine several diff types of signs on one object – some literal representations and symbolic representations- bull=strength â€⠀œ MESSAGE: king embodied unified UPPER and LOWER EGYPT- though human, he occupied divine office shown by placement of name in sky WEEK 3 GREEK Amphora with meander pattern and funeral, ca. 750 BCE – vase from cemetery- known as Dipylon Vase- one of a group of large vessels Athenians used as funerary markers over burials- holes in its base allowed mourners to pour liquid offerings during funerary rituals- ashes of dead inside vases placedBlack-figured amphora Exekias, Achilles and Ajax Playing Dice, ca. 540-530 BCE – black-figured technique- painted design in black silhouette against reddish clay- incised details into design with needls, painted white and purple over black to make chosen areas stand out – Athenian amphora- signed by Exekias- both potter and painter- painting shows Homeric heroes Achilles and Ajax playing dice- episode not exist in surviving literary sources- two figures lean on their spears; shields stacked behind them – black silhouettes create rhythmical composition, symmetrical around table in centerKouros, ca. 540-525 BCE (means youth) – male- slim, broad-shouldered, left leg forward, arms by side, clenched fists, shoulders, hips and knees are level Kore, ca. 530 BCE (wearing a peplos) (means maiden) – female- -BOTH HAVE stylized wig-like hair, show techniques and proportional systems used by Egyptian sculptors- rigid, frontal, four distinct sides, no backslab, (GREEK: space between forms, public nudity acceptable for males/not females. EGYPT: figures embedded in stone. forced nudity on slaves) Red-figured amphora: Euthymides, Dancing revelers, ca. 510-500 BCE – black-fig. imit artist to incision for detail- develop red-figured tech- scence not dependent on profiles- freedom with brush translates into freedom of movement in dancing- range of poses, twisting bodies, age of intensive and self-conscious experimentation Red-figured kylix (wine cup) Douris painter, Eos and Memnon, ca.490-480 BCE – Eos, goddess of dawn lifts limp body of her dead son, Memnon whom Achilles killed- Douris(maker)- traces contours of limbs beneath drapery and balances vigorous outlines with more delicate strokes- dead weight of memnon’s body contrats with lift of Eos’ wings Kritios Boy’, ca. 480 BCE (marble) – contrapposto – weight shifted creating asymmetry in two sides of his body. Knee of forward leg is lower than the other, right hip is thrust down and in, left hip up and out, axis of body not straight vertical line, reversed S-curve – stands at ease- CHIASTIC POSE (balanced asymmetry of relaxed natural stance) – muscles suggest motion Temple of Hera II at Paestum, ca. 460 BCE building made of DORIC order simple capital, no base, columns sit directl on step platform – columns look massive, little space between them – archeitects worried about rooms falling down Zeus or Poseidon, ca. 460-450 BCE, bronze – nude bronze from sea near Greek coast- 7ft tall- depicts spread-eagled male figure in act of throwing- Zeus casting thunderbolt or Poseidon throwing his trident. -sculptor catures and contrasts vigorous action and firm stability- express god’s awe-inspiring power.Shows artist’s understand of bodies in motion and also knowledge of strength of bronze= allow god’s arms to stretch out without support. Warrior, ca. 450 BCE, found in the sea off of Riace, Italy – over-life-size figure found in sea near Riace- used lost-wax technique- not just cutting away stone- artist build clay model- where marble absorb light, bronze surface reflect= explore surface texture for hair and skin Roman copy after a bronze original by Myron, Diskobolos, ca. 50 BCE – bronze, Myron condensed a sequence of movements into single pose, achieved through violent twist of torso that brings the arms into same place as legs -Pose conveys essence of action by presenting coiled figure in perfect balance Iktinos and Kallikrates, Parthenon, 447-432 BCE – building made when athens was at war- created by money in military- dominant temple on Akropolis- Perikles conceived it to play focal role in cult of Athena- chief center of cult practice remained on Erechtheion(north f Parthenon)- built of gleaming white marble- Architects Iktinor and Kallikrates – OCTASTYLE(eight-column arrangement)- continuous sculpted frieze runs around all sides in variation of Ionic style- depicts procession moving from west-east- horsemen jostle with musicians,water carriers, sacrificial beasts- figures overlap to create illusion of crowd- encircling colonnade gave impression that visitor can approach temple from all sides.– appears less massive than TEMPLE OF HERA II at PAESTUM= columns more slender, capitals smaller and less flaring-cornice projects less. East freize of the Parthenon, ca. 440 BCE part of festival held to honor Athena- exalts mortal Greeks by deicting them in spac e reserved for divine and mythological scenes. – cloth is a new robe for Athena(woven by Athenian girls and depicting Athen’as triumph against giants in gigantomachy) Model of Pheidias, Athena Parthenos, ca. 438 BCE – enormous statue of Athena by sculptor PHEIDIAS- stood with one hand supporting a personification of Victory, and shield resting against her side. Figure out of ivory and gold(combo known as CHRYSTELEPHANTINE)- supported by wooden armature- valuable Three goddesses, from the east pediment of the Parthenon, ca. 38-432 BCE – Hestia, Dione and Aphrodite (recent, Leto, Artemis, Aphrodite)- pediment figures embedded in building- forms are strong and solid- masterpiece of swirling drapery, garments cling to bodies beneath as if wet- drapery not follow lines of body- there is twisting around legs(struggle with them) Temple of Athena Nike, 427-424 BCE, Akropolis, Athens (ionic order) – has a bas- thinner columns- taller- fluting on columns is like womens robe or skirt- base is like shoes- more feminin and elegant- tiny temple of athena nike- godess of wisdom and war- nike= VictoriaAkropolis, Athens, 421-405 BCE – dedicated to goddess Athena Erechtheion, 421-405 BCE, Akropolis, Athens – Mnesikles’ project-architext had to deal with difficult terrain- built to serve several religious functions- included four rooms and basement on western side- two porches attached to its flanks- one dedicated to Poseidon face north and is main entrance- smaller one juts out toward ParthenonErechtheion, Porch of the Maidens 421-405 BCE, Akropolis, Athens – 6 caryatids of columns support roof- represent women of Caryae (city-state in Peloponnese that formed alliance with Persians in Persian wars)- when war over, Greeks took women as slaves- architects THUS designed images of these women to bear the burden of their state’s dishonor in perpetuity Nike, from the balustrade of the Temple of Athena Nike, ca. 10- 407 BCE – Nike taking off sandles-about to step on holy ground-wings keep her stable so she performs awkward act with elegance and ease- Pheidian style evident in deeply cut folds of her â€Å"wet look† garments clinging to her body and fall in deep swags between her legs. Grave stele of Hegeso, ca. 410-400 BCE – Pheidian style recognizable in drapery and also in smooth planes of faces- delicacy of carving clear in forms fathest away from viewer- servant’s left arm, veil behind Hegeso’s right hsoulder= relief merges with background strengthening illusion that background is empty space rather than solid surface.Roman copy after an original by Praxiteles, Aphrodite of Knidos original from ca. 340-330 BCE – first nude monumental statue of godess in Greek world- about to bathe, or rising from bath- right hand, she covers nudity in gesture of modesty, grasping for robe with her left- head slightly turned so does not engage viewer’s gaze di rectly Roman copy after an original by Praxiteles, Hermes and the infant Dionysius original from ca. 320-310 BCE – Hermes holding infant Dionysos- sandals=roman in style- chiastic pose is exaggerated and creates fuly relaxed curve of torso- youthful more than athleticWEEK 4 ROMAN & ITALY Ara Pacis Augustae, 13-9 BCE – Republican practice of commissioning narrative reliefs to record specific events- reliefs mounted on public buildings and monuments(ara pacias augustae) Imperial procession, Ara Pacis Augustae, 13-9 BCE below: Parthenon frieze, ca. 440 BCE – inclusion of women and small children= denote importance of dynasty as well as referring to moral legislation Augustus enacted to promote child-birth among the elite. Roman copies of a Greek original by Lysippos, Portrait of Alexander the Great, original late 4th C.BCE – to have idealized quality- planes are smooth especially around brow and individuality emerge in unruly hair, raised at fron (cowlick) a nd twist of head- does not engage with a viewer- has distant gaze The Abduction of Persephone, wall painting in Tomb 1, Vergina, ca. 340-330 BCE – from small tomb at Vergina- subject=abduction of Persephone- appropriate to funeral setting-Pluto-carries away Persephone to be queen-pluto seizes Persephone into speeding chariot-her handmaiden rearing back in fright The Battle of Alexander and the Persians mosaic copy of ca. 00 BCE of a Hellenistic painting of ca. 315 BCE – roman copies of Greek wall painting- may be copy of Philoxenos’ painting- depicts Darius and the fleeing Persians on right and damaged left-hand portiong depict figure of Alexander- mosaic- follows four—color scheme(yellow,red,black,white)- widely used in late 4th century Portrait, called â€Å"Brutus,† ca. 300 BCE rome- develop upon greek style-form art that became popular in this period= REALISTIC PORTRAIT lips thin, lips one over the other, overbite= similar notion of greek empha sis on individual = maybe a republican ideal, showing elf as god, flaws, suggest philosophical stance Epigonos of Pergamon (? ), Dying Gaul trumpeter, perhaps a Roman copy of a bronze original of ca.230-220 BCE – found in Sanctuary of Athena on Akropolis of Pergamon- sculptor identifies enemy as Gaul through his bushy hair and moustache and by torque around his neck(braided gold band)- dies sinking quietly to ground/struggling to prop imself up as blood pours from wound in chest. Drunken old woman and market woman, Roman copies of originals of ca. 00 BCE – depict unidealized and realistic everyday life- genre=Hellenistic realism- Roman- crouches on ground, clasping wine bottle, head flung far back-wrinkles cover face, skin on her exposed shoulder and chest sags with age- wears buckled tunic= identify as member of wealthy social class- (other sculptures of this kind focus on rustic life on poor) Nike of Samothrace, ca. 190 BCE – celebrates naval victories-nike-me ans victory- of Eudamos- Rhodian marble of sculpture’s base suggest sculpture comes from Rhodes.Victory goddess seems to be landing on prow of ship as if to bestow crown of victory upon Eudamos- maybe about to take flight, massive wings soar out behind her, wings make statue appear weightless despite mass of stone- neither leg holds the body’s full weight. Great Altar of Zeus at Pergamon, ca. 166-156 BCE – Eumenes II or Attalos II built it to commemorate territorial victories over Pontos and Bithynia and establishment of a grand victory festival(Nikephoria). Altar stood high on a podium with large rectangular encloser defined by Ionic colonnade. wide staircase at fron provided access. Stood on Pergamene Akropolis- reconstructed in Berlin-frieze encircle base-extends 400ft in length and 7ft in height-subject is battle of Gods and Giants Athena and the giants, from the frieze of the Great Altar of Zeus at Pergamon, ca. 166-156 BCE – muscular bodies rush at each other, overlapping, entwining, wings beat and barments blow in wind or twist around those they robe, texture contrasts with smoothness of giants’ flesh. -giants’ emotion – agonize in torment of defeat- brows creased in painSanctuary of Fortuna Primigenia, Praeneste, early 1st C. BCE -in italy- made to celebrate military victory of sola- oracular center where priests interpreted divine will- architec used concrete to mold structures over entire surface of hillside and to craft spaces- sanctuary ascend in 7 levels- BOTTOM=basilica&senate house- UPPOER TERRACE=rose in grand crescendo-4TH=colonnaded exedrae framed altars Wall paintings from the villa of Publius Fannius Synistor at Boscoreale, mid 1st.Century BCE – second style- employed architectural vistas to open wall into a fantasy realm suggest another world beyond room Portrait of a man, early 1st century BCE – wrinkles cover face, etching deep crags into cheeks and brows- depicted distinguis hing marks=warts,hooked nose, receding hairline Temple of Portunus, Rome, ca. 80-70 BCE – borrow Greek forms- in Italic style- stands on podium and engaged lateral columns emphasize frontal approach- Ionic coluns have slender proportions of Classical Greek temples Scenes of Dionysiac mystery cult, Villa of the Mysteries, Pompei, ca. 0-50 BCE – 1st of MAU’S FOUR STYLES OF PAINTING-(4 styles of roman wall painting=: used paint and stucco to imitate expensive colored marble paneling- lower part of walla(the dado) and upper section above the cornice level are painted in rich mottled colors to resemble exotic stoneWall painting of a garden, Villa of Livia at Primaporta, ca. 20 BCE fresco -dining room- painted on all of the walls and ceiling so it looks like you are in a garden- frescos on all sides- light hitting different kinds of leaves- birds- leaves move in the wind- moving sensation Augustus of Primaporta, possibly a later copy of an original of ca. 0 CE  œ depicted as ageless youth- appears in battledress with arm raised in gesture of address- – romans clothe sculptures, relaxed gesture- armor- pictures of his family, battles- represent life in armor- showing status- romans show specificperson- more political purpose, leading war with hand, armor, heigh preist, leader-CUPID=rides dolphin- acts as strut to strengthen marble- dolphin eoked sea Wall paintings, Ixion room, House of the Vettii, Pompei, 63-79 CE – fourth style- united aspects of all three preceding styles tocreate extravagant effect- combine imitationmarble paneling, framed mythological scenes resembling panel pictures set into wall Atrium of the House of the Vettii, Pompei, 2nd century BCE-79 CE – eilte Roman house-distinct feature=atrium-square of oblong central hall lit by opening in roof with shallow pool(impluvium) in ground to collect rainwater-airy quality=grandeur upon house, romans kept portraits of ancestorsWEEK 5ROMAN & BYZANTINE Icon of th e Madonna Enthroned, late 13th c. CE, tempera Interior, Cathedral of Monreale, Italy, 1180-1190 CE Interior, St. Mark’s, Venice, begun 1063 CE Dome with mosaic of the Pantocrator, 11th c. CE Church of the Dormition, Daphni, Greece Crucifixion, mosaic, 11th c. CE Church of the Dormition, Daphni, Greece Emperor Justinian and his attendants, 547 CE mosaic, San Vitale, Ravenna Empress Theodora and her attendants, 547 CE mosaic, San Vitale, Ravenna Anthemius of Tralles and Isidorus of Miletus, Hagia Sophia, Istanbul (previously Constantinople), 532-7 CE San Vitale, Ravenna, 526-47 CE Interior, San Vitale, Ravenna, 526-47 CEIcon of Christ, 6th c. CE, encaustic Iconoclasm Mausoleum of Galla Placidia, Ravenna, 425-50 CE Good Shepherd, mosaic, Mausoleum of Galla Placidia, Ravenna, 425-50 CE The Good Shepherd and Stories of Jonah, 4th c. CE Catacomb of Ss. Pietro e Marcellino, Rome Constantine the Great, early 4th century CE – large and deeply carved eyes- see something beyond t his world-soft modeling to cheeks and mouth-more natural than tetrach-full cap of hair and absense of beard it reference to Trajan and Augustus Santa Costanza, Rome, ca. 350 CE Interior of Old St. Peter’s, Rome, built 324-400 CE (drawing by Jacopo Grimaldi, 1619) – Arch of Constantine, Rome, 312-315 CE people of rome dedicated triple-bayed arch to Constantine near colosseum to celebrate 10 year anniversary- largest imperial arches- little of sculptural relief on its surface was specifically designed for this monument- – free-standing Dacian capties on attic originated in Trajan’s Forum as did Trajanic Frieze on ends of attic and inside central bay- Arch of Constantine, 312-315 CE detail of Hadrianic rondels and Constantinian relief Constantine addressing a crowd, Arch of Constantine, 312-15 CE – figures crowd the scene- heads are disproportionatel large- bodies stocky- poses unnaturally rigid- lines cared on flat surface render anatomical details- second row of heards arranged above first indicates recession- The Tetrarchs, 305 CE, porphyry during tetrachy-portraiture took radically abstract quality- two porphyry sculptural groups mounted on columns- each group shows two tetrachs in elaborate military dress with bird-headed sword hilts and flat pannonian caps=represent powerful Illyrian officer class-proportions are squat and nonnaturalistic, facial features abstract rather than individualized.=portrait suggest authority resides in office of emperor not in who holds office. =sameness of portraits underlines the tetrachs equality-porphyry-hard Egyptian stone reserved for imperial use Hadrian’s Villa, Tivoli, 130-138 CE – emperor built magnificient residence for self- built on site of Republican villa- villa’s form follo natural line of landscape but massive earthworks rearranged terrain to accommodate architecture – water is a common feature- in pools, running channels=adding sound,motion,reflecting light, offering coolness in summer heat-canal has been known as CANOPUS Pantheon, Rome, 117-125 CE Augustus’ right-han dman=Agrippa built first Pantheon-name intended it as temple to gods- fire destroyed this temple and Domitian built reconstruction- Pantheon now work of Trajan’s architect=APOLLODORUS- completed in Hadrian’s reign-In roman times pantheon stood raised on a podium at south end of large rectangular court-octastyle facade- dome pierced with 27ft hole(OCULUS open to sky)- 143ft(total interior height is also dome’s diameter=sphere=eternity and perfection Trajan’s Column, Rome, 106-113 CE (height 38 m) – support gilded statue of emperor- winding through interior of shaft is a spiral staircase leading to a viewing platform- credited as work of Apollodorus-role as velvedere(viewing station) Titus riding in triumph, Arch of Titus, 81 CE rides triumphal chariot, high above a teeming crowd- horses appear in profile but chariot is front al=illusion that procession is approaching viwer before turning sharply- behind emperor-personification of victory crowns him for his success Procession of spoils from the Temple in Jerusalem, Arch of Titus, 81 CE – soldiers carry booty through the streets including seven-branched menorah and other sacred furniture looted from Temple- panel marks important move toward spatial illusionism Colosseum, Rome, 72-80 CE – held over 50 000 spectators-concrete-faced with travertine- 80 arched entrances led into building framed with tuscan columns- second story, Ionic columns framed second set of arches, third engaged Corinthian columns. WEEK 6Sinan, Mosque of Selim II, 1569-74, Edirne, Turkey Sultan-Muhammed, Allegory of Heavenly and Earthly Drunkenness, from a manuscript of the Divan of Hafiz, 1529 Detail of a carpet from Iran, ca. 1575-1600 Behzad, Poor man refused admittance to a mosque, from a manuscript of the Bostan of Sa’di, 1486 CE Court of the Lions, Alhambra, 1 4th c. CE, Granada, Spain Dome, Hall of the Abencerrajes, Alhambra, 14th c. CE, Granada, Spain Cloak of Roger II of Sicily, 12th c. CE The Temptation and Fall, Doors of Bishop Bernward, Hildesheim Cathedral, ca. 1015 CE Detail of qibla wall, Great Mosque, Cordoba, 10th c. CE Interior of Prayer Hall, Great Mosque, Cordoba, 8th-10th c.CE St. Matthew, from the Gospel Book of Archbishop Ebbo of Reims, 816-835 CE St. Matthew, from the Gospel Book of Charlemagne, ca. 800-810 CE Equestrian Statue of a Carolingian Ruler, 9th C Kufic script from a Qu’ran, 9th c. Chi Rho Iota Page, Book of Kells, ca. 800 CE St. Matthew, Lindisfarne Gospels, tempera on vellum, ca. 700 CE Cross Page, Lindisfarne Gospels, tempera on vellum, ca. 700 CE Dome of the Rock, Jerusalem, ca. 690 and later Interior, Dome of the Rock, Jerusalem, ca. 690 CE and later Belt buckle, Sutton Hoo Ship Burial, ca. 600-650 CE Purse cover, Sutton Hoo Ship Burial, ca. 600-650 CE Clasp, Sutton Hoo Ship Burial, ca. 600-650 CE

Problems Of The Ie Policy Formulation Education Essay

The hypothesis of this survey is stressing the jobs of the IE policy preparation and execution. It can be seen as a major root cause of hapless educational accomplishment among the PWDs is reasonably supported harmonizing to the research findings. However, the research worker discovered that there are more critical issues than the IE policy that affect the educational success of the handicapped kids in Myanmar. This chapter summarizes the research findings from the field work by measuring the hypothesis and aims of the research which determine whether the IE policy has been good implemented. It besides includes a decision of of several issues that hinder the educational chances for the PWDs and their degree of engagement in the policy preparation. In order to sit the interviewee with some respondents from DPOs, the challenges of accessing IE services the deficiency of sufficient instructors, the deficiency of committedness, and the deficiency of hope by agencies of instruction, poorness. Besides, human rights misdemeanors, the deficiency of public services, hapless execution of instruction policy, and the deficiency of relevant course of studies, and the deficiency of school liberty are major factors that influence the instruction development of CWDs. The first portion of this chapter summarizes the cardinal findings of the fieldwork on how the IE policy meets the challenges of better educational chances for the PWDs in Myanmar and what factors undermine the instruction development chance for the PWDs in primary and lower secondary degrees. The 2nd portion of the chapter covers a decision and recommendations related to the IE policy.DecisionBased on the research findings, it can be concluded that a demand for better educationa l substructure in Myanmar should be addressed every bit desperately as possible in order to make development chance for the PWDs. The construct of IE means welcoming all CWDs without favoritism in formal schools. Indeed, the focal point are on capacities, developmental demands, and potencies of all kids including the CWDs. IE ‘s efforts to suit the CWDs into the normal scenes can besides be a really ascendant factor over the public presentation ability and the rational accomplishments of the pupils with disablements. This research proved that the auxiliary supports for their disablements are needed for advancing the CWDs ‘ overall development in an optimum scene. These supports include a consideration of overall organisation, course of study and schoolroom pattern, support for larning and staff development. The survey calls for regard of difference and diverseness of single features and demands. Sing school related environmental issue, socio-cultural and poverty issue and other policy related factors, self-respect, equality and disablement rights are really of import because they provide a opportunity for the PWDs to relocate their involvement in larning. Sum uping the findings of this survey, current IE policy execution procedures might non be the most serious issue that direly undermines the learning ability of CWDs, but it does impact the attitudinal alterations and the guaranting educational chances for CWDs to acquire the societal interaction in the society. However, it would be well hard to make a genuinely inclusive educational environment for some handicapped kids depending on their disablements. This does non intend that the CWDs should be segregated in particular schools and isolated from all life in that environment. Even though Myanmar authorities signed Education for All, the practical execution is far from desired. Therefore, the research worker strongly argues that there should be an appropriate environment for PWDs that it would non be good to anyone if including it in the same puting every bit as other non-disabled people in both instruction and societal sectors. In fact, this is besides the rights of PWDs clearly determined by the international norms such as Declaration of Human Rights in which Myanmar already ratified and Bali Declaration on Inclusive Development for People with Disabilities and United Nation Convention on Right for People with Disabilities which were signed in 2011. In add-on, this survey has highlighted the challenges of the PWDs to make the end of EFA through IE policy in Myanmar. The existent challenge of the inclusive instruction is to run into the particular demands of all CWDs but now the authorities ‘s execution program has been hindered by both the nature of the policy itself and the insufficient support support. To work out these challenges, the authorities needs to get the better of all types of barriers mainly instruction policy reforming procedure, the altering procedure of social-cultural beliefs, poorness issues, and school related patterns and manners of acquisition of the CWDs. Furthermore, budget restriction is another of import factor impacting the execution of the IE policy. This survey found that the authorities ‘s budget allotment for instruction for the PWDs is less than wellness and rehabilitation services. Therefore, educational substructure is extremely required to be provided for the CWDs in order to accomplish their societal and educational development. In add-on, schools and sufficient instructors in all countries should be provided by the authorities and acquisition should be free for all non merely in theory but a stronger execution must be in topographic point to assure an equal acquisition chance. Limited apprehensions of the construct of disablement, negative attitudes toward the CWDs and a hard-boiled opposition to alter are the major barriers hindering inclusive instruction. Of peculiar concern is the fact that the attitudes of parents and instructors are seen as the decisive factors for successful inclusion. Since the research findings showed that IE instruction without proper version to the local context is still weak for the CWDs in prosecuting quality instruction, schools should hold specially trained instructors in disablement intervention, enabling them to give supports in learning in order to advance the pupil ‘s competence and larning ability in instruction. With regard to this, bing theories of inclusive instruction have been proven to be successful in other states. However, Myanmar IE policy alteration is non the lone issue to be addressed in advancing the educational criterion of the PWDs, but the perceptual experience of the parents in the public toward their kids sustainable development should besides be taken into consideration. In fact, based on the findings, the research worker strongly argues that there is besides a demand for legal protection of human rights misdemeanors against the CWDs since the research clearly identified that the equality and the just undermine acquisition chances for the CWDs which subsequently greatly affect on their single development. In add-on, the research worker strongly believes that there should be a better execution in instruction and larning procedure in which the CWDs are extremely motivated to larn through particular instruction. The current instruction and larning procedure does non turn to the single acquisition demands and the course of study lack the needed flexibleness to provide to the demands of the CWDs. There is small range for kids ‘s engagement in originative activities or critical thought and instructors lack preparation and experience in instruction and managing the CWDs. Furthermore, the high cost of disablement related stuffs was another discouraging factor of the CWDs to entree inclusive instruction services. With the strong committedness to the long term basic instruction development program and EFA-NAP, MOE tries at its best to raise the quality of basic instruction for all school-aged kids in both formal and non-formal instruction. The state ‘s educational resources for the PWDs should be strengthened and brought in line with the CRPD. In add-on, a house foundation for future growing of IE for all CWDs across the state should be put in topographic point now. In-depth research on IE for CWDs is a cardinal constituent to develop internal expertness and supply quality recommendations to the authorities and will press the authorities to go through the revised Universal Primary Education which provides the legal foundation for IE for CWDs. To sum up, the of import consequences of these findings are that inclusive instruction plan recognizes the demand for seting the larning plan to alter conditions in the society. The instruction system caters for all kids non merely in formal schools who because of the necessity of schooling in-migration for the particular schools and community acquisition centres. Thereby wholly neglected those in the rural countries where a great step of resources for development resides. Most underdeveloped states are in make bolding demand to develop national consciousness among the citizens. This has been one of the major obstructions to national development and integrating. Therefore, the research worker strongly argues that the major impact on educational accomplishment of the CWDs is the happier larning environment for them but it would besides make with a sense of regard, and self-respect among the community.RecommendationFrom the policy analyzing, single interviews, and concentrate group tre atment, the following are recommendations that are proposed by the research worker in order to inform all stakeholders who work in the inclusive instruction, irrespective of formal and particular instruction. At the same clip, this research is hoped that the information on disablement related issues will be of involvement and utile to me/LNGOs, DPOs, and other establishments to develop the disablement and instruction plans and community development plans.Datas on disablementAccurate informations is of import demands for advancing the handiness of the wider understanding about the current state of affairs and for making an analysis on the impacts of the current instruction policy toward the development of the PWDs. The current informations on disablement merely is based upon the First Myanmar National Disability Survey, so the research worker would extremely urge that farther study or research be done in order to propose a possible reform in instruction in the hereafter.School relate d factorsThe major recommendation is an constitution of a particular instruction plan in all authorities schools that would offer particular instruction categories in each mainstream school. All categories incorporating CWDs should hold a sensible ratio of instructors and pupils, and the instructors should be particularly trained to hold a disablement consciousness, particularly those instructors who taught kids with ocular damages, hearing damages and rational disablements. There needs to be a useable infinite for the varied demands of direction in the schools. The age of entry into and go forthing from the particular categories should be flexible. Besides, the schools should be equipped with appropriate instruction stuffs.Originating extra-curricular activities in and out of schoolParticular attempts should be made to affect the CWDs in particular athleticss and games. These activities help them bask school more and review their head, and construct their organic structures. In add -on, these extra-curricular activities for all CWDs are really indispensable. From the survey of best patterns, it is clear that the induction of inclusive patterns has been a consequence of concerted community consciousness. This is an of import parametric quantity non merely for advancing inclusion outside the schoolroom among kids, but besides for blossoming diverse potencies and endowments of both kids with and without disablements.Socio -cultural factorsThe engagement of parents, instructors and health professionals is really indispensable. Earlier surveies showed that for desirable partnership to predominate among instructors, parents and health professionals, a common sharing of cognition, accomplishments, experiences and decision-making is required ( Semakula, 1999 ) . Long-run and short-run developments of the educational plans are based non merely on the CWDs involvements and abilities, but besides their households ‘ supports and precedences. Obviously, the positive parental attitude toward schooling will supply a sound foundation for bettering the kids ‘s acquisition. Therefore, uninterrupted awareness-raising activities should non merely be for parents or health professionals, but besides for other community members.Policy factorsThe authorities should set in topographic point statute law that makes all CWDs as the donee of mandatory instruction so that there should besides be statute law to guarantee uninterrupted proviso of disablement friendly learning stuffs and the physical school substructures. Furthermore, the authorities should develop more adept instructors of particular demands instruction, and give them some particular motive about community mobilisation. The ultimate educational end for CWDs should be focused on either mainstreaming or particular schools and community based resource centres for a go oning long term shooting. Last, the authorities should supply more fiscal support and political protection to guarantee that th e particular tools and equipment necessary for the acquisition of CWDs become cheaper and more accessible. At the execution degree, it can be seen that the kid centre attack can make full the spread to the failure of the formal instruction system in linkage between instructors and the CWDs. The attack can be applied in many extents such as course of study reforms, active instruction manners, and significantly a infinite to use what they want to larn from their existent life patterns. At the national degree, along with the arguments, treatment, and the authorities ‘s strong will to take reform, reforming the whole dismantled instruction system will take the certain figure of old ages, using the lessons learned from current inclusive instruction plans. Apart from this, it should be really of import to make a policy and infinite where the cooperation among IE pilot undertakings, I/LNGOs, DPOs and the authorities.

ASQ Agile v Waterfall Essay

Waterfall vs. Agile Project Management Lisa Sieverts, PMP, PMI-ACP Phil Ailes, PMI-ACP Waterfall vs. Agile Project Management Agenda †¢ †¢ †¢ †¢ What is a Project Overview –†¯ Traditional Project Management –†¯ Agile Project Management The Differences –†¯ Product Life Cycle –†¯ The Teams –†¯ Requirements –†¯ WBS/Product Backlog –†¯ Schedule –†¯ Risk –†¯ Quality Q&A 2  ©Lisa Sieverts & Phil Ailes 1 Waterfall vs. Agile Project Management What is a Project? †¢Ã¢â‚¬ ¯ Temporary †¢Ã¢â‚¬ ¯ Goal †¢Ã¢â‚¬ ¯ Constrained 3  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management What makes projects special? †¢Ã¢â‚¬ ¯ Projects are characterized by uncertainty 4  ©Lisa Sieverts & Phil Ailes 2 Waterfall vs. Agile Project Management Traditional Waterfall Projects †¢Ã¢â‚¬ ¯ Traditional Waterfall Projects –†¯ Dates from the end of WWII –†¯ Grew out of Defense industry –†¯ Based on Deming Cycle of Plan-Do-Check-Act –†¯ Emphasizes heavy up-front analysis –†¯ Lots of documentation –†¯ PMBOK versions 1-4  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Traditional Waterfall Project High Medium Requirements Low Optional High Design Medium Low Optional High Development Medium Low Optional High Testing Medium Low Optional High Deploy Medium Low Optional 6  ©Lisa Sieverts & Phil Ailes 3 Waterfall vs. Agile Project Management Waterfall – Advantages 7  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Waterfall – Advantages †¢Ã¢â‚¬ ¯ Established Processes- Project Management Body of Knowledge †¢Ã¢â‚¬ ¯ Management Controls †¢Ã¢â‚¬ ¯ (Apparent) Predictability †¢Ã¢â‚¬ ¯ Great for low uncertainty/high dependency projects –†¯ Construction –†¯ Update of established product –†¯ Maintenance projects 8  ©Lisa Sieverts & Phil Ailes 4 Waterfall vs. Agile Project Management Waterfall – Disadvantages 9  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Waterfall – Disadvantages †¢Ã¢â‚¬ ¯ Sometimes is more about the Process than the Product †¢Ã¢â‚¬ ¯ Keeps the customer at bay – by the time they see the end results it may be too late †¢Ã¢â‚¬ ¯ Project teams often become rigid and resistant to change: â€Å"Those darn users keep changing their minds.† †¢Ã¢â‚¬ ¯ Long product development time 10  ©Lisa Sieverts & Phil Ailes 5 Waterfall vs. Agile Project Management Agile Project Management †¢Ã¢â‚¬ ¯ The Agile Way –†¯ Experiments in the 1990s –†¯ Values self-organizing teams –†¯ No formal â€Å"project management† –†¯ Iterative approach –†¯ Flexible  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Manifesto †¢ The Agile Manifesto for Software Development –†¯ â€Å"We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: †¢Ã¢â‚¬ ¯ Individuals and interactions over processes and tools †¢Ã¢â‚¬ ¯ Working software over comprehensive documentation †¢Ã¢â‚¬ ¯ Customer collaboration over contract negotiation †¢Ã¢â‚¬ ¯ Responding to change over following a plan –†¯ That is, while there is value in the items on the right, we value the items on the left more.† 12  ©Lisa Sieverts & Phil Ailes 6 Waterfall vs. Agile Project Management The Agile Way Sprints – High Priority Features Integrate Test Sprints – Low Priority Features Integrate Test Integrate Test Design Test Test Develop Integrate Test Demo & Feedback Develop Requirements Test Test Develop Sprints – Optional Priority Features Demo & Feedback Requirements Design Test Design Test Demo & Feedback Develop Requirements Test Demo & Feedback Requirements Design Test Sprints – Medium Priority Features 13  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Agile – Advantages 14  ©Lisa Sieverts & Phil Ailes 7 Waterfall vs. Agile Project Management Agile – Advantages †¢Ã¢â‚¬ ¯ Shorter development cycles †¢Ã¢â‚¬ ¯ Customer participates, providing direct feedback †¢Ã¢â‚¬ ¯ Team-ownership – developers, testers, analysts and customers work together †¢Ã¢â‚¬ ¯ Process encourages and easily adapts to change †¢Ã¢â‚¬ ¯ Improved quality because testing is continuous 15  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Agile – Disadvantages 16  ©Lisa Sieverts & Phil Ailes 8 Waterfall vs. Agile Project Management Agile – Disadvantages †¢Ã¢â‚¬ ¯ Lack of established processes †¢Ã¢â‚¬ ¯ Management resistance to change †¢Ã¢â‚¬ ¯ Reduced (apparent) predictability †¢Ã¢â‚¬ ¯ Requires culture change †¢Ã¢â‚¬ ¯ It’s new – there isn’t a lot to draw upon 17  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Project Life Cycle †¢Ã¢â‚¬ ¯ Traditional: waterfall –†¯Initiate –†¯Plan –†¯Define –†¯Design –†¯Build –†¯Test †¢Ã¢â‚¬ ¯ Agile Projects: iterative –†¯Envision –†¯Speculate –†¯Explore –†¯Adapt –†¯Close –†¯Repeat as necessary 18  ©Lisa Sieverts & Phil Ailes 9 Waterfall vs. Agile Project Management The Team †¢Ã¢â‚¬ ¯ Waterfall –†¯Sponsor –†¯Product Manager –†¯Project Manager –†¯The Team – defined roles †¢Ã¢â‚¬ ¯ Agile –†¯Sponsor –†¯Product Owner –†¯Scrum Master –†¯The Team – variable roles 19  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management The Requirements †¢Ã¢â‚¬ ¯ Waterfall –†¯ Large Document –†¯ Formal, based on analysis –†¯ Performed by Business Analyst –†¯ Completed before any development begins †¢Ã¢â‚¬ ¯ Agile –†¯ Small Index Cards –†¯ User Stories, based on conversation –†¯ Performed by the Product Owner –†¯ Completed â€Å"just in time† 20  ©Lisa Sieverts & Phil Ailes 10 Waterfall vs. Agile Project Management The Foundation Documents †¢ Waterfall –†¯ Work Breakdown Structure 100 % of Scope 21  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management The Foundation Documents †¢ Agile –†¯ The Product Backlog Roman Pichler, Agile Product Management 22  ©Lisa Sieverts & Phil Ailes 11 Waterfall vs. Agile Project Management The Schedule †¢Ã¢â‚¬ ¯ Waterfall –†¯ Built before work begins –†¯ End date is often †¢Ã¢â‚¬ ¯ Agile –†¯ Rebuilt every sprint –†¯ End date evolves based on team velocity –†¯ Focused on nearterm accuracy –†¯ Emphasizes regular delivery of working features predetermined –†¯ Strives to predict the future –†¯ Emphasizes delivery of the entire product 23  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Risk †¢Ã¢â‚¬ ¯ Waterfall –†¯ Inherently high-risk based on long product cycles –†¯ Emphasizes the ability to predict the future –†¯ Risk Register †¢Ã¢â‚¬ ¯ Agile –†¯ Inherently low-risk based on customer feedback –†¯ Emphasizes adaptation to changing environment –†¯ Risk Register 24  ©Lisa Sieverts & Phil Ailes 12 Waterfall vs. Agile Project Management Quality †¢Ã¢â‚¬ ¯ Waterfall –†¯ Testing is at the end †¢Ã¢â‚¬ ¯ Agile –†¯ Testing begins before development of the project –†¯ Testers work separately from developers –†¯ User Acceptance occurs at the end of the project –†¯ Testers and developers work together simultaneously –†¯ User Acceptance occurs at end of every sprint 25  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management What’s Different? †¢Ã¢â‚¬ ¯ Waterfall –†¯ Plan all in advance –†¯ Work Breakdown Structure –†¯ Functional specs –†¯ Gantt chart –†¯ Status reports –†¯ Deliver at the end –†¯ Learn at the end –†¯ Follow the plan –†¯ Manage tasks †¢Ã¢â‚¬ ¯ Agile –†¯ Plan as you go –†¯ Product Backlog –†¯ User stories –†¯ Release plan –†¯ Story boards –†¯ Deliver as you go –†¯ Learn every sprint –†¯ Adapt everything –†¯ Team ownership 26  ©Lisa Sieverts & Phil Ailes 13 Waterfall vs. Agile Project Management Summary †¢Ã¢â‚¬ ¯ Both Waterfall and Agile have the same goals: –†¯ Delivering a well- tested product that satisfies the customer within an efficient time frame that doesn’t leave the team worn out 27  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Questions 28  ©Lisa Sieverts & Phil Ailes 14 Waterfall vs. Agile Project Management Thank You 29  ©Lisa Sieverts & Phil Ailes Waterfall vs. Agile Project Management Contact Us †¢Ã¢â‚¬ ¯ Lisa Sieverts –†¯ Facilitated Change –†¯ www.lisasieverts.com –†¯ 603.762.0235 †¢Ã¢â‚¬ ¯ Phil Ailes –†¯ Ailes Consulting –†¯ www.ailes-consulting.com –†¯ 603.903.7051 30  ©Lisa Sieverts & Phil Ailes 15

Education - A Way To Wisdom Research Paper Example | Topics and Well Written Essays - 1500 words

Education - A Way To Wisdom - Research Paper Example Most of his quotes attract the attention of the reader towards the fact that more the man follows his heart, the more he opens to learning new things and in learning new things, he becomes an ideal human being. Some of Confucius’s quotes that give an idea about his opinion about education and the way he thought the human being should learn are discussed below.Quote 1â€Å"What does the heaven ever say? Yet the four seasons go round and find their impetus there, and the myriad creatures are born from it. What does heaven ever say† (Mou 114)? Reflection on this quote reveals that Confucius believed in education that teaches the students to make learning a natural process. In the above saying, he draws the reader’s attention towards the way the universe functions. Confucius’s students were worried about his silence and thought that if the master does not say anything, how will the students learn (Mou 114)? In response to this worry, Confucius said the above s tatement. What he meant was that when things are taught through silence, there comes a harmony in the society (Mou 114). What he meant was that the observation of the behavior and the rituals followed by the master imparts more knowledge to a human being than the words of the master and the words in the texts. Knowledge is made by man. Men who ‘experience’ certain things try to spread it through words. However, the knowledge can become wisdom only when students go beyond words and try to experience what is being taught.

Flood Prevention and Lessons Learned (Cedar Rapids Iowa Flood of 2008) Essay

Flood Prevention and Lessons Learned (Cedar Rapids Iowa Flood of 2008) - Essay Example The floods which were experienced in 2008 in the city of Iowa caused massive damage, farmlands were destroyed businesses were demolished all major social amenities were almost taken to ground and thousands of people who were living in Iowa were left homeless. Millions of dollars’ worth of property was destroyed and lead to the lives being lost and livelihoods being shattered. Floods were later to be categorized as the Fifth major disaster that has ever occurred in the United States and the first in the city of Iowa (Nazoom, 58). When it comes to comparison and categorizing, it takes one back to the flood stories. While giving a comparison between the two floods stories namely the Old Testament and Gilgamesh epic, one gets a great an impression that there are similar occurrences. For some scholars, the similar elements between the two flood stories become perplexing. There are possible things with the two accounts shown by Alexander Heidel. These possibilities are that the Hebr ew story came first then the Babylonian story followed thus copied from the previous. The Hebrew story could therefore have borrowed the ideas from the Babylonians and both stories descended from the common original story of Noah. Since many people are conversant with the original story in the Old Testament, they forget to research on how the genesis story resembles the flood story of Gilgamesh (Sanders, 2003). The two stories are so alike with the main theme of forgiveness being the domineering similarity between the two. The two stories however differ in the events that took place during the floods, which for many seem to be the small details. In the two flood stories, the numbers of event days differ regardless of the basic events taking place in very different ages. Focusing on the flood stories for a minute, It is before 2000 B.C that Gilgamesh flood story got the first publishing while the Old Testament story was in 400 B.C, which came much later than the Gilgamesh flood (Sand ers, 2003). In both stories, God or gods gets annoyed and the Old Testament clearly shows how those who did not follow the correct ways he wanted them to follow annoyed God. The other difference is that there are worshiped gods or God as well as heroes like Noah during this period. When the Gilgamesh story takes place, gods allow existence of half-god and half-human on earth. The other similarity is the number of people saved and the reasons behind the saving after the floods. Having looked at both stories carefully, there is a good man like Noah in the Old Testament and Utnapishtim from Gilgamesh, saved and chosen by either God or gods (Nazoomi, 2005). In the two stories, both men choose to send birds to find the dry land. Both Noah and Utnapishtim are rewarded because they show proper reverence to their gods. Years after the floods in Cedar Rapids took place, the people and the leadership of that area is still trying to recover from the damage that the floods caused their sufferin g. Different policies have been developed since of which some have been accepted and others criticized or rejected. The United States Government offered the City of Cedar Rapids 2 million Dollars to help them after the devastations, but what was actually incurred by the floods was 5Million dollars worth of damages. What it actually meant was that the remaining amount in which the Government did not provide, the people of

Curriculum Issues Facing Educational Leaders Research Paper

Curriculum Issues Facing Educational Leaders - Research Paper Example According to the research findings schools exhibit low standards, incoherence, poor management as well as insufficient regulation particularly in relation to the work that teachers do with their students. The teachers are not held accountable by the schools and the teachers are left to do whatever they please behind the closed doors of the classrooms. From this view, the projected result is a decreased quality of performance on the part of the teacher together with the students. Fundamental to this view is the notion the genesis of the quality problem in teachers is in a deficit that is in the preparations, commitments, engagements as well as efforts of the teachers themselves.As the paper stresses  the best solution to the problem that is being faced by the educational system is an increase in the centralized control of the schools and making the teachers become responsible. Advocates of this view are in support of curriculums which are uniform, subjecting teachers to licensing ex ams and improved performance standards along with comprehensive teacher and school assessments. Most of these accountability measures have already been executed so that no children are left behind.  Broad research has been carried out in power, control as well as accountability in schools over the past decades with the research involving evaluation of a broad collection of data. Push towards accountability typically ends up in the wrong diagnoses and solution for the problem of quality of teachers.

Intellectual Property Rights (IPR) Report Essay

Intellectual Property Rights (IPR) Report - Essay Example Keep it simple when it comes to developing the content. Keep it non-legal. When writing the assignment, assume that you are talking to the CEO of software or manufacturing company. Thus, including only important aspects of IPR that are useful for them. For each of the following aspects of your report, decide which statement best describes your achievement of the criteria and use this to determine a mark. A range of marks is associated with each statement. For example, if you think that ‘The overall structure of your report is logical. Information is for the most part organised in well constructed sections and paragraphs.’ best describes your achievement under Organisation of material, the range of available marks is between 60 and 69. If you think you have fully achieved at this level you can award yourself a mark of 68 or 69. If you feel that you have mostly achieved at this level, you might give yourself a mark of 64 or 65. And if you have only just reached this level of achievement give yourself a mark of 60. Please note that this self-assessment does not affect the actual marks that will be awarded by the tutor. The purpose is to discover how far your perception of your achievement matches the marks that are assigned by the

Bad Management Theories Are Destroying Good Management Practices Essay

Bad Management Theories Are Destroying Good Management Practices - Essay Example The name of the article itself was the starting point which made me feel surprised. The author was brave enough to question the effectiveness of academic theories taught to students and applied in management and other relative business fields. Thus, for example, Ghoshal (2005, p.75) claimed at the beginning of the article: â€Å"Our theories and ideas have done much to strengthen the management practices that we are all now so loudly condemning†. After reading this phrase I have naturally changed the usual way of my thinking and started to follow the ideas of the author. Idea that â€Å"academic research related to the conduct of business and management has had some very significant and negative influences on the practice of management† has left particular impact on me as well as desire for further investigation (Ghoshal, 2005, p.76). An overall style of the author surprised me by its boldness and open minded approach. Ghoshal’s vision of amoral theories propagat ed by business schools, idea of necessity to reconsider corporate governance issue, idea of positive organizational scholarship and some other thoughts made me to think through. 2. Surprises in JA 2 The second journal article that I have chosen for further analysis also was given loud and provocative name – â€Å"'Damned by our own theories: contradictions between theories and management education† (Donaldson 2002, p.96).

Computer Numerical Control Essay Example | Topics and Well Written Essays - 750 words

Computer Numerical Control - Essay Example Computer Numerical Control (CNC) popularly known as Numerical Control (NC) is the automatic control that is integrated into mechanical tools and equipments used in manufacturing mass products. These automated instructions are abstractly encoded into a program that is used as a language by the tools. These machines were introduced in the 1940s and their gross use was initiated in the 1950s although these did not use the modern computation language that is afforded by computer programs. However, in the modern times, the machines have been well developed so that little man power is needed. End to end designs of the components have been highly developed and the computers have been widely used in their processes and this have included such things as computer language being widely incorporated within the systems that use computer numerical control (Krull, 40). In the production of Padlocks by the Tri-Cycle company the use of the computer numerical control has been assessed and the following results were seen. One of the benefits of the system was that it could be used continuously for twenty fours and this have ensured that the production of the products can be continued continuously without facing any disruptions and hindrances. This is very beneficial to the company because the company can enjoy customer faith because the company ensures that the products are available in the market throughout the year and can meet any kind of demand that could be necessary at any time (Reintjes, 120). It is also beneficial to the company because the company does not need to employ highly skilled personnel to operate the machines. This have ensured that the company does not need to spend a lot of its resources in employing highly skilled personnel and at the same time ensure that the production of the padlocks is continued and also keep the quality of the products high levels. This is very beneficial to the company because while saving on the consumer faith, they also benefit largely to the fact that the system ensures that the products are of high quality and hence very beneficial in the market outlook of the company (Reintjes, 123).

Positive Social Change Essay Example for Free

Positive Social Change Essay Participatory Action Research (PAR) is a type of research that involves all parties who are considered relevant in the issue in examining together current action- considered as the source of the problem, for the promotion of change and improvement of such current situation. It is not the type of research that precedes future actions. It is an action which is researched, changed and re-researched, a continuing process by and for its participants. It may not be used by one group of people for their own benefit versus other groups that are also involved in the issue. It is genuinely democratic by nature and is non-coercive. The people who the research aims to help are also active participants to the research process (Wadsworth, 1998). Action research or participatory action research for the past few years has come out to be a significant methodology for intervention and developmental change programs within different communities and groups. It has been implemented and promoted by many agencies and programs, also by countless local community organizations around the globe which attests to its effectiveness (Checkland Howell, 1998). The many theories and research in social psychology, such as action research, among others, that put all theories into practice has certainly effected positive change. They have helped in ascertaining reasons behind the surfacing of various problems- whether it be on the individual or societal level. Knowing the source or sources of the problems and the factors that come into play has helped in coming up with feasible solutions to such through intervention methods or coming up with community programs. There have been changes in the type of methods employed in social psychology research as the years go by. From seeing participants in research as the â€Å"other†, a â€Å"subject† which is reminiscent of scientific research methods, as gleaned above in the definition of Active Participatory Research, there comes a shift in the treatment of participants in the study as not merely passive subjects/objects but as co-researchers themselves. This has been seen to yield a richer understanding of the issues at hand and provides for easier enactment of proposed intervention programs. As such, it is my belief that future research in social psychology would veer towards this direction due to its effectiveness in pinpointing specific problem areas and formulating innovative solutions to such. This social psychology course has made an impact in my life in many ways. Studying theories and methods on human behavior has helped me become more aware of my own behavior and how it affects others. Knowing the detriment that my behavior may cause gives me the ability to slowly change my approach in interacting with others so as I will be able to have a more harmonious relationship with everyone around me. That said, this course in Social Psychology has not only helped me understand the world around me, but myself as well, that may yield positive changes not only in my life, but that of others’ around me as well. REFERENCE LIST Wadsworth, Y. (1998). What is Participatory Action Research? Australia: Institute of Workplace Research, Learning and Development, Southern Cross University Press. Checkland, P. , Holwell, S. (1998). Action Research: Its Nature and Validity. Systemic Practice and Action Research, Volume 11, (Issue 1, Feb), p 9-21. Jenner, E. A. , Watson, P. W. B. , Miller, L. , Jones, F. , Scott, G. M. (2002). Explaining hand hygiene practice: an extended application of the Theory of Planned Behavior. Psychology, Health Medicine, 7(3), 311-326.

The Effects Of Electronic Waste Management Environmental Sciences Essay

The Effects Of Electronic Waste Management Environmental Sciences Essay Electronic waste known as E-waste is one of the growing and emerging problem in this world. E-waste consists of many components as toxic substances which have adverse affects on human health and environment if not properly handled. Developing countries have several dumping of e-waste that assumes the importance of management. This concise paper provides EPR legislation to reduce the hazards of E-waste, managing the concerning problems, recycling operations and NGOs participation to combat it. It also focuses on the emerging issues and their strategic solutions. Introduction Waste of electrical and electronic material was considered as cost factor in past. Easiest and cheapest way of disposal was selected to put at the nearest distance. At national level the practices of disposal are not allowed in many courtiers. Waste of the municipal solid consists in electronic and electrical equipments. Waste management has been developed for the all institutions involved in the end of life management of electronic management. Waste of electronics and electrical equipments increases the mass of the toxic inputs into local waste streams. If the volume of the E-waste exceeds to that of processed in manufacturing of products from the mining operations, then no matter it will be an ore located on the globe. On the one hands this E-waste is used as raw material to shape new products while on the other hand it has very harmful potential impacts on the ecosystem. An analyst looks the end of life processes as well as the chain values that are sorting, logistics and collecti on strategies. Many strategies were taken in hands for the treatments of this E-waste like incineration and landfill. Previously the reuse, recycling and remanufacturing of the E-waste is strongly recommended to reduce the volume of these E-waste. Recycling is also emphasized that is linked with the improper disposal of materials. The loop of the industrial waste can be closed by recycling of these waste materials as to sustain the economy of that particular industry. In industrialized countries recycling has become a common practice in the end of life processes. Recycling strategies also differ in yielding the standard quality products. Several features are taken into account to recycle the E-waste for useful purposes. An important feature of recycling process is to handle the situations arising during processes as handling of hazards materials, safety and health care of workers, rates of recycling and levels of recycled material. It is observed that a long scale progress of recycl ing of E-waste is achieved in industrialized countries like U.S, Asia and Europe. Extended producer responsibility is a main policy to tackle this kind of issue. EPR plays main role for the producers to incorporate the end of life facets to design new products. It is important to provide the necessary incentives to all those involved in making the regulatory policies. This can be supported by the study of two Norwegian scientists those who revealed the crucial role of regulatory policies. They put the facts of their survey and survey participants answered that main green technological changes occur from the environmental regulations in EU. Fig 1: Showing the main driving forces for green technology changes EPR feasibility has been shown in Asia and Europe. At earlier stages of infancy in last decade E-waste started in Switzerland in 1992 and it became widespread in other countries due to pressure of environmental authorities. Environmental Effects of E-waste E-waste has many toxic substances which are dangerous at high level if not handled properly. Why are these risks and dangers produced? These are the concerning issues and need the attention of analysts and industrialists to minimize the dangers. On the industrialist end the equipments and feasible machinery is not provided to workers at workplace. There are concerns of workers that their analysts do not guide them in proper way to recycle the E-waste and complete the disposal processes. Serious repercussions arise due to proximity to those places where E-waste materials are recycled or burnt. Grey goods have very toxic chemicals as compared to white and brown goods. For example a computer has very toxic chemicals like mercury, beryllium, cadmium, PVC and Phosphorous compounds. Central nervous system, Reproductive system and Urinary system are badly affected by the lead absorption in human body. Mercury also affects the CNS, Reproductive system and Urinary system of humans. If it is m ixed in water used for living animals and on transportation of the water into water living animals can become the cause of death of those animals. Cadmium and Poly cyclic aromatic hydrocarbons affect the human body organs specially kidneys, lungs, skin and bladder respectively. E-waste has caused serious consequences to environment and human health. For example location near to recycling and burnt places of e-waste has many components of e-waste which directly affect the living of that area. When recycling plants are installed near rivers, it is found that river water is contaminated by the e-waste components and water livings are badly harmed by these e-waste materials. Extended Producer Responsibility EPR is a new tool of market and focuses on the background and responsibility of the producer. WEEE recycling regulation after the necessary analysis and evaluation of EPR with new approaches is provided. Question arise that why we need the regulatory action. E-waste is a big challenge in 21st century. Initial study of industrial ecology reveals that cycle economy is the big source to make contribution to sustainable development of economy. The growth in new electronic products needs new large resources and E-waste is increasing the inputs into local stream flows. We address the two basic needs of the closing the material loops and treatment of the hazards materials. These features are addressed by applying the regulatory actions. An analysis of existing economic or market incentives is required in order to come to a conclusion where regulations necessary and where market forces already achieve favorable results (Costanza et al. 1997). As the growth rate of the new products increase we require to recycle the E-waste with the same extent as shown in the figure. Volume of E-waste New Product Fig 2: Showing the proportionality between Volume of E-waste and New E products To answer the issues concerning the new product growth and recycling of E-waste EPR is new technology with better results in marketplace. à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"An environmental protection strategy to reach an environmental objective of a decreased total environmental impact from a product, by making the manufacturer of the product responsible for the entire life-cycle of the product and especially for the take-back, recycling and final disposal of the product.à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚  (Lindquist et al. 1990). EPR is considered as an approach to take the E-waste to industries for the purpose of re-engineering of the material to improve the mechanism of processes and products. Goals of the EPR: Major contribution of EPR is in environment and industrial zone. Hazardous materials are treated appropriately to reflect sound E-waste hazardous components to be disposed to provide the safety and health standards to workers. Closing of material loops is possible by recycling of E-waste which is base on the rate of recycling and material reapplication levels. The environment must meet the reward design including the avoidance of hazardous material and materials to be cycled optimized in general design. In economic goals it is ensured that fair allocation of burdens for the stakeholders and producers must count all the economic areas. Always keep in mind to avoid financial burdens which are not supporting the environmental cause. The EPR must be clear, transparent and feasible in controlling the monitoring of the systems. The EPR policies must be implemented in order to amend the incentives to create the favorable consequences for the system. We have studied the EPR importance to achieve the specified goals. Now we have to evaluate and make analysis of EPR policies. The evaluation process of EPR policies for the achievement of goals is dependent on both qualitative and quantitative analysis. It is observed that environmental effectiveness through the implementation of the regulatory policies does not yield required results until it is not controlled in a viable way. It is estimated that incentives to collect the E-waste and recycling is totally according to the EPR or take the alternative approaches to complete the process like collection and recycling. There are many practical problems which are related to EPR. For example it becomes difficult to allocate actual cost of recovery after a decade. Many products are so comprehensive for their disposal that increases the global market. The product is chan ged in many hands and it becomes difficult to decide that when and where the end of life stage is reached. It is not clear that who is responsible for the collection and recovery of the product when product is exported in other countries. What stands out most is that, even when practical problems are solved, doubts remain about the effectiveness of EPR in its current form because it mainly leads to global low-quality solutions. Alternatively, the application of high-level recovery in many cases reduces the eco-footprint through substitution. (Hischler, 2005). EPR in current form has many impacts on the E-waste flows and it has promoted many low level recycling processes. Therefore high rate of recovery for which a local industry is optimal is set to achieve in less budget. Industries following theses approaches may benefit their owners and countries where they are installed. Governments are the responsible to provide the legal and financial incentives to promote the business. It is now required to present the estimates of the production, recycled and import export. Region/country Production in million tons per year Land filling storage in million tons Recycling in million tons Export in million tons per/year Import in million tons per/year EU-25 7 1.5 3.43 1.9 USA 6.6 5.1 0.12 1.4 China 3.2 3.7 1.5 - 2.10 Japan 3.1 0.5 1.84 0.63 - West Africa 0.06 0.44 0.18 054 India 0.35 0.84 0.35 - 0.85 Total 20.31 12.08 5.85 3.76 3.49 Table 1: Global E-waste production, disposal, recycling and import/export estimates in 2005 This data in table tell us about the emerging powers of the world in industrial zone. Many other countries like Canada and South America continent are not included in it. In Europe alone the production is 7 million tons per year. China has made rapid progress in production as it equals its production to Japan. China is the second country in land filling after the USA and E-waste recycling is in largest volume in EU followed by Japan. All of above discussion finds the lack of the awareness of our citizens about E-waste and EPR. The E-waste management depends upon the active role of local or city governments and attitudes of the citizens. Producers, stakeholders and consumers also play role to shape the development. It will be very disappointing to keep the citizens away from the management deeds to take benefits of EPR policy. It hardly required involving the common people in process of recycling of electronic goods. Consumers must be informed about the goods by labeling the consumerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s requirements for those items. Consumers are educated to use only those products which utilize the modern emerging technologies. For example halogen free, lead free and from the authenticated retailers or manufacturers. Different training programs for the training of the citizen must be arranged to make them aware of the impacts of the E-waste and on their health and possible ways to minimize its haza rdous affects. Due to these training programs our consumers are able to purchase the environmental friendly products and maintain the environmental operational processes of the products via careful disposal. On the hand suppliers provide only those items to manufacturers which are containing the friendly components in materials. Manufacturers can reduce the impacts of their products by making a compatible design products, raw material choices and manufacturing and delivery processes. To get rd of free riders check and balance of system must be ensured. Economic Viability: The EPR policy has given us knowledge to boost up the economy of that particular manufacture ring company by recycling process of E-waste. It can be achieved by direct reuse of the E-waste. The processes of the parts cannibalization and remanufacturing do a lot for the owner of the company. Main advantage of these processes is shown as it recovers more value than just materials. The value of the discarded products is used when the equipments and parts are left mostly in their original forms. The price of the product includes the administrative labor and logistic charges. In this way 90% of the total original cost is recuperated. New labor is cheaper to the costs of the collecting, disassembling cleaning, repainting and controlling of E-waste material. However this remanufacturing process takes less work and yields high level recovery as compared to start new product from scratch. Remanufacturing can be as efficient as virgin production and assembly, if not better. Practice proves that even cheap (à ¢Ãƒ ¢Ã¢â€š ¬Ã… ¡Ã‚ ¬15/piece) and somewhat complicated electrical motors can be refurbished and adapted for 50% of the new price (Comperen, 2006). Parts manufacturing with less work and high value, this condition is more advantageous. If other cost of disassembling is kept low then reuse is very profitable for many companies. Ecological Viability: The high level closed loop recovery is also environmental friendly as we have studied in our discussion. There is clear evidence from the studies mentioned that high-level closed-loop recovery is also more environmentally-friendly then most present practices as energy efficiency improves compared to virgin production (Krikke Zuidwijk, 2008; Hischler 2005). It is seen that process of remanufacturing reduces the much resource consumption. The main advantage of this process is that much of energy is saved that cut the amount of CO2 emissions. It is also observed that remanufacturing of goods requires only 15% energy as compare to manufacture new product from scratch. There are many environmental indicators as water use, land filling and CO2 emissions. As the number of the indicators increases it becomes difficult to handle the data and it creates serious concerns of closed loop supply chain for management and others. In this paper we have discussed the E-waste materials and its hazardous effects on human. The impacts of the regulatory policies on economic and environmental are significant. These both aspects combine together to allow the resultant analysis of the regulatory policies and their developments. This EPR tests the already existing economic incentives in a system. These regulations must amend the structures in a way that favors the main player of that system to achieve the set goals. The recycling process must be in control according to the regulatory policies. Drafting of the regulations ask all the participants to shape it in a style to get maximum benefits from the reuse and avoid the hazardous affects of the toxic materials. It is essential for the EPR that it is defined in a way to establish an effective management framework in that particular region. In this paper we have focused on the possible consequences that may arise due to E-waste materials. What amount of electronic produc ts is produced in many developed countries of the world? It has provided us to find the facts behind the E-waste material. The recycling and reuse of the E-waste is briefly discussed in this paper. EPR makes its lot of contribution in our whole studies. It has given the answers of our basic questions concerning to its impacts on economy and environments. Environmental regulations are the driving force in Europe as estimated in survey conducted to bring the green technology changes.