Alina Humanities Essay Example for Free

Alina Humanities Essay PERFORMANCE OBJECTIVES Upon completion of the course, students should be able to accomplish the following. 1. Understand and appreciate outstanding cultural expressions of the humanistic tradition. 2. Interpret and analyze selected artistic and ideological expressions. 3. Compare and contrast selected artistic and ideological expressions. 4. Identify causal influences in the chronological development of arts and ideas. 5. Applywhattheyhavelearnedaboutonecultureorculturalexpressionwhenexamining another. 6. Demonstrate how selected artistic and ideological expressions do or do not illustrate a cultural period or a stylistic concept. 7. Defend personal opinions regarding the interpretations of selected artistic and ideological expressions. 8. Demonstrate rhetorically effective writing appropriate for the study of humanities and meeting all requirements for college level writing. ***Please advise instructor if you will be taking exams at DSS. *** CLASS PROCEDURE OBLIGATIONS Class sessions will consist primarily of PowerPoint presentations that include representative images, texts, and audio from the humanist tradition. Students will be responsible for viewing/reading the powerpoints and/or other material prescribed for each presentation. When 1  engaging literary texts, the students must read the assigned pages before classes, be ready to pass written quizzes on the readings and be ready to discuss each respective day’s assignment. *** Using laptop computers or other electronic devices is not allowed in class. For each incident, violators will be docked ten points on the following exam. Classroom Etiquette: 1. No talking during class. Private conversation cannot and will not be tolerated. 2. No reading the newspaper, or other outside material, or doing other homework during class. 3. Due to the abuse of using computers in class in the past, I ask that you do not use a laptop for  taking notes. 4. Arriving late and leaving early are disruptive. Please be considerate of your instructor and fellow students by arriving on time. If you should need to arrive late or leave early, please notify the instructor. 5. Turn off cell phones before entering the classroom. Attendance Policy Classroom attendance supplements and enriches text materials through films, slides, lectures, and discussions. In addition, class discussions suffer without each student present, since all viewpoints in discussion are important. Class attendance and punctuality are important. TCCs  Catalog states, â€Å"All students enrolled in the College are expected to attend all classes, since regular attendance and regular application constitute the two most significant factors that promote success in college work. Until midterm during fall, spring and summer C terms, any student absent from any class for more time than that class meets in any one week (i. e. , two classes) may be withdrawn by administrative action (AW grade). † Tardiness and/or leaving class early both disrupts the continuity of the class and reduces other students engagement with the material. Both, therefore, will be counted as absences.  Since late arrivals and early departures constitute class disturbances, each instance of tardiness to and early departure from this class will be counted as an absence from an entire class session. Consequently, STUDENTS WHO ARE TARDY OR WHO LEAVE EARLY FOR ANY REASON, INCLUSIVE OF BATHROOM USAGE ON MORE THAN A TOTAL OF FIVE OCCASIONS PRIOR TO THE WITHDRAWAL DEADLINE WILL BE SUBJECT TO ADMINISTRATIVE WITHDRAWAL. STUDENTS SHOULD ARRIVE ON TIME AND POWER OFF THEIR CELL PHONES BEFORE CLASS BEGINS. Eight absences will lower your final grade in this course one full letter grade. A student with nine absences will automatically fail the  course. There will be no distinction made between excused and unexcused absences, so plan your absences wisely. 2 STUDENTS SHOULD ARRIVE ON TIME AND POWER OFF THEIR CELL PHONES BEFORE CLASS BEGINS. OBLIGATIONS I. Exams Students will be responsible for performing well on three exams. The course will be divided into three units, and a non-cumulative examination will be administered at the conclusion of each unit. All three exams will be comprised of slide identification, multiple choice, matching, short answer, and true/false questions. Students should bring a #2 pencil on the dates of the exams. IF FOR ANY LEGITIMATE REASON A STUDENT IS UNABLE TO TAKE AN EXAM ON THE ASSIGNED DATE, HE/SHE MUST NOTIFY THE INSTRUCTOR BEFOREHAND. Otherwise, no make-up exam will be administered, and failing to take an exam will result in an â€Å"F† for the course. The key to doing well on the exams: attending class, taking notes, and studying diligently. Each exam will include 20% extra credit. II. Writing Assignments Students will be responsible for submitting a total of three essays (600-650 words each). Each one of the three essays corresponds with each one of the 3 exams, and each of the three essays  will be a response to prompts aligned with each unit/exam — that is, each of the three essay assignments must be related to the readings for each exam. Further instructions and the essays’ prompts will be posted on BlackBoard. The due dates are specified on the calendar at the conclusion of this syllabus. Note: Students must complete successfully a short grammar quiz before submitting each of the three essays. Essays may include MLA prescribed in-text citations. That is, if you quote or paraphrase from a source, you must parenthetically cite that source after the quote or paraphrase. Also, you will  need to include a Works Cited page. ***If you plagiarize, your essay will receive a zero, and your overall grade will drop to an F. Grading Each of the students three exams and the writing assignments will receive a letter grade: 100-90 = A; 89-80 = B; 79-70 = C; 69-54 = D; 53-0 = F. The three exam grades will each count 30%, totaling 90 percent of the student’s final course grade; and the three essay grades total 10 percent of the final course grade. *Failure to submit an exam or essay will result in an F for the course. * 3 A student’s excellent attendance, punctuality, Discussion Board participation, and attitude  (citizenship) can count up to 10%++ â€Å"extra credit† toward the final exam grade. Conversely, a student’s poor attendance, poor punctuality, and poor citizenship/attitude (which includes talking, texting, â€Å"acting out† in class) can affect negatively the final exam grade. Tardiness or leaving early will be counted as an absence and will therefore negate a student’s extra credit for that particular class. Academic Honesty Policy Plagiarism: Webster’s New Universal Unabridged Dictionary states: to plagiarize is â€Å"to steal or pass off ideas or words of another as one’s own†¦to use created productions without crediting  the source†¦to commit literary theft†¦to present as new and original an idea or product derived from an existing source† (p. 1371). Academic dishonesty is not accepted at Tallahassee Community College, and I will pursue and prosecute any instances of such dishonesty. ***Do not plagiarize—that is, do not use the research, ideas, or words of others as your own without giving proper credit to your source. This policy especially includes copying or paraphrasing written materials from gallery brochures, play programs, books, periodicals, encyclopedias, CD-ROMs, the Internet, or someone else’s paper. ***Do not cheat. Students who cheat or plagiarize will receive an automatic zero on the assignment and will be referred to the academic dean for expulsion from TCC. By the act of submitting written work or an exam, the student acknowledges that she/he understands the definition of academic dishonesty and is willing to accept the consequences for any violation. COURSE WEB SITE: This course has been designated â€Å"WA† (â€Å"Web Assisted†) in the schedule of classes, and the â€Å"WA† designation means: â€Å"Some use of computer online technology required. † In this regard a course web site has been established for students in this class. The purpose of the web site is to allow students access to important course materials (syllabus, writing assignment, study guides, presentation assistants, images, et cetera). The materials are intended as supplemental to the classroom experience; they should not, in other words, be viewed as substitutes for in-class presentations. Students may also use the course web site to communicate with one another by means of the â€Å"Discussion Board,† which can be found by clicking on the tab labeled â€Å"Communication. † Via the Discussion Board, students can introduce themselves to one another,  ask questions about the material covered in class, and ask questions about the course writing assignments (be careful, though, not to copy the answers of another student). Activating Your TCC E-mail Account If you have not already done so, you will need to activate your TCC e-mail account. To activate your TCC e-mail account, go to the TCC homepage at http://www. tcc. fl. edu/, click on â€Å"Online Access,† click on Student NetMail Guide; click on â€Å"Activate your eAccount,† and follow the directions. You will be given â€Å"Student eAccount ID (or Name) and a Password (or PIN) that you need to record and store in a secure location. You will need your eAccount ID and Password to access both the course web site and your TCC e-mail account. If you have any problems, call 850-201-8535. Finding the Course Web Site 4 You may find the course web site by going to the TCC homepage at http://www. tcc. fl. edu/, clicking on â€Å"Online Access,† clicking on â€Å"Blackboard. † After logging in with your username and password, the next screen should display the name of the course in which you are enrolled. LIST OF CLAST SKILLS TAUGHT OR REINFORCED: The State of Florida requires each student to demonstrate proficiency in certain College Level Academic Skills (CLAST). The students of HUM 2210 will have the opportunity to practice and develop their reading and writing skills. As for their reading, students will engage their Literal and Critical Comprehension Skills; and, as for their writing, students will engage their English Language Skills: Content, Organization, and Grammar/Mechanics (i. e. , appropriate word usage, syntax, spelling, punctuation). Advising The Associate of Arts degree offered through TCC requires the completion of six credit hours in humanities with a grade of C or better. There are three different tracks through which those six hours may be obtained. The common track runs through both HUM 2210 and HUM 2230, Humanities of the World I and II. If students pass HUM 2210, then, to fulfill the humanities requirement, they must also pass HUM 2230 (and vice versa). Another track runs through HUM 2740 and 2741, Humanities Abroad I and II. If students pass HUM 2740, then, to fulfill the humanities requirement, they must also pass HUM 2741. The third track offers two humanities courses from four different categories. Those categories include courses relating to (1) Art History, (2) Literature, (3) Music, and (4) Philosophy and Religion. For the third track students  must pass two courses, and the two courses must fall into two different categories. Students cannot fulfill the humanities requirement by completing courses in different tracks. If, for example, students pass HUM 2210 and then pass REL 2300 (World Religions), they have not fulfilled the humanities requirement. ACADEMIC ALERT! Students enrolled in the same college-prep or college-level course for the third time shall pay one-hundred percent of the full cost of instruction (which is the equivalent of fees paid by out-of-state residents) except in approved cases of documented extenuating circumstances. Students may not withdraw on the third attempt and will receive a grade in courses taken the third time. An appeal to take a college-level course for the fourth time may be allowed based on academic goals. The appeal process is executed through the Counseling Department. If a fourth attempt is granted, a student will not be permitted to withdraw and will receive a grade for the course. The counting of attempts began in the fall of 1997 and includes only those attempts at the Florida college where one is currently enrolled. Take your course work seriously. Consult with your academic advisor, make an educational  plan, attend class, and take advantage of the skills’ labs available to you. * * * PRESENTATION TOPICS AND RECOMMENDED READING 5 Unit I: The Earliest Traces of Culture Ancient African Egyptian Culture Ancient Mesopotamian and Hebrew Culture Ancient Hindu and Buddhist Cultures Unit II: Ancient Greek Culture Ancient Roman Culture Early Christian and Byzantine Culture Unit III: Islamic Culture Japanese Culture: chs. 16, 23 (if time permits) Medieval European Culture Renaissance European Culture IMPORTANT DATES Classes Begin Holidays: Labor Day Veterans Day Thanksgiving Break Monday, August 25 Monday, September 01  Tuesday, November 11 Wednesday-Friday, November 26-28 Last day to cancel registration/drop courses and receive a refund; last day to change from credit to audit or audit to credit Last day to withdraw from a course(s); last day instructors may assign AW Friday, August 29 Monday, November 03 1st Exam 1st Essay due Sept. 18 (Slide ID) Sept. 23 (Multiple Choice, etc. ) Sept. 16 2nd Exam 2nd Essay Due Oct. 21 (Slide ID) Oct. 23 (Multiple Choice, etc. ) Oct 28 Last Day of Classes Friday, December 05 Final Exam 3rd Essay Due TBA Day of the Final Exam TBA Final Exam: TBA Twelve Ways to make sure You Pass Your College Classes  6 1. Study the text, lecture material, or additional assigned recommended reading. Superficially scanning the reading the night before the exam â€Å"doesn’t cut it. † 2. Observe due dates. Late work, no matter what the excuse, will be downgraded or not accepted. 3. Do not urge the instructor to â€Å"cut you some slack† or â€Å"give you a break. † If he or she did that for someone else and not you, what would your reaction be? 4. Attend class. While you may think class is boring, the teacher might just provide some insights that will help you better understand the content of the course. 5. Come to class on time. If you really want to get on the wrong side of the instructor, just make tardiness a habit. 6. Do not play with your cell phone, iPod, or other electronic device in class. Unless you have childcare problems or are a first-responder, these actions tell the instructor that something else is more important than what is being taught. 7. Do not copy from Wikipedia, a Google search, or someone else’s work without proper citations. Teachers usually can identify plagiarism and material that is not yours. 8. Do not sleep in class. We know that school interferes with your social life, but do not make it so obvious! 9. Do not try to con the teacher. Telling an instructor that this is the last course you need to graduate or transfer will not earn you any leniency. 10. Do not tell the teacher that this class is the only one with which you are struggling and you have â€Å"A’s and B’s† in all other classes. Don’t give the impression that your other teachers are too easy. 11. Do not tell the teacher that you must have a good grade or you will lose your eligibility for sports, scholarship, or grant; lose your G. I. Bill; or be on academic probation. 12. Take your course work seriously. Try your best to learn.

Maturity in A Seperate Peace :: essays research papers

The book A Separate Peace by John Knowles is about a group of students at Devon, a boarding school in New England, going through a school year together. As the book continues, the boys seem to mature more or less throughout the book, sometimes getting mentally older, or sometimes getting mentally younger, varying between the characters. Phineas says to Gene, â€Å"Let’s go jump in the river.† To me, this seems childish. Jumping out of a tree into a river seems fun, but is something just about only a young child would do. What the reader thinks may be entirely different though, every person has their own thoughts about who does what when. But the point is that this does not seem like something a teenage boy at a boarding school would do. In chapter two, Phineas says to Gene that they should make a club. A club is not something you do in high school; it’s something you do in elementary school. Clubs are a way to waste time when you are young and a way to have fun with your friends when you are a little child. When you are in high school, it is not what you do to have fun with your friends. When Finny comes up with the idea of blitzball, he is again thinking like a child. The way he comes up with it makes him seem like the six-year-old Calvin from Calvin & Hobbes. He makes up the rules as they play the game, sometimes making it impossible for other people to get the ball. â€Å"Not say anything about it! When you broke the school record!† We all used to do this as children, when somebody doesn’t want something shared, you’d yell it out. It was something you did when you were a young child, not a young adult. When Gene says this, he is not trying to be childish, but he is trying to be funny. When the boys are shoveling the railroad tracks for money to help the trains pass along on the Boston and Maine line, they seem to have matured more. They are not only doing this for the money, but also to help the country out in a time of need. By doing this, they are not only doing this for themselves, but for the country and their self-satisfaction When Gene has decided to join the Navy; Brinker, the Coast Guard.

Social Protest Essay

The kid was taller and more built, Michael could have easily punched the officer one time and that one time could have sent the officer flying. Tamari was a 12 year old boy who was shot in a span of 1 HTH 0 2 seconds by a police officer. The reason? Tamari was complained by a fellow neighbor Of him owning a pellet gun. A pellet gun is not harmful and can be purchased for 20 dollars. All of the SE are different stories of how young black guys were shot and killed, but yet all tie up into on e big thing. They were treated unfairly and racial profiling was probably used.Racial profiling is a main problem in Minnesota because it contravenes the 14 the amendment, distracts law enforcement, and it prevents communities from w irking with the law enforcement. This problem could be resolved if the police force can recruit be utter police officers who are well taught about racial identity. All 2 My first reason on why racial profiling is a main problem in Minnesota is that t contravenes the 14 th amendment. The 14th amendment was ratified in July 9, 1868 , and it states that no state may â€Å"deny to any person within its jurisdiction the equal protection o the laws. Racial profiling means a standard of unequal protection. Blacks and even LATA no's are most likely to be searched by police officers and are less likely to be treated as libidinal g citizens, but this is opposite for the whites. Blacks are treated unfairly for no apparent reason. This is unfair for Blacks and Latino because this problem causes internal segregation between n them and the police officers. My second reason on why racial profiling is a main problem in Minnesota is the at it distracts law enforcement. The law enforcement are generally seen as responseSiebel people who protect citizens from criminals, but what I have noticed in the past few years I n the current society is that police officers are being charged of â€Å"racial profiling' due to their today police work. If the police officers hav e â€Å"too many† law enforcement interaction ins with minorities, it shows that the police officers are not going where the crime is, but because they are racist. What I mean when I say â€Å"too many' is that officers keep arresting people with color for small petty things. Blacks are being harassed for no apparent reason. Ay that the police force are racist because they don't think before they do.P Alice officers judge minorities who are usually Africanizing. Mr.. Chris referring to a story that Rage once told him said, † Rage was walking down the street with his broth err one day when a police officer told them why are you walking down the street? † This was very r assist of the police officer because first of all he kept harassing them. The police officer jumped I not conclusions and thought they were just kids that were up to no good. He didn't even realize e that up ahead All 3 there mom was on the same street. She was a bit faster than her own sons w ho w ere being slow. Knot know why the police officer had a problem with this. Do they not have s errors crime work to do? In their spare time why can't they stop doing absurd things? Did the pool ice officer not realize it was broad daylight? The sad part of this was that Rage and his broth her were heading to their uncle's funeral and they had to come across a foolish police. My third and final reason on why racial profiling is a main problem in Imines tot is that it prevents communities from working with law enforcement. If a specific race is arrested instantly, then communities may not work with police officers.Why should t hey work with police officers if even the police officers themselves are the one who are judge Eng them? An example of this is the incident that happened in North Minneapolis last Mont h. A young black resident of North Minneapolis was out and about in his community and was k knocking on doors to encourage his fellow neighbors to vote for this year's election. The young bal ace man did this because he didn't have the opportunity to vote because of his past criminal AC divinities, but the young black man was changing for the better. Mayor Hodges and the young b lack man took a selfish together of them pointing at each other.A TV report misguided the info urination and blurred the black man's face and this he was wearing. The police officers we re angry at Hodges because apparently she was â€Å"flashing' a North gang sign. This shows t hat the police officers and the TV reporters were racial profiling because they were racist. The eye jumped into conclusions and didn't see what good the young black man was doing for his community. So in conclusion, racial profiling is a main problem in Minnesota because it co intervenes he 14th amendment, distracts law enforcement, and it prevents communities s from working with the law enforcement.The problem could be resolved if the the police officers are taught that Alai racial profiling is wrong. Police officers should have a sense that they are not n control. They can't overpass the law. When a police officer is being recruited he should have lessons taught to him. In every 3 months the officer is inspected on his performance. Also police e officers should first see what the problem is and not just conclude things. To stop all deaths police officers must wear cameras on them. The cameras must be on all time, so that if a black GU y is shot we can have evidence on what happened.

Native American Art Essay - 618 Words

Art is a very realistic aspect among the Native Americans. In fact, what we call primitive art is actually symbolic objects from the process of a sacred ceremony. This concept is one not easily understood. Furthermore, this concept by Sam Gill is explained in Native American Religions. Sam Gill shows that Native American Art is different in meaning because of its contents then what modern societies consider art. Nonliterate people produce objects of beauty through ceremonial performances and rituals that keeps the cosmos in order, while modern societies over look these factors. More in depth, the entire concept of art and what is art differs in the world of the nonliterate societies. This is the first rule that needs to be analyzed. In†¦show more content†¦Once corn pollen is added, the holy people are present and then, the repairing begins with the relationship with the life-giving forces. In the cosmos, the destruction of the sand painting symbolizes the dissolution of the tensions and imbalances in that made the individual an ailing person. At the end of this highly symbolic ritual, there is a healthy person or a re-creation of a well ordered world. Sand painting rituals is one example of Native American beauty in art and cosmology as a whole. Though sand paintings are considered art, the real beauty lies in the whole of its contents of healing and realigning the cosmos in an individual for order. Furthermore, Masks is another great example used by Sam Gill. He clearly reveals that often times we misinterpret the meaning of mask: that they only hold a space on a shelf among others like itself, otherwise known as a collection. However, masks hold a bigger significance than that. To the Natives, masks are living and when masked performances take place, the deities are present. To view mask as art alone is to minimize the actual beauty and value behind the entire mask and its function. There is a reason for its existence and its not just to be creative and productive. Typically, we consider masks as objects that hide or conceal something. In the Native Americans case, this is the furthest from the truth. Performing a mask in a ritual isShow MoreRelatedNative American Arts756 Words   |  3 PagesNative Americans treasure one thing in their culture the most; the arts. Native American art is the works created by the natives of North America. Art can come in many forms, but are mos t present in the visual arts and melodic arts, which can then fall under several categories. Art is considered a symbol of Native American heritage and the overall culture of world art. It has been a major part of their lives for thousands of years. 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Luiseno Native artist James Luna’s performance of, The Artifact Piece (1987) confronts anthropological museums in their post-colonial precepts of the Indian â€Å"other†. In the performance of The Artifact Piece, Luna shares with the viewer that he himself is a living human artifact. Bringing into question why institutions as such continue to perpetuate and objectify Native IndigenousRead MoreThe Denver Art Museum Architecture1690 Words   |  7 Pages The Denver art Museum, a very strange looking building at first sight. Well I guess the question to ask is strange to what? Because everything is relative. So the Denver art museum architecture is very different relative to the buildings around it. To me it looks like an explosion of shapes, Boxes and triangles and wedge shaped objects flying from the center of creativity. 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