Course Humanity Professor Lecture https://www.youtube.com/watch?v=CUOMENNS0EI&feature=youtu.be Topic Overview If you have never seen Baroque art before, above is a great introduction into how it came about and what defines it. In short, Baroque art is dramatic, theatrical, ornate, sophisticated, and emotional. It originated when the Catholic Church wanted to draw people away from Protestantism by giving them a taste of the glory and grandeur of heaven or to remind of the drama and power of the Christian story. Despite its Catholic origins, Protestants would adopt many Baroque techniques for their own ends, and later Kings would use the style to portray their own splendor. Learning Outcomes After successful completion of these activities, you will be able to: explain the origins of the Italian Baroque style through the Catholic Church trace how the Baroque came north to Protestant lands and note how it was adapted to portrait painting and Protestant themes and music understand the elements of the aristocratic Baroque, which was made to mirror the glory of kings like Louis XIV of France
Discussion Post for Module 10 This is a chance for you to write about the Baroque Era. To complete this assignment, you will need to answer BOTH of the prompts below. You will needs a paragraph of at least 8-10 sentences, each sentence packed with facts, specifics, and analysis to answer EACH of the two prompts. REPLY TO THE POSTS OF TWO PEERS AFTER POSTING. 1. What features characterize Baroque art and what is the Baroque period all about in terms of art? What influenced it and where does it come from? Name at least three artists from the Baroque period and name a few of their works of art that stood out to you and explain why you like them and how they illustrate Baroque features. 2. Baroque music saw the emergence of many new kinds of forms, from he opera to the concerto. Explain some of these innovations of the Baroque period and illustrate these by giving examples from at least three Baroque composers such as Back, Vivaldi, Handel, or Corelli.
Course Humanity Professor Lecture https://www.youtube.com/watch?v=i-a4ueSsa3Y&feature=youtu.be Topic Overview This video is about John Locke, one of the foremost thinkers of the Enlightenment, which we will cover in this module. John Locke believed every individual had a natural right to life, liberty, and property. If the government denied its citizens these rights, Locke believed that a revolution was justified. This is very different from the divine right of kings that Louis XIV championed last chapter! Indeed, this module introduces a wide range of movements, the Enlightenment, the Age of Science, the Age of Reason, and the Neoclassical period. All of the movements have one thing in common, a focus on reason, order, and balance. Even music was expected to follow rules and show proper form. This was an age when people wanted to know the truth for themselves, not just take it on faith. Learning Outcomes After successful completion of these activities, you will be able to: Understand how Enlightenment thinking shaped political and social theory Describe the characteristics of Neoclassical art and comprehend the components and structure of Classical Music
Discussion Post for Module 11 To complete this assignment, you will need to answer BOTH of the prompts below. You will needs a paragraph of at least 8-10 sentences, each sentence packed with facts, specifics, and analysis to answer EACH of the two prompts. REPLY TO THE POSTS OF TWO PEERS AFTER POSTING. 1. This time period covered this module featured enormous intellectual advances, and for this reason is referred to as the Enlightenment or the Age of Reason. Describe two or three of these new ideas and concepts and mention at least three of the great philosophers and thinkers of the era mention why they are famous. 2. What are some of the features that defined the art of this time period, called Neo-Classical? How did this movement connect with the Enlightenment? Name at least three great artists from this period, describe a piece of their work, and explain how it fits into the Neo-Classical movement.
Course Humnaity Professor Lecture https://www.youtube.com/watch?v=OiRWBI0JTYQ&feature=youtu.be Topic Overview You might here “Romanticism” and think, “yeah, I know that that is. Its all about Romantic Comedies, sappy songs, and boxes of chocolates.” If you thought this, then you are wrong, and you should watch the video above to get you keyed in to what’s coming. The Romantic movement was a reaction to the coldness of reason, the uncaring nature of science, the rigidity and prejudice of society, and the horror of the industrial revolution. Romantics wanted to find something to ignite the soul, imagination, and the emotions in a world that looked increasingly bleak and impersonal. Romantics loved nature, tragic stories, drama, and horror – anything to trigger an emotional reaction. While some romantics may seem silly or trivial to us today, others can connect to our deepest desires, fantasies, and fears. Learning Outcomes After successful completion of these activities, you will be able to: Understand how the industrial revolution, new scientific discoveries like evolution, and the conquests of Napoleon contributed to the Romantic movement Explain what characteristics defined Romantic literature, especially poetry and novels List the characteristics of Romantic art as well as identify some major Romantic paintings and composers
Discussion Post for Module 12 To complete this assignment, you will need to answer BOTH of the prompts below. You will needs a paragraph of at least 8-10 sentences, each sentence packed with facts, specifics, and analysis to answer EACH of the two prompts. REPLY TO THE POSTS OF TWO PEERS AFTER POSTING. 1. How did Romantics value and what did they seek out? What was Romanticism all about and what was it responding to? What elements defined Romantic art? Name at least three Romantic artists, give an example of one of each of their paintings, and discuss how they fit into Romantic period themes. 2. Romantic music featured all sorts of drama, nationalism, tragedy, and emotion. Chose three composers of the Romantic era (such as Chopin, Wagner, Schumann, Grieg, Beethoven) and describe at least one of their works, and show how their work fits into the broader landscape of the Romantic period.
Course Introduction to humanities Professor Lecture https://www.youtube.com/watch?v=cump0Nxteb4&feature=youtu.be Topic Overview The above video introduces realism as a style, which, as you might guess, tries to depict the reality of the human condition in art and literature. Unlike Romantics who tried to escape both the horrors and the triumphs of the industrial, scientific world, realists faced it head on. Rising inequality from the industrial revolution, new thoughts about morality, social upheaval and uncertainty, and new building techniques and materials all helped to contribute to realism. As a reaction to realism, impressionists and post-impressionists focused on not what one saw, but how one saw it. Their art was not designed to accurately depict their subject like a photograph, but to convey the impression that was left by their subject. Learning Outcomes After successful completion of these activities, you will be able to: List the social, political, and intellectual conditions that laid the groundwork for realism Understand the meaning and purpose of realist art in different media and contexts Explain the purpose of impressionist and post-impressionist art and how it used new techniques to achieve its goals
Discussion Post for Module 13 To complete this assignment, you will need to answer BOTH of the prompts below. You will needs a paragraph of at least 8-10 sentences, each sentence packed with facts, specifics, and analysis to answer EACH of the two prompts. REPLY TO THE POSTS OF TWO PEERS AFTER POSTING. 1. While Romantics escaped from reality, the Realists faced it. What are some of the main features of the realism movement in literature, art, and writing? Drawing on three Realists (you may choose whether they are artists, composers, or writers, or some combination of the three) choose some of their works to explore and show how they demonstrate themes of the Realist era. 2. Impressionism was a movement more about HOW one sees or listens rather than WHAT they see. Explain what this means and what impressionists were trying to accomplish with their work. Choose three impressionism artists or composers and use their works to explain what Impressionism was all about.
Course Intro to Humanities Professor Notes https://www.youtube.com/watch?v=eKOYoYy4vBE&feature=youtu.be Topic Overview In the early 20th century a series of disasters and wars shock the world to its core, radically changing the styles of artists. World War I, the Great Depression, the Rise of Communism, World War II, and the Holocaust left many people in the world thinking that civilization had made a drastic mistake. The above video, which reads the chilling and terrifying poem by poet T.S. Eliot called “The Hollow Men” is a great example of that new attitude. Eliot presents his generation as empty, soulless people, with nothing left to say or do. Many artists and authors, feeling that culture had come to a dead end, decided to “make it new”. They wanted to challenge all in the world that had brought such horror and confusion, and instead try to find other things to bring meaning to life and the world. This movement is called modernism. Modernism has no one single style, technique, or characteristic other than the objective to revolt against boundaries and present meaning in new ways. Learning Outcomes After successful completion of these activities, you will be able to: Understand the many different manifestations of modernism in different media, from literature, to art, to sculpture, to architecture, to film Explain the differences between different schools of modernist art, including cubism, Dada, expressionism, and surrealism
Discussion Post for Module 14 To complete this assignment, you will need to answer BOTH of the prompts below. You will needs a paragraph of at least 8-10 sentences, each sentence packed with facts, specifics, and analysis to answer EACH of the two prompts. REPLY TO THE POSTS OF TWO PEERS AFTER POSTING. 1. The modernism period was in many ways a reaction against and a challenge to all that came before. What were modernists challenging and what were their goals? Choose three modernist artists, describe at least one piece of each of their work, and explain how their work illustrates modernist themes. 2. The literature and music of the modernist period broke down barriers and tried new methods and techniques. Pick three writers or composers from the modernist period and explain how their work broke barriers or used new methods.
Course Into to Humanities Professor Lecture https://www.youtube.com/watch?v=aXLS_WDIugk&feature=youtu.be Topic Overview Just like last module, this module covers a wide range of different movements. However, just like last week all of the different movements were focused on making things new, all the various movements from this week are connected with personal authenticity, criticism of the social and political order, and skepticism towards truth claims. Jackson Pollock, shown in the above video, for example, sought authenticity and spontaneity in his art by his drip and splash methods. This was also a time when social activism became popular, and marginalized races, genders, and ethnicities began to challenge the status quo. The world was changed by globalization and mass media, giving people more access to each other and to new ideas than ever before, but also overstimulating people and leaving people wondering what the truth actually is, or if truth exists really at all. Now more than ever, people understood that the universe is, to a large extent, what we make of it. Learning Outcomes After successful completion of these activities, you will be able to: Understand the vast array of new artistic and literary movements and styles from this period, from abstract expressionism in art to post-modernism in literature List some of the new media through which people communicated their ideas, such as the internet, television, and radio
Discussion Post for Module 15 To complete this assignment, you will need to answer BOTH of the prompts below. You will needs a paragraph of at least 8-10 sentences, each sentence packed with facts, specifics, and analysis to answer EACH of the two prompts. REPLY TO THE POSTS OF TWO PEERS AFTER POSTING. 1. Postmodern and Contemporary art are often difficult to understand and explain. Hopefully some of these resources, especially the TED talk on YouTube helped you to conceptualize things a bit better. Try your hand at crafting a brief definition for these movements. Choose three artists from this time period and discuss how examples of their art connect with bigger themes in postmodern and contemporary art. 2. Pop culture is a major part of art and literature, music, and art of the present day. From comic books, to Hip Hop, to fantasy/Sci-Fi novels. Choose three of your favorite artists/writers/musicians of today and explain what appeals to you in their work. Try to dig deeper than “I like their sound” and try to find deeper themes our culture that connect with you.
Course Introduction to Engineering Technology Soldering Project Worksheet After watching this soldering video: Soldering Video Link https://www.youtube.com/watch?v=AY5M-lGxvzo&list=PL926EC0F1F93C1837 and doing some online soldering research of your own, complete the Soldering Project Worksheet below: Soldering Worksheet.doc Preview the document and submit for a grade…
Assignments-All/Assignment-7/Basic Soldering Lesson 6.pdf
Basic Soldering Lesson 6 – Component Soldering We have covered terminals. Now, let’s go on to component soldering onto a circuit board. What we are going to watch is the technique for soldering an axial leads component to a single sided board. Here we are using a resistor. Cleaning is the first step. It’s done with a rubberized abrasive stick which gets off all the heavy oxides from the lead surfaces. The pads are also cleaned with the abrasive stick. Any oil or grease should be removed with solvent before the abrasive and then again afterwards. For bending the leads, a component forming tool or pliers will be used. It is adjusted to span the distance between the two holes and makes it easy to properly form the leads. After bending, the leads are wiped with solvent to remove oil or grease left from your fingers. The component leads are inserted through the board from the base side and the fit is perfect. For a straight through lead termination, the lead is cut at a length equal to the lead wire diameter. For a clinched lead termination, the leads are first semi-clinched and then cut then cut to a length equal to the pad diameter, then the lead is pressed flat in the direction of the track, positioning it along the center line. The process is repeated until all resistors are mounted in place. Now, we will watch the soldering of the leads. Notice that the iron touches the joint first, coming in from one side while the solder is brought in from the other. The tip is in contact with the lead since this is the principal thermal mass in the joint. It’s done with a light touch, so that no pressure is applied to the pad. The solder is painted on and then removed before the iron is removed. The iron is always swept over the end of the lead and removed to ensure that solder covers the end of the lead. Here you see the result with all the characteristics of a preferred joint. First, there is a correct amount of solder and good wetting action. The surface is smooth and well feathered out to the edge. There are no pits or holes in it and no evidence of flux once the joint is clean after soldering. The appearance of the surface is bright and shiny. With a clinched lead, the fillet should look like this, slightly concave and showing the shape of the underlining wire. The work piece indicator here is the length of the solder flow along the conductor. An excessively long flow indicates too long a dwell time. With a straight through lead, the preferred fillet looks like this, again the slight concavity and smooth shiny surface.
Joints like these are unacceptable because they have too little side. As a result, the fillets are too small. Here the fillets are too big, there is too much solder. Here are some other types of unacceptable joints, this is the rosin joint, too little heat was applied and there is still solidified flux between the wire and the terminal, sometimes it may appear on the solder surface itself. This is a cold joint; when heat is withdrawn too soon, the solder doesn’t feather out. This joint shows the other main characteristic of cold joints, a surface that looks frosty and granulated. Another unacceptable joint is this disturbed joint, it is also frosty and granulated, but here the cause has been movement during solder solidification. This is an overheated joint, it has a chalky, dull or crystalline appearance and may show pitting on the surface, it’s often the result of repeated efforts to repair a joint that won’t web properly due to contamination or lack of sufficient flux. A good way to inspect a joint is to roll it around under an overhead light, the movement directs the light on every spot and will quickly reveal any pits or discontinuity on the surface.
Assignments-All/Assignment-7/Soldering Worksheet – Please fill this doc.doc
EET1214C Introduction to Engineering Technology
1) Name three commonly used components on a circuit board:
2) What is the procedure to prepare stranded wire for soldering?
3) Name 2 de-soldering tools:
4) What does the dot represent on the schematic symbol for an IC socket holder printed on a circuit board?
5) What are the silver circles on a circuit board called?
6) What is the standard letter symbol for a transistor?
List the five solder joint characteristics:
Course Introduction to Engineering Technology GEO_1: Engineering Technology and their Value to our World (Not Required) Describe a real world engineering technology related example that has not yet been posted by another student and discuss its value to our world and why. Cite all of your references for other students who would like to research and learn more about your particular engineering technology example.