300 words

All requirement in the attached

Similarity should be less than 10%

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Ai report and similarity report is needed ))

The Deccan Trap is the area made up of Basaltic Igneous Rocks In Peninsula India. Over the time the rocks broke and formed the Black Soil.

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Topics include Sangya, Sarvanam, Kriya, Visheshan, Muhavare, and Vyakaran basics.

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Field Assignment: Where to Go

There are many local arts organizations that feature modern and contemporary art. For your final project, you will visit a museum, gallery, or public art installation (such as Chicano Park) in person. You are welcome to base your assignment on your experience at a different museum that features modern art if you have been traveling or if you are located in a different community. Please be in touch if you cannot visit a museum or gallery in person so I can give you an alternate assignment.

Museums

At Balboa Park, you can visit several museums that include works by many artists you have studied in class. I will be going to the San Diego Museum of Art on Saturday May 23 at noon and you are welcome to join me and a few other students. Unfortunately, parking at Balboa Park is no longer free.

The San Diego Museum of Art () is currently free to college students with a student ID, as well as veterans with Military ID, and people 17 and younger. The Balboa Park Sculpture Garden next to SDMA is also open to the public and includes some examples of Modern art sculpture (). The Timken Museum is free to visit and has a small but wonderful collection.

The Museum of Contemporary Art San Diego () features works of art from 1950 to the present, and their collection includes artists that you will be learning about in the final section of this class. Admission is free for people 25 and under, SNAP/EBT card holders, visitors with disabilities, and military veterans. Second Sundays and third Thursdays of the month also offer free admission.

If you are in North County, the Oceanside Museum of Art () is an amazing museum and frequently features local contemporary artists.

The California Center for the Arts, Escondido (often abbreviated CCAE) is located in Escondido and organizes many large exhibitions as well as performances:

Assignment Instructions:

For your essay, you will once again be comparing and contrasting the work of two artists. This time you will pick a work of art that you discover at a museum or gallery and compare and contrast it with another work of art that you have studied in this class. You may select any artist that has been included in your textbook or in previous discussion boards to compare and contrast with the artist you choose to research from your museum visit.

You have written a comparison essay in this class before so you should have some insight into the process.

Some things to consider:

How do the works of the two artists relate?

What stylistic similarities and differences can you identify?

What ideas do you see expressed in their artwork?

Can you relate their works to art movements you’ve studied in this class?

How does the artwork reflect the time period in which the artists lived?

Just do your best! This is simply an opportunity for you to revisit the work of an artist that you’ve learned about this semester and relate it to something new you discover. I encourage you to also reflect on your own experience visiting a museum in this essay. How is seeing art in person different than viewing it online or in a book?

Your essay should be about three pages (double-spaced in MLA format) and must include a works cited! Be sure that you cite your sources and don’t just copy and paste from online sources as your work will be flagged for plagiarism. If you notice that it is a high match, please revise your work and resubmit so that you don’t lose points. I want to read your ideas about the artwork as well as the results of your research!

Discussion: Relating to the Viewer

Relating to the Viewer

Your reading for last week covered several art movements that flourished in the 1960s, such as Performance art and Pop art. This week your reading focuses on the way in which the modernist abstraction of the 1950s and and 1960s continued to evolve (Chapter 20), and how conceptual artists further pushed the boundaries of art (Chapter 22).

Although their methods were very different, Op art painters, Minimalist sculptors, and performance artists sought to engage the viewer physically by altering space and questioning reality. Op art paintings stimulate the retina of the viewer’s eyes in various ways to create optical phenomena. Minimalist sculptures are often meant to be navigated by the viewer and understood in relation to the viewer’s body. Performance art and Happenings engage their audience by asking fundamental questions about what it means to be human, dissolving the separation between art and life.

Your task this week is to describe the strategies employed by an artist as they attempt to engage a viewer. How do you experience a work of art? Why does it make you feel the way it does? How might your experience change if you encountered this artwork or performance in person (instead of in your book or online)?

You may choose to analyze an art “object” from an artist covered in Chapter 20, a conceptual piece by an artist featured in Chapter 22, or the work of an activist or feminist artist.

The purpose of this discussion is to

• Engage in substantive interaction with other students.
• Integrate information learned from the Unit 6 class materials into a discussion post on Frances Farmborough.

To achieve the objective(s)

• Watch the and take notes.
• Read and take notes on the .
• Read and take notes on the excerpt from .

The course content will help you compose and prove a thesis for your discussion board post.

See the directions and rubric for more details.

Outcomes and Objectives

Student Learning Outcomes

• Analyze primary and secondary sources and explain how they support a thesis statement.
• Explain relationships between the causes of historical events and their effects.
• Describe a relevant individual involved in a historical event and explain his/her significance in this event.

Objectives

• Explain the impact of expanding industrialization and imperialism had on the roles of women and family life.
• Identify the ways women became activists outside of the home.
• Describe Nationalism’s effects on women’s lives.
• Explain women’s contributions in Total War in WWI.
• Identify the process of women in the west gaining the right to vote.

Instructions

Requirements for your initial post:

• Answer the following prompt: Based on the Unit 6 class materials, was Frances Farmer:

• • A conformer: Did she choose or was she pressured by others into conforming to accepted gender norms? Why and how did she conform?
  • A rebel: Did she choose to reject accepted gender norms? Why and how did she rebel?
  • An adapter: Was she not much of a conformer or rebel, but shifted gender roles based on changing societal circumstances? Why and how did she adapt?

• A thesis that is based on ONE of the above classifications (conformer, rebel, adapter).
• A thorough and clear answer to the prompt.
• A response based only on the class materials. If you use other materials, plagiarize, or use AI, you will receive a 0 on the assignment without an opportunity to redo it.
• A thorough and clear answer to the prompt.
• Citations of class materials at the bottom of your post. If you cite a primary source document, you must also cite either the book excerpt or a lecture video to show where you found the specific historical facts in your argument. Use the format explained at 0.6 in Unit 0 in the modules for your citation.
• Analysis of specific historical facts from class materials on the accepted gender roles of European society in the WWI.
• Analysis of specific historical facts from class materials on the ways Frances Farmer accepted, rejected, or adapted to the gender roles of European society during WWI.

Reply Post:

• Make a reply to the post of another student who chose a different answer than yours.
• Analysis to explain how you came to a different rating.
• Analyze at least one historical fact to explain why your choice is more accurate. You can recycle the information you used in your initial post.

Netiquette

As you read and respond to others’ posts, keep in mind some basic rules for netiquette:

• • • Be kind and respectful to others.
    • Use full sentences.
    • Treat others online as you wish to be treated.
    • Use language that supports others.

Assignment Overview

The purpose of this assignment is to recognize the historical significance of the images, quotes, and terms used in the Unit 6 Lecture Videos.

To achieve the objective,

• Watch and take notes on the .
• Read and take notes on the .

The course content will help you gather the specific historical facts necessary to complete the assignment.

See the directions and rubric for more details.

.

Outcomes and Objectives

Student Learning Outcomes

• Analyze primary and secondary sources and explain how they support a thesis statement.
• Explain relationships between the causes of historical events and their effects.
• Describe a relevant individual involved in a historical event and explain his/her significance in this event.

Objectives

After completing this module, you will be able to:

• Explain the impact that expanding industrialization and imperialism had on the roles of women and family life.
• Identify the ways women became activists outside of the home.
• Describe Nationalism’s effects on women’s lives.
• Explain women’s contributions in Total War in WWI.
• Identify the process of women in the West gaining the right to vote.

Instructions

• Choose an item from the .
• Click on the blue “Start Assignment” to the upper right.
• Write one to two paragraphs on the significance of your item.

You may want to:

• Explain how your item is a cause or a consequence of some event.

• Explain how your item exemplified some trend, movement, or ideology.
• Explain how your item ties into one of our class themes
• Explain any other significance you find in this item

Here’s a reminder of our class themes:

• The uniqueness of various cultures and the impact of cross-cultural exchange.
• The role of religion in shaping world history up to 1500.
• The role of government in shaping world history up to 1500.

Guidelines

• Go to the Announcements in Canvas to see the sample Significance Assignment I sent out.
• An explanation that is written in your own words. If you plagiarize or use outside information or AI, you will receive a zero on the assignment.
• Use of complete sentences and paragraphs. Do not use bullet points (like I’ve just done here).
• All of the information in your assignment must come only from class materials. If you have no information from the lecture videos, the text, or the documents on Canvas, you will receive a zero.
• Be sure to use the format and standards from the Citations Quiz in Unit 0 to cite class materials.
• Add a clearly identified item using specific facts from the class materials.
• Add a thorough, clear, and factually correct explanation of the significance of your item based on specific historical facts from class materials.
• Add an explanation that puts your item in historical context with reference to other specific historical facts to which the item is tied.
• Add a date for your item which uses a specific year (for example, 1688), a decade (for example, 1680s), or a portion of a century (for example, early, mid, or late 1600s).
• Make your response one or two paragraphs, at least three sentences long.

Grading & Feedback

• The criteria are outlined in the rubric below. Use the rubric as a checklist before you submit the assignment to make sure you put in all the requirements.
• I will have these graded by Tuesday evenings, probably earlier if you turn them in before Sunday.
• I put feedback in the comments section. When you go to Grades in Canvas, you will see an icon that looks like two text boxes. Click that icon to see my feedback.
• I also use the graded rubric to show you which specific requirements you met or missed.
• Use the feedback to improve on the next Significance Assignment or to see what you did well.

primary source

Introduction:

The following are some examples of songs that female textile factory workers sang. Working in the silk factories was promoted as a service to the nation since the profits were a major source of revenue that financed industrialization and modernization in Japan during the late 19th and early 20th centuries. The working conditions and pay for the young women who worked in the mills, however, were poor. The first song below is a song that the factory provided to inspire the workers. The next song was written by the women in the factories about their lives. Following the songs are two brief statements by women who worked in coal mines during the Meiji era. The first woman began working in the mines, away from her family, when she was 13 years old.

Raw Silk:

Raw silk,
Reel, reel the thread.
Thread is the treasure of the empire!
More than a hundred million yen worth of exports,
What can be better than silk thread?
Factory girls,
We are soldiers of peace.
The service of women is a credit
To the empire and to yourselves.
There are trials and hardships, yes,
But what do they matter?*
*These are the first two of fourteen stanzas.

Raw silk,
Reel, reel the thread.
Thread is the treasure of the empire!
More than a hundred million yen worth of exports,
What can be better than silk thread?
Factory girls,
We are soldiers of peace.
The service of women is a credit
To the empire and to yourselves.
There are trials and hardships, yes,
But what do they matter?*
*These are the first two of fourteen stanzas.

My Factory:

At other companies there are Buddhas and gods.
At mine only demons and serpents.
When I hear the manager talking,
His words say only “money, money, and time.”
The demon overseer, the devil accountant,
The good-for-nothing chrysalis.
If you look through the factory’s regulations,
You see that not one in a thousand lies unused.
We must follow the regulations;
We must look at the foreman’s nasty face.

Miner #1:

The mines were a dangerous place. . . . A cave-in might occur at any moment. There were
times when gas came out. Then a blue ball of fire would shoot through the mines. . . . the
water was always seeping in. . . . and it was hot. The womens job was to transport the
coal that had been mined. The coal was loaded onto a 4 foot square wooden box. The
bottom of the box had metal runners. We had to pull this box with a sash over our
shoulders. . . . Where it was uphill, there were wooden logs that served as rails to make it
easier to pull the box. Going downhill, when the angle of the slope was over thirty
degrees, we would get on our hands and knees, grab the log railings firmly, hold back the
box with our heads, and slowly crawl down backwards. With a lamp in our mouths and
with our heads holding back the box full of coal, we would feel our way down, inch by
inch . . . If you slipped, it wouldnt be only you who got hurt because there were others
ahead of you. Some of the women had babies on their backs . . . Once a friend of mine
was coming down the slope with her daughter. We were going up. All of a sudden the
boxes began to tumble down and her daughter was killed . . .

Miner #2:

I raised my children while working in the mines. It was really rough going into the mines
then. I would get up at two in the morning and quietly prepare breakfast. . . . I would then
wake my child up when it was still dark. The child would rub his eyes and complain. I
would yell at him and take him to the nursery. They used to take care of him for 8 sen a
day. I would leave him there, wondering if I would ever see him again. . . Will today be
the day he is going to lose his parents? I would wonder. So I was able to see my children
only at night

Unit 1 Reflection: Group Self-Portrait

Prompt:

This week, we took a look at self-portraits that not only include the artist but also include their friends, family, neighbors, etc. We considered how the inclusion of the artist’s community enriches their depictions of themselves.

Based on what we’ve learned so far in this class about self-portraits that include community, write a 400-word-long reflection on who you would include in your self-portrait with other people and why.

As you write your reflection, please consider the following:

• Who would accompany you in your self-portrait?
• Who is most valuable in your life?
• Which people surrounding you define your sense of self?
• Would only the people you’ve selected be present, or would you be present too?

Guidelines:

To earn full credit:

• Who would be included in your self-portrait with your community
• Write a response that addresses the prompt and is at least 400 words
• Submit before the due date and time

Due Friday by 11:59 pm

Points Possible: 10

Submitting Your Assignment:

1. Please complete the assignment as a pdf, docx, or doc file.
2. Click the Submit Assignment link located above.
3. Type your response in the Text Entry box.
4. Click the Submit Assignment

Unit 2 Assignment: Field Work

• Due Sunday by 11:59pm
• Points 30
• Submitting a file upload
• File Types pdf, docx, and or doc file
• Available until May 27 at 11:59pm

Unit 2 Assignment: Field Work

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For your Unit 2 Assignment, youll be going out into the city and attending or visiting ONE of the cultural events or locations Ive listed below, and submit a reflection about your experience.

Cultural Event/Location Options:

• Attend an open mic night

• Adams Ave Theater
• Lestats on Adams
• etc.

• Attend a live concert at

• Lestats
• SOMA San Diego
• The Soda Bar
• The House of Blues
• Adams Ave Theater
• Bread & Salt
• etc.

• Attend a play at

• The La Jolla Playhouse
• The Signet Theater
• The Old Globe
• etc.

• Take a walk around and admire the Art & Architecture

• The Gaslamp District in Downtown San Diego
• Balboa Park
• Chicano Park

• Visit a museum or gallery from the list below (if you visit one of the listed museums in Balboa Park & you’re a San Diego resident, be sure to check to see if you can make it on a free admission day)

• Sparks Gallery
• Minegi International Museum
• Museum of Photographic Art
• Japanese Friendship Garden & Museum
• San Diego Museum of Art
• Timken
• Comic-Con Museum
• Bread & Salt
• Museum of Contemporary Art San Diego

At the end of Unit 2 (Week 7), you will write a 500-word-long reflection about your experience:

Heres some guidance on things to write about

Where did you go? What did you attend?

What did you do?

What did you see/hear/eat?

Who else was there? Did you talk to anyone?

Directions:

• Attend/visit a cultural event/location
• Write a reflection that is at least 500 words long about your experience
• Submit your assignment by 11:59 pm on Sunday

Points Possible: 20

Submitting Your Assignment:

1. Please complete the assignment as a pdf, docx, or doc file.
2. Click the Submit Assignment link located above.
3. Click Choose File.
4. Select your document.
5. Click the Submit Assignment