The Andy Warhol Museum Presents Unique And Intellectually...

Artists name, year of birth, country of birth, and textbook page where the artist is mentioned. - Andy Warhol, born August 6, 1928, Pittsburgh, Pennsylvania, U.S., and page 508. 2. Complete website where you found information about the artist. -http://www.biography.com/people/andy-warhol-9523875#related-video-gallery 3. What is his/her primary media? -He ventured into a wide variety of art forms, including performance art, filmmaking, video installations and writing, and controversially blurred the lines between fine art and mainstream aesthetics, (bio.com) and silkscreen images. 4. Include TWO locations where the artist work is currently displayed or was recently displayed. -The Andy Warhol Museum presents unique and intellectually stimulating exhibitions year-round, and continues to display never-before-seen Warhol artworks from the collection. The artwork within the Warhol’s six floors of gallery space frequently rotate, providing an ever-changing experience for our visitors. (â€Å"Exhibitions†) find another gallery! 5. Write two paragraphs (a paragraph is 5-7 sentences long) about this artist, his work, his techniques, why he/she interests you. -Andrew Warhola was born on August 6, 1928 in Pittsburgh, Pennsylvania. His father was a construction worker, and his mother was an embroider, both were Slovakian immigrants. His family attended mass regularly, and carried on with their Slovokian culture. When Warhol was 8 he contracted Chorea, which is rare and sometimes

African American Reparations Negative2 Essay - 1786 Words

African American Reparations Negative We negate the resolution, Resolved: The United States Federal Government ought to pay reparations to African Americans Framework: First, This debate revolves around the idea of race relations. At that point, the team that is best able to evaluate the root cause of racism should win the round. If we prove that reparations don’t solve for the underlying issues of racism, a negative ballot is in line. Second, the topic uses the phrase â€Å"pay reparations to African Americans†. At that point, the basis of the affirmative is to interact with the African Americans themselves. Contention 1 Subpoint A: The root cause of racism is the structures of economic inequality, which reparations can’t fix. Nuruddin ‘1†¦show more content†¦Wealth is often accumulated through inheritance; thus the origins of this widening divide may be traced back many generations. The Civil Rights movement dismantled American apartheid (de jure segregation--but certainly not de facto segregation as a tour through any of Americas chocolate inner cities and vanilla suburbs will reveal), qualitatively transforming the landscape of civil liberties, access and opportunities for African Americans. Yet the dismantling of the social and political aspects of American apartheid has not led to African American community empowerment or development, just as the dismantling of the social and political aspects of Zimbabwean and South African apartheid has not led to national reconstruction in those societies, because in all three cases, the economic resources (including the land and the mineral wealth--all ill-gotten gains) remained concentrated in the hands of whites. When actions such as the civil rights movement occurred, white people still took economic resources from group they were trying to help. Subpoint B: The root cause of racial subjugation is capitalism, and reparations movements will fail within it. Burkett ‘8 (Maxine Burkett- Associate Professor of Law, University of Colorado Law School.- 2008- â€Å"Reconciliation and Nonrepetition: A New Paradigm for African-American Reparations† P.

Jacob Have I Loved free essay sample

Jacob Have I Loved AUTHOR: Katherine Paterson GENRE: Fiction# OF PAGES: 244 EXPOSITION: Rass Island, during World War II, Louise Bradshaw hates her twin sister because her sister, Caroline, gets all the eyes POINT OF VIEW: 1st person point of view PROTAGONIST: Louise Bradshaw, age starting at 13 but growing through the book, tall, large boned, beautiful and elegant structure. Susan Bradshaw is her mom and Truitt Bradshaw as parents is her dad. She also lives grandma and twin sister, Caroline. TEXTUAL EVIDENCE: At thirteen I was tall and large boned, with delusions of beauty and romance. ( Paterson 5) ANTAGONIST: Caroline Bradshaw, age starting at 13 but growing through the book, tall, elegant hands, beautiful and elegant structure. Talent is singing. Susan Bradshaw is her mom and Truitt Bradshaw as parents is her dad. She also lives grandma and twin sister, Louise. TEXTUAL EVIDENCE: By the time we were ten, it became apparent, though, that Carolines true gift was her voice. We will write a custom essay sample on Jacob Have I Loved or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ( Paterson 23) CONFLICT: Man vs. Man AND Man vs. Self (Internal and External). Caroline is Louises twin and gets all the attention which makes Louise feel unwanted. RESOLUTION: Louise learns that her parents love her equally, when she fights with her mom and reveals her opinions, and she lives her own life with successes, while ignoring Caroline. PLOT SYNOPSIS or SUMMARY: Louise, a twin with her sister Caroline, loves to do the manly work of watermen with her best friend, McCall aka Call, while her sister loves singing and playing the piano. Because of this and difficulty during birth, Caroline is more favored by friends and family. Louise feels abandoned and not cared for. When a old man who grew up the Rass Island comes back after a long time, Louise learns many things about life and this small island. Later on, she gets in fights with her mother and grandma about her opinions. Her parents help her to stand up and understand that they love her. SYMBOL: The boat represents how she loved to go and be one of the watermen and the little freedom she felt on the waters. Title of Book- Jacob Have I Loved Author- Katherine Paterson Genre- Fiction Point of View- 1st person Setting (time and place)- Mostly during World War II and Rass Island # of pages- 244 Protagonist- Louise Bradshaw Brief description- age starting at 13 but growing through the book, tall, large boned, beautiful and elegant structure. Susan Bradshaw is her mom and Truitt Bradshaw as parents is her dad. She also lives grandma and twin sister, Caroline Antagonist Caroline Bradshaw Brief description- age starting at 13 but growing through the book, tall, elegant hands, beautiful and elegant structure. Talent is singing. Susan Bradshaw is her mom and Truitt Bradshaw as parents is her dad. She also lives grandma and twin sister, Louise. Main Conflict- Man vs. Self and Man vs. Man Resolution Louise learns that her parents love her equally, when she fights with her mom and reveals her opinions, and she lives her own life with successes, while ignoring Caroline. Internal Conflict- Louise feels unwanted and gets very emotional on this thought. Theme- Standing up for yourself Title- Jacob Have I Loved Symbol- The boat represents how she loved to go and be one of the watermen and the little freedom she felt on the waters. New Words- 1. Contradict (Paterson 37)- to assert the contrary or opposite of. 2. Primers (Paterson 58)- elementary book for teaching children. 3. Exasperation (Paterson 71)- irritation or extreme annoyance 4. Slicker (Paterson 118 )- oilskin raincoat 5. Streaky (Paterson 134)- uneven in quality Figurative Language- 1. He gazed in the room as thought it were full of art rather than pine boards and wood curls (66)- showed how shocked Call was when he saw the room. 2. my mouth was dry as sawdust (67)- showed how Louise was too shocked and couldnt say anything. 3. He started back in sort of a zombielike walk(67)- showed how Call was trying to get out of there in refusal. 4. She was using my fingers to indicate my soul(74)- showed how Louise felt to Carolines reaction to her dirty fingernails. 5. it felt as tho ugh I were swallowing an icicle(83)- showed Louises guilt for fault accusations.

Sulphuric acid is dibasic Essay Example

Sulphuric acid is dibasic Paper Demonstrating that sulphuric is dibasic: Aim: The aim of my plan is to demonstrate that sulphuric acid is dibasic. Introduction: Acid is a substance that reacts with a base to form a salt and water similarly a base is a substance that reacts with an acid to form a salt and water. Lewis (a scientist) states that an acid is a compound that accepts a pair of electrons from a base and a base is a molecule or an ion that donates a pair of electrons to an acid. Acids taste sour and are corrosive and bases are slippery. ? Acid + Base i Salt + Water Acid + Metal i Metal Salt + Hydrogen gas Prediction: I predict that sulphuric acid, H2SO4 is dibasic because it forms two hydrogen (H+) ions in an aqueous solution. It is the molecule of sulphuric acid which changes to sulphate ions (SO42-) and hydrogen ions (H+) when dissolved in water. However, hydrochloric acid is monobasic as it only forms one hydrogen (H+) ion in an aqueous solution. To prove this, I am going to carry out two different experiments that involve a titration and collection of a gas. I assume that it should require me half a volume of sulphuric acid to neutralise sodium hydroxide, NaOH than HCl in titration. We will write a custom essay sample on Sulphuric acid is dibasic specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sulphuric acid is dibasic specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sulphuric acid is dibasic specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In the collection of gas, I expect to collect double the volume of gas when metal reacts with H2SO4 than that of produced in the reaction with HCl. To prevent irritant substances from coming in contact with my skin Method: Titration: 1. Pour in 100cm3of sulphuric acid and 100cm3of Sodium hydroxide in two separate beakers and label them with their corresponding names, H2SO4 and NaOH. 2. Rinse burette first with distilled water then with small amount of H2SO4 while tap is still closed. Leave some of the acid and run it through the tap. 3. Close the tap and clamp the burette. Make sure it is secure. 4. Using filter funnel, fill burette with H2SO4. 5. Also, rinse conical flask with distilled water first and then with NaOH. 6. Bind pipette filler with pipette and fill in 25 cm3 of NaOH and read lower meniscus. 7. Hold pipette above conical flask and remove the pipette filler which will allow NaOH to run down into it. 8. Put a whit tile underneath burette. 9. Add few drops of phenolphthalein in the conical flask containing NaOH and place it on the tile. 10. Open the tap fully and allow the acid to flow and at the same time swirl the conical flask. 11. If the colour of solution is going lighter, twist the tap so that only drops of acid flow into the conical flask. 12. Keep adding the drops until one last drop changes the colour of the solution to colourless. 13. Close the tap with that last drop and record the reading of the acid that was used in a table. 14. Repeat the same procedure 3 more times and find the average volume of acid used. 15. Carry out exactly the same procedure from step 1 to 13 but using HCl instead of H2SO4. 16. See the figure below for how to set up the apparatus.

10 Ways to Turn Your Part Time Job Into a Full Time Job

10 Ways to Turn Your Part Time Job Into a Full Time Job You’ve got a great part-time or contract gig with a company you love. Maybe it suited you best at the time you were hired, or maybe you just love the company and wanted to get your foot in the door. Either way, you’re ready to try moving up the ladder and getting a more permanent position. Here are 10 strategies to get you started on the path to turning your part time job into a full time job. 1. Listen to the bossYou’re at a meeting, and your boss expresses a concern or unveils a new goal. Quietly start doing everything you can to show her serious results in making that goal a reality. As soon as you’ve got something to show, or some serious momentum, clue her in on your efforts. You may just blow the rest of the team out of the water.2. HustlePut a post-it on your desk, or, you know, a notification on your phone, that says â€Å"everyone else is working harder.† Let that scare you for a second, but don’t let it be true. If you want to rest on full-time laurels, you have to hustle 10x  harder to achieve them. Come early, stay late, get involved. Prove that you’re an asset by working harder, doing more, and showing more results. How else do you think you’ll get hired for good?3. Get creativeDon’t just do your project, turn it in, and shut down until you get the next one. Don’t just focus on the one aspect of the company that lands in your lap on a part-time basis. Try thinking about how your piece of the puzzle fits in with the rest of the company, and try to keep the big picture in mind. If you can show not just the value of your own work, but that you have a good sense of the company as a whole, you’ll distinguish yourself among the other freelancers and temporary employees.4. Be better than you are on paperMaybe your resume-worthy experience is kind of thin, but you really get what’s going on here, in this field or in this company. Prove it. Show you’re wise beyond y our laundry list of accomplishments. Show your talent and your drive. If you prove yourself to be extra insightful, your boss won’t care what’s on your resume when it comes time to make hiring decisions.5. Be proactiveIf you want to graduate to full-time, you should make your boss feel like you already are full-time. That means going above and beyond on every project, insinuating yourself into the most important discussions, proving that you’re already an asset and part of the team. Going the extra mile now will make it very easy for your boss to see you in that rosy full-time light when it’s time to make decisions.6. Speak upDon’t just meekly submit your work. Submit your work with insightful feedback, or the great ideas you’ve got for how to help the company progress. Showing your investment in your team and the work you’re doing can go a long way toward getting you a full-time gig.7. Sell itIf you believe in the company, sell it. G et out on social media, spread the word. Be such a good spokesperson that the company is terrified to lose you, lest you focus your excellent attentions somewhere else. If you believe in them, they’ll believe in you. It’s mutually beneficial!8. TeamworkDon’t just distinguish yourself and go about doing anything necessary to achieve your personal goals. Nobody likes a mercenary. Be a team player instead. Don’t just prove to your boss that you’re essential, make sure your team knows it as well. Stand together and you’ll be stronger for it.9. Play the long gameAs much as possible, show long-term interest in the company’s strategy and goals for the future, and indeed the future of the industry. That means staying abreast of trends and innovations, and constantly engaging in how to advance the company in the field. Even if you don’t get this particular full-time gig, you’ll be an asset in the next place you look.10. Self-star tCome early, stay late, get involved. Don’t go to a meeting without having a few  suggestions or ideas. Make an effort with every project, on every team. Show you’re  more or less full-time already; hiring you permanently would be an inevitable  formality. Sometimes it’s the little things and the extra above-and-beyond details  that will really make a difference in how you’re valued.

Battle of Belmont in the Civil War

Battle of Belmont in the Civil War Battle of Belmont - Conflict Date: The Battle of Belmont was fought November 7, 1861, during the American Civil War (1861-1865). Armies Commanders Union Brigadier General Ulysses S. Grant3,114 men Confederate Brigadier General Gideon Pillowapprox. 5,000 men Battle of Belmont - Background: During the opening stages of the Civil War, the critical border state of Kentucky declared its neutrality and announced it would align opposite the first side that violated its borders. This occurred on September 3, 1861, when Confederate forces under Major General Leonidas Polk occupied Columbus, KY. Perched along a series of bluffs overlooking the Mississippi River, the Confederate position at Columbus was quickly fortified and soon mounted a large number of heavy guns which commanded the river. In response, the commander of the District of Southeast Missouri, Brigadier General Ulysses S. Grant, dispatched forces under Brigadier General Charles F. Smith to occupy Paducah, KY on the Ohio River. Based at Cairo, IL, at the confluence of the Mississippi and Ohio Rivers, Grant was eager to strike south against Columbus. Though he began requesting permission to attack in September, he received no orders from his superior, Major General John C. Frà ©mont. In early November, Grant elected to move against the small Confederate garrison at Belmont, MO, located across the Mississippi from Columbus. Battle of Belmont - Moving South: To support the operation, Grant directed Smith to move southwest from Paducah as a diversion and Colonel Richard Oglesby, whose forces were in southeast Missouri, to march to New Madrid. Embarking on the night of November 6, 1861, Grants men sailed south aboard steamers escorted by the by the gunboats USS Tyler and USS Lexington. Consisting of four Illinois regiments, one Iowa regiment, two companies of cavalry, and six guns, Grants command numbered over 3,000 and was divided into two brigades led by Brigadier General John A. McClernand and Colonel Henry Dougherty. Around 11:00 PM, the Union flotilla halted for the night along the Kentucky shore. Resuming their advance in the morning, Grants men reached Hunters Landing, approximately three miles north of Belmont, around 8:00 AM and began disembarking. Learning of the Union landing, Polk instructed Brigadier General Gideon Pillow to cross the river with four Tennessee regiments to reinforce Colonel James Tappans command at Camp Johnston near Belmont. Sending out cavalry scouts, Tappan deployed the bulk of his men to the northwest blocking the road from Hunters Landing. Battle of Belmont - The Armies Clash: Around 9:00 AM, Pillow and the reinforcements began arriving increasing Confederate strength to around 2,700 men. Pushing forward skirmishers, Pillow formed his main defensive line northwest of the camp along a low rise in a cornfield. Marching south, Grants men cleared the road of obstructions and drove back the enemy skirmishers. Forming for battle in a wood, his troops pressed forward and were forced to cross a small marsh before engaging Pillows men. As the Union troops emerged from the trees, the fighting began in earnest (Map). For around an hour, both sides sought to gain an advantage, with the Confederates holding their position. Around noon, the Union artillery finally reached the field after struggling through the wooded and marshy terrain. Opening fire, it began to turn the battle and Pillows troops began falling back. Pressing their attacks, the Union troops slowly advanced with forces working around the Confederate left. Soon Pillows forces were effectively pressed back to the defenses at Camp Johnston with Union troops pinning them against the river. Mounting a final assault, the Union troops surged into the camp and drove the enemy into sheltered positions along the riverbank. Having taken the camp, discipline among the raw Union soldiers evaporated as they began plundering the camp and celebrating their victory. Describing his men as demoralized from their victory, Grant quickly grew concerned as he saw Pillows men slipping north into the woods and Confederate reinforcements crossing the river. These were two additional regiments which had been sent by Polk to aid in the fighting. Battle of Belmont - The Union Escape: Eager to restore order and having accomplished the objective of the raid, he ordered the camp set on fire. This action along with shelling from the Confederate guns at Columbus quickly shook the Union troops from their reverie. Falling into formation, the Union troops began departing Camp Johnston. To the north, the first Confederate reinforcements were landing. These were followed by Brigadier General Benjamin Cheatham who had been dispatched to rally the survivors. Once these men had landed, Polk crossed with two more regiments. Advancing through the woods, Cheathams men ran into straight into Doughertys right flank. While Doughertys men were under heavy fire, McClernands found Confederate troops blocking the Hunters Farm road. Effectively surrounded, many Union soldiers wished to surrender. Not willing to give in, Grant announced that we had cut our way in and could cut our way out just as well. Directing his men accordingly, they soon shattered the Confederate position astride the road and conducted a fighting retreat back to Hunters Landing. While his men boarded the transports under fire, Grant moved alone to check on his rear guard and assess the enemys progress. In doing so, he ran into a large Confederate force and barely escaped. Racing back the landing, he found that the transports were departing. Seeing Grant, one of the steamers extended a plank, allowing the general and his horse to dash aboard. Battle of Belmont - Aftermath: Union losses for the Battle of Belmont numbered 120 killed, 383 wounded, and 104 captured/missing. In the fighting, Polks command lost 105 killed, 419 wounded, and 117 captured/missing. Though Grant had achieved his objective of destroying the camp, the Confederates claimed Belmont as a victory. Small relative to the conflicts later battles, Belmont provided valuable fighting experience for Grant and his men. A formidable position, the Confederate batteries at Columbus were abandoned in early 1862 after Grant outflanked them by capturing Fort Henry on the Tennessee River and Fort Donelson on the Cumberland River. Selected Sources CWSAC Battle Summary: Battle of Belmont HistoryNet: Battle of Belmont

Research report Paper Example | Topics and Well Written Essays - 2000 words - 1

Report - Research Paper Example In order to identify the factors that were affecting salesperson loyalty are investigated in this study. The marketing research problem for this study is to determine which intrinsic, and extrinsic factors motivate employees to remain loyal and dedicated to the workplace for a long period. The target population for the research is employees working as salespersons in the different aircraft companies to gain their views about the factors affecting their loyalty. The use of convenience sampling is made to select research participants for the study (Ryan, William, & Theeoblad, 2009). The reason to opt for convenience sampling is because of lack of time and availability to the researcher to reach each of the salesperson working at Boeing. The sample size of 1000 male and female salespersons is selected as research participants. The researcher has selected sale-persons specifically from aircraft companies with different working experience, age, income and educational background. The researcher made use of e-mailed survey questionnaires to gather information from the participants about the factors affecting loyalty to the workplace. The questionnaires were sent to the personal email address of participants (Tuck & McKenzie, 2014). The researcher made use of close-ended questions. The questionnaire was used to gather demographic features of the sample, as well as multiple extrinsic and intrinsic factors influencing employee loyalty to an organization. The responses were gathered using a Likert scale. On the basis of descriptive statistics, it can be noted that the majority of the males were working as a salesperson. There were 52.20% of male and 47.8% of female. When the respondents were asked about their highest level of education the results indicated that 31% were some college graduates, 25.3% were college graduate, 24.3% high school