Category Archives: Portfolio

Termination of artists’ place in the canon of art

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In class today, we talked about issues in the creation and termination of artists’ place in the canon of art. Individual works can go through the same process.
Another point about individual works of art is that there’s often a ‘consensus’ about which point in a work’s life (which can be a very long time) is the representative or ‘masterpiece’ moment – the ‘canonical’ moment.
This consideration often has implications for conservation and/or restoration decisions. Which moment in the lifetime of an object do we try to “freeze”.
For today’s assignment choose a work of art and learn something about its history. Something more than 200 years old will probably be best, but if you have a specific idea for something younger that you’d like to explore that you know would work, go ahead.
Is it completely unchanged in all that time?
Has it moved? dis-coloured? broken? re-framed?
Have any attempts been made to restore it? How much was done?
What “moment” in its history was deemed worthy to be “the” moment we are presented with? What implications does this have? This is the key point. Why does it matter which moment we consider to be most important?
Off the list of choices – Regnault’s work (like Salome discussed in class today.

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Analyze the conflict: Who Do We Hire? – Element of the conflict

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“Who Do We Hire?” Dialogue Participants: John, Jim (the Director), Laura, Karl, Keith and Celeste Setting: Mental health center Situation: An opening for a full-time therapist has been created by one of the staff therapists quitting Jim: We need to fill this position since Lee is leaving. I suggest we hire Nikki full time. She’s done a great job as an intern, and the kids seem to really like her. What do you think? Keith: I agree. We should hire her. Jim: Anyone else? (Long silence) John: Yeah, that’s okay with me. Jim: Is there any discussion on this matter

 

Instructions” Analyze the conflict: “Who Do We Hire? First, write a background about the nature of the conflict, using the following questions: a. What is the conflict about? When did the conflict start? What caused it? b. Was it a series of events or one event? What was the trigger event(s)? c. When did the conflict originate? Why did it occur? d. Use a metaphor to describe your conflict. Next, analyze your perceptions of each element of the conflict, using the following questions: a. Expressed struggle: How has the conflict been expressed? What was the trigger event? b. Interdependent parties: What binds the parties together? In what ways each party needs the other? c. Perceived incompatible goals: What are the parties not getting? d. Perceived scarce resources: Examples include time, money, affection, inclusion, oil, land, or other natural resources, etc. e. Perceived interference to achieve goals: In what ways each party is interfering with the other’s goals? In your analysis, you must incorporate ideas, concepts, and theory from the chapter(s) to support your thoughts, answers, and/or rationales. This way, you can demonstrate your understanding of the readings and key concepts. 

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Standing Waves on a String – The relationship between tension and the wavelength

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Lab 11: Standing Waves on a String

 

Purpose

 

     Determine the formation of standing waves on a string from the interference of traveling waves traveling in opposite directions.

   Determine the tension T

 in the string required to produce standing waves.

   Investigate the relationship between tension T

 and the wavelength λ

 of the wave.

     Determine an experimental value for the frequency f

 of the wave and compare it to the known value fo 120Hz

.

 

 

Theory

 

Waves are one means by which energy can be transported. Waves on a string are an example of transverse waves. These are waves in which individual particles of the medium (in this case the string) move perpendicular or transverse to energy moving along the string. In Figure 1 a string tied to a vibrator at one end passes over a pulley, and the weight of masses on the other end provides tension T

 in the string. The vibrator moves up and down at a frequency f

, which cases a wave of that same frequency to propagate down the string. In the simulation used a frequency of 60Hz

, but because the electromagnet attracts the steel blade twice in each cycle, the vibrator frequency is 120Hz

.

            The point at which the string passes over the pulley is a fixed point, and the wave is reflected from that point. Thus the string is a medium in which two waves of the same speed, frequency, and wavelength travel in the opposite direction. 

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Descartes’ contention on mind – Marx and Engels arguments on historical materialism

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1.     PHI.100 Final (DUE MONDAY 5/17):

Assignments – Your assignment is to write a short paper (1000-1250 words) that compares at least two of the thinkers that we’ve read in class. This paper should be submitted to me by email (james.wheeler@stonybrook) no later than 11:59 PM EST on Monday, May 17th. When emailing me, make sure that your header clearly indicates the content of y

 

Descartes famously aargues in his Meditations that the mind is more knowable than the body, but more contemporary figures such as Alva Noe and Paul Churchland have respectively argued that the mind is in fact reducible to the body or to the brain. For your essay, compare and contrast Descartes’ view of the mind with Churchland’s or Noe’s? Is the mind really separate from the brain/body, and if so, why? If not, then what does this mean for Descartes’ contention that the mind is the only thing that cannot be doubted?

2.      Butler, Crenshaw, and Haraway are all noteworthy for the manner in which each, despite being feminists themselves, critique feminism in its more orthodox forms. Choose two of these three critiques, and after explaining them analyze their similarities and differences. Do these thinkers reject traditional feminism for the same reasons, and are their own feminist alternatives compatible with one another?

3.      Marx and Engels famously argue that their historical materialism is based in the vital activity of human life, and for his own part Nietzsche argues something similar. That said, it appears that both conceptions of human individuality disagree about what life itself is and about what the relationship between the individual and history should be. Choose one of these two points of comparison (life or history) and critically evaluate how Nietzsche and M&E differ with respect to it. Are their conceptions of life/history in anyway compatible, and, if not, is one more compelling than the other? Why?

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Descartes’ contention on mind – Marx and Engels arguments on historical materialism

Detailed Instructions

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1.     PHI.100 Final (DUE MONDAY 5/17):

Assignments – Your assignment is to write a short paper (1000-1250 words) that compares at least two of the thinkers that we’ve read in class. This paper should be submitted to me by email (james.wheeler@stonybrook) no later than 11:59 PM EST on Monday, May 17th. When emailing me, make sure that your header clearly indicates the content of y

 

Descartes famously aargues in his Meditations that the mind is more knowable than the body, but more contemporary figures such as Alva Noe and Paul Churchland have respectively argued that the mind is in fact reducible to the body or to the brain. For your essay, compare and contrast Descartes’ view of the mind with Churchland’s or Noe’s? Is the mind really separate from the brain/body, and if so, why? If not, then what does this mean for Descartes’ contention that the mind is the only thing that cannot be doubted?

2.      Butler, Crenshaw, and Haraway are all noteworthy for the manner in which each, despite being feminists themselves, critique feminism in its more orthodox forms. Choose two of these three critiques, and after explaining them analyze their similarities and differences. Do these thinkers reject traditional feminism for the same reasons, and are their own feminist alternatives compatible with one another?

3.      Marx and Engels famously argue that their historical materialism is based in the vital activity of human life, and for his own part Nietzsche argues something similar. That said, it appears that both conceptions of human individuality disagree about what life itself is and about what the relationship between the individual and history should be. Choose one of these two points of comparison (life or history) and critically evaluate how Nietzsche and M&E differ with respect to it. Are their conceptions of life/history in anyway compatible, and, if not, is one more compelling than the other? Why?

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