Living in the global society of the early twenty-first century means dealing with rapidly changing attitudes about fashion, the body and social identity. Since the beginning of Modernity, many factors have disrupted long-standing traditions and assumptions about identity and the body and created new gender perceptions. Based upon your interests and the material covered in this class, identify, explore, and discuss a particular issue or question that excites or concerns you about the fashion world. Your question must connect fashion with other social and cultural issues regarding the body and identity. Remember to always make the connections between fashion and social/cultural issues. Topics: Body and ideology, freeing the body, Fashion and identity, Fashion and sex.

Position Paper Position Paper Syllabus Requirements: 1200 words At least three credible sources A Works Cited page Paper Outline: Introductory paragraph – contains background information, an explanation or definition of the problem, and a thesis statement. Refutation paragraph – acknowledges the opposing view, and summarizes their main points. Body Paragraphs (at least 3) – Each body paragraph should begin with a topic sentence that states one supporting issue of the argument; explain in detail the supporting issue for the argument; include two (or more) quotations, summaries, or paraphrases from a credible source. Concluding paragraph- summarizes the main topics; writer may include opinions and suggestions for change; Works Cited page – an alphabetical listing of the sources you quote, paraphrase or summarize in the essay. The Process of Creating an Argument Plan Decide upon a topic and state the central premise or thesis. Relate the thesis to prior knowledge. Identify key words and names. Integrate concepts and state the main topics of the essay in your own words. Develop questions to organize your search. Re-explore general resources, if needed. Search to locate sources of information and search for relevant information. Select and evaluate information to support the main ideas. Read, interpret, infer, analyze and paraphrase the source information. Create the essay. Organize information; discard non-pertinent information. Write an essay using the source information to support main topics. Evaluate your work. Read your paper. Share your essay with others What is an argument? An argument is the logical presentation of a topic supported by reasons. Like a debate, where opposing sides of an issue are presented, the argumentative essay presents one side of an issue using evidence to convince the reader to draw the same conclusions as the writer. An argumentative thesis is created from opinions and insight. The thesis must be proven with reason, evidence, and factual information. The process of creating a supported argument leads to better understanding and clarification of ideas. Through engaging in argumentation with others and with one′s self, we refine our opinions and strengthen our decision-making process. This circular process is argumentation. Why do we argue? We want to know why so that we can form our own judgments and opinions. We learn and grow through expanding and modifying our own opinions. Thus, one goal of effective argumentation is greater understanding. Another goal can be the clarification of our opinions. Just as we form our opinions through interactions with others, dialogue is important in clarifying our opinions. We clarify our own thinking by explaining exactly why we hold certain opinions and arguing in support of them. As argumentation is a circular process leading to greater understanding and clarification, we don′t need to change our minds in order to benefit from a dialogue. Generally, we cannot resist attempting to persuade others to our point of view. Effective argumentation, however, does not attempt to declare a ″winner″ but presents a valid and responsible point of view. The public make up their own minds, form their own opinions, after hearing effectively argued views. So here′s what you do: Choose a side. No wishy-washiness here. Choose a side. And then support that side with both your own ideas and the ideas of others. Make sure you have three outside sources in your paper as support. I have already chosen the position for the paper which is that a ban on guns or further gun restriction will not decrease the amount of deaths caused by guns and is only stripping us of our constitutional rights. Please use real credible sources. If you google ′cdc guns save lives″ you can find a study they conducted that president obama ordered during his term that shows how many lives are saved by law abiding citizens with guns, please mention this study. The cdc has many good statistics to look at if you are having trouble finding information. Also please include the purpose of the second amendment ″A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.″ and that once they begin stripping us of our constitutional rights then it opens the doorway for more rights to be taken away.

Instructions: Answer all questions in a single document. Then submit to the
appropriate assignment folder. Each response to a single essay question should
be about a half-page in length (about 150 words).
1. In this week’s readings, you learned about two methods of risk analysis:
quantitative assessment and qualitative assessment. Explain the steps
taken to assess a risk from a quantitative perspective where monetary and
numeric values are assigned and discuss the formulas used to quantify risk.
Then, explain the methods used to assess risk from a qualitative
perspective where intangible values are evaluated such as the seriousness
of the risk or ramifications to the reputation of the company.
2. Domain 1 introduced numerous security terms that are used in assessing
risk. Please define the terms vulnerability, threat, threat agent, risk,
exposure and control. Then, describe the three different control types and
give examples for each.
3. After you’ve conducted your risk assessment and determined the amount
of total and residual risk, you must decide how to handle it. Describe the
four basic ways of handling risk.

In my face to face classes, we spend quite a bit of time discussing “POWER” as the key explanatory variable in political science. (See slides) In other words, if we want to know WHY something happened the way it did, we would look at the actors in terms of their relative power positions.  We find the powerful do things because they CAN.  The powerless because it is the least-worst option.

Instead of doing different discussions on race, or recent police events, or efforts to prevent minorities from voting, or efforts to Kill health care, or ban abortions and access to contraceptives, or have abstinence only sex education, or efforts to undermine unions and education (thus ensuring a subservient – powerless working class just happy to have a new video game to play), we are going to look at some fairly general examinations on the current socioeconomic structure of the US.

I am going to post this entire article from UC-Santa Cruz Professor G. William Domhoff.  I don’t necessarily expect you to read every word, but at least scan the entire document and focus on charts and topics that interest you.  This is a good sample for what I want in your research project – graph/chart driven, fact based discussion.  (The difference is I do expect you to make a specific policy proposal based on your findings.)  The one section YOU MUST READ and RESPOND TO (in Domhoff) IS “Do Americans Know Their Wealth Distribution?“ Note the gap between Ideal, Estimated and Actual Wealth distribution. Thoughts? Implications?

The data does lag a little date-wise, but generally has continued in the directions suggested here consistent with trends that have been ongoing since the Reagan administration.  SO, analyze, synthesize, evaluate, weigh and conclude. Try to make CONNECTIONS between the articles to a bigger theme. Does this information MATTER?  What are the implications?

Optional: You may also review this article for extra points:  The Case for Reparations (Links to an external site.)Links to an external site.

and/or:  Adam Smith (Links to an external site.)Links to an external site.

Who Rules America? (Links to an external site.)Links to an external site.

If you go to the main site linked above you will see links to other related issues if you are interested… Charts/graphs may be easier to read on the original site.

Wealth, Income, and Power (Links to an external site.)Links to an external site.

by G. William Domhoff

This document presents details on the wealth and income distributions in the United States, and explains how we use these two distributions as power indicators. The most striking numbers on income inequality will come last, showing the dramatic change in the ratio of the average CEO’s paycheck to that of the average factory worker over the past 40 years.

First, though, some definitions. Generally speaking, wealth is the value of everything a person or family owns, minus any debts. However, for purposes of studying the wealth distribution, economists define wealth in terms of marketable assets, such as real estate, stocks, and bonds, leaving aside consumer durables like cars and household items because they are not as readily converted into cash and are more valuable to their owners for use purposes than they are for resale (see Wolff, 2004, p. 4, for a full discussion of these issues). Once the value of all marketable assets is determined, then all debts, such as home mortgages and credit card debts, are subtracted, which yields a person’s net worth. In addition, economists use the concept of financial wealth — also referred to in this document as “non-home wealth” — which is defined as net worth minus net equity in owner-occupied housing. As Wolff (2004, p. 5) explains, “Financial wealth is a more ‘liquid’ concept than marketable wealth, since one’s home is difficult to convert into cash in the short term. It thus reflects the resources that may be immediately available for consumption or various forms of investments.”

We also need to distinguish wealth from income. Income is what people earn from work, but also from dividends, interest, and any rents or royalties that are paid to them on properties they own. In theory, those who own a great deal of wealth may or may not have high incomes, depending on the returns they receive from their wealth, but in reality those at the very top of the wealth distribution usually have the most income. (But it’s important to note that for the rich, most of that income does not come from “working”: in 2008, only 19% of the income reported by the 13,480 individuals or families making over $10 million came from wages and salaries. See Norris, 2010, for more details.)

This document focuses on the “Top 1%” as a whole because that’s been the traditional cut-off point for “the top” in academic studies, and because it’s easy for us to keep in mind that we are talking about one in a hundred. But it is also important to realize that the lower half of that top 1% has far less than those in the top half; in fact, both wealth and income are super-concentrated in the top 0.1%, which is just one in a thousand. (To get an idea of the differences, take a look at an insider account by a long-time investment manager (Links to an external site.)Links to an external site. who works for the well-to-do and very rich. It nicely explains what the different levels have — and how they got it. Also, David Cay Johnston (2011) has written a column about the differences among the top 1% (Links to an external site.)Links to an external site., based on 2009 IRS information.)

As you read through the facts and figures that follow, please keep in mind that they are usually two or three years out of date because it takes time for one set of experts to collect the basic information and make sure it is accurate, and then still more time for another set of experts to analyze it and write their reports. It’s also the case that the infamous housing bubble of the first eight years of the 21st century inflated some of the wealth numbers.

There’s also some general information available on median income and percentage of people below the poverty line in 2010. As might be expected, most of the new information shows declines; in fact, a report from the Center for Economic and Policy Research (2011) concludes that the decade from 2000 to 2010 was a “lost decade (Links to an external site.)Links to an external site.” for most Americans.

One final general point before turning to the specifics. People who have looked at this document in the past often asked whether progressive taxation reduces some of the income inequality that exists before taxes are paid. The answer: not by much, if we count all of the taxes that people pay, from sales taxes to property taxes to payroll taxes (in other words, not just income taxes). And the top 1% of income earners actually pay a smaller percentage of their incomes to taxes than the 9% just below them. These findings are discussed in detail near the end of this document.

Exactly how rich are the Top 1%?

People often wonder exactly how much income and/or wealth someone needs to have to be included in the Top 1% or the Top 20%; Table 1 below lists some absolute dollar amounts associated with various income and wealth classes in 2013, but the important point to keep in mind is that for the most part, it’s the relative positions of wealth holders and income earners that we are trying to comprehend in this document.

Table 1: Income and net worth in the U.S. by class, 2013

Wealth or income class	Mean household income	Mean household net worth
Top 1 percent	$1,679,000	$18,623,400
Top 20 percent	$257,200	$2,260,300
60th-80th percentile	$76,500	$236,400
40th-60th percentile	$46,000	$68,100
Bottom 40 percent	$20,300	-$10,800

From Wolff (2014); only mean figures are available, not medians.  Note that income and wealth are separate measures; so, for example, the top 1% of income-earners is not exactly the same group of people as the top 1% of wealth-holders, although there is considerable overlap.

The Wealth Distribution

In the United States, wealth is highly concentrated in relatively few hands. As of 2013, the top 1% of households (the upper class) owned 36.7% of all privately held wealth, and the next 19% (the managerial, professional, and small business stratum) had 52.2%, which means that just 20% of the people owned a remarkable 89%, leaving only 11% of the wealth for the bottom 80% (wage and salary workers). In terms of financial wealth (total net worth minus the value of one’s home), the top 1% of households had an even greater share: 42.8%. Table 2 and Figure 1 present further details, drawn from the careful work of economist Edward N. Wolff at New York University (2017).

Table 2: Distribution of net worth and financial wealth in the United States, 1983-2013

Instruction

(1) Begin by watching this short video introducing the work of the Population Reference Bureau: PRB Intro to 2016 Annual Report (2 minutes) (https://youtu.be/jCkeqJOLkr8)

(2) please read PRB World Data sheet,2016

(3) Use the PRB World Population Data Sheet for 2016 to answer the Extension questions on the worksheet.

(4) I only have to answer Extension question 1~4.

I uploaded the 2-pdf files u need

PRB word Data sheet and question sheet ( you can find extension question here too)

—————————————————————————————————-

Extension question

 

Based on the data collected in the final chart above, speculate in which stage of the classic demographic transition model each of these countries would fall.

• Which characteristics are most helpful in making decision?
• What additional information would be useful?
• Refer to the Word Population Data sheet to gather more information to support an informed decision.
• How does the model assist in categorizing countries? What are some limitation?

 

Pick one of the topics below. Make sure each part of any question is addressed in the paper. Essays are two pages max, 12 pt. Times New Roman font, double-spacing, standard 1” margins. Essays are to be submitted via Blackboard and will be graded anonymously. Please do not put your name anywhere on the paper, but do have a header with prompt #. Submission of assignment will be counted as pledging that you have not plagiarized, cheated, or otherwise engaged in intellectual mischief. You will be expected to be familiar with all writing resources and instructions. And have fun! Writing is awesome. It’s like playing philosophy chess. Don’t rush it.

 

1. Socrates says, “No one in any position of rule, insofar as he is a ruler, seeks or orders what is advantageous to himself, but what is advantageous to his subjects” (Plato, 37). In class we discussed that in the human psyche, Reason is the ruler (see notes on Plato; also the Irani article). Do you think the claim made in this passage holds for Reason and its subjects, as well? (Tip: Make sure you explain the passage and what it means)

 

2. Mengzi says, “People having these four sprouts is like their having four limbs…”. Do you think this analogy really works? (Tip: Explain what sprouts are as best you can. You will probably have to add to Mengzi a bit, make sure to distinguish what he says and what you’re adding to help him out.)

 

3. Among philosophers, Thomas Hobbes (in Leviathan, 1651, writing just after the brutal English civil war) is notorious for the following cheery position on humans in a state of nature:

“During the time men live without a common power to keep them all in awe, they are in that condition which is called war, and such a war as is of every man against every man. For WAR consists not in battle only, or the act of fighting, but in a tract of time wherein the will to contend by battle is sufficiently known; and therefore the notion of time is to be considered in the nature of war as it is in the nature of weather. For as the nature of foul weather lies not in a shower or two of rain but in an inclination thereto of many days together, so the nature of war consists not in actual fighting but in the known disposition [for fighting to occur]…In such condition there is no place for industry, because the fruit thereof is uncertain: and consequently no culture of the earth;… no commodious building; no [tools]; no arts; no letters; no society; and which is worst of all, continual fear and danger of violent death; and the life of man solitary, poor, nasty, brutish, and short.”

Put very simply, Hobbes thinks human nature is bad, and we need rulers who can keep us in “awe” to keep us in line. Do you think Xunzi would agree with Hobbes about human nature? Why or why not? (In other words, do Xunzi and Hobbes mean the same thing when they suggest human nature is bad?) (Tip: this is essentially a compare/contrast essay; make sure you explain both authors’ views clearly and accurately)

 

4. Andreicut offers a nice metaphor that for Kant, we perceive the world as if we’re wearing blue-tinted glasses, and so perceive the world to be bluish. Does this metaphor work for Hume’s account of perception?
   1. If yes, how does the metaphor work? Are there any snags?
   2. If no, where’s the problem? What would be a good metaphor?
   3. Tip: make sure to explain the metaphor for Kant too

 

 

5. John Dewey asks, “How was the separation of intellect from action affected the theory of knowledge?… What would the effect be if the divorce were annulled, and knowing and doing were brought into intrinsic connection with one another?” (5). In Ch 7, we see a bit of his response to the second question, in proposing an account that does bring intellect and action together. It is most clearly illustrated by his example of a doctor examining a patient (139). Pick ONE of the following topics to address.
   1. Consider the doctor example from the point of view of Hume OR Kant (pick one). First explain the account in light of that view—for example, talk about the impressions involved, etc. Then assess whether there is a “separation of intellect from action” as Dewey claims.
   2. Consider the following thought experiment. In truth, the doctor is actually hooked up in the Matrix, and does not have a physically existent patient, and is not actually doing anything but lying in a bed of goo. Do you think the doctor still knows something about the “patient”? (You must engage with Hume, Kant, or Dewey in your response—agree/disagree/etc. with one of them.)

 

 

6. If one of these masterfully constructed questions somehow does not strike your philosophical fancy, you may devise one of your own—you must email me for approval by Mar 17 (Sat). And it should really be a question or argumentative claim not, for example, “I want to write on Xunzi.” You can also revise a GGS, with approval.

Rough Draft Quantitative Research Critique and Ethical Considerations Use the practice problem and a quantitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment. In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study. Refer to the resource ″Research Critique Guidelines″ for suggested headings and content for your paper. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Rough Draft Quantitative Research Critique and Ethical Considerations 1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 83.00% 4 Good 94.00% 5 Excellent 100.00% 75.0 %Content 15.0 % Background of Study Background of study including problem, significance to nursing, purpose, objective, and research questions is incomplete. Background of study including problem, significance to nursing, purpose, objective, and research questions is included but lacks relevant details and explanation. Background of study including problem, significance to nursing, purpose, objective, and research questions is partially complete and includes some relevant details and explanation. Background of study including problem, significance to nursing, purpose, objective, and research questions is complete and includes relevant details and explanation. Background of study including problem, significance to nursing, purpose, objective, and research questions is thorough with substantial relevant details and extensive explanation. 15.0 % Method of Study Discussion of method of study including discussion of conceptual/theoretical framework is incomplete. Discussion of method of study including discussion of conceptual/theoretical framework is included but lacks relevant details and explanation. Discussion of method of study including discussion of conceptual/theoretical framework is partially complete and includes some relevant details and explanation. Discussion of method of study including discussion of conceptual/theoretical framework is complete and includes relevant details and explanation. Discussion of method of study including discussion of conceptual/theoretical framework is thorough with substantial relevant details and extensive explanation. 15.0 % Results of Study Discussion of study results including findings and implications for nursing practice is incomplete. Discussion of study results including findings and implications for nursing practice is included but lacks relevant details and explanation. Discussion of study results including findings and implications for nursing practice is partially complete and includes some relevant details and explanation. Discussion of study results including findings and implications for nursing practice is complete and includes relevant details and explanation. Discussion of study results including findings and implications for nursing practice is thorough with substantial relevant details and extensive explanation. 15.0 % Ethical Considerations Discussion of ethical considerations associated with the conduct of nursing research is incomplete. Discussion of ethical considerations associated with the conduct of nursing research is included but lacks relevant details and explanation. Discussion of ethical considerations associated with the conduct of nursing research is partially complete and includes some relevant details and explanation. Discussion of ethical considerations associated with the conduct of nursing research is complete and includes relevant details and explanation. Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation. 15.0 % Conclusion Conclusion does not summarize a critical appraisal and applicability of findings. Conclusion is vague and does not discuss importance to nursing. Conclusion summarizes utility of the research and importance to nursing practice. Conclusion summarizes utility of the research from the critical appraisal and the findings importance to nursing practice. Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice. 15.0 %Organization and Effectiveness 5.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is desсrіptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 5.0 % Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 10.0 %Format 5.0 % Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct. 5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 100 % Total Weightage

Answer the questions in the box below to complete the essay. An essay must include an introduction, a body, and a conclusion and shoold address all parts of the question. Make sure to cite any sources you use. At a minimum, the textbook must be cited. Proper citation format for a source includes the name(s) of the author(s), the title of the work, the date of the publication, and the page number if you paraphrase or directly quote the source, along with a full reference list. Essay Question Select two different consumer products (e.g., phones, designer shoes, sports cars, etc.) that compete with each other. For example, you may choose a Samsung Galaxy 7 and an Apple iPhone 7. Select one of the two products to hypothetically market. Explain how you would differentiate the selected product from the other product, including promotional ideas and how you would merchandise the item for product placement.

CHOOSE ONE OF THE FOLLOWING TOPICS FOR YOUR ARGUMENTATIVE ESSAY:

1. In eastern Europe in the nineteenth century, the subject of language was hotly debated among Jewish thinkers. Compare the attitudes toward language, especially Yiddish, in Isaac Dov Levinsohn’s “Yiddish is a Corrupt Jargon” (1828) and Mendele Moykher Sforim’s “My Soul Desired Yiddish” (1862). Both mean lived in the Russian Empire and were proponents of the Jewish Enlightenment, the Haskalah. Apart from the obvious – that one author is seemingly hostile to Yiddish and the other sympathetic to it – are their attitudes toward language use in Jewish society really different? In answering this question, be sure to consider the various languages then used by Jews in the Russian Empire.

Note: Mendele Moykher Sforim (“Mendele the Bookseller”) is the pen name of Sholem Yankev Abramovitsh. It is correct to refer to him either as “Mendele,” “Mendele Moykher Sforim” or by his family name (i.e. Sholem Yankev Abramovitsh or just Abramovitsh).

2. In 1782, the Austrian Emperor Joseph II issued “The Edict of Tolerance,” which granted unprecedented opportunities and obligations for a limited number of Jews within his realm. Some see this document as representing the first step toward the Jews’ emancipation and integration into European societies. Others view it as an extension of coercive policies meant to exploit them for the benefit of the state. How do you understand it? In formulating your answer, be sure to consider what integration and emancipation, two subjects we have discussed in class, mean.

Length: 1300-1600 words (5-6 pages)

Due by 11:59 PM, Wednesday 14 March (Note: this is a revised due date; the original due date was a week earlier.)

Essays should be written in Microsoft Word or compatible form and submitted through “Turnitin.com.” Please DO NOT submit PDFs.

Note: for the purposes of this course, there is no correct or incorrect answer to either of the questions posed. Your essay will evaluated for its ability to present a thesis and to prove it with arguments from the text.

 

 

Case Assignment Image of Bernini’s Ecstasy of St.Teresa: http://upload.wikimedia.org/wikipedia/commons/thumb/3/3e/ Estasi_di_Santa_Teresa.jpg/250px-Estasi_di_Santa_Teresa.jpg Image of Caravaggio’s Crucifixion of St. Peter: http://upload.wikimedia.org/wikipedia/commons/thumb/f/f7/Caravaggio_-_Martirio_di_San_Pietro.jpg/300px-Caravaggio_-_Martirio_di_San_Pietro.jpg The Protestant Reformation and the Roman Catholic Counter-Reformation had major influences on the Western art world, out of which Baroque art would emerge. Artists and artworks became an essential arm of the church, needed to inspire faith and commitment within an institution that found itself destabilized by this schism. Though Baroque artists continued to use the vocabulary of ancient Greeks and Romans, as had Renaissance artists, there were major shifts in how religious imagery would be depicted. Compare two Baroque artworks, Gian Lorenzo Bernini’s sculpture Ecstasy of St. Teresa with Caravaggio’s painting, Crucifixion of St. Peter, in order to identify and discuss this shift in religious imagery. Again, give a formal analysis of each painting in order to distinguish the different approaches of these two artists, but this time pay close attention to light, movement, and theatricality. Make a brief comparison to Renaissance art in order to illustrate the shift in art periods. Use the required course materials to help you discuss, briefly, (1) the history of Baroque art and these two artists in particular, (2) the role of the church, and (3) how Bernini and Caravaggio differently conveyed faith and commitment to the church. It is important to note that this assignment is your second introduction to Art History and Art Criticism, so it is imperative that you continue to exercise your ability to visually analyze. The required course materials, under “How To Write About Art: Art Criticism and Formal Analysis,” will continue to aid you in developing these skills. Assignment Expectations Here are five keys to writing a great Case Assignment! For each Case in this course, please: Make sure you fully address the case assignment prompt- don′t just describe the painting and don’t forget to ‘really look’ at the painting. Be sure to respond to the expectations stated under ″Learning Outcomes″ in the Syllabus. Apply ideas from the background readings to your analysis and discussion of the case assignment prompt. Write, at minimum, three to four pages, not including images or references. Include a separate cover page that includes your name, the course name, the module, and assignment name. Set your format to 1″ margins on all four sides, 12-point font, double-spaced. Include a separate cover AND reference page at the end that includes every website and article on which you base your information and analysis. In the reference list, please note that a URL with no additional information is not a complete reference. Over time, link root will make any URL useless. Each reference should contain all the information a reader would need to find the source. In this Case Assignment, you will: Give an explanation of the values—influences, themes, techniques, subjects—characteristic of the period or style under study. Give some information about how the social, political, or religious history of the period influenced its art and artists. Provide biographical information about the artist whose work is assigned or (in SLP assignments) chosen for reflection