You will personally observe, research, and analyze one painting, sculpture, or a work of architecture from an approved museum such as the University of Pennsylvania Museum of Anthropology and Archaeology or the Philadelphia Museum of Art and write a formal research paper of a minimum of five to eight pages or more of text.

You must stay within the chapters covered during the semester, that is, find a work of art within the time frame from the Paleolithic Period up to the Late Gothic and not beyond (25,000 BCE up to 1300 CE). Write only on a subject you have studied in this class. If you have any doubts about this assignment, please contact your instructor. Choosing an artwork from the wrong era will result in a zero grade.

Policy: Visiting a local museum in person is a required activity for this course. Ignoring this requirement and submiting a paper on an artwork taken from your textbook or the internet will result in an automatic zero grade for this assignment.

Refer to the Guidelines document for complete instructions.

Rubric Art History Museum Research Paper   Criteria  Ra"ngs  PtsLength of0 pts0 pts0 pts0 pts0 pts Paper 1 Page2 Pages3 Pages4 Pages5 or   Paper mustMinus 10Minus 10Minus 10Minus 10More meet thepoints perpoints perpoints perpoints perpages minimum ofpage. Apage. Apage. Apage. A5 5 or more minimum ofminimum ofminimum ofminimum ofpages -0 ptspages of40 pointse0 points20 points10 pointsno text. will bewill bewill bewill bepenalty    deducteddeducteddeducteddeducted   from overallfrom overallfrom overallfrom overall   score.score.score.score.  

Presenta!on20 to >17.0 pts17 to >10.0 pts10 to >5.0 pts5 to >0 pts 20% ExcellentGoodNeedsPoor   Organiza!on,   Essay containsEssay containsImprovementEssay has no Clarity, Stylean intro, mainan intro, mainEssay mayclear and Overall body, andbody, andcontain one ororganiza!onal Impression conclusion.conclusion.all of thepa$ern.    AuthorAuthor’sfollowing: anDiscussion is  competentlydescrip!on ofintro, mainsimply a  describes thethe artwork isbody, andreitera!on of  artwork,adequate butconclusion.stated  directlymay be unclear.Author’sques!on  addresses theAddresses thedescrip!on ofwithout a  main topic, andmain ques!onthe artwork isproper  adds newor issue butambiguous;introduc!on.  insight to thedoes not adda$empts toEssay does20 pts subject notmuch newaddress mainnot address provided ininsight into theques!on ormain  lectures,subject. Authorissue, but fails.ques!on or  readings, orhas learned aAuthor hasissue, and it is  classgood deal inretained someobvious that  discussions.class and is ableinforma!onauthor does  Author clearlyto sufficientlyfrom thenot  has learned acommunicatecourse butunderstand or  great deal inthis knowledgedoes not fullyhas not  class and isto others.understand itsretained any  clearly able to meaning orinforma!on  communicate context andfrom the  this knowledge cannot clearlycourse.  to others. convey it to     others.  

Quality of50 to >45.0 pts45 to >25.0 pts25 to >9.0 pts9 to >0 pts Historical ExcellentGoodNeedsPoor Research - Informa!on isInforma!on isImprovementResearch, if 50% accurate;mostly accurateMost of theany, is poor. Use of varied resources arewith only a fewinforma!onInforma!on sources, legi!mate.minor errors.provided isprovided is evaluated Evidence isEvidence isunreliableinaccurate. and validated used from aused fromand/orNo resources sources, wide range ofmany sources,inaccurate.are provided. accurate sources,although one orSome or mostTechnical informa!on. includingmore resourcesof theterms, words    lectures andmay beresources arefrom other  courseques!onable.not valid orlanguages,  readings.Author reliesareand words  Author hasheavily on aques!onable,from other  consultedmore limitedincluding non-historical  scholarly books,set of sourcesscholarlyperiods are  websites,or non-sources.rarely or  journal ar!cles,scholarlyTechnicalpoorly  etc., notsources.terms, wordsexplained.  explicitlyResources arefrom otherNot all  discussed ingood but notlanguages,informa!on is50 pts class.varied enough.and wordsaccurate or Resources areTechnicalfrom otherup-to-date.  well researchedterms, wordshistoricalReader has a  and variedfrom otherperiods aredifficult !me  whenlanguages, andrarelyunderstanding  appropriate.words fromexplained. Notessay because  Technicalother historicalall informa!onof errors.  terms, wordsperiods areis accurate   from otherusuallyand up-to-   languages, andexplained. Mostdate. Reader’s   words frominforma!on isability to   other historicalaccurate andunderstand   periods areup-to-date.essay may be   always compromised   explained. No by these   words are errors.   misused or     unnecessarily     fancy. All     informa!on is     accurate and     up-to-date.    

Conclusion10 to >9.0 pts9 to >5.0 pts5 to >1.0 pts1 to >0 pts10%ExcellentGoodNeedsPoor  ElegantlyThe conclusionImprovementThere is no synthesizes andnicelyThe conclusionconclusion reframes keysummarizes thedoes li$leor personal points from themain argumentmore thanresponse. paper. Suggestsand evidence,restate the  newbut does notproblema!c  perspec!ves ormove beyondintroduc!on  ques!onswhat has alreadyand may be  relevant to thebeen presentedtoo wordy or10 pts centralin the discussion.short. May   argument, andSynthesizes andintroduce new  brings closure.brings closurematerial rather  The conclusionbut does notthan new  bringsexamine newperspec!ves.  everythingperspec!ves orMay include a  togetherques!ons.few words of  including aIncludes somepersonal  personalpersonalresponse.  response.response.  

Cita!ons10 to >8.0 pts8 to >5.0 pts5 to >1.0 pts1 to >0 pts10%GoodGoodNeedsNo Marks  All sourceMuch evidenceImprovementNo quotes material and/oris cited inSome quotes oror sources quotes arefootnotes orsources arehave been properly citedendnotes, butinaccuratelyused or within thethere are somereferenced orcited in- body of theminor problemsnot referencedtext. There text, inwithat all, and thereis no footnotes orcompleteness orare problemsBibliography   10 pts endnotes on aformat of somewithor Works separatecita!ons or withcompletenessCited page. bibliography orthe bibliographyand format of  cita!on page.page. Authorcita!ons or with  Authorproperly usesthe bibliography  properly usesMLA format forpage. Author  MLA format.the most part.does not use    MLA format. 

Proof-10 to >9.0 pts9 to >6.0 pts6 to >2.0 pts2 to >0 pts Reading 10% ExcellentGoodSa"sfactoryPoor - Needs   Grammarll sentencesEssay has beenEssay may haveImprovement and Spellingarespell-checkedbeen beenEssay has not    gramma!callyand proofread,spell-checkedbeen spell-  correct andand contains noand proofread,checked or  clearlymore than a fewbut s!llproofread,  wri$en. Essayminor errors,contains severaland contains  has beenwhich do noterrors, whichnumerous  spell-checkedadversely affectadverselygramma!cal  and proofreadthe reader’saffects theerrors, which  and containsability toreader’s abilityadversely  few or nounderstand theto understandaffects the10 pts errors.essay. Mostthe essay. Somereader’s    sentences areor manyability to   gramma!callysentences areunderstand   correct andgramma!callythe essay.   clearly wri$en.incorrect or notPaper has   An occasionalclearly wri$en.been badly   word is misusedSeveral wordswri$en..   or unnecessarilyare misused orMany words   fancy.unnecessarilyare misused    fancy.and/or its     message     garbled. 
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Primary sources are what historians and other scholars study when they try to make sense of the past. But interpreting such sources is rarely as straightforward as we would like, and the sources are not mere mirrors of the world that historians want to understand. We are obliged, therefore, to use our critical thinking skills, particularly our interpretive skills. To interpret primary sources we ask questions of the them, considering the contexts of their production and uncovering the their inherent biases to decipher what they do and don’t reveal to us about the past. Finally, we employ our skills at logical argumentation to convince others of the validity of our interpretations.

Start by reading or viewing the primary source you chose and beginning the analysis of its meaning by making notes on your answers to the questions below:

What kind of primary source is it?Who is the author or creator (if known)?Can you tell why was it written or created?Can you tell who the intended audience was?What is the primary source's tone? What words and phrases (and/or scenes and visual perspectives) convey it?What are the author's or creator's values and assumptions? Is there visible bias?What information does it relate? Did the author or creator have first-hand knowledge of the subject or did s/he report what others saw and heard?What issues does it address?What is your overall assessment of the primary source and its usefulness/significance for the historical study of your topic?Note that some questions may not be answerable, some may be relatively unimportant, and others will be central to your analysis. It all depends on the document and the kind of analysis you wish to make.

ESSAY COMPOSITION

Once you have begun analyzing the primary source by answering the questions above, use your answers to those questions to help determine how to interpret the primary source. Your task is not to argue with or endorse its ideas. Try to maintain an impartial tone. To complete the assignment successfully you need to read the source carefully and analyze its contents. We will practice these analytical skills in the discussion boards and here are some steps to follow as you put your ideas into writing this essay.

Start your essay with an explanation of the task before you. Tell the reader what kind of source it is (image, legal code, literary text, travelogue, memoir, architecture, etc.). Express its stated or implied thesis or main point and try to surmise from clues in the text (tone, topics, values, etc.) the source’s purpose. Provide a historical context for the document. Your goal is to present an accurate and concise sketch that places the primary source in its historical context and gives an appropriate factual and thematic background to the specific points you will discuss in the next part of the essay.

That explanation of the source and its historical context might be handled in a few concise sentences or it might require a couple of paragraphs. Either way, the bulk of the paper should center on what you take to be the main takeaway from the document. What key issue does the document raise? What kind of information does it provide? Your explanation about what we can learn from the artifact is your thesis, and your job is to demonstrate the validity of that thesis with specific references to the source.

Analyze the values and assumptions the source contains. You will have to make some inferences from the source since values and assumptions are more often hidden and implicit rather than open and explicit. They are the unspoken foundations on which a source rests, and they often give it its meaning. Be sure to present those pieces of evidence upon which you make your assessment.

Note that what we can learn from a document is often not what the document purports to be about. A tax record might reveal much about a given culture’s social structure. A travelogue might reveal more about the traveler’s culture than it does about the land he or she is visiting. A description of factory workers might reveal attitudes toward education or marriage or technology or gender or any number of other topics. You will have to use your interpretive skills to find meaning in documents that may be implicit rather than explicit.

Be sure to give specific examples to support your claims. Express your ideas as clearly and forcefully as possible and be sure that similar ideas are grouped together around a central issue for each paragraph. Just as each paper should center on a single main point or thesis, so should each paragraph develop a single idea or topic. Make sure that your ideas flow easily from one paragraph to another in a logical, sequential manner, and make that logic apparent by means of clear transitions.

Your conclusion should pull your ideas together and flow naturally from the body of the essay. At the end of the essay, summarize your main points, underscore your thesis, explain the significance of the primary source, and leave the reader with an idea to ponder.

Remember, always keep the coherence of your essay in mind. Every statement should have a clear relationship to what came before it and what comes after it. Proofread carefully for spelling and grammatical errors and try to leave the reader with a striking final image or impression.

Your essay will receive a grade based on how well it follows the assignment, how thoroughly it accounts for the relevant questions above, how well it identifies and differentiates the various elements of the primary source (e.g., tone from value and value from assumption, etc.), how clearly it expresses your ideas, and how well it is written and organized. Please see the Syllabus and the Student Resources section in our course template for the Analytic Essay Assessment Rubric.

Of course, I am willing to answer any questions you may have about the assignment or read through rough drafts.

FORMAT

Your draft essay should be no less than 2 and your final essay no less than 4 double-spaced typed pages in 12-point Times New Roman font with 1-inch margins on all sides. It can be longer. However, Title, Bibliography, and Works Cited pages are not part of the required page count.

For the formatting of the essay and all citations, historians are obliged to follow the Chicago Manual of Style format. You may use either humanities or author-date citation styles but use only one of these styles in your work.

The author-date citation style is very close to MLA and APA styles. Since this is a General Education course, many of you are surely not history or social science majors. For that reason, a modified MLA or APA format that provides page numbers may be allowed. Check with your instructor. The NU Library provides helpful information on MLA and APA as well as Chicago/Turabian style guides.

Your essay should focus on your interpretation of the primary source you have chosen. If you rely on information from the textbook, a documentary, posted lecture, or other assigned material, you are obliged to cite it appropriately, but you can only use sources from the course. No sources from outside the course are allowed. Make sure that the ideas and words in your essay are your own. All paraphrases and quotations must have full citations. Refer to the Course Syllabus for information on Plagiarism.
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Watch the following TEDx talk https://www.youtube.com/watch?v=o97fVGTjE4wConflict—Use It, Don’t’ Defuse It (Links to an external site.)

This talk begins with two very personal stories before going into the discussion using good conflict management techniques.

This talk also reflects back to the discussion of vulnerability in the section on building trust in teams. After watching the video, answer the following:

What is your most frequent method for handling conflict?

How could vulnerability and curiosity improve your attitude towards conflict?

How can a team use conflict as an energy source?
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Sustainability in the Supply Chain: (focus on the green supply chain, the social supplychain, and the ethical supply chain.)The papers will be 5 pages in length (not including cover page or reference page) and will be in properacademic (APA) format. There should be at least 12 relatively current (within the past 3 years) academic/professional references and related citations. This is not an opinion paper or position paper. It is a shortresearch paper that cover the pertinent aspects of the subject. Assume the reader has no understanding of thetopic at all. Use real examples as appropriate.
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TOPIC: Healthcare professional Shortage 65 words per Q

1. Discuss the organizational resources you will need in order to bring resolution to your identified problem. What stakeholders will you need to engage in your change process?

2. Identify at least two strategies that you would use to create a clear vision for both internal and external stakeholders. Why is this a critical aspect of the change process?

3.“Pay careful attention to yourselves and to all the flock, in which the Holy Spirit has made you overseers, to care for the church of God, which he obtained with his own blood. Acts 20:28

Please discuss as this quote pertains to identifying problems as you address the issues to your stakeholders
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Research and select a sample strategic plan in an industry with which you are familiar or interested. Be sure it includes the various components of a typical strategic plan. Reference Figure 1.1 “Identifying a Company’s Strategy—What to Look For” in Ch. 1 of your text.

Identify in 350 to 525 words what the plan does well, in addition to areas for improvement.

Discuss whether the plan:

- Clearly states where the organization is going and how it will get there
- Evaluates the organization’s external and internal environments
- Includes a people plan and addresses achievement of a diverse workforce
- Includes corporate social responsibility and environmental sustainability

Submit the plan and its citation to your faculty member for approval. This will be used in Wks 4 and 5 of the course.
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SCENARIO: You are a project manager who is taking over a struggling project. Two projects are at risk of being cancelled by their clients due to a variety of issues. Use the attached “Case Study 5” when monitoring and controlling a project.

NOTE: let me know if the requested pages are not enough to cover all items in this paper (A-E).

Complete the attached “Monitoring and Controlling Template” by doing the following: See attached Example of M & C to give you an idea.

A.  Document five new risks for case study 5 is currently facing by completing the table in the “Risk Assessment” section of the attached “Monitoring and Controlling Template.” The risk assessment needs to include a risk description, the likelihood of the risk occurring, the impact of the risk, the person responsible for mitigating the risk, and a prevention and mitigation strategy for the risk.

-  For the risk assessment, use the paragraphs from the team leads rather than the numbers to identify potential future problems.
- Risks are issues with an unknown element to them, which have not completely played out yet but have a reasonable indication that they may occur.  

B.  Create a Gantt chart showing the projected timeline and critical path for the case study in the “Gantt Chart” section of the attached “Monitoring and Controlling Template.”

- Download, install and use ProjectLibre as your Gantt Chart software. Other project software you are familiar with may be used, but you should avoid Excel or other spreadsheet programs. It is important to use actual project software to ensure all the formatting and calculations are correct. Once you are comfortable with whatever project software, use the tasks, durations, and prerequisites found in the Work Breakdown Structure in the case study. 
- Attention to detail is vital to ensure the project starts at the right time and that all tasks have the appropriate durations and start after their identified predecessors have completed. The schedule data from the Gantt chart will be used throughout the rest of the paper, so an error in the Gantt will cause issues later.
- The completed Gantt can be inserted as a screenshot in this file or attached as a separate PDF file. Include summary tasks for each team, and ensure the critical path is clear. This is a planning Gantt, not a tracking Gantt, meaning it will show the originally planned project schedule based on the provided WBS, not any actual performance data (percent complete, expenditures, etc.).

C.  Provide a completed “Earned Value Analysis” section and a completed “Earned Value Projections” section for the case study  5 in the attached “Monitoring and Controlling Template” by completing the tables in those sections and doing the following:

1.  Analyze the current schedule and budget performance of each project workgroup.

- EVA is about doing the math to see how the teams are performing today. You will need the task dates from the Gantt chart in order to calculate how close the project is to the original schedule.
- Using formulas found in Chapter 7 of the PMBOK, calculate the following values (EV, AC, PV, CV, CPI, SV, SPI) for all five teams. This will measure their progress so far as outlined in the case study status reports. Use Excel to do the calculations, and then copy over the final numbers once you have them. There are some numbers you will need in your spreadsheet that do not make it into the final table to submit. Excel has a variety of features that will help you, including making sure you are using the same formulas for each team’s calculations, formatting the numbers consistently, avoiding rounding issues, etc.

2.  Estimate the expected completion date and total cost of the project workgroups.

- EVP is about projecting where the various teams will end up when the project is over budget or behind schedule if we keep working at the same rate.
- Calculate the estimated future performance of each team using the formulas found in the Formula Table in Chapter 7 of the PMBOK.
- Continue working in the same spreadsheet as the Earned Value Analysis section above, using the current performance data to estimate future performance.
- Include a brief discussion right below the projections table explaining the process and formulas you used, especially for those calculations that may have multiple available calculation options.

3.  Interpret the workgroup analysis and project schedule and cost estimates.

-  Analyze the progress and performance of this project based on workgroup analysis, project schedule performance, cost estimates, and variation in planned completion date. Are they close to being on budget or on schedule? Which team is doing the best or worst?

D.  Provide a completed “Burndown Chart” section for the chosen case study in the attached “Monitoring and Controlling Template” by doing the following:

1.  Create a burndown chart.

- Create a burndown chart using Excel, charting current project performance up through the date of the status reports.

2.  Analyze the team’s overall progress in the “Discussion of Burndown Chart” section of the attached “Monitoring and Controlling Template,” using the burndown chart from part D1.

-  Discuss the chart projection shown for the project on the Burndown Chart, and include future thoughts on team performance, if continued at the pace currently followed. If there are differences or inconsistencies between the burndown chart and the schedule performance from the earned value analysis, discuss what might cause that and which you think is a better indicator of team performance.

E.  Explain how three mitigation strategies could have a positive impact on the schedule and budget performance of the project team for the chosen case study in the “Mitigation Plan” section of the attached “Monitoring and Controlling Template.”

-  As you interpret the results from the burndown chart and other metrics, brainstorm what underlying root issues may be causing those numbers and what you might do to address the actual problems and not just the symptoms.
- For items B-D2 shown above, discuss a Mitigation Plan to solve problems and move the project forward successfully. Use each team’s budget and schedule performance to brainstorm possible problems three of the teams may be facing – different combinations of budget and schedule performance will indicate different issues each team is facing. The charts and metrics calculations are symptoms. Look for underlying root issues to solve rather than throwing money at the symptoms. Consider the effects of your recommended mitigation strategies on the project’s triple constraints.

F.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
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