The Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation Essay Example

The Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation Essay Example The Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation Paper The Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation Paper Choosing three pieces of artwork for an exhibit is an exercise in itself. However, I am faced with this duty. So, being naturally inquisitive, I was taken by the allure of the mysterious Jan Van Eyck. Thus, I decided to devote all my attention on him, choosing three of his pieces. The pieces I chose are the Arnolfini Marriage, the Ghent Altarpiece, and The Annunciation. The information Ill provide about each piece would be set by the paintings in an exhibit. Although slightly long-winded, I hope the information provided would encourage the same interest I have gained in Jan Van Eyck. Also, I would simply use the title of this paper at the entrance. Jan Van Eyck has a controversial background. His life is rather a mystery to art historians. There are a few things however, that have been accepted as the truth. Van Eyck was born around 1390 and died in 1441. He was a Flemish painter, active in Brugge (Bruges). He and Robert Campin founded Ars Nova (new art) of 15th-century northern late Gothic painting, which brought about the Renaissance in northern Europe (MS Encarta). It is thought that Van Eyck came from Maaseik (in the province of Lind Bourg). From 1422-1424, Van Eyck was employed at the court of John of Bavaria, count of Holland, at the Hauge. In 1425 Phillip the Good appointed him court painter. He remained court painter for the rest of his life and became quite close to Philip the Good (MS Encarta). Otherwise, in ducal circles, Van Eyck seems to have been employed decorating castles and contributing to ephemeral displays, such as floats for ducal processions and food designs for banquets. (Harbison) The painting that inspired American Gothic, The Arnolfini Marriage, is an oil painting on wood. The story behind it is not a simple one. The major school of thought as to why this painting was done is that it acted as a sort of marriage certificate; hence the name. Giovanni Arnolfini was a merchant who married in Bruges in 1434, the year the painting was done. Their solemn, young faces are typical of Van Eycks work. The Arnolfini Marriage is oil on wood. This piece is 2 8 x 1 11 (Pioch, Web Museum). Also Typical of Van Eycks work, and exemplified in this piece, is intuitive perspective. Van Eyck did not use a ruler or draw a vanishing point; he simply eye-balled the angle at which lines should flow. This can be noted by following the line created by the top of the bed as compared to that of the windows. There are a few symbolic things that need to be mentioned about the Arnolfini Marriage. One is a candle, another is the mirror in the background, the image of St. Margaret carved into a chair back, and the last is Van Eycks own signature. Generally the candle is accepted to be a bridal candle. However, there are other possibilities such as Gods all-seeing eye, or simply a devotional candle. (Pioch, Web Museum) Another symbol is St Margaret (the patron saint of women in childbirth), whose image is carved on the high chair back. (Pioch, Web Museum) It should be mentioned that Giovanna Cenami, the woman in the Arnofini Marriage, is portrayed with a large amount of cloth in her hand. The gathering of cloth around her stomach makes her appear to be pregnant. This also may allude to the prospect of children during the marriage (just as the image of St. Margaret does). In the background of the Arnolfini Marriage is a mirror painted in amazing detail, especially for its size. The reflection in the mirror includes not only the backs of the newly married Arnolfinis, but also the reflection of two on-lookers. One of the on-lookers is wearing a red hat. The man in the red hat is a recurring theme among pieces attributed to Van Eyck; and is accepted to be Van Eyck himself. The other person is thought to be some sort of official witness to the ceremony, or the conductor of it. Around the mirror, painted to appear engraved in its frame, are the ten Stations of the Cross. The Stations of the Cross are parts of Christs life/death. The last symbolic detail is Van Eycks signature on the painting. The signature has just as intricate detail as the mirror, and is directly above it on the wall. It is unlikely the writing on the wall was actually there. It is thought to be a detail meant to attribute the painting to himself without interrupting it. Above the mirror is written extremely small yet clearly Johannes de eyck fuit hic 1434 (Jan Van Eyck was here, 1434). Normally a work of art in the fifteenth century would have been signed, Jan Van Eyck made this. The wording here specifically refers to a witness to a legal document. (Stokstad, 628) There are also a few symbols of faith. In the painting is a dog between the Arnolfinis feet. Dogs are considered faithful companions. On the window ledge there is fruit that could symbolize fertility and the fall from Paradise in the Bible. Also the shoes by Giovanni Arnolfinis feet are thought to allude to the sanctity of marriage. (Pioch, Web Museum) The next piece I find very interesting, and hope many others will too, is the Ghent Altarpiece. The Ghent Altarpiece is Van Eycks earliest known work (Stokstad, 626). This painting is made with oil on panel and extremely large. Finished in 1432, the altarpiece was roughly 11.5 x 7.5 closed and 11.5 x 15 open. The altarpiece is rather difficult to describe. That is because it opens twice to show two separate scenes, with one set of inner wings. I will explain the piece in sections beginning with the outer, or closed, section. The altarpiece remained closed at all times, with one exception Easter. When closed the altarpiece had a much more toned down appearance than the bright extravagance within. The altarpiece, when closed was divided into twelve sections. The two lowest center sections are St. John the Baptist and St. John the Evangelist painted to appear as statues. Beside them are the donor and his wife; the donor was a wealthy official in Ghent. Above, the wing exteriors show Gabriel and the Virgin looking out on an old city from opposite sides of a room (Stokstad, 626), this scene includes four panels. At the top of the closed altarpiece, involving four sections, are ancient sibyls (female prophets) and Old Testament prophets who foretold the coming of Christ. The open altarpiece was also divided into twelve sections. This section would be shown only on the feast of days, Easter. The opened altarpiece was much more vivid in color and lively than its outer companion. The largest section, in the bottom center, is dedicated to the Adoration of the Lamb. Also referred to as the Communion of Saints, the Lamb symbolizes Christ and is surrounded by many believers. Directly above the Communion of Saints are three sections. The center section is the figure of God enthroned. On the right side of Him sits John the Baptist and on the left sits the Virgin Mary. John the Baptist and the Virgin are surrounded on each side by angel musicians (Stokstad, 612). Wings on either side of the angels open to reveal Adam and Eve. Looking solemn, Eve stands holding the core of an apple, the forbidden fruit, which she has eaten. Adam and Eve are covering themselves because according to the bible, only after Eve had eaten the forbidden fruit did they know they were n aked. They are hiding themselves in shame. The life of this piece is quite interesting. It has survived more than five centuries. At one point in the sixteenth century, when political struggles were rampant, the paintings were removed from their frames and hidden in a church more than once. Later, as a means of protection, the panels were separated and moved to different places. In 1894 Berlin royals had the six small panels split so both sides could be seen. After the First World War, it was put back together in Ghent, but someone stole two panels. Only one panel was found; the other is now a copy. During the Second World War the panels were moved around again. Then in the 1950s, it was finally put back together one last time in Ghent (Stokstad, 612). The third and last piece I chose for a gallery show is The Annunciation. Completed in 1436, this piece was originally painted in oil on panel and was later transferred to canvas. Its name explains what is occurring in the painting. The Annunciation was when the Angel Gabriel told the Virgin Mary she was going to bear the Son of God, Jesus Christ. The Angel and the Virgin are shown with golden letters flowing from their lips. The letters form the Latin equivalent of Hail, full of grace and Behold, the handmaiden of the Lord, spoken by Gabriel and the Virgin, respectively. As in all of Van Eycks work there are many symbolic points in this painting. A dove above the Virgin and Gabriel symbolizes the Holy Spirit. A stained glass window of God (surrounded on either side by two wall paintings of Moses) is parallel to three windows enclosing Mary. The three windows represent the Father, the Son, and the Holy Spirit. The juxtaposition of the three windows to the stained glass one represents the coming of a new era. White lilies in a vase by her feet symbolize Mary. The floor tiles are decorated with signs of the zodiac that indicate the date of Annunciation (March 25). Lastly, the placement of the figures in a new church suggests that Mary is the new Christian Church (Stokstad, 18-19). During the Middle Ages, the Church was the most powerful entity in Europe. The Church even had a great amount of say over political decisions. The religious art of the fifteenth century mirrored the political, social, and economic power of the Church. (Harbison) Each of the three paintings described in this painting contain religious references. In the Arnolfini Marriage there is the candle, and St. Margaret on the chair back. The entire Ghent Altarpiece is a religious painting. In the Annunciation, another entirely religious work, there is not only Gabriel and the Virgin but the windows as well. The reason behind the religious references is not only to show the power of Church, but too reawaken faith among people at a time when it was beginning to falter. Come visit the gallery to learn more on the life and works of the mysterious Flemish painter, Jan Van Eyck. In the gallery you will see The Arnolfini Marriage, The Annunciation, and the Ghent Altarpiece (with a room of its own), up close and personal. Our guides will assist you in finding all of the symbolic points I mentioned earlier as well as explaining some of Van Eycks life during the time these pieces were made. The Gallery de la Sol is located at on the north corner of 124th and Broadway in Manhattan. Lastly, in the Gallery, B. Dalton bookstore will be selling books about Van Eyck and some of his peers. If you are interested in Jan Van Eyck but cannot attend or if you would like to find out more try reading about him. Here are some books I recommend: Jan Van Eyck: The Play of Realism, by Craig Harbison, Jan Van Eycks Arnolfini Portrait: Stories of an ICON, by Linda Seidel, and All the Paintings of Jan Van Eyck, by Denis Valentino.

People who contribute to social security should have the right to Essay

People who contribute to social security should have the right to choose how their money is invested - Essay Example Neither is social security a financially secure program as the office itself has a problem collating funds in order to fund itself. The program is basically bankrupt. Knowing that social security is in dire straights due to the U.S. economy, one cannot help but wonder, maybe the system will be better off if it is privatized and the members are given the opportunity to invest the money they contribute to the system themselves? With the annual return of social security contributions pegged at about 1.2. % this means that is has the lowest ROI prediction of all the retirement investments of an individual. The expected ROI from the stock market averages 6.34 %. As such, if a social security account is converted into a private account, the FICA taxes could give a maximum return on the investment upon the retirement of the member. The social security system would then actually be in a position to help supplement the retirees income in a significant manner. (â€Å"Should Social Security be Privatized?†). ... y accounts were privatized by allowing individuals to have their own private accounts, the member will be able to maximize the full potential of his membership with the system. Keep in mind that when the Social Security Act was set into place by congress back in 1935, Pres. Franklin Roosevelt signed a document that merely stated that the program would provide old-age benefits for its members. This was amended in 1956 to include disability benefits for its members (Agresti James, & Cordone Stephen â€Å"Social Security Facts†). The structure by which the program is created shows that the system is not in the control of the members, but rather in the hands of politicians who have the ability to format and reformat the program as they deem fit. To be clear (Tamny, John, â€Å"The Ugly Truth About Social Security is Revealed†): ... the money we pay into Social Security is not ours, meaning politicians can reduce or confiscate the dollars withheld from our paychecks as they see fit. They can also reduce our retirement by simply raising the retirement age. And then as evidenced by the collapse of the dollar since 2001 (a dollar in ’01 bought 1/250th of an ounce of gold, today it buys 1/1600th), another way they can eviscerate their obligations is to debase the dollars they are presumed to owe. Our politicians are not currently in the position to invest our hard earned dollars in any system that is meant to help alleviate the lives of the people. It was too much governance in the financial aspect of individual lives that brought us to this point in this first place. The government has shown us that they cannot even work together to put together a cohesive budget for our country, how can we trust them to develop a cohesive investment plan for the future and current retirees of

Board Governance and Volunteer Management in Nonprofits Term Paper

Board Governance and Volunteer Management in Nonprofits - Term Paper Example n should be run directly under the aegis of the board of governors who make all the decisions and decide what exactly the charter of the organization is going to be. They will understand the very basis of the management as well as the ways and means through which people are hired, jobs are assigned and tasks delegated to one another (Nelson 1997). The organizational plan also encompasses the relationships with similar nonprofit or for-profit organizations and how the two work along with one another to bring about a symbiotic association. The organizational plan for at-risk girls banks a great deal on the linkages of these organizations with each other, most of which deal specifically with the emphasis on at-risk schools and children (Barrett 1995). Also the manner in which the organization is going to operate on a regular basis, its functional costs, its pending issues and so on need to be taken care of at the highest level. These aspects are important as they mention each and every pointer in complete totality. The specific tools and strategies which the at-risk girls organization must make use of include the basis of its recruitment and selection, the manner in which new employees are hired, trained and then let off their jobs (removal from service). It also comprises of their orientation at the organization whilst being supervised by the employers themselves. The board members are chosen on a strict guideline where they are evaluated time and again as per their work basis. The non-governing volunteers and the employees who do pro bono work are also taken care of. Their selection is a very cumbersome process, but one that surely requires a stringent approach. These tools and strategies need to be drawn up in such a manner that there is complete accountability and clarity at all ranks, and no apprehensions are raised as such (Beeler 1994). At-risk girls organization is a nonprofit institution therefore it is necessary to find out how money will flow and how

Teaching plan for a 8 year old with diabeties Essay

Teaching plan for a 8 year old with diabeties - Essay Example Additionally, school nurses are mandated to make referrals based on a clinical judgment. The major groups involved in school nursing include; toddlers, adults, school age children, teenagers and preschoolers (HAAD, 2010). Some of the screening roles of a student nurse involve vision, posture and body mass screening. This is done to recognize any deviations from normal health. America Academy of Pediatrics (2008) posits that other vital roles of a student nurse include provision of leadership during the endowment of health services and the promotion of a school health environment. A healthy environment concerns emotional safety and implementation of precautions against infectious diseases. Safety school plans help in addressing bullying issues, violence and all emergencies that may be witnessed at school. The leadership role of a student nurse is also extended to health programs and policies. It is also worth noting that for nursing services to be well provided, a student nurse has to ensure that school personnel and health care providers are coordinated. Some of the direct care roles of a student nurse are to conduct detailed assessments of systematic health. Such an assessment entails data analysis so as to identify problems in health. Thereafter, care plans that are individualized are formulated. Usually, the student nurse also has the responsibility of ensuring that ongoing information regarding health is communicated to school authorities and students as care is provided (HAAD, 2010). Another important role of student nurses concerns supervision of immunization programs. My encounter with a student nurse revealed a lot of issues that concern accountability, integrity and confidentiality. To start with, she maintains both verbal and written communication modes with all the staff and doctors so that the safety of students can be guaranteed. Medications are also stored in secure rooms so that individualized medical care is to be attained. Medical services are also availed 24 hours to the students, and all information handled with utmost confidentiality. Exceptional nursing standards are put in place to enhance the efficiency of individualized care. During my stay with a student nurse, an 11 year old patient with diabetes came. The patient said that he suffered from increased thirst, hunger and hyperglycemia. Additionally, the diabetic patient had frequent episodes of urination. This was an opportunity to discuss with the care giver of the 11 year old and the school nurse concerning the issue diabetes. The outcome was that the 11 year old should engage in physical exercise, eat a lot of fruits and vegetables and reduce intake of sugars that can predispose a patient to risks. In addition, the caregiver and should help the monitor the blood sugar of the diabetic patient at home and school respectively. The student nurse counseled the family regarding the importance of adhering to diabetic’s medication. Assessment The assessment is ab out an 11 year old student whose medical history reveals that he has diabetes. His past medical history also reveals that all immunization procedures were adhered to. However, records in the file reveal that the family has a diabetic history. The child has a weight of 50 kgs and a height of 132 cm. This puts him at risk of juvenile diabetes as his body mass index is 28.70. This is the most optimal stage for peer interaction and skills enhancement for the patient. The patient is on a

Cloud Computing Essay -- Information Technology, Data, Security

INTRODUCTION Cloud computing has boost a large amount of interest in the IT industry. The market research and analysis firm IDC suggests that the market for cloud computing services was $16bn in 2008 and will rise to $42bn/year by 2012 (Chhabra, Verma & Taneja, 2010) .The era of cloud computing introduces a new dimension for Enterprises. The academia and research worlds have developed a keen interest into challenges and issues introduced by this relatively new concept (Sriram & Khajeh-Hosseini, 2009). As experienced by large or small companies while adopting cloud computing technology, the issues can be outlined as security, privacy, data migration as (Hosseini, et al., 2010 ). Adoption of cloud technology by enterprises especially those are using KBE (knowledge based engineering) systems are in risk in terms of migration their data over the cloud. Most enterprises are in a midst of creating, sharing, streaming and storing data in digital formats to allow collaboration , hence there is a need to continuously managed and protect the data to ensure its value and authenticity (Yale & Chow, 2011). Enterprises now acquire increasingly more information about their products, customers and partners- whether it’s stored in a cloud environment or not and failure to protect this data can be damaging. Partners and clients anticipate their information will be constantly protected before conducting business with a company. Within lay the need for complete data governance to manage and protect crucial data, which has become a key issue for the cloud (Yale, 2011). The literature review aims to address the adoption of cloud computing within enterprises those are using KBE systems and how this adoption of cloud will affect their data governan... ... this process, and it can take several months between the decision to procure hardware and the hardware being delivered, setup and ready to use. The use of cloud computing can greatly reduce this time period, but the more significant change relates to the empowerment of users and the diffusion of the IT department’s authority as pointed out by Yanosky [20]. For example, a company’s training coordinator who requires a few servers to run a week-long web-based training course can bypass their IT department and run the training course in the cloud. They could pay their cloud usage-bill using their personal credit card and charge back the amount as expenses to their employee. A similar scenario was recently reported by BP, where a group bypassed the company’s procurement, IT department and security processes by using AWS to host a new customer facing website [10].

Food technology portfolio sac paper Essay

To demonstrate satisfactory completion of Unit 3, Outcome 3, you must present evidence of the development of a design brief, evaluation criteria and a design plan. This document is a framework for the development of the SAT. It provides a step-by-step approach to completing all of the components of the task so that you are able to complete all of the assessment criteria to the highest level. The task is more manageable if you type all your documents as you go. This will save a lot of time and make it easier to incorporate corrections from your draft. When setting up a new folder for your SAT on your computer, separate folders for individual components of the task. However, it is recommended that the research and the production notes for each individual food item are prepared in the one document. This will enable you to ensure that the footnoting in this document is sequential. REMEMBER TO SAVE YOUR WORK IN MORE THAN ONE PLACE AND TO BACK-UP YOUR WORK EACH TIME YOU WORK ON THE TASK. As you undertake research, remember to record all sources of information you have used and footnote any material that is directly cited or copied. Start you bibliography as soon as you begin your work on the SAT. More information about citing reference and writing your bibliography will appear later in the booklet. It is always helpful to proof read your draft to pick up mistakes 4 Unit 3 / 4 Food and Technology SAT 2012 Criteria for Assessment Unit 3: Food preparation, processing and food controls Area of study 3: Developing a design plan Outcome 3: Develop a design brief, evaluation criteria and a design plan for the development of a food product. Unit 4: Food product development and emerging tends Area of study 1: Implementing a design plan Outcome 1: Safely and hygienically implement the production plans for a set of four to six food items that comprise the product, evaluate the sensory properties of the food items, evaluate the product using the evaluation criteria, and evaluate the efficiency and effectiveness of production activities. Criteria 1: Design Brief and Evaluation Criteria Criteria 3. Skill in developing a design brief and evaluation criteria ? Skill in developing a design brief including context and specifications (considerations and constraints) ? Skill in developing relevant evaluation criteria that relate to the design brief context and specifications. Very High Comprehensive, coherent and relevant information is provided in a very well structured design brief with a clear and thorough description of the context. The specifications in the design brief (considerations and constrains) are very clearly identified. A range of very clearly expressed, relevant evaluation criteria reflect all the information contained in the design brief context and specifications. 5 Design Brief: ? clearly defines the context, aims and intentions of a new product? includes specifications – considerations and constraints – that need to be taken into account when making decisions in relation to the design of the new product ? Must be a problem that the student will attempt to solve ? must be developed and written by the student (not by the teacher) ? must allow students to demonstrate key knowledge and skills. There is no word limit on the length of the design brief. The VCAA has a PowerPoint presentation ‘In the beginning – Developing an effective School-assessed Task design brief’ available at www.vcaa. vic. edu. au/vce/studies/foodtech/foodtechindex. html Example: www. vcaa. vic. edu. au/vce/studies/foodtech/foodtechindex. html Of all the sports I have ever played, surfing is without doubt my favourite. I really can’t remember a time when I haven’t been able to surf. My Nan and Pa have had a house at Torquay since I was just a toddler and so we have spent most weekends there every summer. My Pa was one of the original ‘surfies’ at Jan Juc and other beaches along the surf coast and he taught me to surf when I was really young. Two of my friends from school, Ben and Sam, are also keen surfers and so we have decided to head to the surf for a couple of days after our final exams in early December for our own ‘Shortboard Classic’. My Nan and Pa have offered to let us stay at their house on Friday and Saturday but we will need to take some of our own ‘supplies’ as I don’t want Nan to have to do all of the meal preparation. As I quite enjoy cooking, I have decided to make some of the main food items we will eat over the two days. We will need some food items for a casual dinner on Friday and breakfast and lunch on Saturday. I will also need to prepare some savoury and sweet snack items we can take to the beach, as we will no doubt be hungry after spending so long in the water. On Saturday night we will have a celebratory dinner with my Nan and Pa before we leave and so I will need to make a dessert to share for dinner. The dessert needs to be quite special and look spectacular so that it is the ‘grand finale’ to a great weekend. Just as importantly, I can show my Nan that all the hours she spent teaching me how to cook while we were staying at Torquay weren’t wasted! The food will also need to be appealing to us and satisfy our ‘healthy’ appetites. As we will be leaving for Torquay straight after our last exam, all of the food needs to be prepared several weeks in advance and have good keeping qualities. I also want to use a variety of complex processes so that the products I produce are of a very high quality. My Nan is a great fan of television cooking shows and I want to show her that I am now quite a skilled cook too – even if not yet in the league of the experts on her favourite show! 6. IDENTIFY a theme, event or context. WHO: Who has asked you to prepare the product? This might be an individual or a representative of an organisation. Remember to outline or describe some background information about who the product is being prepared for to inform the reader. WHY: Why is the product needed? Discuss the reason or purpose the product needs to be prepared. 7 WHAT: What needs to be prepared? This should be a simple outline or general statement about the product. WHEN: When the product is to be prepared by or served or available. WHERE: Where the product is to be served, displayed or used. 8 Developing your brief Once you have established your ideas, use the 5 W’s chart to write your detailed design brief. Remember to use complete sentences and paragraph format. These five components will form one or two paragraphs of the design brief. Scope of the task – this information must also be included as a part of your design brief: – A range of 4-6 food items – Use at least 4 different complex processes in the production work to produces high quality food 9 Specifications & Criteria for Evaluation You now need to use the information in your design brief to develop the criteria for evaluation. The first step is to identify the specifications (constraints and considerations) in your design brief. 1. On your design brief underline or highlight the specifications. Alternately you could make a list of the specifications. It is important that these are clearly identified. Specifications are the issues or barriers that have been identified in the brief. They will need to be addressed when working through the design process. ‘Considerations’ are flexible restrictions – issues or aspects that need to be taken into account when planning a product. ‘Constraints’ are restrictions, over which the designer has little control, that affect the development of the product. 2. Using the specifications identified, develop approximately 5 to 6 relevant evaluation criteria questions. If you have a lot of specification you might want to combine more that one specification into a question. a. Must be relevant/related to your design brief. b. Must be written before the product or the food items are made c. Should be a set of open-ended questions that need more than yes or no as an answer d. Need to be well-written and clearly expressed 3. These questions will be used to evaluate the set of food items as a single product rather than individual items once you have completed your production work. Students should write clear and in depth responses to evaluation questions. These responses form part of the evaluation component of the task after all the food items have been made. 10 Example: www. vcaa. vic. edu. au/vce/studies/foodtech/foodtechindex. html Of all the sports I have ever played, surfing is without doubt my favourite. I really can’t remember a time when I haven’t been able to surf. My Nan and Pa have had a house at Torquay since I was just a toddler and so we have spent most weekends there every summer. My Pa was one of the original ‘surfies’ at Jan Juc and other beaches along the surf coast and he taught me to surf when I was really young. Two of my friends from school, Ben and Sam, are also keen surfers and so we have decided to head to the surf for a couple of days after our final exams in early December for our own ‘Shortboard Classic’. My Nan and Pa have offered to let us stay at their house on Friday and Saturday but we will need to take some of our own ‘supplies’ as I don’t want Nan to have to do all of the meal preparation. As I quite enjoy cooking, I have decided to make some of the main food items we will eat over the two days. We will need some food items for a casual dinner on Friday and breakfast and lunch on Saturday. I will also need to prepare some savoury and sweet snack items we can take to the beach, as we will no doubt be hungry after spending so long in the water. On Saturday night we will have a celebratory dinner with my Nan and Pa before we leave and so I will need to make a dessert to share for dinner. The dessert needs to be quite special and look spectacular so that it is the ‘grand finale’ to a great weekend. Just as importantly, I can show my Nan that all the hours she spent teaching me how to cook while we were staying at Torquay weren’t wasted! The food will also need to be appealing to us and satisfy our ‘healthy’ appetites. As we will be leaving for Torquay straight after our last exam, all of the food needs to be prepared several weeks in advance and have good keeping qualities. I also want to use a variety of complex processes so that the products I produce are of a very high quality. My Nan is a great fan of television cooking shows and I want to show her that I am now quite a skilled cook too – even if not yet in the league of the experts on her favourite show! Research. Criteria for Evaluation – 1. Have I been able to prepare a range of food items suitable for a casual dinner on Friday and breakfast and lunch on Saturday? 2. Was I able to produce some savoury and sweet snack items suitable to take to the beach? 3. Did the range of food items include a special dessert to share for dinner on Saturday night? 4. Will the food be appealing to young males and will it be filling enough to satisfy ‘healthy’ appetites? 5. Was all of the food able to be prepared several weeks in advance and did it have good keeping qualities? 6. Did I use a variety of complex processes in the preparation of the products to produce high quality products? Constraint: food items for dinner on Friday, and breakfast and lunch on Saturday Consideration: types of food for brecky, lunch and dinner Constraint: sweet snacks to take on the beach Consideration: the type of sweet snacks Constraint: dessert to share at dinner that looks spectacular Consideration: the type of dessert Constraint: food needs to look appealing and satisfy ‘healthy’ appetites Constraint: food will need to be prepared several weeks in advance and have good keeping qualities Constraint: products of high quality Consideration: use a variety of complex processes 11 Criteria 2: Design Plan Criteria 3. Skill in completing research relevant to the design brief, developing ideas, and documenting decisions. ? Skill in completing a range of research relevant to the specifications in the design brief. ? Skill in exploring ideas for possible food items in response to the design brief. ? Skill in selection and justification of the decision made for the set of four to six food items (the product) Very High Comprehensive range of relevant research related to the specification in the design brief. Very detailed exploration and creative formulation of a wide range of ideas in the selection of the set of food items (The product). Highly detailed documentation of thought processes and thorough justification of decision making related to the suitability of selected food items, and detailed reasons why some have be en rejected. 12 Research and exploration – After writing your design brief you will need to ask yourself the following question: What information do you need to know about your theme or idea to help guide your food ideas and final selection? You will need to explore a range of ideas or alternatives in order to make informed decisions about what food items you would like to produce to solve the problem outlined in your design brief. There needs to be creativity in the selection of food items and decisions made in order to solve the problem set out in the brief. This information must be directly related to the specifications in the design brief and should be no more than approximately one to two A3 pages. You will need to use a range of primary and secondary sources. When exploring ideas in order to make decisions students should make use of: – Existing solutions e. g. recipe books Guiding information from people, internet recipes, books, magazines, television etc Primary and secondary sources of information o Primary sources include: ? Visiting a supermarket or fresh food market to observe particular varieties of produce ? Interviewing a grower at a farmer’s market ? Interviewing a person with expert food knowledge ? A visit to a restaurant to sample new foods o Secondary sources include: ? Books ? Magazines? Websites ? Journal articles It is very important that students acknowledge all sources of information using a recognized reference system with footnotes and a bibliography. 13 Example brainstorming ideas You must footnote all of the resources you have used to gather this information. Remember to write the information from your secondary research in your own words and do not include downloads or screen dumps from websites. Prepare a diagram to outline useful information about components or characteristics of the food items that will guide your recipe search and meet the needs of the design brief. You should include 4-5 ideas for each food item. This is not a recipe search but a way of documenting some of your thought processes after you have started your research. This may be a simple, hand-drawn map mind map to capture your initial thought or it can be produced using a software package such as Inspiration or Mindmanager. 14 Selection of recipe ideas Now you must research possible recipe ideas based on the information in your mind map. You will need to have at least three (3) possible ideas for each food item that must also meet the specifications in the design brief. Your selection of the food items MUST be creative and of a Year 12 standard. You will need to make decisions about which products will be most appropriate. It will be helpful to consider the following points before you make your final decision: – You need to prepare a minimum of four and a maximum of six items – Make sure you have the food preparation skills required to prepare each food item to a high quality. – Be creative with the selection of food items – consider interesting combinations of ingredients, as well as the presentation of each item. – Try to be objective in selecting products and don’t just choose food items because they are ones you are familiar with or are special favourites – Make sure that some food preservation techniques are included in the selection of products. – You must also use a range of complex processes in the production processes as well as a variety of cooking techniques. Food solutions 3 & 4 – Third Edition 2010, pg172. Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 1: Recipe Name: Recipe Name: 15 – Design Ideas – Recipe Ideas Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 1: Recipe Name: Recipe Name: Recipe Name: 16 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 2: Recipe Name: Recipe Name: Recipe Name: 17 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 3: Recipe Name: Recipe Name: Recipe Name: 18 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 4: Recipe Name: Recipe Name: Recipe Name: 19 Reference Complex Process Cooking Technique / Preservation Comments about how the product will creatively meet the needs of the design brief. Food Item 5: Recipe Name: Recipe Name: Recipe Name: 20 The following will record your final selection of food items that will make up your product for production. Hint: use your criteria for evaluation as a way of making decisions about which food items to select as part of your final product. Food Item Specification Complex Process Cooking Method Preservation Technique Item 1: Item 2: Item 3: Item 4: Item 5: Item 6: 21 Justification of selected food items – You must justify each of the food items you have selected individually. – The justification for each food item should be approximately 100 to 150 words in length. – Your discussion should outline how the item meets the specifications in the design brief and may include some or all of the following: o identification of the product o how the product relates to the theme o how the product will meet the other specifications/needs of the brief o identification of any complex process that will be used to prepare the food item o identification and description of cooking methods o if applicable, discussion of the preservation techniques to be used for this item o a discussion of the creativity of the food item o an explanation of why each of the other two recipe ideas were not selected. 22 Criteria 6: Overall production timeline, individual food item production plans and production work Criteria 6. Skill in development, organization and implementation of planning for production. ? Skill in developing an overall production timeline. ? Skill in developing individual production plans for each food items to be made. ? Skill in organisation and implementation of the overall production timeline and individual food item production plans to complete the food items. Very High Completing of a cohesive, carefully considered sequence and clearly presented overall production timeline. Development of a very detailed individual production plans for each food items to be made. A very high level of organisation demonstrated throughout the completion of the food items. * Food orders, production plans all submitted by due dated. * Need to include presentation in any planning documentation. 23 Overall Production Plan The next step in the development of your design plan is to prepare an overall production timeline showing how you will prepare all of the 4 to 6 items you selected in the time you have available. This will help you to organize the sequence in which you will produce each of the chosen food items. It should take into account the length of time each food item takes to prepare along with other commitments Individual work plans will be prepared later. The type of information you will need to include on your overall production timeline is: – The date each food item will be produced – Any preparation which needs to be done prior to preparing the food item such as soaking dried fruit for jam, marinating of meat, selecting jars for preserved products, collecting props for photography. -Note any other important school or personal commitments you will have during this period which will have an impact on you over this time. – 24 March 2013 SUN MON TUES WED THUR FRI 31 SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Notes: 25 April 2013 SUN MON TUES WED THUR FRI SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 15 Notes:Â  May 2013 SUN MON TUES WED THUR FRI SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 15 Notes: 27 June 2013 SUN MON.

A Professional Code Of Ethics - 1283 Words

Copyright laws are important more so today then ever before because the ability to copy and distribute intellectual properly and pirate electronic content has increased with the advancements in technology and globalization. As members of the student body, University of the People students must understand the detriments of plagiarism, piracy and ensure they protect Intellectual Property and respect copyright laws. Developing a professional code of ethics as a computer professional, will help navigate our careers and help us make proper ethical decisions and choices. Intellectual Property The University of the People’s Intellectual Property policy requires we respect individual property rights and abide by US copyright laws (University of the People Catalog, 2015, p. 83). The University of the People does not tolerate plagiarism. Plagiarism violates Individual Property rights by failing to credit the author’s work. According to WIPO, â€Å"Intellectual Property refers to creations of the mind, creative work such as books, music, movies, photos, web content, and software† (WIPO, n.d.). Everyone has created Intellectual Property at some point in his or her life and no one wants it stolen. Innovation flourishes when ideas can flow, but stealing from the author will only lead to stifled creativity and resentment. When we build upon the work of others and our own ideation takes root, we must give credit to its origin. Increased awareness of Intellectual Property rights willShow MoreRelatedEthics Code Of Professional Ethics980 Words   |  4 P agesthe importance of AICPA’ â€Å"Code of Professional Ethics† and its components, and the influence of management perceptions on firms’ ethical environment (p. 919). Introduction. The authors study business ethics, compliance with ethics code, ethical issues, and ethical behavior of company management. 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