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Catholic And Protestant Baroque Overview

The word Baroque was first applied to the art from the period of the late 1500s to the 1700s, by critics in the late nineteenth century. The word Baroque in no way though, seems to describe the art movement. In Italian the word Baroque means “Tortuous medieval pedantry” and Portuguese for “Deformed pearl”. Regardless, Baroque , is primarily associated with religious tensions within Western Christianity, spanning a 200 year time span. A divide had began in the Catholic church and the outcome would see the creation of a new offset of Christianity. In 1517 Martin Luther posted his 95 theses on the door of the Wittenberg Cathedral. By 1520, Luther has been excommunicated and began a protest movement against the Catholic church. This protest movement would later be called Protestantism. Luther believed that the layperson, or someone who is not a clergyman, was being distanced from the church and understanding the scripture. He advocated hymns as a better way to communicate hard to understand mysteries of the church and made music an integral part of Protestant church services ( The Catholics in response convened the Council of Trent to discuss and consider Luther’s Theses. In 1563 the council finished their work and made art an integral part of the process of helping the layperson to understand the scripture. Through a visual and emotional display of the church through art, they hoped to influence as many people as possible to remain faithful to the Catholic Church. This was not only through the funding of paintings, but also in the commissioning of churches with enormous domes, swirling forms, huge spiraled columns, multicolored marble and lavish murals. This new program of renewal, or counter reformation, would see the church commission all types of work that would be both doctrinally correct visually appealing, and emotionally appealing. This unique style, later referred to as Baroque, would start in Italy, but as the century progressed the style would make inroads into the Protestant countries. Baroque would become a style in which painters, sculptors and architects rummage emotion, movement and variety in their works. The Protestant reformation would be a refresher course on the reality of life for the individual. This would change with the advances of the counter reformation, as the mood of middle age art once again found expression. The mystical, the abstract and the dominance of color over form would serve as an emotional stimulus for everyday people to reconsider the advantage of Catholicism. For some artists this transformation would be easy. The reformation had caused a separation between artist and church, which in turn caused a financial crunch on the already meager living of the typical painter ( This new visually intense form of expression took on very different characteristics in different regions of Europe. This is largely in part due to the topics covered at the Council of Trent. In Northern Europe and largely in the Netherlands, the Baroque movement took on a significantly non secular undertone. This is a result of the predominance of the Protestant faith in this region. The advances in techniques are still noticeable in different examples of the Baroque era from Protestant artists, however due to the nature of the Protestant practice the messages are drastically different. Contrary to Catholics of the time, who worshiped in lavish sanctuaries with elaborate services for mass, the Protestants experienced their faith internally. This meant that they enjoyed simple churches and took their religious messages from the bible itself, instead of the imposing Catholic Church ( The Protestants had their Reformation and the Catholics had their Counter Reformation. While the Catholics needed to attract viewers with religious art that more significantly impacted onlookers, Protestants would respond with a lack of religious art. Instead they would concentrate, for example, on genre paintings that taught their viewers moral lessons. Compositions from both tended to have more open space. Objects and scenes were in a state of motion to create emotion. They either came out as the viewer or something could fall on the viewer. The motion of these pieces was created through circular or diagonal compositions. On going at this time was a general knowledge that the Earth was in motion, which was a giant conceptual leap to show this aspect of life in art. Some characteristics of baroque was an attention to exact, naturalistic details. Spatial values, such as deep space, fooling the eye and objects being pushed into the viewers space. An integration of architecture, sculpture and painting. Stories being portrayed would seem to happen in the space and time of the viewer ( ). One of the more influential Catholic Baroque artists of the time was Caravaggio. His influence on the art of his century would be significant. One of Caravaggio’s masterpieces is “The Crucifixion of Saint Peter” ( In it three dishonest characters, their faces concealed or turned away, are drawing, dragging and thrusting the cross to which Peter is nailed by the feet with his head put down. The Saint Peter, as portrayed by Caravaggio, cannot be called a martyr. Instead he is an old man, suffering from pang and in fear of death. The obscure, impermeable background attracts the viewer’s gaze back again to the keenly illuminated people, who remind us that the death of the apostle did not look like a heroic drama, but a hapless and humiliating execution. In Caravaggio’s ” The Conversion of Saint Paul” (, Saint Paul is seen rolling around in the dirt of an old stable This attacked both the prevailing ideas about painting as well as offending the religious sensibilities of the church. Caravaggio sought a way to bring the Catholic faith down from the heavens and make it relevant to the everyday man on the street. Through his paintings he wanted to create a convincing copy of the optical world and use this as a vehicle of spiritual meaning. His so called dark manner would be influential to all later Baroque painting. One of the few northern Europe protestant artists to create religious paintings was Rembrandt. He was from protestant Holland and is well remember for creating about 60 self portraits. Biblical subjects accounted for one third of his entire production. This is quite rare for the Protestant North of the seventeenth century, for church patronage was nonexistent and religious art was not regarded as important. His famous painting, The Return of the Prodigal Son (, was finished shortly before his death in 1669. There is a sense of great tragedy as you gaze upon this work. The contrast between the light and the dark, the two mysterious figures that appear dimly in the background, the woman behind the father and the dishevelment of the younger brother, all contribute to this sense of tragedy. The Baroque styles of Protestant Northern Europe and predominantly Italian Catholic artists are stylistically similar. This comes as no surprise since the techniques originated in Italy. The most notable distinction between the two styles is not the artistic tendencies, but rather the motives or message being conveyed through the paintings. The Catholic Baroque style included vivid imagery that displayed vigorous emotion and incited emotion in those that viewed it. While the Protestant Baroque style used many similar, if not the same techniques; portrayed uniquely intrinsic emotion felt by the artist and brought about emotion not so much through dramatic stimulation, as through sympathetic understanding. The fundamental difference between Protestant Baroque and Catholic Baroque is that Protestant Baroque painters convey subjects in ways that portray the artist’s personal emotion; while Catholic Baroque painters conveyed visually entertaining and captivating imagery in order to evoke emotions from the person viewing the image.
please follow APA need one response each and separate docs 1&2 —–300 words each.

1)You have worked as a sales representative for the last three years, and your boss has just quit. You have been asked to take over as manager of your region, and you are going to accept for two reasons. First, you would like to move up and try something different and more challenging. Second, you have been very disappointed with the way your prior manager ran your sales group. He was not a good people manager and he did very little to motivate the sales representatives. More specifically, he let the low performers slide by, while the top performers (which you feel you are) did not seem to be recognized for their contributions. The situation was not horrible; he was not abusive or hostile in any way. But you know the group has some talented people and could do much better—if only they had a motivational spark. So how would you proceed in this situation? Where would you start? What types of things would you do to enhance motivation? What would be the biggest obstacles to getting this group energized? Would there be any predictable traps to avoid?2)Please Evaluate the Mindsets and Paradigms and the Resistance to Change by answering the following questions:
What are the leading blockages to individual creative thinking? What are the leading blockages to group creative thinking? How do you suggest overcoming these blockages?
please follow APA need one response each and separate docs 1&2 —–300 words each

HLTH 104 GCC Stress Management Among Adolescents Annotated Bibliography.

Students will find and read information on their chosen health topic and write a summary and analysis of 3 different sources: 2 websites and 1 peer-reviewed research article from the library database. A rubric will be posted on Canvas. Total: 100 points.Minimum 1000 words (~3 pages, plan on 1 page per source).All 3 sources must be related to the same topic.1 website must follow in-class guidelines for a reliable internet source: government, college/university, national association, major philanthropic associationThe research article must be from a peer-reviewed, scholarly journal and published in the last 10 years.All sources must include a citation (MLA7 or 8 or APA format-same for all 3).Summary/analysis should include all of the following for each source:Summary of the important points of the articleDescription of the author/organization and their credentialsPurpose of the article and intended audienceComparison to your other sources and analysis of this source’s contribution to your topic; particularly regardingTrustworthiness of sourceIf/how this source is informative/helpful regarding your topicPaper must be typed and submitted via Canvas and will be checked for similarity with SimCheck *new* NO DIRECT QUOTES ALLOWEDTHIS IS EXAMPLE PAPER file:///Users/INESMUSH/Downloads/HLTH%20104%20example%20paper%20-%20research%20assignment.pdf
HLTH 104 GCC Stress Management Among Adolescents Annotated Bibliography

Class on Genres in Literature

CAMBRIDGE LESSON 6 Focus of the lesson: Writing in different genres and registers Write in different voices and viewpoints Improve style and accuracy This session will help you develop essential writing skills for the written section of your paper where you are expected to write creatively GENRE To be clear about the type of writing you are aiming for, you need to identify and understand four key areas – genre, audience, purpose and style. Make these part of your planning when you start to write a non-fiction text. Genre, audience, purpose and style – or GAPS! With each piece of writing you will be tested on your understanding of genre, audience, purpose and style, so you need to be clear about the kind of writing you are aiming for – who exactly are you writing for and what you are trying to tell them? For example, your text might be trying to: change someone’s opinion encourage someone to do something in particular make sure your audience knows and understands something The examiner wants to see that you can adapt the way you write to meet different genres, audiences and purposes. Identifying GAPS When it comes to the writing tasks in the exam, your first step is to clearly identify: the genre – what type of text should you be writing, eg a magazine article the audience who will be reading your text, eg teenagers the purpose of your text, e.g. to convince people to do more sport your chosen writing style, e.g. informal Make notes on these four areas and use them to help plan your writing. Show that you understand how each of these will persuade the examiner to give you marks. EXAMPLES Common genres: fiction Classic – fiction that has become part of an accepted literary canon, widely taught in schools Crime/detective – fiction about a crime, how the criminal gets caught, and the repercussions of the crime Fable – narration demonstrating a useful truth, especially in which animals speak as humans; legendary, supernatural tale Fairy tale – story about fairies or other magical creatures Fan fiction – fiction written by a fan of, and featuring characters from, a particular TV seriesxs, movie, or book Fantasy – fiction with strange or otherworldly settings or characters; fiction which invites suspension of reality Fiction in verse – full-length novels with plot, subplot(s), theme(s), major and minor characters, in which the narrative is presented in verse form (usually free verse) Fiction narrative – literary works whose content is produced by the imagination and is not necessarily based on fact Folklore – the songs, stories, myths, and proverbs of a people or “folk” as handed down by word of mouth Historical fiction – story with fictional characters and events in a historical setting Horror – fiction in which events evoke a feeling of dread and sometimes fear in both the characters and the reader Humour – Usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause intended laughter; but can be contained in all genres Legend – story, sometimes of a national or folk hero, that has a basis in fact but also includes imaginative material Magical realism – story where magical or unreal elements play a natural part in an otherwise realistic environment Meta fiction – also known as romantic irony in the context of Romantic works of literature, uses self-reference to draw attention to itself as a work of art, while exposing the “truth” of a story Mystery – this is fiction dealing with the solution of a crime or the unravelling of secrets Mythology – legend or traditional narrative, often based in part on historical events, that reveals human behaviour and natural phenomena by its symbolism; often pertaining to the actions of the gods Mythopoeia – fiction in which characters from religious mythology, traditional myths, folklore and history are recast into a re-imagined realm created by the author Picture book – picture storybook is a book with very little words and a lot of pictures, picture stories are usually for little kids Realistic fiction – story that is true to life Science fiction – story based on impact of actual, imagined, or potential science, usually set in the future or on other planets Short story – fiction of such brevity that it supports no subplots Suspense/thriller – fiction about harm about to befall a person or group and the attempts made to evade the harm Tall tale – humorous story with blatant exaggerations, swaggering heroes who do the impossible with nonchalance Western – set in the American Old West frontier and typically set in the late eighteenth to late nineteenth century Common genres: nonfiction Biography/autobiography – narrative of a person’s life; a true story about a real person Essay – a short literary composition that reflects the author’s outlook or point. Journalism – reporting on news and current events Lab Report – a report of an experiment Memoir – factual story that focuses on a significant relationship between the writer and a person, place, or object; reads like a short novel Narrative nonfiction/personal narrative – factual information about a significant event presented in a format which tells a story Reference book – such as a dictionary, thesaurus, encyclopaedia, almanac, or atlas Self-help book – information with the intention of instructing readers on solving personal problems. Speech – public address or discourse Textbook – authoritative and detailed factual description of a topic. ACTIVITY 1 Class discussion on identifying genres. By identifying the genre, the reader is able to identify what type of effect the writer is going for and can help when discussing themes. WRITING IN DIFFERENT VOICES AND VIEWPOINTS Narrative writing is the most traditional form of creative writing: it’s telling a story. The trick to getting high marks is not to tell a story in the traditional way. Think about interesting ways to tackle the different aspects of the narrative. Who is telling the story? Is it first person? Is someone in the story telling the reader directly? In these kinds of narratives the narrator might be the main character – or it might be someone who is very minor. Imagine the story of Cinderella told from the point of view of the mouse who gets turned into her footman. He’d have a very different view of the story – and what would life be like after he’s turned back into a mouse. If the narrator is a specific character, that character needs to be reflected in the way the story gets told – the comments or ‘asides’ which they make to the reader might show who they really are. Perhaps the narrator in the example above would keep making comments about cheese. If it’s someone unexpected then keeping that quiet for a while can lead to an effective ending. Are you an all-knowing narrator? The story is told in the third person, but the narrator might need to tell the audience what the characters are thinking. Or perhaps there is a secret in the character’s past which the reader needs to know to understand what’s going on. Or, is the narration limited to what a single observer can see? This works well for stories which are shrouded in mystery, or follow a small event in detail. Twist in the tale stories need these kinds of limits. The person who is supposed to be telling the story will determine the ‘voice’ you write in. If the narrator is someone serious, the tone will be serious. If the narrator is a bit of a joker, the tone will be more informal. Don’t tell the reader about the narrator directly – let the way you write do it for you. Plot is what turns a list of events into a story. It’s the connection between different events that show cause and effect. Make sure that events in your story happen for a reason, and that they affect the characters. ACTIVITY 2 Exercise: pick a word at random. Give yourself two minutes to think of as many different possible stories related to that word as possible – the more creatively you use the word the better. ‘Lost’, for example, might be a story about getting lost in a wood, or losing a game, or a story set in a lost property office. Or maybe someone has lost something which is very important to them – but the reader doesn’t understand why it’s so important until the very end of the story. The plot is why it’s important, how it got lost, and why it’s needed now. ORDER The order in which you tell the story is important. It might seem natural to tell a story from beginning to end but mixing up the chronology or timeline of a story is a good way to make it more interesting. It still needs to make sense, but it doesn’t have to be in order. Some different possibilities are telling the story in flashback, starting from the most dramatic point and then explaining how everyone got there. Or you might want to start at the end and work your way back to the beginning. Starting in the middle of the action is a good way to capture the interest of the reader. In the exam, make a quick bullet point plan of the plot and then write numbers next to the bullet points to remind yourself what order you’re going to write them in. Because creative writing assessments are quite short, it’s best not to get too complicated with plot or ordering – one twist is enough, or one change to the chronology. Characters In a short story you don’t have time to include a lot of characters- one or two main characters is enough. You can include some other minor characters if you need them to make the plot work, but not too many. Only give names to major characters – it will help the reader to work out who matters enough to remember. Make each character distinctive. Think of one characteristic – physical or personal – which summarises them. In your planning, note down each character and their unique identifying point, with two or three different ways of referring to it. Referring to the same thing in different ways reinforces the character and it adds cohesion to the whole story. When you check through your work make sure that each character talks in the way you’d expect them to. If you’ve got a member of the royal family in your story, they won’t talk like you and your friends. Who’s talking?: “Dunno, shurrup. Weren’t me.” “I’m not entirely sure. Could you perhaps repeat yourself?” An unusual setting can be a way to make a narrative really interesting. Changing the setting can make a story out of something every day. There are some events listed below. First think where they normally occur, and then choose somewhere completely different to produce an interesting story idea. ACTIVITY 3 EVENT NORMAL SETTING UNSUSUAL SETTING Football game Wedding Lessons Sleeping Listening to music Teaching a class Barbecue Don’t forget to use your usual toolkit of effective writing techniques. Vary your sentences for effect – long ones to build suspense, and short ones to provide punch lines. Use a variety of punctuation. You should make sure that you include some literary devices – but only where they have effect. A metaphor or a simile is a great way of creating an image for the reader, but it needs to be appropriate. Pick a simile which emphasises an important characteristic, or an important plot point. If a main character is cross, then perhaps his face ‘looked like a raincloud’. Try to avoid using clichés. Don’t use metaphors which don’t support the effect you are aiming for. Choose the words you use carefully, to create an impact on the reader. Adjectives can tell us a lot about a character, but use too many and they lose strength. Even when writing prose you can use techniques like onomatopoeia (words that sound like their meaning) or alliteration (repetition of the same sound) to create an effect. Don’t forget to check that you’ve got the basics right -capitals, full stops and spelling. There is no point in using advanced techniques if you forget the basics – you won’t get full credit when it comes to being marked. At least a third of the marks for writing go to accurate sentences, varied for effect. Remember: USE GOOD ENGLISH, ALWAYS CHECK FOR ERRORS AND USING CORRECT PUNCTUATION

Provide an overview of the value-based insurance. Choose 2 of the available value-based options to compare and contrast. How

research paper help Provide an overview of the value-based insurance. Choose 2 of the available value-based options to compare and contrast. How. Provide an overview of the value-based insurance. Choose 2 of the available value-based options to compare and contrast. How do these options impact the care provided to individuals? What strategies can be used to implement a successful plan? Please see text book below and web site resources ; Module Readings Waxman Textbook – Chapter 2 Financial and Business Management for the Doctor of Nursing Practice, Second Edition 2nd Edition External Websites Murphy, B. (2016) 20 things to know about balanced billing. Becker’s Hospital CEO Report. Retrieved from: (Links to an external site.) (2019). What are value Based Programs. Retrieved from: an overview of the value-based insurance. Choose 2 of the available value-based options to compare and contrast. How

Grand Canyon University Operational Risk Management Interview Project

Grand Canyon University Operational Risk Management Interview Project.

The purpose of this assignment is to gain real-world insight into how risk management programs operate within health care organizations.Select a local health care organization where you can conduct an interview with an employee who is involved in risk management processes. This organization can be your current employer or a different health care facility in your community. Acute care, urgent care, large multi‐provider private medical clinics, assisted living facilities, and community/public health clinical facilities are all ideal options to complete the requirements of this assignment. Select an individual who can provide sufficient information regarding how their organization manages risk within its facility to answer the questions below.In your interview, address the following:Risk management strategies used in the organization’s risk control program, along with specific examples.How the facility’s educational risk management program addresses key professional, legal, and ethical issues, such as prevention of negligence, malpractice litigation, and vicarious liability.Policies the facility has implemented that address how to manage emergency triage in high‐risk areas of health care service delivery (e.g., narcotics inventories, declared pregnancy policies, blood-borne disease sector, etc.).Challenges the organization faces in managing and controlling high-risk health care (e.g., infectious diseases, nuclear medicine, abortion, class 4 narcotics/opioids, etc.).Strategies the facility utilizes to monitor, evaluate, and maintain compliance within its risk management program.After conducting the interview, compose a 750‐1,000 word summary analysis of the interview that includes the questions above, in conjunction with the interviewee’s responses. In addition, include the following elements in your response:An assessment of the organization’s risk management program, including how it attends to high-risk health care and legal concerns.Action steps you would take to improve one area of the organization’s risk management program, along with your rationale for doing so.Cite appropriate references as needed to support your statements and rationale.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Grand Canyon University Operational Risk Management Interview Project

Louisiana State University Forbes 100 Best Places to Work Questions

Louisiana State University Forbes 100 Best Places to Work Questions.

Part 1- Discussion BoardBased on what you are majoring in, would like to do, feel a passion for, etc,. search the Forbes 100 best places to work list. You need to find a company that you would like to work for, but more importantly, answer these questions in your post:,19.htmBe sure that you click on the company to find out more about them…1)Tell me about your company. What kind of job would you want to do there? 2) What incentives, other than money, does the company offer that serve as a method of control or at least pacification of the “human factor”?3) How is this company different from Fordism? Has this change occurred over time? Why did you pick this company??I would like to work in health care administrationPart 2-Website CritiqueUsing the business you chose for this week’s forum from the Forbes list of 100 best places to work or Glassdoor list, complete a website critique of the Human Resources component of the business’s website. For example, if you picked LSUS (just kidding) I want you to go to the HR section of the website… Please remember that the following pieces of information need to be included in your critique. 1)Authority-Who wrote the information? Who manages the site? What are their specifications?2) Audience – What is the purpose of the site? For whom is the information geared? Is the information appropriate?3) Context/Coverage – Why is this site on the Web? What is the bias of the site? How thorough is the information? What sites are linked?4) Accuracy – Is the site using “good information/science”? Are sources identified? Can you verify the information?5) Currency – Is this current information or current thought? Are data reported timely? Is the site maintained regularly?
Louisiana State University Forbes 100 Best Places to Work Questions