Choose two or more of the visual media pieces and create a thesis that expresses how the visual cues

Minimum: 4 pagesChoose two or more of the visual media pieces and create a thesis that expresses how the visual cues (combined with sound cues in some cases) are used to produce different effects. Then discuss how each of the pieces you chose used visual (and possibly sound) effects. How were the effects the same? How were they different? Do you think any of the visual cues could have been used more effectively? Try to analyze all of the visual cues that you see – light, shadow, clothing, facial expression, size, color – everything. Cue: a cue is a signal Queue: a line of people A piece of visual media is manipulated by its creator to have a specific effect on the viewer. Effects of visual media that we have viewed today:1.Prof. Bethany’s brochure about the Council of Thought and Action – to inform and attract 2.The cartoon about antimatter, dark matter, and doesn’t matter – the effect is to make people laugh and feel better for a while3.The cave man cartoons that show primitive men talking like businessmen at a meeting – show that human nature does not change just because the rules and procedures change4.The Dubai Airport flash mob—to cheer and unify a multicultural crowd abstract painting by Jackson Pollock that was sold for US$120 million – one person liked it because of the way it combined colors; another disliked it because it did not present a defined idea6.The imagery in Robert Frost’s poem “Acquainted with the Night”7.The imagery in Langston Hughes’s poem “I, Too”8.The imagery in Emily Dickinson’s poem “Tell All the Truth But Tell It Slant”9.The Statue of Liberty10.Mount Rushmore11.The Four Musketeers swordfight —


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Photo taken March 16, 2009: University of Iowa Museum of Art Interim Director Pamela White and
then-Figge Art Museum Executive Director Sean O’Harrow (now U of I museum director) stand in front
of Jackson Pollock’s “Mural” after the painting was moved into the Figge Art Museum in Davenport
earlier that day. (Special to the Press-Citizen. March 2009.)
Cartoons from the New Yorker:
By George Booth:
By Frank Cotham:
Robert Frost (1874–1963)
“Acquainted with the Night”
I have been one acquainted with the night.
I have walked out in rain—and back in rain.
I have outwalked the furthest city light.
I have looked down the saddest city lane.
I have passed by the watchman on his beat
And dropped my eyes, unwilling to explain.
I have stood still and stopped the sound of feet
When far away an interrupted cry
Came over houses from another street,
But not to call me back or say good-by;
And further still at an unearthly height
One luminary clock against the sky
Proclaimed the time was neither wrong nor right.
I have been one acquainted with the night.
(published in 1928)
Langston Hughes (1902—1967)
“I, Too”
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
(published in 1925)
What Is COTA?
“The Council of Thought and Action is a communitybased program founded by the Nassau District
Attorney’s Office that enriches the community and
improves individual lives by giving people a safe,
positive environment and the tools they need to
lead productive lives. I’m proud of the strides we
have made together to improve our neighborhoods,
reduce crime and recidivism, and provide
opportunities for the community to reach its fullest
potential.” – Nassau County D.A. Kathleen Rice
COTA constructively reintegrates at-risk or formerly
incarcerated community members, while fostering
high accountability per the COTA motto:
Our thoughts become our actions.
Our actions become our habits.
Our habits become our character, and
Our character becomes our destiny.
COTA Meetings
Outstanding Results
Membership in COTA begins on the first night with
a life planning exercise: new members are taught
to view themselves as “presidents” of their
individual life “corporations,” and then to create a
45-day plan with realistic goals. In later meetings,
members create a one-year and eventually a
lifetime plan. Each member chooses a “board of
advisors”: trusted persons who can connect the
member to resources and provide guidance
through challenges.
All COTA members are helped to identify past
issues. They learn healthier coping, including how
to avoid destructive influences and choose
constructive ones.
Since the COTA initiative began in 2008, COTA
members have successfully earned high school
equivalency diplomas and college degrees,
completed vocational skills curriculums,
overcome chemical dependency, and obtained
employment. They have become long-term
mentors for new COTA members.
In addition, COTA members mentor community
youth through outreach to middle and high
school students (who are at a prime age for
gang induction), as well as an on ongoing
community basketball program.
“COTA trains its members to change people,
places, and things that they were once involved
with.” Nassau County Assistant D.A. Dana Boylan,
Head of COTA
“Gang members say what you want to hear when you’re
with them, but under pressure, you’re abandoned. . . .
COTA saved my life.” – former Bloods member
Student’s name
In this article, there are two predicaments of professional activity, the archaeological field
excavation and legal argumentation. In both of the predicaments there are three practices which
are; coding, highlighting and producing and articulating material representation. According to
the article, a number of professions make use of graphical representations, where such things as
scientific talks are not best viewed in as linguistic texts but in form of graphs, diagram and
photos. The article also explains how coding aggression as a professional practice involves
people that don’t have the same professions such as how police would react to different
situations involving suspects. How police escalate force depends on how the said suspect reacts
initially. For example when a suspect raises parts of his body in a way that the police may
interpret as aggressive, the police are justified to escalate force in return to subdue him. This on
the other hand is subject to a courtroom with a prosecutor who might term the escalation of force

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