Davidic line

press break and sheer to cut a straight line on the sheet metal. Overall I used two forming fabrication processes, two joining and two cutting processes. When measuring out my component blank I used a ruler to measure the lengths and widths. To make sure that the angles were correct on my component blank I used a protractor, this was to ensure that they were as accurate as possible. To make sure that my components were cut out accurately, I first cut a straight line on one of the sides of the box, I then

My initial inspiration for this piece was Trifles, which funnily enough only shares the characteristic of detectives being involved within the plot. As per suggestion on my proposal, I developed my idea of detectives solving a case further by including dialogue and inter-personnel relationships similar to those found in Glengarry Glen Ross. Taking the idea of different members of the real-estate office discussing work and plotting in Glengarry Glen Ross, and applying them to a trio of detectives

In lines one, two, and three of “Punishment,” Seamus Heaney wrote “I can feel the tug; of the halter at the nape; of the neck.” These three lines of the poem must be read together to understand that Heaney is basically describing how one is handcuffed and took to jail for committing a certain crime. Heaney then in lines three and four wrote “the wind; on her naked front.” These lines portray that after one is in jail, they must then be ashamed in front of their peers for their action. This humiliation

Albert Einstein once said, “Life is like riding a bicycle, in order to keep your balance, you must keep moving.” The summer of 2016, I moved here from Southeastern Wisconsin. Focusing on being positive was rough. Leaving friends and family felt like the end of the world for me. I have always thought moving here was a mistake, that I could do something about it. I have learned that I cannot do anything about it, so I might as well take Einstein’s advice and keep moving forward. I made a goal on the

the poem as having the closed form. The poem is regular, symmetrical, and falls into stanzas. The first five stanzas have three lines and the last stanza contains four lines. A longer peruse of "One Art" will help the reader identify the villanelle form. The first line of the poem is repeated in the 2nd, 4th and 6th stanzas, while the last word of the first stanza (3rd line) is repeated in the 3rd, 5th, and 6th stanzas. The poem appears to have the powerful music effect that is usually associated with

there is different body gesture, action and facial expression between two groups of people. We can see that both of them are well organized in order to show a parallel pattern between left and right side of the painting. Thirdly, there is a horizontal line created in between the soldiers, they are all in the same posture with their hat located on similar level, continuing with the posture of their legs. Fourthly, repeating the existence of soldiers in the painting creates rhythm, and it leads to movement

Have you ever just gotten so bored that there just seems like there is nothing to do? Maybe you’ve had the same thought at school while your teacher is up and about doing teacher stuff. You’re just itching to find something to do so you can pass the time or just want to do something fun in general. “What do I do” you tell yourself, “what can I do that will satisfy my needs of enjoyment?” You try looking around to see what you can do but nothing seems to grasp you that feeling of fun you once had

29-inch art is drawn on a paper of what looks like an architectural plan. John drew a big 3-D, old school television with an antenna right in the center of it with black paint. On the left side of it, he drew with red paint, repetition of circles and lines with an arrow on the top. With the same red paint, he drew a simplified outline of a house. Rectangle shaped house with a triangle roof top.

My field placement is at a public school in an urban setting right outside of Philadelphia. The student body is just shy of 300 students, largely compromised of minority students. Furthermore, almost one third of the student body is visually impaired. I work in a mixed classroom of second and third graders all of whom have varying degrees of visual impairments. When I started there were nine students, but one student recently joined our class, so the class has grown to ten students. Two of these

readers are drawn to certain poems such as From The Nursery. Jane Kenyon’s From The Nursery is the first segment of nine in a poem about depression. When I began to dissect this poem, I learned more about myself and the poet with the way she uses her line breaks, her use of metaphors and images, style, and word choice. The analysis doesn’t begin with the actual poem but, instead, with the title itself. “From The Nursery” is the first section. It is the beginning of a fight with depression that visits