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i picked this picture to represent balance because if you were to cut the rock structure in half, you would see that they are symmetrical on both sides. since you wouldnt be cutting the picture completely down the middle, this picture represents assymetrical balance.
Go to Page 59 in the Internet Archive
Title: Principles of electro-medicine, electrosurgery and radiology : a practical treatise for students and practitioners. With chapters on mechanical vibration and blood pressure technique
Creator: Matijaca, Anthony
Publisher: Butler, New Jersey ; Tangerine, Fl. ; New York City : Published by Benedict Lust
Sponsor: Open Knowledge Commons and Harvard Medical School
Contributor: Francis A. Countway Library of Medicine
Date: 1917
Language: eng
Description: "Glossary of electrical terms": p. 168-188
Contains bibliographical footnotes and index
If you have questions concerning reproductions, please contact the Contributing Library.
Note: The colors, contrast and appearance of these illustrations are unlikely to be true to life. They are derived from scanned images that have been enhanced for machine interpretation and have been altered from their originals.
Read/Download from the Internet Archive
Image from '[Principles of Geology ... Reprinted from the sixth English edition, etc.]', 002293154
Author: LYELL, Charles Sir, Bart
Volume: 01
Page: 673
Year: 1867
Place: London
Publisher:
Following the link above will take you to the British Library's integrated catalogue. You will be able to download a PDF of the book this image is taken from, as well as view the pages up close with the 'itemViewer'. Click on the 'related items' to search for the electronic version of this work.
Open the page in the British Library's itemViewer (page: 000673)
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The protest goes on .
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Immediately take back retrenched workers .
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Ensure legal minimum wage & other entitlements .
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Revoke suspension on .
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The administration and its cronies cannot dictate how or on what issues the students should protest .
JNU administration has for years refused to pay even legal minimum wages to the workers on campus, taking advantage of their vulnerability to make them live and work under inhuman conditions -thus blatantly violating not just labour laws but the basic principles of human decency as well. It had retrenched fifteen electrical workers who have been working in this campus for years. It has simply declined its legal responsibility as the principal employer. It has endorsed rampant corruption by the contractors and its own official~. Neither did it enter into any dialogue with the retrenched workers even after the 35th day of their hunger strike. When students raised these issues In the course of a three month long movement it simply ignored them. It did not respond to the memorandum and charter of demands. It even declined a full furnished response to an RTI regarding all these issues. And that wasn't the end of the story. The posters put up by students which crled out loud about these problems were torn down In a desperate attempt by the administration to remove the issues from public gaze. And when the students dared to protest against that, they arbitrarily sent suspension notices to 10 of them (especially .
targeting the students who had participated in the month long movement for workers' rights and the union office bearers)... an even .
more frantic attempt to stifle the voices of dissent. .
How dare they? The attack on workers has now culminated into an assault on the student community, on the right of dissent .
and expression, on the democratic culture of the campus itself. To top It all, the administration is shameless enough to demand an .
apology from students! If anybody should apologise after all this, it is the administration itself. This tamasha about apology .
is nothing but a desperate attempt by the administration to hide the real issue -that they are neck deep in corruption, Illegality and .
anti-worker polides. It is a desperate attempt to bully JNU student community Into a dodle, submissive creature. .
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Where it is 'legal' to break laws, but 'illegal' to protest! To use the law, first you must be able to buy it. In a country .
where law is a commodity, where the plight of the workers especially that of the unorganized sector is constantly over shadowed by .
the bright lights of the big cities, where SEZs (where, incidentally, even the rudimentary labour laws do not exist) are portrayed as .
the 'unavoidable reality' of the country, the workers stand out as one of the most oppressed sections. Labour laws are flouted .
routinely and any protests are deemed 'illegal'. The JNU administration is doing exactly the same. Truly, the state of the workers in .
the campus is no different from their condition elsewhere. .
The movement has been going on for three months. Extreme callousness on part of the administration, the .
misbehavior and repeated threats given by the contractor mafias were all dealt with patiently by the students. We have seen the .
influence exerted by the corrupt engineers and contractors. We have faced the administration (and, unfortunately, even a section of .
the faculty) who insisted that students should not get involved in the workers' issue; we have firmly rejected the ploys to confine us .
in the academic ivory tower, to isolate movements from each other and put them as atomized endeavours. The assertive · .
demonstration was an expression of months long suppressed anger of the students who had been a constant part of .
the movement and had witnessed first hand the abominable conditions in which the workers are forced to live and .
work, as well as the extreme insensitivity of the JNU administration. Hunger strike by retrenched workers have been going .
on for more than a month, the contract workers have been denied basic minimum wage for decades. It is only after the direct .
confrontation that the administration took any notice of the matter; even if it is to clamp down on the students (and buy a truckload .
of those ridiculous barricades).The protest has also united the progressive sections of the campus community. The extreme .
undemocratic reaction by the administration has only reaffirmed the need for assertive protests. .
Beware of the administration's 'boys' in JNUSU. The SFI-AISF shamelessly disassociating themselves from such a crucial issue, Is nothing but normal. For long, the SFI leadership has been the administration's agent among the students, the 'student managers'. Behind the 'left' rhetoric, their real job is to divert and pre-empt any possibility of dissent and student protest. In the recent past, the campus has repeatedly seen them taking the side of the administration and the powers that be, with blatant stands In favour of Nestle during the antl-corporatization agitation or during antl-Manmohan Singh protests. Well, they are only followfng their masters In the parliament (and govemments) who are ushering In an even more violent era of anti-worker, anti-people policies with gunpoint Industrializations and SEZs, while betraying and destroying people's movements from inside. It's time for the conscientious SFI-AISF workers to ask where their leaders are taking them. .
We'd like to remind the student community (Including our friends In AISA) that this movement is not just about legal minimum wage, but about the overall anti-worker, anti-democratic policy of the JNU administration, including the question. of taking back the 15 retrenched workers. The ongoing struggle for a more just and democratic campus, where students and workers are equal partners require the participation of the entire student community, no matter what your organizational affiliation might be. .
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Principles of Persuasion Open Workshop on March 20-21, 2009 in Seoul,
2009년 3월 20일과 21일에 걸쳐 서울 프레이저 플레이스에서 열린 POP_설득의 심리학 오픈 워크샵
Parliamentary/CSOs Consultative and Training workshop on New Debt Workout Mechanisms (Fair and Transparent Arbitration Mechanism on Sovereign Debt) & Launch of AFRODAD Borrowing Charter - Principles and Guidelines on Sovereign Borrowing by African Governments. Nairobi September 4-5 2014
I chose this picture because the picture on the right is a higher contrast. When it has a higher contrast, the highlights become more extreme and that is what this picture represents.
Formal Compositional Principles: [24 images] Explore each of the formal compositional principles below. In some cases, several principles may be involved in the composition of the image. This is fine, but the principle you choose should be what you feel is the PREDOMINATE one in the look of the image. Submit one image for each principle below.
-Aspect Ratio: submit an image in a SQUARE frame
-Framing
-Assymmetry
-Symmetry
-Balance
-Centred Position
-Off-centred Position
-Contrast
-Cropping
-Diagonals
-Perspective
-Figure/Ground
-Negative Space
-Spot
-Line
-Shape
-Form
-Scale
-Lighting
-Multiplicity
-Pattern
-Point of View
-Rule of Thirds
-Texture
I've developed and combined the selected designs (from the previous mark-making), organize the elements that create harmony with the principles of design onto an A3 size paper, which is divided into 3 sections using only 3 colours.
1.Foreground, middle ground, background (depth):
Score:8
Describe how you used the elements and principles to create depth in your image. The depth of my image consists of leaves, rocks, and a tree stump in the background.
2.Interesting viewpoint and use of balance:
Score:10
Describe where the visual weight lies in your image. What type of balance have you used in this image. It is low to the ground at a small animals point of view.
3.Use of lighting that creates a mood (expression):
Score:8
Describe the type of lighting (directional, soft, hard, back, diffused) you have used in this image and discuss how the lighting impacts the mood in the image. the type of lighting in this picture is hard light. It is mainly dark and sad.
4.Use of color (expressive):
Score:10
Describe the color you have used in your image and how does your use of color contribute to the overall expression and mood that you have created in your image. The dark rocks with the bright orange leaves on top.
5.Line use:
Score: 10
What are the types of lines that you have used your image.
Describe how your use of line effects how your eye moves through the image. implied, curve, and verticle
6.Texture and pattern:
Score:10
How have you used texture and pattern in your image.
Describe how the texture and pattern in your image guides a path of movement in your image. the leaves look soft and smooth and the brick looks tough and rugged.
7.Use of contrast:
Score:8
Describe multiple ways that you have created contrast in you image. The color of the leaves to the dark colored rocks and the dark stump in the background.
8.Full range of value:
Score:10
Describe your use of value in your image. Where are the darkest to lightest parts of your image. the corners of the picture is darker and it gradually gets lighter as you move into the photo.
9.Theme :
Score:10
Describe the fall theme and the mood you have created in your image. Tell the story of how you connect personally to the idea. The leaves in the picture is nice but the rocks make it look dim and sad like the tree didn’t want to die.
10.Focal area:
Score:9
Describe where your focal area is in the image. What leads you to the focal area? The leaves and the rock in the middle because of the use of light and the trail the leaves make.
TOTAL:85
13 Black Lives Matter Principles posters. Read stories at www.dcareaeducators4socialjustice.org/black-lives-matter/...
Photo by Allison Acosta.