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Nicholas Doroba Public Feed

Q4 Artwork - Doroba

Posted by Nicholas Doroba in Advanced Art - Hull on Friday, June 1, 2012 at 11:22 pm
The 4th quarter was one of the best quarters of art this year for me. I had fun with my drawings this quarter, and put in my best work. The projects were interesting, to be able to draw something that is in motion and express emotions through art were really cool. 

The abstract emotion project, my emotion was 'loneliness'. All the blue circle represent normal people, and then the one solo red circle is the person felling lonely.I have seen other art pieces similar to this one, and I wanted to be able to create on like those myself. In the abstract motion art, I did those swinging balls, to show one of the balls in motion, I put it as I would see the ball swinging back to hit the other balls. I used some cool, funky paint for the background and slowly blended them together in circular motions to give the background a little spice. The abstract art I used a center point and just kind of drew wavy lines coming out and a multicolored background to bring out the rays of lines. The close up drawing of a lilly was on of the best I did, I think, How the pastels blended together were perfect with bold lines and a black background really bringing out the flowers peddles. 


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Artist Statement

Posted by Nicholas Doroba in Advanced Art - Hull on Thursday, January 26, 2012 at 10:33 pm
This quarter was a bit of a change up. I am used to coming to art and expecting to draw. This quarter, photography art and crafts were incorporated. I liked being exposed to new art techniques and this quarter really inspired me. 

First off, we had to draw a clear object. This was harder than I thought. Since you can not draw something that is clear/see through, you had to basically draw the object through shadows and light reflection. We also had to find a cool craft from the internet and make it. Since it is close to Valentines Day, I chose to do a holiday related craft. I made a basket in the form of a heart. I thought that it was a creative idea as you can hold all you sweets from Valentines Day in your little holiday basket! We also had to take 200 photos of anything. I love taking pictures so I found this really interesting. For company, i took my little brother David with me and we walked in my neighborhood, Roxborough. Then we had to pick 5 of out best photos and post them. Also we had to pick an additional 5 photos and change them in some way through Adobe Photoshop. I also copied a master artist drawing, The Scream by Edvard Munch. 
This was challenging and I put a lot of time into it, but I am proud of the result. I didn't draw the bike because I didn't have time. 
Large Clear Object:
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Internet Sculpture:

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Best Photos:

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Edited Photos:
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Weading and Witing is a Hawd Thing!

Posted by Nicholas Doroba in English 2 - Pahomov on Friday, January 13, 2012 at 12:32 pm
​Nicholas A. Doroba

English BM – Language Autobiography

1-4-2012

 Weading and Witing is a Hawd Thing!


“Come on just say it.”

“Stop being a baby!”

“I don’t want to.” I said.

 It hurt that they laughed and made fun of me. Instead of helping, they shouted out sentences for me to say. After seeing that my slur was just humoring my family, I couldn’t find the confidence to speak. It tore me down and I felt like there was something wrong with me. I was the only one in my family with a speech impediment.

Whenever I could, I would go to my room and sit on my bed. Sometimes in tears as I practiced words aloud to myself, “wun, wabbit, wace”.

Waking up to go to school every morning was the best. I loved reading out loud; feeling like the instructor was special, until I realized that the class wasn’t reading along and paying attention to the book. They were listening to me stumble over words and repeating myself, laughing at me. I felt alone.

I researched a little bit, and Polish people tend to have trouble with pronouncing their r’s. One can notice my accent anywhere. Everyone always does. They say I sound like Elmer Fudd from the Looney Tunes. I could understand why people would look at me if it were an uncommon thing, however it is a very common ‘language’. “Elmer's speech impediment is so well known that Google allows the user to change the search engine language to Elmer Fudd.” (Wikipedia, Elmer - Speak).

When it came time for second grade, I decided to step up. I hated being mocked and laughed at all the time. I told my parents that all I wanted was to speak normal.

They didn’t really know how to help me, other than to have me practice words with the ‘r’ sound in it. In school, one other kid in my class had an accent problem, too. She went to the speech impediment class twice a week that my school had offered. I told my parents about the class, and they filled out all the paperwork for me to go. On the first day attending, I was a nervous wreck. Thoughts went through my head; I felt like it was the end of the world. To my surprise, we didn’t even practice working on my speech until the 4th visit there. The teacher wanted me to become comfortable speaking around her, so that she got to know me a little bit. Every night, I would come home and practice the words on the paper she gave me. I would write them over and over again, repeating them aloud to my mom and myself.

“Were you born in New York?” asked my teacher.

“No, why does everyone think that?”

“Well, people from New York tend to have a problem with fully pronouncing their ‘r’ sounds.” she replied.

Actually, I was born and raised in Philadelphia and have lived in the same house my whole life. Never, still to this day, have I visited New York. It confused the hell out of me when I was little why everyone asked if I was from there. Now that I am older, I realize that people often judge a person by their accent, and assume they know where their from.

As I grew older, my accent became more and more unnoticeable. The two major things that impacted my speech impediment were the classes, and also experience. As I became older, I felt as though people stopped paying attention to my accent.

I listen to people when they talk and pick up on their accents. I was listening to my little sister Julianna tell me a story last summer and couldn't’ help but notice that she sounded just like me when I was younger. I sat down with her and told her to repeat some words for me.

“Say Rob.” I said.

“Wob.” She replied.

“Say race.”

“Wace.”

“Say track.”

“Twack.”

Hearing my little sister speak is the cutest thing ever. Now I know that I am not the only one in my family, so there must be some type of gene passed along. I know she will do just fine and will grow out of it. Practicing words over and over will help her strengthen her speech skills. It’s almost like hiding our language history, and changing how we speak to fit in with the ‘modern day, ordinary language!’

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The Shark's Spirit

Posted by Nicholas Doroba in English 2 - Pahomov on Friday, November 18, 2011 at 1:23 pm
Nicholas A. Doroba

English

Gold Stream

 

Monologue:

 

Water. Salty, blue and wide open. I am king of this place and I do what I want. What’s up dolphin? (Swims other way) Nobody likes me, they fear me, but yet I do not hurt anybody, I just want to be friends. I swim through the waters, close to shore, guarding the little ones and their fun. There are feet dangling from the waist down, children’s feet. I want them, but I do not go in for the attack. Instead, I circle below and warn off any fish that want a taste. I am not a bad fish. I protect the people and instill safety in the waters. I am not your average fish…I am a good shark.

Typically people judge me just because I am a shark, and suddenly everyone is screaming, like I am going to eat their heart. When actually, I guard them. I don’t like other fish that try to hurt humans, especially the little ones. So, I stay. I swim up and down the shoreline in search of endangerment. I hear the water ’s ripples faster than usual, almost as if groups of people all trying to get out of the water at once. I search, and I find. I see…a swarm of shark’s trying to ambush the beach and take as many people as they can. My worst enemies, my old friends…the ones that turned against me when I became devoted to being a good shark.

I swam up with an aggressive movement to try to fear them off, they laugh and ignore me. I never backed down before and I wont back down now. I fear I will probably lose but I know I still have to try my best to protect everyone.  I swim around and go in for a bite of my enemies tail when he whips me in the face and I loose some teeth. Lightheaded, I know I must try harder. As I attack another shark, I watch as another one swallows a child…whole I might add. As I daze off watching what just happened, a boat from the coast guard had pulled up and before I knew it…my life flashed before my eyes. They misjudged me just because I was a shark, and killed me…when really I was helping save the lives of the people on the beach. I now watch as my spirit, my body…afloat to shore and everyone crowds around thinking that I…I was an endangerment, just because I was a shark.

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Art coming to Life!

Posted by Nicholas Doroba in Advanced Art - Hull on Wednesday, November 9, 2011 at 2:53 pm
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What amazing projects. These drawings had turned out better than I thought. Drawing makes me see the world as a completely different place. I like to draw and enhance my learning as I believe drawing is a relaxing, calming and entertaining. 

We started out our life size drawing by sketching out a rough figure. The utensil we used was charcoal. The point of the project was to draw things to real life scale. By drawing to real life scale, it helped me learn that every detail is necessary. As you can see closely in the  fourth picture down, I had just sloped on the face the first time. When I finally realized that I was drawing what I wanted to see, and not what I really saw, I redrew overtop to show how I made the change. Now the face looks almost picture perfect. This drawing took four, one hour long class periods. A total of four hours. After grasping the concept of drawing what I see rather than what I want to see, I went back and touched things up such as shadow marks, wrinkles, hair, facial marks, body posture. After looking at my final product I feel proud. I feel as though I learned how to draw what I see. I think my best part was drawing the head. The part I can improve on is focusing on her lower body. I feel like I put more effort into the upper body.

Next, we drew the clear objects drawing. The object here was tricky. Again here, we used charcoal.  We basically had to draw shadows and glare from lights. I drew and erased, drew and erased, drew and erased over and over again. This was harder then the life size drawing as you cannot really actually see a clear object, but yet the elements that make it. We worked on this project for two, one hour class period. A total of two hours.
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Talking to Strangers!

Posted by Nicholas Doroba in English 2 - Pahomov on Friday, September 23, 2011 at 3:09 pm
As I’m walking up the hill talking to Dave, the kids across the street had yelled across and asked me a question. They run across the street, as something was terribly wrong. I could see the sweat pouring down their faces, as they were nervous for something to happen. They demand orders. “Whip out your phone, your money, your keys, and take off your sneaks” Irritated and startled I refused to give them anything “Actually, I’m good. I’ll keep my own things for myself”

 

Wondering what the next move was I stuttered when I told them to move, because we were leaving. As I pushed my way past them, one calls out “Do you know who your messing with?” I turned “No but it doesn’t matter, your in my past now.” As I stare at him wondering why his hand is deep inside his coat, he embraces a disgusted look on his face, as if he thinks I know something. Without hesitation, he shows it. A gun pointed, 4 feet from my face, terrified.

 

I have always been the type of person to think that anyone who talks to me wont hurt me. Random strangers on the street could ask me something and I would answer in a polite manner because I believed they were part of my neighborhood and I could trust them. From the day I could talk, I would be the first to meet my neighbors and introduce myself to everyone. A problem never occurred for me to be afraid of anyone, so why be afraid.

 

I remember my mom always repeating “In a situation where it may be life or death, there are no games to be played, no chances to take. You do what your told and give them everything.” Let me tell you something, when you are in a life or death situation do what your mom says. Me on the other hand, I did the exact opposite and turned them down flat. “Run you pockets” they repeated. Standing there watching them look unsatisfied I smiled and turned around on my again. Sensing something was wrong, I look behind me to see one kid pulling my pants down, searching my pockets for himself whispering “Ill find what your hiding”

 

Hardworking and dedicated to not one but three jobs at the time, I consisted of having around $60 with me at all times. I knew I had a good amount of cash on me, I just didn’t know how much. I watch as his face smirks when he feels the money, and rips it out of my pocket “look at what we have here.” Glaring at the money thinking damn, I worked for that money and now I’m going to let some fool take it off me. I see a chance and I take it. I snatched the money back out of his hand and laugh as though I had won the war. When they ask for their ‘share’ I think in my head and give them each $5 knowing they would leave with $5 rather than $0. To my credit, I was right, they left hollering things such as “Don’t tell your parents, don’t tell the police, we know where you live and who you are so don’t make any mistakes.”

 

Continuing on my journey, I begin dreading my next moves. The streets were empty, the night was cold. What to do next. We decide that it was best to just let it go because no one was hurt and that’s how we wanted to keep it. By the time we go to the end of the street and look back, they were gone, nowhere to be found. Police cars zoomed around the corner with only their lights on. Staring us down, looking to identify us, like something had been told. As we arrive at 7-11 and sit down on the wall, we see the teens our age being stopped and questioned. Above we hear the blades of a police chopper smacking against the wind with a hot spotlight beaming to the ground searching vigorously.

Later on we found out that the police were alerted by other teens our age that were also held up right before we were. It wasn’t until 2 days later, Sunday morning, which I had told my parents the story and the police were notified that we were also held up. 

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Element Print Project 2011

Posted by Nicholas Doroba in Art - 9 - Hull on Friday, June 10, 2011 at 9:20 am
Fluorine Erupts
Fluorine Erupts
​My element is Fluorine. Fluorine and its compounds are used in producing uranium. Fluorochlorohydrocarbons are used in refrigeration applications. Fluorine is used to produce many chemicals, including several high-temperature plastics. The presence of sodium fluoride in drinking water at the level of 2 ppm may cause mottled enamel in teeth, skeletal fluorosis, and may be associated with cancer and other diseases. However, topically applied fluoride (toothpaste, dental rinses) has been shown to help reduce dental caries.

Since fluoride is explosive and reacts to all of the other elements, I figured I would do a print of the symbol "F9" exploding. 

We had to brainstorm and think of why our element is special, then sketch out three ideas that we possible wanted to use. We had to decide the best one and trace it on tracing paper. Next, we transferred the drawing via the tracing onto the 
linoleum block. Finally we cut the block and printed it onto good paper. 

To show off our elements, we pasted them all on a big periodic table on the 2nd floor
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I think that this was a fun, but challenging project that took some skills to accomplish. If I had to do this project again, I would pick a different drawing that I wanted to print.
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End of the Year Portfolio

Posted by Nicholas Doroba in English 1 - Dunn on Thursday, June 2, 2011 at 11:16 am
​Here is the link to my blog from my pieces of literacy from 9th grade English class!
Tags: Dunn, English 9, Portfolio
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How to Save A Life!

Posted by Nicholas Doroba on Saturday, May 28, 2011 at 12:50 am
​It is not unusual for teens to have some thoughts of dying. However, such thoughts can be problematic if a teenager begins to feel and express them frequently. Addressing these feelings as early as possible is important in preventing an actual teen suicide. The mental health portion of treatment for suicidal teens includes an evaluation of the teenager’s life leading up to the suicide attempt, as well as an evaluation of the family and home situation. These factors are important parts of determining the teen’s individual needs, as well as figuring out which treatment options would work best with the teenager’s situation.

Three different ways of dealing with suicidal attempts are as follows:

Individual therapy. This is suicide treatment that involves therapy just for the teenager to help him or her work through feelings and suicidal thoughts.

Family therapy. Sometimes family therapy works best in instances of teen suicide treatment. This can provide a supportive environment for the teenager, as well as help the family learn how to cope with the problem and work together.

Hospitalization. In some cases, it is necessary to provide a teenager with a secure, safe and constantly supervised environment. Most in-patient suicide treatment includes therapeutic aspects, and offers the kind of supervision that might be necessary in extreme cases.

One of the most important aspects of teen suicide prevention is support. The teenager needs to know that you support and love him or her, and that you are willing to help him or her find hope in life again. One of the most effective ways to prevent teen suicide is to recognize the signs of suicidal thoughts and feelings, and seek professional help. Some of the most effective teen suicide prevention programs consist of identifying and treating the following problems: 

  • Mental and learning disorders 
  • Substance abuse problems 
  • Problems dealing with stress 
  • Behavior Problems (such as controlling aggressive and impulsive behavior)

All of the above issues can be difficult for a teenager to cope with, leading to helplessness and discouragement, which in turn can turn to self-destructive thoughts in order to make an escape from the seemingly insurmountable pressures of life. Getting help for underlying problems, which almost always include teen depression can lead to more effective teen suicide prevention. Your support as a teenager you know enters therapy can help him or her more effectively recover and know that there are people who want to help him or her deal with the issues of life.

Teen suicide is a very real danger, and heeding the warning signs can truly save a life.


In my next blog I will be seeking out related issues to teen suicide such as substance abuse, family income, depression, and bulling.

Bibliography:
To read more information on this topic click 
here. 
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Riding the Roller Coaster of Life

Posted by Nicholas Doroba in English 1 - Dunn on Friday, May 27, 2011 at 2:59 pm
​A regular part of life consists of ups and downs. Unfortunately, the down periods sometimes extend to a longer time span than usual. This mainly happens because of chemicals in the brain being out of balance. Experts say that depression affects 1 out of 8 teenagers. No matter what way the teen is affected by depression, it is important to seek help to restore the brain's chemical balance.


The warning signs of drug abuse or alcohol abuse may be easier to spot than you think. Teen drug abuse may be accompanied by teen depression and teenage suicide. This makes it a serious problem. However, some people do not realize the roll that drug abuse can play in teen suicide. It is important to understand that teen drug abuse can contribute to attempted suicide and to completed suicide.

Drug abuse is one of those things that can really affect the chemical balance in the brain, intensifying feelings of depression and sadness. Dependency on drugs, both legal and illegal, can lead to feelings of helplessness and hopelessness. The drug becomes increasingly necessary, both physically and mentally, and this can lead to unpleasant feelings associated with being out of control.

It is important to recognize the symptoms of teen drug abuse. Some of these indications include:

·  News friends (often of questionable character)

·  Increased secretiveness

·  Pulling back from family and friends

·  Paying less attention to appearance and hygiene

·  Dropping school grades

·  Lack of interest in extracurricular activities


Sometimes teen drug abuse is not the main cause of teen depression leading to teenage suicide. There are occasions that stresses and life events cause depression and contribute to teen drug abuse. Sometimes teens feel so depressed, and so overwhelmed with life, that they turn to drugs to help them feel better. This is known as self-medicating, and it can lead to teen drug abuse. This drug abuse can, in turn, lead to increasingly severe depression, which, if not treated, can result in teen suicide. Here are some factors that can trigger teen depression:

  • Stressful situations at home, work or school
  • Exposure to violence (mental, physical, sexual or emotional)
  • Loss of a loved one
  • Divorce of parents
  • Change in economic or social situation
  • Changing schools
  • Moving to another town

Alcohol is the drug most commonly used among teens. While most teens say they disapprove of heavy drinking, teen alcohol abuse still occurs. Alcohol is one of the risk factors associated with teen suicide. Despite assertions by teens to the contrary, 80 percent of high school seniors have used alcohol at some point. However, most teens underestimate the problems that drinking alcohol can pose, and many of them do not even realize that it can contribute to depressive symptoms that can eventually result in teen suicide.


While teen alcohol abuse is not terribly rampant, it can contribute to teen depression and suicide. Here are some of the risk factors that can trigger alcohol abuse: 

  • Mental and emotional problems; because emotional and mental disorders can be so stressful, many teenagers seek alcohol as a means of self-medication. When they drink alcohol, their problems seem to shrink. The initial euphoria that comes with the first stages of intoxication can be a welcome release from mental and emotional problems. 
  • Family history; teenagers who have a family history of alcohol abuse are at risk of teen alcohol abuse. This is because addictions are partially genetic, and also because a teenager living in a home where alcohol is abused is exposed to alcohol on a regular basis, and often has the means to easily obtain it. 
  • Family situation; stressful situation at home can lead to escapism through alcohol and, as a result, a developed dependency upon it. 
  • Violence; teenagers who experience sexual, physical, mental or emotional violence, or who witness it regularly, can be more prone to teen alcohol abuse. Alcohol becomes a way to deal with the problems and to forget reality for a time.

Many teenagers, especially those who are subject to teen depression, feel as though they only feel “normal” when taking alcohol. Additionally, the changes that the body experiences while on alcohol are of a limited duration. When the “buzz” wears off, teenagers might feel even more depressed than they did before. These feelings can lead to suicidal thoughts, and even teen suicide attempts. Teens who recognize they have a dependency can begin to feel helpless, as though they will never escape their alcohol abuse. These feelings of hopelessness and increased depression can also lead to teen suicide. Teen alcohol abuse is one of the risk factors of teen suicide, and it is important to recognize the problems that an alcohol addiction can cause.


It is important to get help for teen alcohol abuse before it develops into a problem that can lead to destructive behaviors, including problems with holding a job, schoolwork, drug addiction, prolonged depression, and even teen suicide. There are many alcohol treatment problems geared toward helping teens overcome the addiction. Therapy is often a good idea in order to help teens work through depression and suicidal thoughts and feelings. This is especially important, as withdrawal symptoms associated with teen alcohol abuse can be quite severe and discouraging. Support and care by family and friends is essential to the treatment process.



For more information click here.
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Starting the Road to Safety and Self Confidence

Posted by Nicholas Doroba in English 1 - Dunn on Monday, May 2, 2011 at 8:56 am
Teenage Suicide is one of the leading causes of death for teenagers - its the third leading cause. So, even though we do not hear a great deal about teen suicide, it is a very real problem, causing the deaths of thousands of teenagers across the country each year. I want to know how we can make the world a not only a safe place, but a comfortable place and starting out with teens seems like the right place to start because after all we are the next generation to inherit the world. Teen suicide attempts are calls for help. Many teenagers have thoughts of death. These can stem from a variety of causes, and can result in actual attempts on their own lives. It is important to take suicide attempts seriously. 

National Institute of Mental Health believes that as many as 25 suicides are attempted for each one that is completed. That means that for every teen suicide that you hear of, there are probably at least 25 suicide attempts made. And this does not even cover the teenage suicide attempts and completed suicides that are never heard about. Males are four times more likely to die from suicide than females. However, teen girls are more likely than teen boys to attempt suicide. So, even though teenage girls make more attempts on their own lives than teenage boys, the boys are more likely to actually complete a suicide attempt.


Studies show that 4 out of 5 teen suicide attempts have been preceded by clear warning signs.
Teen suicide warning signs:

It is important to take the warning signs of teen suicide seriously and to seek help if you thing that you know a teenager who might be suicidal. Here are some of the things to look for: 

  • Disinterest in favorite extracurricular activities 
  • Problems at work and losing interest in a job 
  • Substance abuse, including alcohol and drug (illegal and legal drugs) use
  • Behavioral problems 
  • Withdrawing from family and friends 
  • Sleep changes 
  • Changes in eating habits 
  • Begins to neglect hygiene and other matters of personal appearance 
  • Emotional distress brings on physical complaints (aches, fatigues, migraines) 
  • Hard time concentrating and paying attention 
  • Declining grades in school
  • Loss of interest in schoolwork 
  • Risk taking behaviors 
  • Complains more frequently of boredom 
  • Does not respond as before to praise
Teen suicide statistics offer a look at the most likely causes of teen suicide. Some of the strongest teenage suicide risk factors include the following: 
  • Aggressive behavior 
  • Disruptive behavior
  • Substance abuse
  • Depression
In many cases, they don’t know how to deal with their feelings and problems and are looking for someone to help them find assistance. Acknowledging these warning signs and seeking help for the problem, and offering support to a teenager who is working through his or her issues is very important, and can help prevent suicide. Teen suicide is a very real danger, and heeding the warning signs can truly save a life.

I wonder how parents, families, and friends can prevent teenage suicide and how we can evolve a better world to comfort teenagers to help them over come suicidal thoughts. For my next blog I will research how we could prevent teenage suicide. In further research I am going to find out about suicides related to LGBTQ (Lesbian, Gay, Bi-sexual, Transexual, and Questioning) and why LGBTQ 'victims' lie or hide their true feelings and how depression relates to teen suicide. ]

Bibliography:
To read more information read here.
Tags: English 9, Dunn, You and the World
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Where's my Negative Space at?

Posted by Nicholas Doroba in Art - 9 - Hull on Tuesday, April 26, 2011 at 1:37 pm
A. What is negative space (explain this concept to a fourth grader that has never heard of it)
Negative space is everything that is behind what your looking at. So, if I told you to draw the negative space where I had just placed a flower in front of an all blue wall, then the negative space is everything that is blue.

B. Explain how you found negative space in 1. your cut out?, 2. in your stool drawing?
I looked at the tree and then everything behind it. Then cut out everything besides the tree. Same thing for the stool drawing.

C. Why does it help an artist to see in negative space?
If an artist draws in negative space they will not only be ably to draw the object, but actually see it. When they draw in negative space, they are looking at the shape of the object, which helps them draw the object more accurately. 

D. Does seeing in negative space enhance drawings, why or why not
Yes, because as stated above the artist sees not only the object, but the shapes that form the object.
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An Artist Perspective

Posted by Nicholas Doroba in Art - 9 - Hull on Tuesday, April 5, 2011 at 1:30 pm

Believe it or not, we started this project out by drawing 3D boxes to endure the understanding of 3 dimensional figures. While doing this, we learned that when drawing 3D figures and the object is on the left you see the right, when the object is on the right you see the left, when the object is above the vanishing point you see the bottom, and when the object is below the vanishing point you see the top. After grasping the concept of 3D figures, we learned how to draw a ceiling that is formed by tiles. After leaning and understanding everything, we took a close look at the Art Studio, and had to try our best to draw everything how we saw it.

I took the concepts learned and took things step by step. First I drew the  obvious, the big window on the far wall. From there, I drew the floor and ceiling lines. Next, I took the ceiling, drew the best 60-degree angle, and had the vertical lines intersect it at multiple points. Then from the intersection points, I drew my horizontal lines, therefore creating my tiled ceiling. From here on out, I took the objects in the room and drew them where there were located, then made it 3D by taking the side of the object that we would see and brought the cornered lines back to the vanishing point, creating it to be 3D.

I think the hardest thing for me to learn was that when drawing in 3D; left is right, right is left, bottom is top, and top is bottom.

I think the easiest thing for me to learn was bringing the corners back to the vanishing point.


Tamatha Lancaster did am over-all well rounded job. Her work came to life once I laid my eyes on it. It was almost like I was really there. The way she drew her shades is also realistic, because people would draw straight lines, but she drew them as they were, crooked. I admire how Tamatha brought her work to life and hope that one day I will be able to put as much effort into my work as she did.  
My ART Drawing
My ART Drawing
Tags: Doroba, Orange, perspective, hull
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Nick's Presentation Zen Slide

Posted by Nicholas Doroba in Technology - Hull on Monday, November 15, 2010 at 8:40 am

Below is my original slide.

Doroba Hull Tech Slide 10-27

Above was my original slide that I presented during class. Below is my revised slide that I changed using elements from Presentation Zen. I changed these simple elements which made my slide a lot better. All I did was deleted the picture on the right and make all of the words/letters bigger. I made the letters/words bigger so that people can read it quicker and easier. I think this slide (below) is better than the slide above.

Doroba_Hull_Tech_Slide 2
Tags: hull, Doroba
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Espanol Unidad 1: Habla Ud. Espanol ?

Posted by Nicholas Doroba in Spanish 1 - Sanchez on Monday, November 1, 2010 at 10:51 am
This is a blog that was made by Ellen, Dakota, and Nick. This Blog helps those who want to learn Spanish and also reflects on what we have learned in the past weeks of school! GO ROCKETS!

Edad - Age

Wanna know someone's age or when their birthday is? Or to say happy birthday to them? Well, this is the post you should be looking at! We will teach you!


Asking someone's age:
¿Cuántos años tiene(Usted)? - How old are you? (formal)
¿Cuántos años tienes(tú)? -  How old are you? (informal)
Answering this question:
Tengo ___#___ años. - I am ___#___ years. 


Asking when someone's birthday is:
¿Cuándo es su cumpleaños? - When is your birthday? (formal)
¿Cuándo es tu cumpleaños? - When is your birthday? (informal)
Answering this question:
Es el _#_ de __mesa__. - It is _#_ of __month__. 
¡Feliz cumpleaños! - Happy birthday!


Real-life application:
You meet someone new and you want to know how old they are. Then, you want to know when their birthday is, so you can say happy birthday to them. 
  
  Asking a person your age:
Person 1: ¡Hola! ¿Cuándo es tu cumpleaños?
Person 2: Tengo quince (15) años.
Person 1: ¿Cuándo es tu cumpleaños? 
Person 2: Hoy. (today) 
Person 1: ¡Feliz cumpleaños!
  
  Asking a person older than you:
Person 1: ¿Cuándo es su cumpleaños?
Person 2: Tengo es ochcenta y cinco (85) años. 
Person 1: ¿Cuándo es su cumpleaños?
Person 2: Es el doce de junio. 


Los Meses de Año y La Fecha - The Months of the Year and the Date

In this post, we will teach the months of the year, how to say them, how to ask for the date, and how to write the date in español.


Los Meses de Año:
  when writing the months in español, they are always lowercased. 
enero - january
febrero - february
marzo - march
abril - april
mayo - may
junio - june
julio - july
agosto - august
septiembre -  september
octubre - october
noviembre - november
diciembre - december


La Fecha:
¿Cuál es la fecha? - What is the date?
¿Cuál es la fecha de hoy? - What is today's date?
when answering these questions you would say:
Es el _#_ de _mesa_ -  It is _#_ of _month_


Real-life application:
When you want to know what the date is, so you are write it down. 


Person 1: ¿Cuál es la fecha?/¿Cuál es la fecha de hoy?
Person 2: Es el 25 de mayo.


Los Numeros y Numero de Teléfono - Numbers and Telephone Numbers

In this post, we will teach you the numbers, the differences when writing numbers, how to ask for somebody's telephone number, and everything else needed to know about numbers.

Los Nmeros
 1 - 5 is only one word.
uno - one
dos - two
tres - three
cuatro - four
cinco - five
seis - six
siete - seven
ocho - eight
nueve - nine
 11 - 15 has 'ce' at the end
once - eleven
doce - twelve
trece - thirteen
catorce - fourteen
quince - fifteen
 16 - 19 starts with 'dieci' and the number.
dieciseis - sixteen
diecisiete - seventeen
dieciocho - eighteen
diecinueve - ninteen
20 - 100 
viente - twenty When writing 20's, it is vienti + number, as one word.
Then, it when writing the rest of the numbers it is 'start y number'. For example, treinta y uno means thirty one. 
treinta - thirty
cuarenta - forty
cincuenta - fifty
sesenta - sixty
setenta - seventy
ochcenta - eighty 
noventa - ninety 
When writing the number for 100, it is 'ciento+number'. For example. 'cientouno' means 101.
cien - one hundred
And 1,000 is 'mil'. 

Número de Teléfono
 This is how to ask for someone's phone number:
¿Cuál es tu número de teléfono? - What is your phone number? 'tu' makes is informal. 
¿Cuál es su número de teléfono? - What is your phone number? 'su' makes it formal. 
 This is how you answer when someone's asks you, for your number: 
Es el ___/___/_____ - It is ___/___/____
Then, you can reply by saying: 
Te llamo pronto - I'll call you soon. 
Te llamo luego - I'll call you later. 

Real-life application
When you meet somebody and you want to talk to them more so, you ask for their telephone number. 
  Informal
Person 1: ¿Cuál es tu número de teléfono?
Person 2: Es el dos uno cinco (215)/ tres cuatro seis (346)/ diez dos uno(1021)

  Formal 
Person 1: ¿Cuál es su número de teléfono? 
Person 2: Es el trece cinco(135)/catorce cinco(145)/quince vientinueve(1529)


Name : Nombre


In this post, you will learn about names and how to ask for it. Learning names is a good thing to learn because, after all, mostly everybody you talk to asks you what your name is.


¿Cómo te llamas (tú)? - Informal = What's your name?
¿Cómo se llama (Ud.) - Formal = What's your name?

There are three different ways to say - My name is - however, the literal translation is Mi nombre es_____.

Me llamo______. = My name is_____.
Yo soy_____. = My name is_____.
Mi nombre es_____. (literal translation) = My name is_____.


Some things to say after you ask someone's name:
Un placer - It's a pleasure
Mucho gusto - Nice to meet you.
Encantado (male) - Charmed
Encantada (female) - Charmed
Igualmente - Likewise
El gusto es mío - Likewise

Real Life Application:
Working in a Restaurant


Formal VS. Informal - Tú VS. Usted (Ud.)
Both tú and Usted mean "you". However, we use tú when talking to a FRIEND and is probably around the same age as you.
We use Usted - abbreviated Ud. - when we are talking to and OLDER person or an ADULT. Using the formal version you are showing respect to whom you are speaking to.

Tú = You                              Usted(Ud.) = You
Informal                                        Formal

Real-life application
When you are asking someone...How are you? (¿Cómo estas?)

Person 1: ¿Cómo estás (tú)? -- Informal (Use when asking a FRIEND how they are doing.)
                    ¿Cómo estás (Ud.)? -- Formal (Use when asking your PARENTS and/or an OLDER person how they are doing.)

Person 2: Más o menos -- (Alright)
                 ¿Y tú? -- Informal (And You?)
                 ¿Y Usted? -- Formal (And You?)


Person 1: Bien, gracias. -- (Well, thanks)


Common Topics and Saludos/Greetings

^ Saying that can be said at anytime of the day! ^


Meeting somebody can be AWESOME! Here are some ways to greet someone in Spanish!There are multiple things you can say when meeting a new person, like how are you doing or good morning. Here are some phrases:

¡Hola! - Hello! (This can be said at anytime of the day)
¡Buenos dias! - Good Morning!
¡Buenas tardes! - Good Afternoon!
¡Buenas noches! - Good Evening / Good Night!

Then, you can start the conversation with:
All of these mean 'How are you?':
  • ¿Qúe Tal?
  • ¿Cómo Va?
  • ¿Cómo estás?(tú - informal)
  • ¿Cómo esta? (Usted - formal)
Answer to these questions:
  • Muy Bien, gracias. - (Very) Well, Thank you.
  • Mas o menos - Alright
  • (Muy) Mal / Terrible(ter-ree-bre) - (Very) Bad / Terrible 
Then you could ask the other person how they are doing by saying:
  •  ¿Y tú? - And you? (informal)
  • ¿Y Usted? - And you? (formal)
You could also say in reply to their answer:
  • ¡Ay, ay, ay! - Oh no!
  • ¡ Qúe bien! - Oh, good!
When using some of these greetings, you have to be formal and informal. For example,: 
  • ¿Cómo estás?(tú - informal)
  • ¿Cómo esta? (Usted - formal)
Using Usted(Ud.) to an adult is formal. When talking to a person your age or younger then you, you use tú.

Real Life Application:
The Video will be cut into two parts. One will have a child formally speaking to an adult in a formal way. The other part will have a teenager speaking to another teenager in Spanish and they will use informal terms.

Part One: Formal:
Kid: ¿Cómo esta?
Adult: Muy Bien, gracias. ¿Y tú?
Kid: ¡ Qúe bien!


La Estaciones - Seasons


For this post, it will show you how to identify, write, and learn the different seasons en español. It will also teach you how to identify the correct way on writing the seasons too.

You could apply this to real life situations when:

  • talking about the weather
  • sensing a change in season
  • asking about the months and seasons
  • pronouncing them


Seasons
el invierno - 
winter
la primavera - spring 
el verano - summer
el otoño - fall/autumn

How to pronounce all four seasons:
el invierno - winter : l - in-ver-no
la primavera - spring : la - pree-ma-vee-ear-ra
el verano - summer : l - ver-raan-no
el otoño - fall/autumn : l - on-ton-nee-o

Real Life Application:
P1: *acting like the season's temperature*
P2: el invierno?

Los Días de la Semana - Days of the Week


    This post will teach you about saying the days of the week and how to ask what day is it in spanish. This post also has helpful hints and strategies on how to write it and how to correctly say it.

     This is an important topic to learn because:
           
            - It is a part of the date
            - Talked about topic in a conversation.
         

- Los días de la semana means the days of the week.

- ¿Qué día es hoy? - What day is today? 

- Days of the week:

  • lunes - Monday 
  • martes - Tuesday
  • miércoles - Wednesday
  • jueves - Thursday
  • viernes - Friday
  • sábado - Saturday
  • domingo - Sunday
- How to pronounce the days of the Week:
  • lunes : lune-es
  • martes : mart-tes
  • miércoles : meer-ree-cole-les
  • jueves : hweeh-ves
  • viernes : vee-ear-ness
  • sábado : sa-baa-doe
  • domingo : doe-ming-goe



- When writing the says of the week, they always should start with lowercase letter and on the calendar, the week starts with lunes. 

- When you want to ask what day a certain day is you would say: ¿Qué día de la semana es (the date). And then, you would reply: Es (the day it is)

Real Life Application:
*holding up a day of the week sign*
P1: ¿Qué día es hoy?
P2: Es __(says what on the sign)__.
(We will do that seven times, for 7 days of the week)


Asking / Telling The Time In Español

In this post, we will be teaching readers how to ask for the time and tell the time in Spanish.
 
How to ask for the time:
¿Qué hora es?
¿Qué hora son?

How to reply:
- Es la una. - It's one o' clock.
- Son las (dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez, once, doce) - It's (two, three, four, five, six, seven, eight, nine, ten, eleven, twelve) 'o clock.
- ...y cuarto - :15 (the reason for why they say this is because 15 is a quarter of 60) 
- ...y media - :30 
- ...menos ________. - Number of minutes before the hour
                           EXAMPLE: Son las dos menos cuarto - 2:45 (minus 15 minutes)
- Y (eee) goes before the number of minutes. It's like the word 'and' 

In the real life application video, my partners will ask what time it is and we will each reply. If you are having trouble with saying numbers then there will be a post on numbers coming out soon.
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