Annotated Bibliography for 5 academic scholarly sources

37021hello there! great job on my last assignment order number 36885 and file number 2584. you wrote a proposal for Leonardo da Vinci-anatomy drawings. you wrote the intro and the thesis. This next assignment is the next step and sorta a continuation and involves the use of the proposal.

*Ive copied and pasted the proposal assignment (order number 36885) for you at the end of these instructions.

Instructions:

Create a complete Annotated Bibliography for 5 academic scholarly sources for your final paper. You already have two sources from my proposal paper, so need three more scholarly sources. Scholarly sources include someone holding a Ph.D. or other terminal degree, is published in a multi-volume, peer-reviewed journal, and has ample references of its own).

*Successful annotations begin with your introduction (i believe this is already done from the proposal written by you, which included the intro, so im not counting this as part of the 3 pages ordered, it should be a copy and paste). capture publication details, briefly summarize a text, locate key terms, find controversies to analyze and evaluate, and assist in the creation of new knowledge.

Good annotations:
*capture publication details,
*offer a student introduction and thesis, and
*a detailed reading of the source, covering the following:
*Offers the student’s introduction and thesis to the best extent s/he knows it at this point in time,
*Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in parentheses);
*Locates controversies or “problems” raised by the articles;
*States whether the student agrees or disagrees and gives reasons;
*Locates one or two quotations to be used in the final research project; and
*Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.

An Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
Annotation Example:
In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school

Proposal: intro and thesis for Leonardo da Vinci – Anatomy drawings

Introduction
ANATOMY DRAWINGS
Name
School Affiliation
Date

Leonardo da Vinci – Anatomy drawings

Introduction
Background
While Leonardo da Vinci was renowned for his inventions and unique painting skills, many of his anatomical works and drawings were widely unknown. It is without a doubt that Leonardo da Vinci was a sensational figure who only merits to be called a genius. Many of his anatomical articles went unpublished during his lifetime which make many of his anatomical accomplishment to be given less credit than they deserve. But today, it is a known fact that Leonardo Da Vinci was indeed a pioneer in the study of human body. His desire to explain human physiology and many aspect if anatomy, led him to perform over 30 dissections on animals and human bodies alike (Jones, 2012). As a matter of fact, many of his studies on musculature and skeletons that he did over 7 century ago are so contemporary that they are unsurpassed up to date. As such and contrary to what many people know, Leonardo da Vinci was as gifted an anatomist as he was an inventor and a painter which can be seen through his anatomical drawings.
One of his greatest journey in anatomical studies started in the year 1506 where he performed an operation on a 100 years old man whose death he had just witnessed. Up to this time, Leonardo had only performed a number of dissection on animals and never before on a human being. As a matter of fact, his earlier interaction with human structures was back in 1489 where he dealt with a human skull. During the last decade of his life, his anatomical work took the better of him to a point that he did not work on any new painting choosing only to concentrate on his anatomical studies working with his friend Marcantonio Della Torre (Jones, 2012). But while Marcantonio Della Torre dies in 1511 due to a plague, Leonardo continued with their work for the next two years. He later dropped his anatomical project where many of them ended up being unpublished. While many of his anatomical work got lost, the few that remains up to date testified to how great an anatomist Leonardo was.
Leonardo was equally unique then as his is today as he was a strong believer that pictorial representation of information was more powerful than using words. It is for this reasons that many of his anatomical studies are found in anatomy drawings. But what is even more saddening is the fact that Leonardo kept a notebook that contained notes on his drawings where there were a number of discoveries if could have been published would have transformed human understating of biology (, Clayton, & Philo, 2014). Leonardo was very keen on not only understanding how the human body works but also where human emotions do come from. He used his engineering skills to dissect and come up with unique drawings to capture his findings. But while Leonardo struggled to move past the by then known understanding of bodily functions, he undertook empirical studies that final made him to get a break through. Through his anatomical drawing, it became clear that he was the first man to study and describe coronary sinuses which was like two centuries before Valsalva came to allocate this name.
Leonardo, being left handed, produced his drawing through the format of mirror writing where many of his drawings were literally inverted. It is this way that he came to produce the great picture chart of human body that he had come along as a result of his anatomical drawings. He was so talented that he was perfectly able to record his observations of the human organs after performing a dissection in drawings of such lucidity (, Clayton, & Philo, 2014). Additionally, he was not only able to get across the form but to also draw the figures in a way that it had never be done before; some of which are unsurpassed up to date.
Statement of the problem
While many people are aware of how talented a painter and an inventor Leonardo da Vinci was, many people are not aware of his anatomical works which also took a huge portion of his life. While da Vinci did indeed produce great paintings, he pursued anatomy as a part-time curiosity adventure where he produced a number of great drawings. But for one reason or another, he ended up not publishing them which led to most of his original work getting lost in the process. But the existing anatomy works that have survives provide a great insight of how a genius da Vici was in the field of anatomy.
Purpose of the Study
This study set forth to investigate demonstrate how great an anatomy Leonardo da Vinci was by analyzing his existing anatomical drawings. This means that the study will dwell on his work on the field of anatomy from the time he started his anatomical work up to the time he died. While the study understands that many of his anatomical work got lost as they were not published, the study will dwell on the remaining drawings providing an insight at what da Vinci investigated and what were his discoveries.
Objectives:
• To identify how great an anatomy Leonardo da Vinci was
• To analyze existing Leonardo da Vinci anatomy drawings

References
Jones, R. (2012). Leonardo da Vinci: Anatomist. British Journal of General Practice, 62(599), 319-319. doi:10.3399/bjgp12x649241
L., Clayton, M., & Philo, R. (2014). Leonardo da Vinci, anatomist. London: Royal Collection Publications.

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