Comparison of AvantGarde Formal Art work essays

Comparison of AvantGarde Formal Art work essays A Comparison of Formal and Avant-Garde Artwork Modern art is a unique creation all its own, and since its beginnings there have been two very distinct groups present. They are the Formalists and the Avant-Garde. The Formalist group believes in the literal representation of the art work. They value the form used, whether it be how the colors are stressed or the techniques used, over the idea behind the art work. The Avant-Garde artists on the other hand are more interested in the creation of art in order to challenge what exactly art is and can be. They have tried to break down the boundaries of what I selected Piet Modrian for as the artist I looked at regarding Formalism. His work seemed to change over a period of time. His Woods done in 1910 showed a typical painting of the forest. By typical I mean that the depiction of the forest was done to look like a forest on the canvas. The next piece of Tree done in 1911 showed a more abstract form of trees while you could still detect on a lot of movement within the painting. The shapes and negative space between the lines is what became more important in his work. He then created Composition with Trees in 1914. This piece as his previous ones was even more abstract and was honing in on the form of the painting. Later he created a piece known only as Composition, removing the trees and woods all together from the title. He was trying to create the essence of nature using rectangles and simplifying lines to their primary essence. He also used more primary colors versus his previous works done in black and white. This idea that Mondrian was using while creating his works of art was one of the ideas that Clement Greenberg was dealing with in his works. Greenberg said that the actual painting over the form is what makes the art work abstract.1 Greenberg believed that on...

Children of Heaven The Childrens Focus on Family Relation

Children of Heaven The Childrens Focus on Family Relation The world seen through the children’s eyes is full of many difficulties, but there are always solutions to the problematic situations which can be found in close relations with relatives. This world view is followed by Ali and his sister Zahra who are the main characters of Majid Majidi’s Iranian film Children of Heaven (1997).Advertising We will write a custom essay sample on â€Å"Children of Heaven†: The Children’s Focus on Family Relation specifically for you for only $16.05 $11/page Learn More The story is based on the children’s experiences associated with their desire to find new shoes for Zahra because Ali lost her pair while purchasing potatoes. This situation makes two little children from the low-income family develop a lot of solutions to overcome the situation and to avoid telling the truth about the loss not to upset the parents (â€Å"Children of Heaven†). In spite of the fact that Ali and his sister Z ahra live in poverty in the poor Tehran neighborhoods and their struggles are associated with impossibility to satisfy their basic needs, the film is not about the social issue of poverty, but it is about the power of the familial love and relatives’ support; and these ideas influence the discussion of the social issues in the context of the individuals’ perception, or children’s perception in this case. Although the film’s plot is rather simple and Majidi relies on the easy cinematographic techniques to represent the main idea, Children of Heaven is complex in relation to the range of issues discussed in the film. On the one hand, the film represents the struggles of the poor Iranians in detail, while focusing on the example of Ali and Zahra’s family. Thus, children cannot tell their parents the truth about their loss because the family has no money to afford a new pair of shoes for Zahra, and the parents cannot provide even rent payments or buy a n adequate amount of vegetables (â€Å"Children of Heaven†).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, the film represents these difficulties through the children’s eyes who focus on the care for one another to cope with any social problems which influence the life of their family. As a result, the universal social problem of poverty can be perceived from the perspective of the siblings’ love. From this point, Majidi does not criticize the society directly, but he draws the audience’s attention to the children’s visions of the situation because Ali and Zahra optimistically try to find solutions to their problems while accepting the situation as it is (â€Å"Children of Heaven†). That is why, the film represents not only the struggles of the poor Iranian children but also purity and innocence of all the siblings who care for each other. As a result, Children of Heaven provides insights into the children’s human nature without references to their identity and background. To support the film’s message according to which the purity of the children’s relations and perceptions is accentuated, the filmmakers focus on representing a simple plot with the help of several important accents. Much attention should be paid to the opening and final scenes of the film. The opening scene presents the process of repairing the shoes, and it is rather long and provocative because the audience cannot see the actors’ faces and should focus only on the pair of pink shoes (â€Å"Children of Heaven†). The viewer can understand that this object has the significant meaning in the film. As a result, the pair of pink shoes becomes the symbol because the shoes represent both the loss and demand. These pink shoes occupy the minds of Ali and Zahra because the loss can upset the parents, but the children are able to cooperate to find a lot of solutions how to compensate the loss. Thus, the symbol of the pair of shoes does not accentuate the bitter taste of the loss, but it emphasizes the sweet taste of the family love.Advertising We will write a custom essay sample on â€Å"Children of Heaven†: The Children’s Focus on Family Relation specifically for you for only $16.05 $11/page Learn More The final scenes of the film provide viewers with the open ending, but the filmmakers present hints in the form of crosscut shots in which the new shoes can be seen as the gift for children (â€Å"Children of Heaven†). These shots contribute to the film’s idea because they draw the viewers’ attention to the notions of innocence and hope characteristic for Ali and Zahra. Children of Heaven can also be discussed in relation to the role of location and time factors in conveying the message because the film represents the specifics of the life in the poor Tehran neighborhoods. Although such ideas discussed in the film as poverty and family relations are universal, the Iranian context adds significantly to the film’s message because differences in the people’s perceptions are accentuated. Poor neighborhoods are typical for many cities, but only the details of the Iranian family life can provide viewers with the necessary idea about the importance of close and supportive family relations because naà ¯ve household difficulties such as the decision to go to school in one pair of shoes are closely connected with moral issues here (â€Å"Children of Heaven†). Moreover, the film’s title contributes to accentuating the morality and purity of innocent Ali and Zahra while discussing them as ‘children of heaven’. Majid Majidi’s Children of Heaven (1997) aims to discuss the complex and universal problem of poverty with references to the specific Iranian context and through the eyes of children.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, the film states that poverty can influence the people’s life significantly, but the moral aspect of the family relations is more significant to make children happy. Children of Heaven. 1997. Web. https://www.imdb.com/title/tt0118849/.

Negotiating with East Asians Article Example | Topics and Well Written Essays - 500 words

Negotiating with East Asians - Article Example The present research has identified that IBN is basically a kind of communication that often occurs between one or more parties to assist them to deal with those issues that are agreeable among themselves as well as those that bring forth some kind of drift. Some of the countries chosen for the research carried out so that the Asian business community can be understood better are, China, Japan, and Korea. These are amongst those countries that trade so often with the United States of America and also have closely linked cultural backgrounds. In as far as the negotiation procedures between the two are concerned; several disparities were found to exist in East Asia that is not there in America. These include; The East Asians attend meetings in large numbers. This is the same for all from the three studied countries. Although their reasons vary, for instance, the Japanese attend in large numbers because they believe that no single individual has the capacity to understand the whole comp any thus represent it in full confidence in any meeting to the Chinese putting hierarchical meaning to the number, having much regard for ranks and the power that comes with it. The Americans avoid such numbers due to several reasons such as to cut down on the expense associated with large numbers of avoiding group disagreements because they are eager to close a negotiation as fast as possible. In East Asia, the majority of those in meetings happen to be men. They give little regard to their female counterparts and whatever input they might have in as far as the meetings are concerned as stated by Hofstede, G. Due the there been the complete opposite of such perceptions in America, it is often quite common for their Asian partners to assume that the American women present in the boardroom are assistants or secretaries thus find it repulsive if these women participated in any manner whatsoever. The East Asians are known to arrive in any meeting fully conversant with their partnerâ₠¬â„¢s background, from professional such as work experience to the level of study as well personal information such as what they like to eat and do at their free time. The Americans do not have this tradition to be over-indulged in their partners lives thus are always caught unaware at most times.

Assessing your Program of Study & Recommendations Essay

Assessing your Program of Study & Recommendations - Essay Example Prison populations are increasing not only because of an increase in media attention in regards to all crimes being violent, but also that in terms of a set of parameters for recidivism of violent crimes, the state and federal prisons are receiving less violent criminals and more parole violators and drug users. â€Å"Reversing a 20-year trend toward ever-tougher criminal laws, a number of states this year have quietly rolled back some of their most stringent anticrime measures, including those imposing mandatory minimum sentences and forbidding early parole† (Butterfield, 2001). Law enforcement workers can help these inmates get the services they need like rehabilitation. They can work as advocates for these incarcerated individuals, and be proactive in their advocacy. I am happy with the program generally. However, if I am to make a recommendation, it is that the courses focus more on ethics. The society in which the debate over police ethics, political and otherwise since politics is a reflection, sets the ethical code, in a sense, since it is at least theoretically there to determine a positive relationship between the individual and the society through models of good behavior that does not bring harm upon others, or socially positive behavior. The specific concept of noble case corruption refers to the tendency of police misconduct to have its origins in circumstances where the behavior in question may be justifiable, but only in the context of the means. Training in ethics, to many commentators, may be compared to some arguments about training in art—some argue that one either has artistic talent or doesn’t, and if one doesn’t, no amount of art classes are going to make them a talented successful artist. However, I donâ⠂¬â„¢t subscribe to this idea, and I think that ethics training should be a part of the curriculum.

Gender Bias in Education Essay Example for Free

ï » ¿Gender Bias in Education Essay Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations. (Sadker, 1994) In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. (Sadker, 1994) However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system: Across the country, boys have never been in more trouble: They earn 70 percent of the Ds and Fs that teachers dole out. They make up two thirds of students labeled learning disabled. They are the culprits in a whopping 9 of 10 alcohol and drug violations and the suspected perpetrators in 4 out of 5 crimes that end up in juvenile court. They account for 80 percent of high school dropouts and attention deficit disorder diagnoses. (Mulrine, 2001) This performance discrepancy is notable throughout Canada. In Ontario, Education Minister Janet Ecker said that the results of the standardized grade 3 and grade 6 testing in math and reading showed, persistent and glaring discrepancies in achievements and attitudes between boys and girls. (ONeill, 2000) In British Columbia, standardized testing indicates that girls outperform boys at all levels of reading and writing and in Alberta testing shows that girls, significantly outperform boys on reading and writing tests, while almost matching them in math and science. (ONeill, 2000) However, the American Association of University Women published a report in 1992 indicating that females receive less attention from teachers and the attention that female students do receive is often more negative than attention received by boys. (Bailey, 1992) In fact, examination of the socialization of gender within schools and evidence of a gender biased hidden curriculum demonstrates that girls are shortchanged in the classroom. Furthermore, there is significant research indicating steps that can be taken to minimize or eliminate the gender bias currently present in our education system. The socialization of gender within our schools assures that girls are made aware that they are unequal to boys. Every time students are seated or lined up by gender, teachers are affirming that girls and boys should be treated differently. When an administrator ignores an act of sexual harassment, he or she is allowing the degradation of girls. When different behaviors are tolerated for boys than for girls because boys will be boys, schools are perpetuating the oppression of females. There is some evidence that girls are becoming more academically successful than boys, however examination of the classroom shows that girls and boys continue to be socialized in ways that work against gender equity. Teachers socialize girls towards a feminine ideal. Girls are praised for being neat, quiet, and calm, whereas boys are encouraged to think independently, be active and speak up. Girls are socialized in schools to recognize popularity as being important, and learn that educational performance and ability are not as important. Girls in grades six and seven rate being popular and well-liked as more important than being perceived as competent or independent. Boys, on the other hand, are more likely to rank independence and competence as more important. (Bailey, 1992) This socialization of femininity begins much earlier than the middle grades. At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom: the nice girls, the girlies, the spice girls and the tomboys. Through interviews researcher Diane Reay found that nice girls was considered a derogatory term indicating, an absence of toughness and attitude. (Reay, 2001) Furthermore, the girlies were a group of girls who focused their time on flirting with and writing love letters to boys, the tomboys were girls who played sports with the boys, and the spice girls espoused girl-power and played rate-the-boy on the playground. Reays research shows that each of the groups of girls defined their own femininities in relation to boys. (2001) The Reay study further demonstrates how socialization of girls occurs at the school level by tolerating different behaviors from boys than from girls. Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reays study, the fact that the spice girls asserted themselves in ways contrary to traditional femininity caused them to be labeled by teachers as real bitches. (2001) This reinforces the notion that girls misbehavior to be looked upon as a character defect, whilst boys misbehavior is viewed as a desire to assert themselves. (Reay, 2001) A permissive attitude towards sexual harassment is another way in  which schools reinforce the socialization of girls as inferior. When schools ignore sexist, racist, homophobic, and violent interactions between students, they are giving tacit approval to such behaviors. (Bailey, 1992) Yet boys are taunted for throwing like a girl, or crying like a girl, which implies that being a girl is worse than being a boy. According to the American Association of University Women Report, The clear message to both boys and girls is that girls are not worthy of respect and that appropriate behavior for boys includes exerting power over girls or over other, weaker boys. (Bailey, 1992) Clearly the socialization of gender is reinforced at school, Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms. (Marshall, 1997) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom. In Myra and David Sadkers research, they noted four types of teacher responses to students: teacher praises, providing positive feedback for a response; teacher remediates, encouraging a student to correct or expand their answer; teacher criticizes, explicitly stating that the answer is incorrect; teacher accepts, acknowledging that a student has responded. The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. (Sadker, 1994) These findings are confirmed by a 1990 study by Good and Brophy that noted that teachers give boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for general responses than they do for girls. (Marshall, 1997) Beyond teacher responses, special services in education appear to be applied more liberally to boys than to girls. Research shows that boys are referred for testing for gifted programs twice as often as girls, which may be because, giftedness is seen as aberrant, and girls strive to conform. (Orenstein, 1994) Boys represent more than two-thirds of all students in special education programs and there is a higher the proportion of male  students receiving diagnoses that are considered to be subjective. While medical reports indicate that learning disabilities occur in nearly equal numbers of in boys and girls, it may be the case that, Rather than identifying learning problems, school personnel may be mislabeling behavioral problems. Girls who sit quietly are ignored; boys who act out are placed in special programs that may not meet their needs. (Bailey, 1992) Gender bias is also taught implicitly through the resources chosen for classroom use. Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools curriculum. While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials (Klein, 1985) schools continue to use gender-biased texts: Researchers at a 1990 conference reported that even texts designed to fit within the current California guidelines on gender and race equity for textbook adoption showed subtle language bias, neglect of scholarship on women, omission of women as developers of history and initiators of events, and absence of women from accounts of technological developments. (Bailey, 1992) Clearly the socialization of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. What changes can be made to create a more equitable learning environment for all children? First, teachers need to be made aware of their gender-biased tendencies. Next, they need to be provided with strategies for altering the behavior. Finally, efforts need to be made to combat gender bias in educational materials. A study by Kelly Jones, Cay Evans, Ronald Byrd, and Kathleen Campbell (2000) used analysis of videotaped lessons in order to introduce teachers to their own gender-biased behavior. Requiring in-service programs to address gender bias in the classroom will make teachers more aware of their own behaviors: As a teacher, I was struck by the Sadkers research on classroom exchanges and was forced to acknowledge the disproportionate amount of time and energy, as well as the different sorts of attention, I give to male students. (McCormick, 1995) Once teachers have recognized their gender-biased behaviors, they need to be provided with resources to help them change. In their study focusing on how the effects of  a gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns, and Campbell (2000) provided teachers with a self-directed module aimed at reducing gender bias in the classroom. The module contained research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets for teachers. The findings from this study support the hypothesis that female students would move from a position of relative deficiency toward more equity in total interactions. (Jones, 2000) This demonstrates that teachers who are made aware of their gender-biased teaching behaviors and then provided with strategies and resources to combat bias are better able to promote gender equity in their classrooms. However, beyond changing their own teaching behaviors, teachers need to be aware of the gender bias imbedded in many educational materials and texts and need to take steps to combat this bias. Curriculum researchers have established six attributes that need to be considered when trying to establish a gender-equitable curriculum. Gender-fair materials need to acknowledge and affirm variation. They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females. (Bailey, 1992) We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, curious, brave, inventive, and powerful, but girls and women are silent, passive, and invisible. (McCormick, 1995) Furthermore, teachers can help students identify gender-bias in texts and facilitate critical discussions as to why that bias exists. Gender bias in education is an insidious problem that causes very few people to stand up and take notice. The victims of this bias have been trained through years of schooling to be silent and passive, and are therefore unwilling to stand up and make noise about the unfair treatment they are receiving. Over the course of years the uneven distribution of teacher time, energy, attention, and talent, with boys getting the lions share, takes its toll on girls. (Sadker, 1994) Teachers are generally unaware of their own biased teaching behaviors because they are simply teaching how they were taught and the subtle gender inequities found in teaching materials are often overlooked. Girls and boys today are receiving separate and unequal educations due to the gender  socialization that takes place in our schools and due to the sexist hidden curriculum students are faced with every day. Unless teachers are made aware of the gender-role socialization and the biased messages they are unintentionally imparting to students everyday, and until teachers are provided with the methods and resources necessary to eliminate gender-bias in their classrooms, girls will continue to receive an inequitable education. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all pre-service teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society. (Sadker, 1994) References  Bailey, S. (1992) How Schools Shortchange Girls: The AAUW Report. New York, NY: Marlowe Company. Jones, K., Evans, C., Byrd, R., Campbell, K. (2000) Gender equity training and teaching behavior. Journal of Instructional Psychology, 27 (3), 173-178. Klein, S. (1985) Handbook for Achieving Sex Equity Through Education. Baltimore, MD: The Johns Hopkins University Press. Marshall, C.S. Reihartz, J. (1997) Gender issues in the classroom. Clearinghouse, 70 (6), 333-338. McCormick, P. (1995) Are girls taught to fail? U.S. Catholic, 60, (2), 38-42. Mulrine, A. (2001) Are Boys the Weaker Sex? U.S. News World Report, 131 (4), 40-48. ONeill, T. (2000) Boys problems dont matter. Report/ Newsmagazine (National Edition), 27 (15), 54-56. Orenstein, P. (1994) Schoolgirls: Young Women, Self-Esteem and the Confidence Gap. New York, NY: Doubleday. Reay, D. (2001) Spice girls, Nice Girls, Girlies, and Tomboys; gender discourses. Girls cultures and femininities in the primary classroom. Gender and Education, 13 (2), 153-167. Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon Schuster Inc.

Steven Biko Essay -- Papers Racism South Africa

Steven Biko "We are looking forward to a non-racial, just and egalitarian society in which color, creed and race shall form no point of reference." - Steve Biko South Africa is home to a great supply of natural resources, inherent beauty, and one of the greatest political and social travesties of the modern era. The South African government has suppressed native African peoples for hundreds of years. In the last century the situation has gotten progressively worse through governmental legislation lead by the racist Afrikaner Nation Party. This injustice lasted unchallenged until the late 1950's when legislation became even more protective of the National Party's hold of political, economic, and social power. Social movements of every country and era rise and fall; Africa is no different. As leaders have come and gone, gathering public support against the government, the dangerous reality has been slowly sinking in. Political activist and former student leader, Steve Biko firmly believed that South Africa could eventually exist as an egalitarian society, free of racism. Biko's contribution to the South African freedom fight is invaluable. The South African government practiced banning which, prohibited anyone quoting Biko, the publication of any of his written work or the documentation of his character in any positive way. Banning was not uncommon in South Africa. The person had to remain in their assigned district and could not leave under any circumstances. The banned person could not be in the presence of more than one person at a time; the only exception being immediate family. It also forbade the person from writing (publishing) and speaking in public. Once a week the person was required to report to the local Se... ... popularity grew after his death because he was no longer seen as a leader, but rather a martyr. So why is South Africa still under white control? My answer to that is that talk is cheap and publicity even cheaper. The support and headlines were all that was given. Nothing permanent or structured was offered to the blacks. Today, a little less than thirty years later, I had trouble finding books on Steve Biko. To the western world he was a fad. Bibliography: Bibliography Biko, Steve. I Write What I Like. Ed. By Stubbs C.R., Aelred. Harper and Row Publishers, San Francisco. 1978. Dugard, John, Haysom, Nicholas and Marcus, Gilbert. The Last Years of Apartheid: Civil Liberties in South Africa. Ford Foundation, New York. 1992. Woods, Donald. Biko, the revised edition. Henry Holy and Co., New York. 1987. I also viewed the movie Cry Freedom

Charles Darwin & theory of evolution Essay

Charles Darwin in his theory of evolution suggests that man evolved from ape-like creatures. In this theory, there is an indication that the early man was distinct from apes. Hence, some discovery have pointed out the early man could stand upright while apes could not. The hands of the apes were made for climbing and clinging while the early man’s hands were jointed in such a way that he could use and make tools. Despite the little evidence on the tool-making affair of early man, remains of polished bones suggest that he made simple digging tools from bone. Generally, the early man appeared about 3 million years ago. However, the 1932 discovery by Louis Leaky in South Western Kenya reveal that Ramapitheticus is probably the oldest man known to date. Ramapitheticus is believed to have lived 12 to 14 years ago. Astralopitheticus, also known as the southern ape, were first discovered in South Africa. The creature had human-like maxillary form and walked upright. The teeth resembled that of human being and it has a full face, jaws and an endocranial bone. Some scientist believes that this creature was the first branch of apes that evolved into modern man. Other evidences of Australopithecines have been unearthed at Kromdraii, Makapansgat and Swartkrans. The Homo habilis also known as the handy man are believed to be the first true humans. Discovered in 1915 by Mary Leaky, it lived 1. 8 millions ago in Africa. Homo habilis are credited with making stone tools and basic weapons. They were taller than their ancestors. Homo habilis had huge non-human molars, a small brain, and a large sagital crest. Their main diet was probably wild fruits, nuts, roots, and vegetables. Although, the handy man did not have skills to make fire they built fire camps out of existing fires. The Homo erectus succeeded the Homo sabilis. They existed between 1. 6 million BCE to 30 000 BCE. He was about the same size as the modern man although the size of their brain was two third the size of human brain. Their tool making skills improved considerably; they made stone axes and knives. Homo erectus made fire and cooked their food. Besides fire camping, fire brought about social occasions in. Homo erectus had much semblance with human especially their teeth and jaws. They walked upright. Scientist discovered that these early men skeleton was shaped like modern man. Their skulls grew forward for their brain to develop. Besides, creating stone tools, and bone needles and fish hooks, the Homo sapiens sew clothes from animal skins. The Homo sapiens were also hunters and gatherers. In conclusion, several other discoveries that purport the existence of early man lack credibility. Piltdown man, also known as the dawn man and scientifically referred as Eanthropus dawsoni was discovered by Charles Dawson in 1912. He concluded that Piltdown man existed in 500 000 million years ago, had ape-like jawbone but the teeth and the skull resembled that of human being. However, after forty years of discovery, Kenneth Oakley, Joseph Weiner and Wilfred Le Gros Clark termed the discovery as a hoax. They claimed that the skull was indeed human and the jawbone was of a modern ape whose teeth were filed to resemble that of human. Again, Nebraska scientifically known as Hesperopithecus haroldcookii was discovered in Pliocene deposits of Nebraska in 1922 by Mr. Cook. It was publicized by Henry Osborn who likened its teeth to that of man. Unfortunately, he failed to conclude whether Hesperopithecus was an ape or human ancestor. References: Muller, H. J. (1959). One Hundred Years Without Darwin Are Enough. Osborn, H. F. (1926). The Evolution of Human Races, Natural History. Spielvogel, J. J. Western Civilization, Volume 1, Sixth Edition.

Wizard of Oz Political Allegory

â€Å"There’s no place like home, there’s no place like home, there’s no place like home†, repeated Dorothy. A young girl trying to go back home to Kansas after a cyclone lands her and her dog, Toto, in the Land of Oz. There Dorothy meets the Scarecrow, the TinMan, and the Cowardly Lion who are all in need of something that is considered important to them; a brain, a heart, and courage. Along the way, they have to travel to Emerald City to see the Wizard of Oz, directed by the Good Witch of the North, especially for Dorothy to get back home.However, Dorothy and the gang run into problems with the Wicked Witch of the West, who wants Dorothy’s ruby slippers (which was originally the Wicked Witch of the East shoes). In America, in the late 1890’s, the Populist Movement was in full throttle. Populism is â€Å"government of, for, and by the people†. The Populist Party was a political party, which was a collection of various social groups ag ainst monopolies and the rich. In these social groups, included poor white farmers from the South; wheat farmers in the Mid-Western states such as Kansas, Nebraska; African- Americans; and Northern factory workers.These oppressed groups naturally didn’t agree with banks, railroads and the rich. The Populist Movement relates to the Wizard of Oz because it portrays the people of these places as fools because some actually do listen to these presidents who really don’t have the American people best interest at heart. Also, the events that occurred during the Populist Movement involving farmers, their hardships, oppressed workers, and politics mirrored Dorothy, the Scarecrow, the Tinman, and the Cowardly Lion. Therefore, this shows how the Wizard of Oz proves to be a political parable.In the text, Dorothy is a young girl who is always laughing and playing with her dog, Toto. She lives in the dry, Great Plains of Kansas with her Aunt Em and Uncle Henry, who is a farmer. The y live in a rundown looking house, and all around them was dull and grey. Dorothy represented an everyday women living in Kansas, just living a normal life during this time period. She also represents their values as well. Auntie Em and Uncle Henry show the everyday farmer. In the historical content, they portray the farmer who works day in and day out, but not seeing any benefits from their farming.In the book, a cyclone appears to come and takes Dorothy and Toto to this magical land named the Land of Oz. It turns out Dorothy’s house landed and killed the Wicked Witch of the East. The cyclone is supposed to represent the Populist Movement and the political upheaval it brought involving William Jennings Bryan, and the Granger movement. The cyclone could also represent a Silverite victory, when the Senate adopted a bill that prohibited the government from issuing money bonds without the consent of the Congress. It was basically to stop the government from using only gold at ti mes.During this time, farmers were suffering from issues involving supply and demand. They were making more and more of wheat/grain but the value of it was becoming less and less. They were receiving less money for their goods. They wanted money to be both silver and gold so it can be easy for farmers, and workers to make the same money, and have the rich make their money. The Land of Oz is a utopia where there was color, flowers, beauty, and birds singing in the tree. In the Land of Oz, lived Munchkins. They were supposed to represent other average American workers as well.When the Wicked Witch of the East died, they were freed of oppression. The Wicked Witch of the East represented factories and industrialized settings. Many of the farmers from the West blamed their problems on the wealthy and industry. Later on in the text, Dorothy meets the Good Witch of the North. The Good Witch represents a Northern electorate who had supported populism. The Good Witch sends Dorothy to go to t he Wizard of Oz, down the yellow brick road to Emerald City, who has the power to send her back to Kansas.The Good Witch also gives Dorothy the silver shoes, which also serves as protection. This can relate to the Bimetalism vs. Gold Standard. I say this because Dorothy shoes are silver and she is sent to go down the yellow brick road, which can be seen as gold bricks. This can be known as gold money. In this time, it was clear that silver vs. gold was important to the farmers involving the economy. The silver was supposed to be available for the working class, and would increase the amount of money for the working class. In the text, Dorothy meets the Scarecrow, the Tinman, and the Cowardly Lion.The Scarecrow represents the western farmers, and how their hardships and troubles from inflation caused them to have doubts and problems with their money. The Tinman represents the American worker who mostly has populist views. He also represents how the worker felt dehumanized and was hel pless. In addition to this, the Wicked Witch of the East put a spell on him that every time he swung his axe, he would chop a piece of him off. This would make his body smaller, in relation to his work being minimized by the government.The Cowardly Lion represents William Jennings Bryan. He supported the free silver movement. Bryan had a large impact during the Populist movement and fought for the rights of the common people. He wanted to make silver available as money for the working class, and not only support the industry and the rich. Together, all four of them took the yellow brick road to Emerald City. Emerald City represents Washington, D. C. The city is green and stands for money, and the economy. The green spectacles could be used as propaganda to cloud American people mind.When they get to the Wizard, he is a powerful and majestic character that seems to hold many powers. He orders Dorothy and the rest to kill the Wicked Witch of the West and bring back her broomstick. In the text they go through many obstacles due to the Wicked Witch. Soon after Dorothy, kills the Witch with water. It shows that the Wicked Witch of the West represents the untamed, and dry, drought plains in the West. When they returned back to the Wizard of Oz to bring back the broomstick, it was revealed that the Wizard was a regular, ordinary man, who really didn’t hold great power like his title.He represents a president, presumably from Grant to McKinley. It shows he fooled people into thinking he’s something that he’s not. He helps the scarecrow, the tinman, and the cowardly lion by giving them a brain, a heart, and courage. At the end of the story, it showed the wizard provide objects of self-illusion to clearly make the scarecrow, the tinman, and the lion feel better about themselves. The Good Witch of the South tells Dorothy that all along she had what it takes to go home, and by tapping her shoes three times she was able to go home.The fact that they ha d to have a â€Å"wizard† â€Å"fix† them and then at the end for Dorothy to lose her silver shoes showed that in the beginning, populism was strong but after the election of 1896, McKinley won, the issue of silver decreased. In conclusion, this story showed that the characters and events depicted in the text relate to American history. It showed problems with American society, economy, and politics. It therefore shows in some way that this is a political parable.

Fernandos character from a biophysical perspective

Fernandos character from a biophysical perspective Introduction The predicaments that defines the behaviors and characters of a sixteen year old Fernando is an aftermath of a legacy left behind by a father vague of human values. Fernando finds himself in an oasis of a community bred in a background of social evils intoxicating his mind from early childhood.Advertising We will write a custom essay sample on Fernando’s character from a biophysical perspective specifically for you for only $16.05 $11/page Learn More In his quest to break out from the ‘tradition’ that is so akin to his family make- up, his mindset and choices lead him to subconsciously live the same life his people lived from generations back. This is characterized by drugs and affiliation with gangs and a negative exposure to the authorities at a very tender age. Fernando hails from a family that is quickly disintegrating into the abyss that is the societal rote in their community of drug abusers. Their lives are unpredictab le since they are always at loggerheads with the local administration (like the police), as a result spending so much of their time serving jail terms rotting in jails. Others get embroiled in fights that are far too common in their community set-up; they are affiliated to gangs which normally sort out their differences brutally by killing the members of the factions working against them. These children hail from much disoriented backgrounds, Fernando’s father was a drug addict who had little time to guide and care for his children, he battered his wife even when he was drunk and was rather callous with his affairs. His mother, on the other hand, had to run away due to the battering and though they met on the streets, they hardly shared a lot. The result of all this is a child of Fernando’s behavior, whose attitude and perceptions about life was suicidal and the victim was himself. These children end up copying what they deem fit or ‘cool’ in the society, because they do not have a strong figure to guide them. Goldstein (1995) believes that such characters have very weak social foundations and their reaction towards people is rather cold. They have a tendency to always look for trouble and they feel good about it. They hardly think about the future, they live under the notion that today they are alive but tomorrow they will either be dead or in jail. Of all this, none of them is a big deal.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thought Fernando’s life, several factors have contributed to the persona he was when he was last interviewed. The social factors, cultural factors, the category they’re placed on in society by society itself and community factors play a major role. Fernando’s characters all the way from infantile have been borrowing traits from the people around him and as a result have grown solidly in to the extreme it is. His recognition of the self has diminished to the extent that he does not value his life anymore, though he has no weaknesses, his abilities are rarely used in other helpful activities like playing or learning. Berzoff and Hertz (2008) explains that Self recognition portrays to them an idea of what people see and when they look at them, in this case this stems from infancy whereby child neglect contributes to a high percentage the feeling of worthlessness. They eventually conclude that they are bad and do so little to change this perception. Self reflection is evident in all the age groups with the three to five year old’, center of attention being much of physical aspects like the picture he portrays on the outside, his belongings and his abilities. When this child grows towards attaining puberty, his sense of the self develops too, enabling him to communicate his thoughts more carefully through the word of mouth and easily from what he understands. The y combine their own feelings and individuality by means of re-combining their past experiences to the present and other new occurrences’ as they happen in their lives. This maybe in the form of new ethical values learnt their sexual direction, their political belief systems and their cultural identity. Family dynamics on the impact of behavior Fernando had an insecure relationship with the parents. The mother left him at a tender age and never bothered checking on them again. They only met in the streets and hardly shared anything. His father, being the alcoholic had no time for his children and family, and he never enforced the ideals he preached to his children like not taking alcohol. The children themselves acknowledge that had they been given direction in life, they would be different from what they had ended up like. The absentee parents, as a result of this ended up having children that could not even trust them, leave alone non family members. They are not emotive whe n separated from the parents and neither do they fancy interaction with their parents.Advertising We will write a custom essay sample on Fernando’s character from a biophysical perspective specifically for you for only $16.05 $11/page Learn More They are cold towards them and this is how they are brought up from their tender ages. In the evolution of their mindsets, from the core consciousness to the secondary consciousness, the parents played a very minor role in bringing up their children. The children learnt for themselves the many aspects that they had to grapple with in their infancy. The environment the children are exposed to or grow within greatly affects the structure of the brain, defining the character of the individual that comes out eventually. Middle childhood put much focus on the components that make up the mind i.e. id, ego and superego. According to Erickson, Fernando is at a level of self identity as he struggles to break from the caucus of emotional dependency. He battles with identity diffusion trying to make his own decisions which he feels are genuine. The environment either stifles or promotes the structure and functionalities in an infant’s brain. The early relationship a child has with its parents goes a long to affect the level, depth and quality of his other relationships when he grows. This reasoning by Berzoff and Hertz (2008) is attributed to the fact that his connection to the parents has a direct influence on the maturity of his right brain and a set of connections that match data to the environment. The mothers touch to the baby at the tender age also shapes the child’s dendrite growth. Lack of these or exposure to long distressing states alters the organization exposing this child to susceptibility. The result is a child with a detached mental state who doesn’t feel guilty when on the wrong; a child who feels everything must go his way and is very irrational. This incident happened on Fernando’s life when he was very young, never exposed or had very little exposure to a mother’s love, he was given very little attention and as a result he ended up being rude even to his tutors. This strengthened his resolve about the street; nobody would tell him if anything was going awry on his part. Freudian theory sheds light to the woes bedeviling Fernando by trying to comprehend the developmental stages through his (Fernando) journey of life. From early childhood to the mid adolescent age Fernando’s life has been patchy embedded in an environment with uncouth behavior that portrays a community less sensitive to values.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Freud integrates the structure of the brain (Id, Ego, and Superego) and the surrounding environment through developmental stages to insight the persona in Fernando. There is a clear relationship between the behavior and the environment. Freud purports that a person’s character is a product of classical Freudian theory, object relations, ego psychology, self psychology and learning theory. Fernando’s behaviors are an aftermath of self psychology which stems from disintegrated family devoid of cohesiveness. He is exhibiting phallic stage according to Mehler portraying psychological self separation-individualization fearing loss of the object. Fernando, like any other child born from this environment is susceptible to behaving the way he does since the environment treats him cruelly prompting him to form defensive as well as survival tactics. Efforts to rehabilitate him are bound to be futile since the characters are embedded deep in his genes. The death of his grandmothe r dealt him a big blow too. She was among the people he was closest to and her passing away meant he had been snatched a companion, a friend. To the infants, passing away of somebody close to them has a big effect to their development; they take long to understand though they eventually do. They try to seek their own explanation of events on why things happened the way they did. They try to link their death to something big that happened around the time the funeral occurred. To the young infants mind that is what caused the ‘big sleep’, as they often call it. In Fernando’s case this is evident through the mourning process where he blames himself for hitting his grandmother. This happened sometime before she died when she was trying to defend her grandmother against his uncle and hit her accidentally. He believes he is the cause of her death and pleads vehemently for forgiveness from her. Fernando’s case highlights the plight of such children; they â€Å"a lways have one person they are really passionate about and when he or she passes on they have a tendency to blame themselves for all that happened to the deceased†(Lee, 2001). The effects of social, culture, class, ethnic and community factors Fernando has issues with his self esteem and his ego. He quickly dismisses education claiming he was a quick learner and school became boring to him. He compares his being in school to being out there in the complexity of the drug network ring making money. He admits that that is time he would be wasting and that time would be better spent making money out here. He could earn money, about $ 700 per week legitimately distributing bread around town but has resorted to selling drugs. The ego defenses at play in Fernando’s life whenever he is encountered show a person who is weak and is hiding from the reality. He lives in utter denial of his real state and is motivated by the gang to do whatever he does. They give him a sense of â₠¬Å"brotherliness making him feel at home even though he knows life being a member in the gang is as temporary as the gang itself. They fight against each other, injuring each other sometimes even killing each other in gang wars† (Aronson and Lesser, 2011). They have little regard for the law and have developed a carefree attitude toward life. All this happens despite the fact that he knows there’s a life outside this ring. He hides in the ideologies of the group, living a high life; stealing cars even police cars, handling illegal weapons and consuming drugs. He escaped prison after only serving four months in jail instead of the eighteen he had been sentenced to. Hogan (2005) believes that Fernando hides in the present, and does feel comfortable being questioned about what tomorrow holds. He is fully aware about the repercussions of his actions yet he doesn’t care. Fernando’s projection affects others, his idea about being naughty and awoke in him need to be photographed with drugs. This he had wished it be made public, but then it was meant to smear the image of the police’ department. Fernando’s characters have roots in the environment which encompasses the social and cultural practices as well as class and ethnicity. Fernando hails from a community that embraces domestic violence which is the norm of the society. This, together with the lower social status of the community propels the way men behave the way they do. They yearn for better life out of bondage of poverty by seeking solace in a seemingly lucrative trade of drug peddling. As a result, they find themselves in unfamiliar circumstances that abuses drugs. In the centre of shaping the behaviors of a person, which happens in the early childhood of brain development, are the genetic influences. This together with the environment refine, reorganize as well as form neural connections responsible for future behaviors of an individual. The structure of the brain is composed of sub-cortical and cortical limp systems. The former is responsible for instinctive reflexes while the later deliberates reflexes to the environment. Their responses are a consequence of genetic makeup and environment. Fernando’s dissociation from the real life repercussions of his actions depict a life of a child who would have grown up straight had he been given a chance to. For him to conduct his drug business, he has had to shove away the feelings of guilt that plague him. According to Simonsson (2004), his motivation is that somehow he needs to survive; he needs to live his life and achieve all that he ever dreamt and aspired to be in life. He is fully aware that what he does is wrong and says he will opt out only after fulfilling his dreams and ambitions. Conclusion Fernando is just one boy lost in the quest to discover his true abilities. He has been so caught up in the rotation that is life at a tender age. His personal history and that of his family do mak e matters even worse. He has no proud moment in his life unless it is derived from his many escapades in life which are dangerous. Woodhead, and Faulkner (2000) states that the family history dates back to generations of drugs and disoriented families, and whenever he flashes back the only thing he gets is the reminder that he will die like his father, in jail He shudders at the thought of killing himself but with the drugs he is consuming and the age he is at, the idea is not farfetched. He is so scared about the future that he rarely devotes time to think and plan about it. He assumes that in a span of five years ahead of him, he would be either dead or in jail. This is usually the street assumption of the people and children living this kind of life. They take corrections negatively and they react fast to issues, sometimes overreacting. Hatred and war defines their world, and because they rarely went to school, they do not attach so much emphasis on education. The result is a chi ld with misplaced priorities and wrong ideas about what life is composed of, a child who lives by the gun and doesn’t think twice before pulling the trigger. This is what society entails, though if handled well and given all the love and attention at infantry, the child grows up to be a responsible member of the society who values good ideals. These children would also grow up with the family mindset and would strive to bring up upright citizens by giving them proper education, catering for their health and being there to support them when they need them. Children are good at emulating what their parents do, and if anything parents should strive to bring out the best in their children by living a positive and healthy life. References Aronson, J. Lesser, P. (2011) Human behavior and the social environment theory practice. Washington. Washington press. Berzoff, J., Hertz, P. (2008). Inside out and outside in: Psychodynamic clinical theory and psychopathology in contemporary multicultural contexts (2nd Ed.). New York, NY: New York University Press. Goldstein, E. (1995). Ego psychology and social work practice. New York: The Free Press Hogan, D. (2005). Researching ‘the child’ in developmental psychology: Researching Children’s Experience. Approaches and Methods. London: Sage Publications. Lee, N. (2001). Childhood and Society. Growing up in an age of uncertainty Maidenhed: Open University Press. Simonsson, M. (2004). Picture Books in Preschool – an Interactional Perspective. Linkoping Studies in Arts and Science. New York, NY. Bartsford Printing press. Woodhead, M. Faulkner, D. (2000). ‘Subjects, objects or participants? Dilemmas of psychological research with children’.London: Falmer Press.

Words for Telling the Future

Words for Telling the Future Words for Telling the Future Words for Telling the Future By Maeve Maddox Even as scientists explore Quantum Theory, ancient practices for divining the future continue to flourish. Ronald and Nancy Reagan regularly consulted astrologers, and many newspaper readers check the astrology column before looking at anything else. Tarot readers and palm readers make a living at it. Here are some words writers might want to use in describing some of these practices. Divination is the practice of foreseeing the future or finding out hidden knowledge by some means or other. Ancient Romans studied the flight of birds to determine whether or not the day was favorable for some action. This method of divination is called augury. The verb to augur means to predict or indicate the future. One could say, missing a step on the way out of the house, That does not augur well! Romans had a specialized diviner called a haruspex who cut open animals and examined their entrails. This practice is called haruspicy. Several words that end in -mancy refer to methods of divination. Geomancy interprets markings on the ground, or the piles or patterns made by dirt when it is tossed. The geo comes from the word for earth. Necromancy involves summoning up the dead, the way King Saul did when he called on the Witch of Endor. The necro comes from the Greek word for dead. Sometimes necromancy is used to refer to any kind of black magic that involves the summoning of demons. Oneiromancy is divination by dreams. Bibliomancy is divining by opening a book at random and reading the first phrase that ones eyes light upon. Although the Bible is often the book used for this form of divination, other books are used. The biblio comes from Greek and Latin words for paper or scroll. The Bible is literally the Book. Another word for this practice is sortes. Some other familiar types of divination: Palmistry is divination by reading the lines on the palm of the hand. Phrenology is divination by feeling the bumps on a persons head. This practice was really popular in Victorian times. Many novelists have their characters talk about it. Astrology predicts a persons future according to alignment of the stars and planets. Dowsing is a method of finding the location of water or other underground substances with the use of a forked stick or wire. Clairvoyance is divination by second sight. Numerology is divination with numbers Sortilege is divination by casting lots. Priests do it in the Old Testament. Finally, two practices that you know about, but probably dont know the words for, are those of reading tea leaves and gazing into a crystal ball. Tasseography is the word for reading the future in tea leaves at the bottom of a cup. Scrying is what the gypsy does when she looks into her crystal ball and tells you that you are going to come into a large sum of money. If you ever doubted that English has a word for everything, take a look at these sites that feature lists of divination of every kind: Online etymology dictionary Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational Writing26 Feel-Good Words50 Musical Terms Used in Nonmusical Senses

Data Communication and Networking Term Paper Example | Topics and Well Written Essays - 2000 words

Data Communication and Networking - Term Paper Example The simplest goal to be achieved is the transfer of data. A computer network not only allows us for the faster means of data communication but it also helps in accessing programs, databases, and other software or tools that are distant from our approach. A simple network comprises of computers, network operating system software, cable (wiring) to connect the devices, network interface cards, switches and a router (Laudon, Laudon 299). Almost all the businesses nowadays use spreadsheets, word pads etc. to store their germane information which might also be needed by other departments of that companies and the interruption in transporting this information may cause some hindrances for the organization that might lead to ineffective and inefficient production. Connecting all the computers of that organization within and outside departments really helps a lot in increasing the competitive advantage of the organization as the data will be available on time. In addition, networking also helps in reducing the cost of saving work in different soft copies and hard copies since it allows the sharing of work. Networking is the buzz word these days. ...The data were stored on punch cards and they were the only source of transferring data from one computer to another. In 1960s multi-terminal mainframes were used which were pretty faster. Multiple users used to be connected through a single mainframe with a very good response time of the computers. This computing technique gave birth to the modern form of networking and the concepts of "client" and "server". "This model refers to the client-server relationship. The server is the one specialized powerful computer that provides the information that the client computers require. The client is the computer initiating the inquiry" (History of networking 1). Next, came the era of minicomputers.

Impact of Education on Veterans Empowerment to Enhance Careers and Job Essay

Impact of Education on Veterans Empowerment to Enhance Careers and Job Satisfaction - Essay Example Soldiers of the World War II spent a considerable period of their lives in the battle field. Incidences taking place in the battle field caused psychological torture and trauma on these soldiers. During their homecoming, the process was characterized by a mixture of feelings and emotions. While those left in their homes advanced academically and improved in the social class, particularly friends and relatives, the soldiers were less educated, with their education stagnating. The civilians acquired higher education and got married, changed their lifestyles among others. On the contrary, the war soldiers came back to start their lives, some from destroyed families and others stalled careers. These problems they faced right on their return were too hard to bear. To solve them, they required economic, financial and psychological support. As a congratulatory message, they were presented with a range of benefits after completing the GI program. Education largely featured among these benefi ts. The potential of education in bringing the soldiers back to normal life as well as putting them in the same social class contributed to this emphasis. Many scholars undertook to conduct studies on the effects of these benefits in transforming the lives of these soldiers. While some argued that these were of no use in changing their way of life, others were confident that they would adequately change them. It is due to these conflicting studies and arguments that I will conduct this study. Its main intent wil