ART history Essay Example | Topics and Well Written Essays - 1000 words

ART history - Essay Example If we look at Monet’s Impression, Sunrise and at the following works of Impressionist artists, we will see not only certain concepts but also some beautiful, aesthetically pleasing images. Then, gradually, works of art changed and the concept of beauty changed, too. Can Picasso’s Guernica be called a masterpiece? Certainly. Can it be called beautiful in the traditional, classic sense? Not exactly. In Picasso’s works for example – and in Cubism as a whole – reality is not what the artist sees but what he himself creates. The idea of this style is to take reality, destroy it in your imagination and then recreate it on the canvas. Other styles of the late 19th and early 20th century also took a novel approach to reality – Dadaism and Surrealism, for example. Marcel Duchamp worked in both styles and his works also represent this change. The third change in the definition of art is the growing role of political and social views in artistic works. This is the case with Dadaism, mentioned above. Rejection of traditional artistic values was for Dadaists a way to reject traditional social and political values which, according to them, led to World War One. This change is visible not only in the visual arts but also in music. The music of the 19th and 20th century had a significant social element. The specific ideas may be different around the world but the general change is the same – social ideas were reflected in music. For example, styles like gospel, soul, and spiritual have all evolved in the social context in which African people lived in America in 19th century. If we take a look at what buildings looked like in the past (in the Antiquity, in the Middle Ages, in the Renaissance, and in the Enlightenment), we will see their elaborate beauty. Buildings were meant not only to be used according to their purpose, but also to be admired. Therefore, they had ample ornamentation and numerous details. All the changes described above bring about e

Weather Symbolism in a Farewell to Arms Essay Example for Free

Weather Symbolism in a Farewell to Arms Essay Snow In A Farewell to Arms, Ernest Hemingway attempts to tell the unvarnished truth about war — to present an honest, rather than a heroic, account of combat, retreat, and the ways in which soldiers fill their time when they are not fighting. Yet Hemingways realistic approach to his subject does not rule out the use of many time-honored literary devices. For instance, weather is to this day a fundamental component of the war experience. Hemingway depicts weather realistically in A Farewell to Arms, but he uses it for symbolic purposes as well. Rain, often equated with life and growth, stands for death in this novel, and snow symbolizes hope: an entirely original schema. In stories such as To Build a Fire, by Jack London, snow and ice quite logically represent danger and death. After all, one can freeze to death, fall through thin ice and drown, or perish beneath an avalanche. In Chapter II of A Farewell Arms, on the other hand, it is snow that ends the fighting described in the books first chapter. Thus snow stands for safety rather than its opposite. (Note, though, that although snow covers the bare ground and even the Italian armys artillery in Chapter II, stumps of oak trees torn up by the summers fighting continue to protrude — a reminder that winter is of course not permanent but merely a reprieve from combat, a cease-fire.) Shortly thereafter, Frederic Henry describes the priests home region of Abruzzi as a place where the roads were frozen and hard as iron, where it was clear and cold and dry and the snow was dry and powdery . . . , and the context leaves no doubt that this characterization is a positive one. Late in the novel, the argument between the Swiss policemen over winter sports not only provides much-needed comic relief; it also marks the beginning of Henry and Catherine Barkleys second idyll. (The first takes place in summertime, in Milan.) Immediately afterwards, Henry and Catherine find themselves in the Swiss Alps, with snow all around. Thus they have temporarily achieved a life of both purity (the mountains symbolize purity  in this novel, versus the corruption of the lowlands) and safety. These chapters positively radiate contentment. Rain Starting in the very first chapter of A Farewell to Arms, rain clearly symbolizes death: In the fall when the rains came the leaves all fell from the chestnut trees and the branches were bare and the trunks black with rain, Henry tells us. The vineyards were thin and bare-branched too and all the country wet and brown and dead with autumn. The rain symbolism is not entirely a literary conceit, either, as rain actually precedes an outbreak of fatal illness, the cholera that kills seven thousand that fall. Later, during their Milan idyll, Catherine makes the symbolism of the rain explicit for Henry — and for the reader: Im afraid of the rain because sometimes I see myself dead in it, she says to him. And sometimes I see you dead in it. Lo and behold, during Henry and Catherines trip from the armorers to the hotel near the train station on his last night with her, the fog that has covered the city from the start of the chapter turns to rain. It continues to rain as they bid one another farewell; in fact, Catherines last act in this part of the novel is to signal to Henry that he should step in out of the rain. Back at the front, the trees were all bare and the roads were muddy. It rains almost continuously during the chapter when the tide of battle turns and the Italians begin their retreat from Caporetto — and from the Germans who have joined the fighting. The rain turns to snow one evening, holding out hope that the offensive will cease, but the snow quickly melts and the rain resumes. During a discussion among the drivers about the wine they are drinking with dinner, the driver named Aymo says, To-morrow maybe we drink rainwater. Hemingway by this time has developed the rain symbolism to such a degree that the reader experiences a genuine sense of foreboding — and indeed, the following day will bring death to Henrys disintegrating unit. It is raining while the fugitive Henry rides the train to Stresa, raining  when he arrives, and raining while Henry and Catherine spend the night together in his hotel room. The open-boat trip across Lake Maggiore takes place in the rain, with an umbrella used as a sail. (Ominously, the umbrella breaks.) And in Chapter XL, as Henry and Catherine are bidding farewell to their wintertime mountain retreat for the city in which Catherines baby is to be born, Henry tells us that In the night it started raining. Finally, when Henry leaves the hospital for lunch during Catherines protracted, agonizing delivery, The day was cloudy but the sun was trying to come through — a literal ray of hope. During the operation, however, he looks out the window and sees that it is raining. Just after the nurse has told him that the baby is dead, Henry looks outside again and could see nothing but the dark and the rain falling across the light from the window. At the novels end, Henry leaves the hospital and walks back to his hotel in the rain. In fact, the final word in A Farewell to Arms is rain, evidence of weathers important place in the story overall. Hemingway doesnt quite trust us to detect the rain/snow pattern of symbolism and understand its meaning; therefore he underlines the significance of precipitation in his book by having Catherine tell Henry that she sees them dead in the rain. And so the weather symbolism in A Farewell to Arms is perhaps unnecessarily obvious. Yet Hemingways use of this literary device is hardly rote symbolism for its own sake. Rain and snow both drive his plot and maintain our interest, as we hold our breaths every time it rains in the novel, praying that Catherine will not perish during that scene. (We know that Henry will survive the rain, because he is the storys narrator.) Thus, while writing a brutally realistic saga of life during wartime, Ernest Hemingway also crafted a novel as literary as the great-war stories that preceded A Farewell to Arms. Arguably it is as powerful as any story ever told.

Should the Drinking Age be Lowered? Essay -- Law, Sociology

Although exceptions to every generality exist, alcohol is usually present in most gathering where adults are also in attendance. If one really examines the idea, alcohol is usually at every social event even if adults are not. At this point it would probably be important to know who actually is considered to be an adult. From country to country the answer varies but in the United States of America anyone of the age of eighteen is liable and treated just like adults of any age. Consequently, one could say that the previous statement is technically, in the majority of circumstances, incorrect in that when alcohol is around so are adults. When mentioned in such a way, nothing seems to be out of place except that in the United States the legal alcohol consumption age is twenty-one. There are not many sides one may take when contemplating this alcohol consumption law, one is either for it or against it. Many believe that if the drinking age is lowered it should rightfully be lowered to eighteen. These individuals have a number of reasons to support their ideology. John McCardell Jr. is one of those individuals and actually developed a complete organization in 2006 known as Choose Responsibility that promotes his philosophy (Cloud). McCardell Jr. is the head of Middlebury College and believes eighteen to twenty year olds should be eligible to consume alcoholic beverages as long as they are licensed (Cloud). To receive this license one must first complete a course that is around forty-two hours long and consists of the explanations of the chemistry, history, psychology, and sociology of alcohol that may include AA, alcoholics anonymous, meetings (Cloud). McCardell Jr., along with others, also believes that if one is considered an a... ...at can be done to minimize all the problems alcohol provides; I think the first step in assimilating a similar attitude is by education and through example from older adults to young adults. Maybe McCardell’s forty-two hour course of everything one should know to fully understand the results of consuming alcohol would be beneficial for the general public. With that being said the age should still remain twenty-one and adults should not be one-hundred percent intolerable towards teens that might have slipped some alcohol by, after all who has not broken a rule here and there? I believe if a little ignorance is given to the provocation it will disappear. Works Cited Cloud, John. "Should the Drinking Age Be Lowered?" Time.com. Time US, 06 June 2008. Web. 05 Feb. 2012. Scrivo, Karen Lee. "Drinking on Campus." CQ Researcher 20 Mar. 1998: 241-64. Web. 5 Feb. 2012.

Aristotles Definition of Nature :: essays research papers

Aristotle’s Definition of Nature Nature, in its essence, is the cause/effect relationship offered to things with ascertainable objectivity, occurring without cause. From this we can logically state that the nature of something (something being an object with "thinghood", as humorously described in class) is its beginning, purpose and stereo-type. There are two debatable definitions of nature, which under scrutiny are seemingly very similar. On the left hand, we have nature described as "the first, inchoate, thing belonging to it". Simply, an object’s nature is it’s core material – i.e., the nature of my couch would be polystyrene foam. On the other, we have nature described as "the shape or look". This statement points to nature as the stereo-type of an object, that is, my couch dose not have the nature of a couch until it assumes the look of a completed, stereo-typical couch. When examining these definitions it is hard to find a large degree of difference as the stereo-typical couch is not only composed of those parts generally used to construct a couch, but also its acceptance and appearance as a couch. For further clarification we can examine Aristotle’s example of a doctor healing himself. A artisan of medicine dose not have the nature of a healer, as that would imply that he came about this skill naturally, which is not the case. For something to have nature, that nature must come into being without cause. Therefor we can assume that the healer, being an artisan of medicine, is a healer but has the nature of a stereo-typical human being. What then, causes differences amongst couches and people, even between healer A and healer B? This question is answered by exploring the idea of chance. By chance variations are made upon things (with thinghood) not to it’s nature, but to it’s physical or otherwise growth from it’s nature. For this reason we must assume that all things have a categorical nature, with variations to it’s structure.

Newell Rubbermaid Case Study

I believe that Newell Rubbermaid’s departmentalization structure puts the company in a strong position for profitable growth. It was clearly stated that the profit of the company stand good after the implementation of the strategy that was on a down trend for the past two years. Â  The efforts of Galli to increase the efficiency of the company to act as ‘one’ organization made to cut the cost of production. Although the effect will not take right after but at least there is an improvement on the profit growth of the company. It is just usual for the effect of any business strategy to take time for the effect to experience so there’s nothing to worry about not meeting the target growth. It is just a matter of time. Answer to Question #2 I think Galli applied Mary Parker Follett’s guideline on coordination to Newell Rubbermaid by establishing the single corporate headquarters in Atlanta. With this, the top Management, especially Galli, can now get the opinions of the executives coming from the different business units. The implementation of this also made the meetings of the executives easier and more efficient. The dissemination of information will also be made faster since the executive of one business unit can attend the meeting right on schedule and there will be no more excuses about being late or any kind of delay. With the executives working in one office will give them enough space for interaction that will give them more coordination for the planning and execution of every business direction. Answer to Question #3 I will suggest to Galli the establishment of a single competent, energetic guiding authority or the formal management structure; since at the very start of the financial crisis of the company, the unification of the business units is the source of the problem of the company; to give emphasis in using the organization to address Newell Rubbermaid’s challenges. Bureaucracy This is defined as the administrative structure that uses the hierarchical distribution of authority to every unit of the organization (dictionary.com, 2007). This is used by many businesses in structuring their organization despite of the criticisms that is attributed to this business structure. One of the criticisms of bureaucracy is that individuals are not being aware of the negative effects of their actions in a larger sense since there is an overspecialization of business units. Red tape is also one of the negative effects of bureaucracy that hinders on the implementation of every business action and makes the decision making process to slow down. It is also said that under bureaucracy, common sense is no longer applicable since they are all guided by the laws provided by the top management. The lower management and the employees have less participation on the planning process under this organizational structure. The above situation will later result on internal problem for the managers because employees might feel that they are not being valued by the management. Of course there are still benefits derived from using bureaucracy as an organizational structure. One of this is the increase in the efficiency of production because of the specialization of the laborers. The said tactic enables to company to have growth on their profits since there will be more goods will be produce. The imposition of laws will help the employees by guiding the latter on their doings and on the execution of the plans within and outside the business environment. Top managers are surely highly competitive since they are screened by the other top managers. Since the business transactions are documented, this can be used by the future management as a basis on planning their marketing strategy and other business related tactics. There are still a lot of benefits that can be derive from using bureaucracy as the organizational of every company, only that it depends on the situation on what the company is dealing with. REFERENCES dictionary.com. (2007). Bureaucracy [Electronic Version] from http://dictionary.reference.com/browse/bureaucracy. Â   Â  

Vladimir Zworykin, Father of the Television

Vladimir Zworykin, Father of the Television Vladimir Zworykin (July 30, 1889–July 29, 1982) is often called the father of television, but he never accepted that, stating that he shared credit with many others such as David Sarnoff. Among his 120 patents are two instruments that were critical to the development of television: the iconoscope camera tube and the kinescope picture tube.   Fast Facts: Vladimir Zworykin Known For: Called the Father of Television for his work on the iconoscope camera tube and the kinescope picture tubeBorn: July 30, 1889 in Murom, Russia.Parents: Kosma A. and Elana ZworykinDied: July 29, 1982 in Princeton, New JerseyEducation:  Petrograd Institute of Technology (electrical engineering, 1912), Ph.D, University of Pittsburg 1926Published Works: More than 100 technical papers, five books, 120 patentsAwards: 29 awards, including the National Medal of Science in 1966Spouse(s): Tatania Vasilieff (1916–1951), Katherine Polevitsky (1951–1982)Children: Elaine and Nina, with his first wifeNotable Quote: I hate what theyve done to my child†¦I would never let my own children watch it. (on his feelings about television) Early Life Vladimir Kosma Zworykin was born on July 30, 1889, the youngest of surviving seven (from the original 12) children of Kosma A. and Elana Zworykin of Murom, Russia. The well-to-do merchant family was dependent on Kosmas role as the owner of a wholesale grain business and a successful steamship line. In 1910, Vladimir entered the St. Petersburg Institute of Technology, where he studied electrical engineering under Boris Rosing and saw his first television. Rosing, a professor in charge of laboratory projects, tutored Zworykin and introduced his student to experiments of transmitting pictures by wire. Together they experimented with a very early cathode-ray tube, developed in Germany by Karl Ferdinand Braun. Rosing and Zworykin exhibited a television system in 1910 using a mechanical scanner in the transmitter and the electronic Braun tube in the receiver. After graduating in 1912, Zworykin entered the College de France in Paris, studying x-rays under Paul Langevin, but the studies were interrupted in 1914 with the outbreak of World War I. He then returned to Russia and worked as an officer with the Russian Signal Corps.   Leaving Russia Zworkyin married Tatania Vasilieff on April 17, 1916, and they eventually had two daughters, Nina Zworykin (born 1920) and Elaine Zworykin Knudsen (born 1924). When the Bolshevik Revolution broke out in 1917, Zworykin was working at the Russian Marconi company. Rosing disappeared in the chaos, the Zworykin family home in Murom was seized by revolutionary forces, and Zworykin and his wife fled Russia, making two trips around the world before settling down in the United States in 1919.  He briefly worked as a bookkeeper in the Russian Embassy before joining Westinghouse at East Pittsburgh, Pennsylvania in 1920. Westinghouse At Westinghouse, he worked on a number of projects from gunnery controls to electronically controlled missiles and automobiles, but his most important were the kinescope picture tube (the cathode-ray tube) in 1923 and then the iconoscope camera tube, a tube for television transmission used in the first cameras in 1924. Zworykin was one of the first to demonstrate a television system with all the features of modern picture tubes. He became a U.S. citizen in 1924, and in 1926 he obtained a PhD from the University of Pittsburgh with a dissertation on a method of greatly improving the sensitization of photocells. On November 18, 1929, at a convention of radio engineers, Zworykin demonstrated a television receiver containing his kinescope and obtained his first patent associated with color television. Radio Corporation of America In 1929, Zworykin was transferred by Westinghouse to work for the Radio Corporation of America (RCA) in Camden, New Jersey, as the new director of the Electronic Research Laboratory and at the invitation of RCAs president, David Sarnoff, a fellow Russian emigre. RCA owned most of Westinghouse at that time and had just bought the C.F. Jenkins Television Company, makers of mechanical television systems, in order to receive their patents. Zworykin made improvements to his iconoscope, and RCA funded his research to the tune of $150,000. The further improvements allegedly used an imaging section which was similar to Philo Farnsworths patented dissector. Patent litigation forced RCA to start paying Farnsworth royalties. 1930s and 1940s By the mid-1930s, Zworykin worked on his own projects and provided leadership for an extensive number of young scientists. He became intrigued by early work on the electron microscope, and he set up a lab and hired Canadian James Hillier, who had built a prototype as a graduate student, to develop one for RCA. During World War II, Zworykin had input into airborne television that was used to guide radio-controlled torpedoes and a device that helped blind people read. His laboratories were tapped to work on stored-program technology for the early computers, and he explored- but didnt have much success with- self-driven cars. In 1947, Sarnoff promoted Zworykin to vice president and technical consultant to the RCA laboratories. Death and Legacy In 1951, Zworykins wife Tatania Vasilieff, from whom he had been separated for better than a decade, divorced him, and he married long-time friend Katherine Polevitsky. He was forced to retire at 65 from RCA in 1954 but continued supporting and developing research, serving as director of the Medical Electronics Center at the Rockefeller Institute in New York. In his lifetime, Zworykin authored more than 100 technical papers, wrote five books, and received 29 awards. Among them was the National Medal of Science- the highest scientific honor in the United States- which President Lyndon Johnson presented to Zworykin in 1966 â€Å"for major contributions to the instruments of science, engineering, and television, and for his stimulation of the applications of engineering to medicine.† In retirement, he was a founder and the first president of the International Federation for Medical and Biological Engineering; he was inducted into the National Inventors Hall of Fame in 1977. Vladimir Zworykin died on July 29, 1982, one day shy of his 93rd birthday, at the Princeton (New Jersey) Medical Center. Sources Abramson, Albert. Vladimir Zworykin, Pioneer of Television. Urbana: University of Illinois Press, 1995.Froehlich, Fritz E. and Allen Kent. Vladimir Kosma Zworykin. The Froehlich/Kent Encyclopedia of Telecommunications (Volume 18), p 259–266. New York: Marcel Dekker, Inc., 1990.Magill, Frank N. (ed.). Vladimir Zworykin. The 20th Century O–Z (Volume IX) Dictionary of World Biography. London: Routledge, 1999.Thomas, Robert McG. Jr. Vladimir Zworykin, Television Pioneer, Dies at 92. The New York Times, August 1, 1982.Rajchman, Jan. Vladimir Kosma Zworykin, July 30, 1889- July 29, 1982. National Academy of Sciences Biographical Memoirs 88:369–398 (2006).

Free Essays on Arts And Science Of Teaching

Teaching: Is it an art, or is it a science? I think that teaching requires both art and science. They both play a role on each other, because if a teacher only demonstrates one of these types of teaching, their classroom will most likely be very boring. Teaching as an art demonstrates ways in which the teacher may use creative ways to present the material so it is fun and interesting for his or her students. Some examples are games, â€Å"hands-on† activities, and/ or movies relating to the topics being covered. In The First Year, Genevieve DeBose gave disposable cameras to her students for a†getting to know each other† activity. The point of this activity was for her students to be creative and learn about their peers. During this activity Genevieve also learned about her students, like their attitudes toward participating and some of their social skills. She could use what she learned from this activity to help plan her lessons. I agree with Gilbert Highet, who a rgues that in â€Å"The Art of Teaching that successful teaching must be considered an art because it involves two things that cannot be objectively and systematically manipulated: emotions and values.† (Pg 11) I feel emotions play a main role in teaching because the emotion that is being expressed by the teacher will be reflected on his or her students. Although emotions are some main roles, you must also make sure you are teaching the correct values. In order to be a good teacher you must also be flexible. â€Å"Flexibility, which can be thought of as a â€Å"feel† for doing the right thing at the right time.† (Pg11) An example of this is choosing to use a lecture or a more involved type of activity to present the material. Teaching as a science demonstrates ways in which the teacher may use a more logical approach to present the material to the students. I feel this is the more traditional way in which teachers teach their class. An example of this could be a teacher lectur... Free Essays on Arts And Science Of Teaching Free Essays on Arts And Science Of Teaching Teaching: Is it an art, or is it a science? I think that teaching requires both art and science. They both play a role on each other, because if a teacher only demonstrates one of these types of teaching, their classroom will most likely be very boring. Teaching as an art demonstrates ways in which the teacher may use creative ways to present the material so it is fun and interesting for his or her students. Some examples are games, â€Å"hands-on† activities, and/ or movies relating to the topics being covered. In The First Year, Genevieve DeBose gave disposable cameras to her students for a†getting to know each other† activity. The point of this activity was for her students to be creative and learn about their peers. During this activity Genevieve also learned about her students, like their attitudes toward participating and some of their social skills. She could use what she learned from this activity to help plan her lessons. I agree with Gilbert Highet, who a rgues that in â€Å"The Art of Teaching that successful teaching must be considered an art because it involves two things that cannot be objectively and systematically manipulated: emotions and values.† (Pg 11) I feel emotions play a main role in teaching because the emotion that is being expressed by the teacher will be reflected on his or her students. Although emotions are some main roles, you must also make sure you are teaching the correct values. In order to be a good teacher you must also be flexible. â€Å"Flexibility, which can be thought of as a â€Å"feel† for doing the right thing at the right time.† (Pg11) An example of this is choosing to use a lecture or a more involved type of activity to present the material. Teaching as a science demonstrates ways in which the teacher may use a more logical approach to present the material to the students. I feel this is the more traditional way in which teachers teach their class. An example of this could be a teacher lectur...