Art and Photography Essay Example | Topics and Well Written Essays - 500 words

Art and Photography - Essay Example Her photographs are a visual testament to her creations which are not subject to the viewers interpretation. One does not have to prefer the work of Laurie Simmons to realize that she is conveying a message. Indeed, "Walking, Talking Lying" exposes her comments on what is happening in society today. Her manipulations are sarcastic and are a haunting reminder of where the world is headed. Her photographs tell the story of interplay between people and objects. For example, in "Walking Talking Lying" there is a black and white photograph of a woman's lower body with a gun as its' head (Simmons 1-160). The gun is a small revolver - one which can be easily be handled by a woman of any size and body is covered by a thin black slip. Even the harshest of critics cannot say that this piece is a mere photograph. It is a statement that is offered by Ms. Simmons which compels the looker to reflect on the state of women today, based upon her recollections of Oftentimes, a viewer may consider artwork to bring pleasurable feelings and that is not necessarily one that emanates from the depictions of Ms. Simmons. I regard art to be a form of communication. It is not an intellectual article, or frothy novella. It is not limited to Monet's pond scenes and Chaucer's prose. Art is something that compels reflection. The photographs of Ms.

Western Civilization. Changing Attitudes from the Ancient World to the Essay

Western Civilization. Changing Attitudes from the Ancient World to the Early Modern Period - Essay Example The departure from the classical period into the middle ages was heralded by Christianity. Religion played a great deal in the events that led to the changes in both the medieval world and the renaissance. This paper will endeavor to point out the major factors of change from each era leading up to the 'rebirth' of a nation and the evolution of a continent. In order to accomplish this, we will start with a brief look of the transition from the classical era to the medieval period. The first focus of the paper will look at how the medieval time period was seen by those wanting change, and by examining key factors that contributed to the changes that led to the renaissance. Second the paper will examine at what point changes occurred and how these contributed to the revolution that was the renaissance. The paper will conclude with a look at the effects of those changes and how they affected the world at large. Religion throughout time has played a great role in the evolution of nations. Men have killed and been killed for their faith. The period after the classical know as the 'early middle ages' was fraught with religious overtures. The rule of law was based in god and the might of the king was based in his faith and in the power of the clergy who backed his rule. It was a time of the 'divine right of kings'. A good example of this is the story of Charlemagne who was crowned king due to his faith and devoutness by Pope Leo III.1 The rules of justice were also simplified and meted out by the king, the clergy and the aristocracy. This idea of divine right and the power of a certain body of individuals led to the suppression of the individual and his rights as a freeman. They were subjugated in favor of faith and authority. Religion and issues of eternal life took to the forefront and all things individualistic, such as art, were relegated to positions of least importance. This is the first glimpse of the 'backward' nature of the medieval era. The second factor that led to the belief of the middle ages as a backward time was the notion that this period was culturally stagnant. It was a time believed to have a "lack of secular Latin literature' as well as 'corruption within the Church such as Popes who ruled as kings, pagan superstitions with saints relics, celibate priesthood, and institutionalized moral hypocrisy."2 This view probably came from the fact that learning was mainly in the hands of the clergy. Most written works were of a religious nature done by scribes who slowly and meticulously copied and recorded only what was given to them by the church. There was not much written about the arts or science all secular beliefs banished from the light. There was no balance of society and the individual, and only the worldview of serving your faith (God) and serving your lord through obedience and following life according to the will of the church. It was an age of the supernatural versus reason with no options for choice. The third factor in the middle ages 'backward' theory stems from the economic sector. This was also stagnant due to the power being held in the hands of the aristocracy and the guilds. The wealth of the society was in the hands of a few and no one individual could do business without the approval or backing of the guilds or the aristocracy. An emerging middle class at the end of the Crusades was also to become apart of this factor for change. At the end of the Crusades, many people sought out life in the cities and created a need for goods and services. They also developed an interest in the many cultures they had come in contact and wanted to experience and change

Troubleshooting Evco Insurance Network Essay Example for Free

Troubleshooting Evco Insurance Network Essay The network manager himself not keeping track of the growth of the network , coupled with the return of an unspecified number of computers from storage back into the network, are conditions that would encourage the network congestion currently experienced by Evco Insurance. This is further confirmed by the fact that the worst network congestion occurs where the network has experienced the most expansion in the last six months: the Marketing department. Several causes come to mind, with the presentation of the scenario for Evco Insurance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first cause that comes to mind is in regards to the computers pulled out of storage. It is possible that since the computers were pulled out of storage, the configuration of the TCP/IP settings may have conflicted with newer additions to the network. This would affect the computers within the marketing department, since these particular computers were deployed there, and any other computers that share the same settings. This would explain the some of the causes of the network congestion and the solution would be to correct or reconfigure the settings on the affected computers. This is a basic error, however, and would mostly affect only the individual computers that have conflicting settings and would not be the most probable cause, though it may contribute to the congestion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Related to the first possible cause is the possibility that there are hardware errors that were unchecked when the computers were assigned to the new marketing personnel. A particular concern is the network cards of those computers taken from storage. One such error causes the network card to continuously transmit junk data into the network, flooding the network with unnecessary data and slowing down connectivity; in which case even just one such computer can cause the whole network to slow down. Actual settings of network adapters and switch ports may also have conflicting settings. Both these hardware /settings errors can contribute to the network slowdown in the Marketing department, and both can be located using a combination of actually checking each computer and checking how far along the network a command or ping can travel.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another possibility, but not the last possible cause, is the actual physical cable connections of the Network. A 100BASE-TX can have up to 100 meters of twisted copper cable per segment length, which must be rated at least category 5. While it is possible that the network itself has been poorly maintained, and that individual cables within the physical network are causing the error, it   may be more likely that there are problems or errors in the physical connections recently added to the network, since the problem of slow connectivity was experienced after the addition to the network. Ranging from poorly-maintained cables, using the wrong category of cables, or even the correct type of cable connected or the incorrect crimping of the cable can lead to network slowdown.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Any of these three, or perhaps none of them, could be the cause for the network slowdown experienced in the Marketing department of Evco Insurance. There could be other reasons for the problem, though these are the three possible causes that immediately came to my mind.

Instrumentalism Theories

Instrumentalism Theories Introduction. The course which I teach within is to prepare new employees for working within a manufacturing environment within a highly regulated industry. All learners are required to show competence on a range of skills ranging from health and safety through to industry specific manufacturing skills. The qualifications may be in the form of a National Vocational Qualification (NVQ) or in an industry specific internal training event. Learners ages will range from 19 to 55 and they will come from a wide range of employment backgrounds such as retail, construction or other industrial roles. Ideologies and Theories of Learning. As identified by Scrimshaw (1983) cited by Armstrong et al (2003), â€Å"Instrumentalism: a curriculum delivering a specific product such as the development of a skilled workforce.† The instrumental curriculum is focused on practical skills and is teacher led. This is only one of five educational ideologies identified but is the one most comparable with the course that I teach. (Should I list the others) Curriculum Models. The closest match for my course is the ‘Product model for curriculum development which is closely associated with Ralph Tyler (1971) cited by Armitage et al (2003). Neary (2002) describes the product model as a curriculum which has been entirely designed around the meeting of clear objectives. My course has clear aims and expected outcomes to which methods of learning and assessment are clearly mapped. The evaluation methods are designed to identify any shortfall and for corrections to be made to enable learners to meet the objectives that have been set. As the expected outcomes are clear from the outset it allows for clear design of content and also ensures an accurate and fair assessment process. However as the course structure is rigid it limits creativity both for lesson design but also for learner activities. However as with most models applied to an actual teaching environment there is an element of overlap with one or more of the models identified by Smith (1996, 2000) www.infed.org/biblio/b-curric.htm . Although the ‘Product model is the main influence on my course the ‘Process model must still be a consideration as it is designed around how individuals learn and focuses on teacher and learner activities. By acknowledging the ‘Process model it allows an emphasis to be placed on the learners current and prior experiences. The context of the course will impact substantially on curriculum design, delivery, assessment and evaluation, my own teaching philosophy and profession values will have an effect on the course delivery. As my course is influenced by an instrumentalist ideology and using the ‘Product model for the design the links with behaviourism can clearly be seen; however as previously mentioned this is an over simplification as I do consider the other learning theories and do take a cognitive approach. Critical reflection. As previously recognised there are elements of the ‘Process model within my programmes curriculum; however I feel that it relates most closely to the ‘Product model as the objectives are clearly defined from the outset. To analyse the effectiveness of this model I shall answer the questions set by Tyler (1971) as cited in Armitage et al (2003:201), â€Å"which, he claims, must be answered when developing any curriculum†. 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives? 3. How can these learning experiences be organised into a curriculum programme. 4. How can this programme be evaluated. 1. What are your curriculum aims and objectives? The aim of my programme curriculum is to deliver the necessary learning to satisfy our external regulators and to meet the skills and capabilities required by AWE plc. To meet the requirements of our external regulators we must demonstrate competence in the following element. * General safety. * Mandatory safety * Role specific. 2. Which learning experiences meet these aims and objectives? 2.1 General Safety. This element is delivered by theory based classroom sessions that will include practical tasks where appropriate. 2.2. Mandatory Safety. Delivered as a series of theory lessons and practical tasks within a simulated work environment. 2.3. Role specific. Training delivered in the work area by subject matter experts. 3. How can these learning experiences be organised into a curriculum programme.

Examine the role of Alfieri in A view from the bridge. Comment on :: English Literature

Examine the role of Alfieri in A view from the bridge. Comment on his dramatic function in the play and his role as both character and commentator. This essay will explore the different roles that Alfieri takes on in 'A view from the bridge. I will comment on how he uses his role as both commentator and character to create dramatic tension in the play. A view from the bridge is a play set in the late 1940s and is based in the rural streets of Brooklyn harbour, New York. Eddie Carbone is an Italian longshoreman working on the New York docks and lives with his wife Beatrice and her niece Catherine. Eddie's wife accepts to refuge her cousins from Sicily as illegal immigrants until they could get their paperwork sorted. Catherine becomes attracted to one of the brothers and that's when the troubles start. Eddies becomes rapt in jealousy and wants to get rid of the two brothers in any possible way. Alfieri is a lawyer and is Eddie's friend as well. He tries to convince Eddie not to do something which he will regret later on and which will affect his life in the society. Eddie decides not to listen to Alfieri and goes on top break the Italian code. Alfieri is a lawyer who also lives in the same area as Eddie Carbone. In the play he takes on the role of a character as well as taking on the role of a narrator. One role he takes on in the play is the voice of the law. He brings this up in a conversation with Eddie where he says, "Eddie, I'm a lawyer†¦Can you prove that?" This clearly shows that Alfieri uses his knowledge to bring in the voice of the law into Eddie's situation. Due to him being a lawyer, he knows that if Eddie wants to take legal actions against Rodolfo, then he will need to get proof for the law to believe him. Due to him being a lawyer, he has got all the legal knowledge needed to deal with every day uses. As well as being the voice of the law, Alfieri is also an advisor to Eddie. He warns Eddie that he "won't have a friend in the world" if he carries on the way he is going. This shows that Alfieri knows that a tragedy is inevitable if Eddie doesn't stop. Therefore he uses his role as an advisor to advise Eddie to stop himself. In advising Eddie in doing so, Alfieri is trying to stop Eddie from doing what he knows

The Relationship Between Richard II and The Myrroure for Magistrates Es

The Relationship Between Richard II and The Myrroure for Magistrates The relationship between Richard II and The Myrroure for Magistrates is considered here predominantly in the context of the differences between the two texts.[1] The function of each text is discussed initially, the didactic purpose of the Myrroure contrasted with the function of Shakespeare’s play as, primarily, theatrical entertainment. The conflicting accounts of certain events from Richard’s reign are looked at subsequently and the manner in which they reflect the different function of the texts. Finally, consideration is given to the different way in which the Myrroure and Richard II each reflect upon the theme of kingship through their portrayal of Richard’s reign. In relation to each of these points of discussion, it is argued that Richard II delivers a more complex, multi-dimensional portrayal of character, events and themes than the Myrroure. The Myrroure is imbued with moral didacticism and Richard II’s reign is employed to encourage rulers to govern virtuously and lawfully. Rulers must abide by ‘right’ and ‘lawe’ (l. 32), observe ‘faythful counsayle’ (ll. 35) and beware ‘false Flatterers’ (l. 33). Richard, however, is portrayed as a king who ‘ruled all by lust’ (l.31), ‘passing not a straw’ (l. 35) to those who sought to counsel him. He himself recounts how ‘I set my mind to feede, to spoyle’ (l. 37) and ‘my realme I polde’ (l.41), as a result of which he was ‘brought to care’ (l. 30). The form of the poem reinforces its didactic function. The use of a single voice results in a largely one-dimensional portrayal of Richard, no allowance made fo... ... Johnson (eds.), A Shakespeare Reader: Sources and Criticism, Macmillan Press Ltd., London: 2000, pp.7-9. Throughout this discussion the extract is referred to as ‘the Myrroure’. [2] ‘Telling’ refers to the technique of having a narrator telling what happens while ‘showing’ permits the reader to see the character act and speak. For a discussion of these two terms, applied in the context of Jane Austen’s Pride and Prejudice, see Pam Norris, ‘Reading Pride and Prejudice’, in Dennis Walder, The Realist Novel, Routledge, London: 1995, pp. 33-34. [3] See Margaret Healy, ‘Richard II’ in Kiernan Ryan (ed.), Shakespeare: Texts and Contexts, Macmillan Press Ltd., Basingstoke: 2000, p. 50. [4] Ibid., p. 53. [5] See Katherin Eisman Maus, ‘Richard II’ in The Norton Shakespeare, p. 948. [6] Ibid., p.943.

Walls Book Review

THEO 330-D03 Walls â€Å"Do you ever have the feeling that you are missing out on something important? † Ryan starts. â€Å"It’s Probably because you are. † (Loc. 247) Many of us are missing out on all God has for our life. What is keeping us from living the life God intends? Walls– separating us from the greatness God has destined for us. We get stuck plateauing in our spiritual progress, seeming to come to a screeching halt with our growth in the Lord. This is the issue Rush begins to portray in his book, Walls. Rush paints a wonderful picture of how we, as Christians, are to live authentic lives.He provides much Biblical insight in this book to help us break the walls holding us back. We might overcome these stumbling blocks by learning to trust and chase after our Creator with all we have. Only then, He will begin to unveil His plan and promises. One of the greatest quotes of this book, is Ryan’s definition of a wall. He describes them as, †Å"an unhealthy mind-set that keeps you from living life as God has intended. † (Loc. 453) These bricks, slowly laid down over time, can consist of negative thoughts, sins, doubts, and bitterness against our God.There are no quick fixes in breaking these walls. He says that we need decision, self-control, and a plan in order to get through. In order to break the wall, Rush describes, we need to be able to recognize that the wall is there. Throughout the book, Rush does a great job and telling the people what to do. He really lays down plans and ideas that can get you closer to breaking through. He gives us many tools and actions to help us. We are told to make a plan, to have self-control, and make decisions to break the walls. Rush really emphasizes on the different types of walls we might see.He names almost a dozen different walls and how we are stuck behind them. He always ended with emphasis on our decision is what keeps us locked up behind them. â€Å"Everybody is stuck, but nobody has to be,† he names the chapter. One of the only issues, that I had found, was we were not given specific instruction about how to use these tools. He tells us we need to plan, but unfortunately, we do not se how to formulate such a plan. He tells us to use a hammer, but we do not know the specifics to using it. He gives us the keys to use the wrecking ball, but we receive no instruction to operate the crane.Without knowing how to operate the equipment, we are very unlikely to excavate these barriers–especially if you are the type-a kind of person. We need detailed instruction on how we are to begin the process, continue the process, and end the process of demolition. The positive aspect of this, would be that each reader has to learn from experience on how to succeed. We typically cannot cross these barriers in such short time. Applying this book to my life has been a great experience. I have been struggling much with different walls in my life. Pride has definitely been one of the most prevalent in my observation.I see that over time, I have built a wall brick by brick. Creating these barriers do not usually happen overnight, but they seem to be a progressive construction– they take quite a bit of time. I just remember, in my own life, that after a year of keeping my guard down, I looked up and saw a giant wall that I never realized was there. If we aren’t careful, then we will slowly build a wall that can keep us enclosed for way too long and seem near impossible to break through. What we need to realize, is that we have to see that the wall is there and that you built it. This was one of the hardest steps for me.We have to decide to tear down the wall. This is a ton of work! Unfortunately, if you begin to procrastinate the demolition, there is a good chance that the wall will continue to grow. We can’t just start hitting the wall with a hammer; we have to plan the demolition. If we just swing aimlessly, there is a slim chance that we will knock it down. We have to know where to hit, what to use, and how to prevent it from building back. Throughout this book, I have learned much about demolition that I have used in my own life. I am so glad that I was blessed to read this book; it was a great help!