Tiananmen Square Massacre Essay Example | Topics and Well Written Essays - 1000 words

Tiananmen Square Massacre - Essay Example On April 15 of 1989, Hu Yaobang, previous Communist gathering boss and a main reformist, passed on of a cardiovascular failure. He was a well known figure among hostile to socialist residents and his passing was an impetus for the fights paving the way to and coming full circle in the Tiananmen Square Massacre. Grievers start to accumulate in Tiananmen Square to communicate their trouble and dissent the moderate pace of change in China. (History.com, 2009) In the next days, quantities of nonconformist in Beijing develop into thousands, and showings start showing up in urban areas and colleges across the country. Understudies and laborers fight for more noteworthy opportunity and vote based system and a conclusion to what they called fascism. Dissenters grumble about expansion, pay rates, and lodging issues. A huge number of understudies assemble outside the Great Hall of the People in Tiananmen Square on April 22nd as Hu Yaobang’s commemoration administration is held disregarding the regional government's past notice that they would hazard serious discipline.

Our War Against Terrorism is Justified Essay -- September 11 Terrorism

Our War Against Terrorism is Justified  This exposition will address the inquiry whether the war against psychological warfare pronounced by President George W. Shrubbery is a simply war.  As per the September 22nd version of Star-Ledger, Professor Richard Falk, of Princeton University said  â€Å"the predominant press have transformed into a 'war-activating instrument' prompting extreme teaching of the general population on the side of a military reaction. We are living in a general public that is so persuaded of its own honesty that it is prepared to set out all alone 'sacred war,' Falk said. He said that if and when the United States chooses to utilize compel, it ought to do so just in conformance with universal law and as per the standards of a simply war. These would incorporate creation it unlawful to target non-military locales or individuals, ensuring the reaction is proportionate and guaranteeing that no superfluous agony is exacted. In Bush's location (Thursday night) I saw no indications of affectability to any of these limits, no yielding to the authority of the United Nations, Falk said.  In opposition to what Prof. Falk proposed, our nation considers before attempted such activities whether it consents to the depiction of a simply war. We had such a conversation, for instance, before moving to turn around Iraq's intrusion of Kuwait in 1990. There was a decent meeting on the CNN site on the subject of a simply war.  I don't accept there is any difference that peaceful techniques for settling clashes should consistently be utilized when they are conceivable. Be that as it may, this isn't generally conceivable. In this manner the principal thing to note is that there is such a mind-bending concept as a simply war. The convention returns to St. Augustine and has been profoundly evolved over the penny... ... While moving against receptacle Laden and the decision Taliban which secures him, Pres. Shrubbery and his counsels have plainly expressed that we have no fight with the Afghan individuals. Rather than dropping bombs on them, our legislature has begun to transport food to mitigate the intense misery brought about by over twenty years of continuous war. There has not been any military activity only for making a move or alleviating any alleged open want for vengeance.  Hence I presume that the war against fear based oppression meets every one of the four standards of a simply war.  Sanity, righteousness, and a comical inclination all depend, however in various ways, on having an appropriate feeling of extent. I recommend that early pundits of the war on fear based oppression do not have the fundamental feeling of extent. They pay attention to themselves as well, and the circumstance and the thoughts it contains not truly enough.

Genre Kryptonite Memoirs About Books

Genre Kryptonite Memoirs About Books When I first started trying to figure out how to talk about this particular genre kryptonite, my first impulse was to write about how I love Book About Books. I quickly realized that list would spiral out of control in a 2,000-word epic ending with incoherent gushing about how I just want to read more and more and more and more. So I’m trying to contain myself a little bit and focus this down to a particular type of book about books memoirs about books and the reading life. There’s something that always strikes me to my core when an avid reader is able to articulate the joy and frustration and entertainment and challenge that are all part of a balanced reading life. Memoirs about books focus in on the intimate act of reading and what it means. Book memoirists are, in many ways, preaching to the choir, but that makes it all the more difficult to get it right I know reading in a way I am never going to understand other frequently-covered memoir topics. I will know if a memoir about books isn’t authentic, which makes me appreciate the good ones all the more. I have two favorites to share, and two that I have on my shelves right now that I can’t wait to read: Tolstoy and the Purple Chair by Nina Sankovitch: After Nina Sankovitch’s sister passed away after a short illness at 46 years old, Sankovitch felt herself being pulled apart one part stuck at the hospital with her sister and one part racing ahead frantically trying to live life to the fullest in honor of her sister. As a way to bring herself back together, Sankovitch decided to spend a year reading, one book every single day for 365 days.  Apart from pondering the absolutely luxurious idea of reading a book every single day, I loved this memor because of the way Sankovitch explores what books mean to readers and how we use the “greater truths” of stories to make sense of our own lives. Reading Lolita in Tehran by Azar Nafisi: Reading Lolita in Tehran  is the first memoir in books that I remember reading and falling in love with. Nafisi served as a teacher at an Iranian university until she was forced to resign in 1987. Later, she formed a book club with seven of her female students, who met to read and discuss works of Western literature which were otherwise forbidden.  I first read this book when I was in high school, and at the time it blew my mind to think about how the lessons of some major Western Canon books can be different depending on the cultural context you read them in. Now, I know that’s not especially deep, but at the time it really affected how I read. Ex Libris by Anne Fadiman: Ex Libris (which means “from the books” in Latin) is a collection of essays about Fadiman’s lifelong love of reading. I don’t know much more about it than that, but Anne Fadiman is the author of my favorite work of narrative nonfiction, The Spirit Catches You and You Fall Down (now out in a new paperback edition!), so I’d bet highly that this one will be great too. The Reading Promise by Alice Ozma: Starting in fourth grade, Ozma and her father, an elementary school librarian, vowed to read together for 100 nights in a row. When they finished the first 100 days pledge, they decided to keep “The Streak” going as long as possible. I’m not sure exactly what appeals to me about this one, other than that it just sounds charming. Often, when I think about reading before bed with kids, I think just about mothers (my mom was the bedtime reader in my family), so the idea of Ozma starting on this project with her dad makes me a little verklempt even before starting the book. Sign up for True Story to receive nonfiction news, new releases, and must-read forthcoming titles. Thank you for signing up! Keep an eye on your inbox.

Essay on Literature Review on Unemployment - 2933 Words

Literature Review on Unemployment Introduction Unemployment is recognised as one of the most challenging social problems currently facing Australia. In the last two decades and more recently with the global recession high levels of unemployment have become an established feature of the South Australian social and economic landscape, with young people aged 15 to 24 years among those hardest hit by unemployment. In the past quarter the unemployment rate in South Australia has remained steady at 5.6% (Australian Bureau of Statistics, 2009) but this figure is volatile and may increase next month. The youth unemployment rate, however, in South Australia remains at 21.9% with the Western and Northern suburbs having significantly higher†¦show more content†¦The absence of employment, therefore, can mean that many people do not have vital human needs met such as an opportunity to exercise control, to use and develop skills and have contact with others. The research literature shows a strong association between unemployment and ill health. Some illness is caused by unemployment whilst other health problems are exacerbated by unemployment ( Smith, 1987; Mathers Schofield,1998). An Australian summary of the health and unemployment literature by Mathers and Schofield (1998) identified that unemployment has detrimental effects on mental health, physical health and health related behaviours. Mental Health The evidence that unemployment has negative effects on mental health is strong. Mental health effects on young unemployed people include low self esteem and confidence ( Gurney, 1980; Prause and Dooley, 1997), increased incidence of depression ( Patton and Noller, 1990; Winefield et al, 1993; West Sweeting, 1996), stress related symptoms ( Hammarstrom, 1994) and higher levels of anxiety ( Morrell et al, 1994; West Sweeting,1996). In their study, Morrell et al (1998) find a strong association between unemployment in young 15 to 25 year olds and youth suicide. Physical Health Research has shown the links between unemployment and higher morbidity and mortality rates( Mathers and Schofield) where health outcomes are poorer and premature deaths areShow MoreRelatedLiterature Review About Unemployment Graduate2384 Words   |  10 PagesCIMB From Wikipedia, the free encyclopedia (Redirected from CIMB Bank) Jump to: navigation, search CIMB Group (MYX: 1023) is Malaysia’s second largest financial services provider, and fifth largest in Southeast Asia by total assets. It is owned by Bumiputra-Commerce Holdings Berhad (BCHB), which is listed on Bursa Malaysia with a market capitalization of RM26.6 billion. CIMB Group operates as a universal bank offering a full range of financial products and services, covering corporateRead MoreUnemployment And Its Effects On Society1294 Words   |  6 PagesProblem Statement Unemployment is a very important problem that it is not only an economic issue, but it is related to the social and political issues. Increasing the level of unemployment will decrease the level of Keynes’ effective demand that is going to increase the investors’ uncertainty and less investments will take place. As a result, the economy as a whole will move from recession to depression and the unemployment is dramatically increasing. On the other hand, unemployment has a direct impactRead MoreLabour Market Dynamics, Unemployment And Economic Growth Essay1454 Words   |  6 PagesLABOUR MARKET DYNAMICS, UNEMPLOYMENT AND ECONOMIC GROWTH IN GHANA INTRODUCTION Owing to a GDP rebasing in 2011, Ghana became the fastest growing economy in the world with a GDP growth pinned at 20%, the largest per capita income in West Africa and the 21st in the continent. Ghana joined the league of oil producing countries in December 2010 with 85,000 barrels of crude oil in a day . Fiscal deficit fell from 5.9% of GDP in 2010 to an estimated 4.3% in 2011 due to strong revenue performance . DespiteRead MoreConcept Paper1098 Words   |  5 Pagesthe best year that estimates like manufacturing, construction and financial indicators perform best during election year. To determine whether this sets a standard in a country’s gross domestic product for the following years or not. I.   Ã‚  Literature Review Economic Growth This related topic will give us an overview of the factors that affect economic growth, primarily concerned on a country’s gross domestic product. We will be able to know how to gather data and compute as to what is the currentRead MoreRaising The Minimum Wage1037 Words   |  5 Pagesfurther price out inexperienced workers from the job market, resulting in an increase in unemployment and, ironically enough, poverty. It is a classic catch-22 situation. When all the negative effects are taken into account, is an increase in the minimum wage a wise policy decision? As expounded further, no it is not. There is empirical evidence that suggests that a minimum wage, in and of itself, increases unemployment, especially among young adults. Steve Hanke, a senior fellow at the Cato InstituteRead MoreAnalysis Of Data Analysis On The Local Labor Market949 Words   |  4 Pagesrandom cluster sampling of VR offices in a specific state would indicate a dependent structural relationship, comparing one VR office with another in a different state would be problematic. As the predictor variable in this research is the Local Unemployment rate the primary result can come from the difference in the aggregated data from both 2009 and 2016. The criterion variable of successful rehabilitation can be represented as the total population of clients served for both VR offices in 2009 andRead MoreThe Relationship Between Inflation And Unemployment On Growth1553 Words   |  7 Pagessound macroeconomic policy are maintenance of relative stability in domestic prices, attainment of a high rate of employment or full employment and achievement of a high rapid and sustainable economic growth. The relationship between inflation and unemployment on growth remains a controversial one in both theory and empirical findings. Originating from the Latin American context in the 1950s, the issue has generated an enduring debate between structuralists and monetarists. The structuralists believeRead MoreDrug Addiction And Socioeconomic Status1467 Words   |  6 PagesSchool Author’s Note This literature review was written for Mrs. Boggs Advanced Composition class Abstract Drug addiction has historically been associated with impoverished minorities. However, in recent years, drug addiction has spiked amongst the suburban middle class. While this is obviously an issue, the reasons behind drug addiction are still not entirely unclear, making responding to addiction crises difficult. The following literature review attempts to analyze the relationshipRead MoreEconomic Analysis Of Unemployment And Its Impact On Gdp1420 Words   |  6 Pages Economic Analysis of Unemployment and its Impact on GDP in Developed Countries Paul Kuechenmeister Econ 4331W August 3rd, 2014 â€Æ' Introduction This study examines the impact of unemployment rates to a developed economies growth rate. This paper will be built off of the most distinguished idea addressing the relation of economic growth and unemployment, Okun’s Law . Okun’s Law that assesses the relation between unemployment and economic growth is one of linearity . Okun’s Law is theRead MoreInformation And Communications Technologies ( Ict )1576 Words   |  7 Pages It is estimated that South Africa needs 30 000 to 70 000 skilled IT workers and this shortage is hampering the country’s growth and its ability to compete internationally (Burger , 2014). The ICT skills shortage has had a major impact on the unemployment of IT graduates both nationally and internationally. Currently, businesses require ICT personnel with extensive ICT skill sets and find it difficult to recruit suitably qualified IT graduates with the required technological as well as related business

NCAA Recruiting Ethics Essay - 1239 Words

College recruiting is something that was created for the good of college sports, but is often used for such unethical actions that will make anyone with a soul cringe. In 2004, University of Colorado’s athletic department used alcohol, drugs, and sex to lure recruits during official campus visits (Gerdy). These actions are immoral on a number of levels, and should not be tolerated. If this type of behavior continues to be seen in college sports, then serious changes need to be made. Illegal recruiting that takes place in NCAA athletics is unethical, gives colleges unfair advantages, and jeopardizes player’s eligibility. First, illegal recruiting in NCAA athletics is tremendously unethical. â€Å"The extremely high stakes of recruiting can†¦show more content†¦No matter how dishonest it may be, there are immoral people in this world who will sacrifice everything for success. Then again, what is success when it is not earned? Secondly, there are many different NCAA recruiting infractions that can lead to severe punishment. These punishments are not only for the coaches but for the illegally recruited players as well. There are certain criteria that decide what is and is not illegal, but some might not seem as severe as one might think. For example, the NCAA defines illegal contact as any face-to-face meeting between a coach and athlete as anything more than saying â€Å"hello† (Disalvo 69). Although this may seem to be a bit drastic, it makes it obvious to the players and coaches exactly what rules and guidelines to follow. Also, even though young athletes may not know at the time, th eir eligibility is put in jeopardy when the colleges that recruit them are not following NCAA rules (60). This, in some players’ eyes, is as unfair as because they may feel that they should not be penalized for something that they did not know about. However, it is the player’s responsibility to understand and comply with all NCAA rules and regulations, therefore it is their fault. Overall, cheating in NCAA athletics includes actions that violate regulations of sport governing organizations, such as those dealing with recruiting and eligibility (Shulman). With everything in theShow MoreRelatedProfessional Ethical Theory And Practice1126 Words   |  5 PagesAn Issue of Ethics Professional ethical theory and practice become the distance from one to another that explore new modes for business, as for other professions. The conventional approaches of professional ethics are concerned with telling people how they ought to behave. These questions include what is one’s moral obligation? What ought we to do? What is our duty? What is the ultimate principle of moral right and wrong? (Blackburn McGhee, 2004). Business is a complex corporations operate betweenRead MoreThe Ethical Consideration Of The Ncaa1153 Words   |  5 Pages The Lack of Consistency: The Ethical Consideration of the NCAA Kamren Gilliam Old Dominion University  The Lack of Consistency: The Ethical Consideration of the NCAA In recent years, collegiate athletics has evolved from the original spectrum of rivalry competition into a business model that focuses on branding and expanding markets. According to Stephanie Harrison-Dyer (2011), â€Å"Sport is too much a game to be business and too much a business to be a game† (p. 1). Although competitive sportRead MoreDean Smith Essay1163 Words   |  5 PagesEmporia, Kansas, Smith as been called a coaching legend by the Basketball Hall of Fame. Smith is best known for his successful 36-year coaching career at University of North Carolina at Chapel Hill. Smith coached from 1961 to 1997 and retired as the NCAA Division I mens basketball record-holderfor victories (879), a record which was surpassed by Bobby Knightin 2007. Smith has the 9th highest winning percentage of any mens college basketball coach(77.6%). During his career as head coach of North CarolinaRead MoreCheerleading Essay1289 Words   |  6 Pagesthey also must follow the same guidelines a nd restrictions as other sports teams (Drehs). The competitive squad is only allowed to have a 144 day season and the coaches have strict recruiting laws that they must follow. All of the funding and benefits for the competition cheerleading squad are comparable to that of other NCAA women’s sports, (University). In comparison to the non-competitive squad the competitive athletes get better scholarships, and have access to academic advisors, locker rooms, onRead MoreCollege Athletes Should Not Be Paid Essay1834 Words   |  8 Pagesathletes to participate in sports would require a complete overhaul of the NCAA rule book. At this stage, too many questions need to be answered: how much would athletes get paid? Where would the money come from? Would athletes in certain sports get paid more than others? This is just the tip of the iceberg. The amount of time that it would take to (re)write this part of the rulebook would be ridiculous. Not only do NCAA officials have to write t he new rules, but there would also have to be manyRead MoreShould College Athletes Be Paid?2313 Words   |  10 Pagesbenefits they should not, the NCAA tries to find the source and eliminate it immediately. These punishments are often harsh and can lead to an extermination of a sports program for a certain amount of time, even if only one person is to blame. There are experts in the world that fight against the rules of the NCAA because of the strict of punishments they give out. Experts also wish for these athletes to be paid because of the revenue they generate. However, I believe the NCAA and the rules they have setRead MoreProfessional And Amateur Level Sports1330 Words   |  6 Pagesperform academically in college classrooms while over performing athletically in college sports (Lederman 1). In 2013, the Shaun Harper et al Study, â€Å"The Black Male Student-Athletes and Racial Inequities in the National Collegiate Athletic Association (NCAA)†, revealed the ongoing r acial inequities in college sports across the country. In the Study, Harper et al argued against college administrators who claimed that academic inequities within their athletic programs were due to the inability to enrollRead MorePersonal Statement : Athletic Director1295 Words   |  6 Pagesthat that applicants have a Master of Science in Sports Administration (Qualifications, 2015). In the Sports Administration program there will be several key classes in the sports industry, such as Sports marketing, Sports media relations, Sports ethics, Organizational behavior, Accounting and Facilities management (Qualifications, 2015). Skills In order to be a high school athletic director, it is important to be organized because they need to make schedules for every sport (QualificationsRead MoreIntercollegiate Athletics3026 Words   |  13 Pagesthe most beneficial. Athletics are also a good example of public relations. If you were to talk to a graduating high school student and ask him if he would rather go to the school that has the highest GPA, or the school that Michael Jordan led to a NCAA Championship, they have been found to choose the school that they recognize the famous name. (1) Which can lead us into the next and one of the most important and influential arguments of this topic. â€Å"Intercollegiate athletics provide millions ofRead MoreEthics and Social Responsibility Essay9502 Words   |  39 Pagesof the University of Miami Ponzi Scheme Abstract The University of Miami case was one of the biggest financial scandals in the past year. Former UM Football Booster, Nevin Shapiro, orchestrated a $930 million Ponzi scheme, with which numerous NCAA rules were violated. Shapiro allegedly provided cash, goods, prostitutes, assorted favors and on one occasion, an abortion to University of Miami football players. This paper will examine the various legal and ethical implications involved in this

Stress Management Introduction Free Essays

Stress is a stage produced by a change in the environment that is perceived as challenging, threatening or damaging to the person’s dynamic balance or equilibrium. It is a natural part of life but Hans Selye defines it as â€Å"the nonspecific response of the body to any demand made upon it. † That means good things (for example, a job promotion) to which we must adapt (termed eustress) and bad things (for example, the death of a loved one) to which we must adapt (termed distress). We will write a custom essay sample on Stress Management Introduction or any similar topic only for you Order Now Other individuals explain stress as a person’s physical and psychological reaction to the demands in his or her life. Furthermore, Selye was really onto something. His research proved so interesting and important that he drew a large number of followers. One of these was A. T. W Simeons who related evolution to psychosomatic disease. He also stated that when our self- esteems to threatened, the brain prepares the body with the fight-or-flight response. People use the word â€Å"stress† in various ways: as an external force that causes a person to become tense or upset, as the internal state of arousal, and as the physical response of the body to various demands. In other words, the body reacts to stressors – the things that upset or excite us – in the same way, whether they are positive or negative. In addition, it is further characterized as: (1) it is a product of unpleasant environment emanating from negative experience, (2) it is a person’s response to chaotic set of environment and (3) it is a gap between the requirements of a situation and the ability to meet such. Background of the study In 2008, Reynolds and Turner believed that stress is a multifaceted phenomenon that may even have beneficial effects in some cases. Other researchers have added to the work of Cannon, Selye, Simeons, and others to shed more light on the relationship of stress to body processes. With this understanding has come a better appreciation of which illnesses and diseases are associated with stress and how to prevent these conditions from developing. Others also helped clarify the effects of stress. Stewart Wolf demonstrated its effects on digestive function; Lawrence Leshan studied its effects on the development of cancer; Meyer Friedman and Ray Rosenman identified relationship between stress and coronary heart diseases; and Wolf and Wolff studied stress and headaches. Others in fact have found ways of successfully treating people with stress-related illness. The ABC model which was formulated by Albert Ellis shows how distress is the result of our beliefs about events rather than of the events themselves. According to him, an activating event triggers people to form an irrational or negative belief about it, which in turn shapes the consequences and of the event. On the other hand, a stressor is any stimulus from internal or external environment which challenges the adaptation capabilities of an individual and places a strain upon the person resulting to a stressful reaction or illness. It has a potential of triggering a fight-or-flight response. As far as anyone can tell, internal psychological stressors are rare or even absent in most animals but present in humans. This stressor for which our bodies were evolutionarily trained is a threat to our safety. We encounter many different types of stressor. Some are environmental (toxins, heat, cold), some psychological (threats to self-esteem, depression), others sociological (unemployment, death of loved one), and still others philosophical (use of time, purpose in life). Now that you know what a stressor is and what stress reactivity is, it is time to define stress itself. Defining stress becomes a problem, even for the experts. Still another view of stress conceptualizes it as the difference between pressure and adaptability. That is, stress = pressure – adaptability. For our purpose, we will operationally define stress as the combination of a stressor and stress reactivity. Without both of these components, there is no stress. Dr. Hans Selye, one of the first people to study stress, divides people into 2 categories: racehorses and turtles. A racehorse loves to run and will die from exhaustion if it is corralled or confined in a small space. A turtle on the other hand will die from exhaustion if it is forced to run on a treadmill, moving too fast for its slow nature. We each have to find our own healthy stress level, somewhere between that of the racehorse and the turtle. The key in coping with stress is realizing that your perception and response to stressors are crucial. Changing the way you interpret the events or situations – a skill called â€Å"reframing† – can make all the difference. Physical reactions to stress are muscle tension, sweating, over alertness, dry mouth or throat, chest discomfort, sleep problems, fast and shallow breathing and butterflies in the stomach. Emotional reactions to stress are feeling under pressure, feeling tense and unable to relax, increased tearfulness, feelings of conflict, feeling mentally drained, frustration of aggression, fears of social embarrassment, being constantly frightened, increasing irritability/ complaining, lacking inability to feel pleasure and the Feeling of mentally drained. Dealing with the effects of stress, you can minimize many of the physical effects of stress by utilizing these single self-help techniques. For headache, have a warm bath or lie down quietly for a few hours to relieve it. For palpitations, breathe deeply and slowly to encourage your heartbeat to return to normal. For loss of appetite, eat small portions of food that you find appetizing and take your time eating. For rapid breathing, try â€Å"Breathing to Relax technique† by breathing slowly and deeply through your nose and out to your mouth, expanding your abdomen as you breathe in. For sweating, loosen tight garments and shed any extra layers of clothing. For increased urination, restrict your intake of fluid, especially tea and coffee, if you know you are going to be in a stressful situation and for reduce sex drive, explain to your partner that your loss of interest is temporary and not a rejection of him or her. To Manage stress one should (1) Get priorities right, (2) Exercise regularly, (3) Learn to delegate, (4) Make space for leisure time, (5) Try to develop a social network, (6) Have a proper breaks for meal, (7) Listen carefully to those around you, (8) Try to keep things in proportion, (9) Get to know yourself better and (10) Enjoy yourself, and your family and friends. Statement of the Problem 1. ) Why do people need to know the effects of stress to one’s health? 2. ) How does stress arise among people? 3. ) How can people deal with stress? 4. ) How can stress be evaluated? 5. Why do college students more prone to stress than high school students? Objectives of the study This study aims: 1. ) To distinguish the different effects of stress to one’s health/being. 2. ) To explain how stress arise among people/ individual. 3. ) To discuss several ways on how people can deal with stress. 4. ) To evaluate stress levels. 5. ) To differentiate college and high school student’s stress probability. Significance of the Study 1. ) Students. It will help them particularly the higher students (the colleges) because they experience several problems, financially, love life, wrong time management and more. Stress has a relation to their academic performance. 2. ) Workers. They experience work blues because of their doubts about their job, their co workers and more. It may be helpful to them. 3. ) Family. It will be helpful to them for different problems like for bills, foods, clothes and other things needed in the family makes the parents or the bread winner stress. 4. ) Government and other institution’s people. Since they are responsible for the welfare of the people, they are prone to stress. Different problems of the community were blamed to them, that’s why this is helpful to them. How to cite Stress Management Introduction, Essays

Sir Anton Dolin Essay Example For Students

Sir Anton Dolin Essay Dancer and choreographer Anton Dolin has been called â€Å"one of the most colorful and vital figures in modern ballet. † As a member of internationally known ballet companies or as director of his own troupes, this British-born artist has toured Europe and America for the past twenty years. Anton Dolin, originally Patrick Healey-Kay, was born on July 27, 1904, in Slinfold, Sussex, England. He is one of the three sons of George Henry and Helen Maude (Healey) Kay. When he was ten years of age his parents moved from Slinfold to Brighton. It was at about this time that the boy made up his mind to become a dancer. Although his parents tried to discourage him from dancing, they sent him to Miss Claire James’ Academy of Dancing and later to the Misses Grace and Lily Cone, who came to London each week to give lessons in Brighton. After the boy danced and acted at the Brighton Hippodrome Theatre, the manager of the theater suggested that he be sent to London for training in dramatics. In the metropolis Pat studied under Italia Conti, and at the same time he attended the Pitman School for instruction in stenography In 1917, a month after attending a performance of Princess Seraphina Astafieva’s Swinburne Ballet, the thirteen-year-old boy registered for lessons with the Russian ballerina. A former pupil of the Imperial School and at one time principal dancer in the Diaghilev Ballet Russe, Astafieva was then conducting the only school of Russian ballet in London, which stressed the importance of the individual dancer in ballet. After Pat had been her student for about four years, the famous Diaghilev visited the school one day in search of promising young dancers for extras in The Sleeping Princess. It was then that the seventeen-year-old youth was given his first dancing it, a part in Diaghilev’s chorus. The Sleeping Princess had a three-month run, after which the young dancer returned to school for two more years of instruction. On August 26, 1923, under the name of the Anglo-Russian Ballet, Astafieva put on a large scale production with her pupils as the principal dancers. For this first solo appearance Patrick Healey-Kay decided to choose a Russian name as he thought it would be an excellent joke. He found â€Å"Anton† in a Chekhov volume, but had difficulty in selecting an easily pronounced surname until someone at the school suggested â€Å"Dolin. The program for the performance thus announced that Anton Dolin would appear in two solo dances of his own composition: Hymn to the Sun and Danse russe. And Astafieva, feeling that her pupil was now ready to be accepted for Diaghilev’s Ballet Russe, sent Anton Dolin to Paris, where she had arranged an interview with the producer. In November of that year (1923) Dolin was made a member of the Diaghilev company, which was then dancing in Monte Carlo. Before his next appearance before an audience, however, he devoted two months to intensive practice with Bronislava Nijinska, maitresse de ballet. His debut was made on January 1, 1924, in the role of Daphnis in the classical ballet Daphnis and Chloe. His next appearance was as Beau Gosse in the production in Paris in June 1924 of Jean In the next two years Dolin developed rapidly as a Diaghilev artist, but at the end of the 1925 season he and the impresario quarreled, causing Dolin, then the premier dancer, to leave the company. The following July Dolin appeared in the Punch Bowl Revue at His Majesty’s Theatre, and after the show closed, at the beginning of 1926, he accepted an offer to dance in the musical revue Palladium Pleasures. .ucc57401836ba6bfe4b80b0d04b3f5e50 , .ucc57401836ba6bfe4b80b0d04b3f5e50 .postImageUrl , .ucc57401836ba6bfe4b80b0d04b3f5e50 .centered-text-area { min-height: 80px; position: relative; } .ucc57401836ba6bfe4b80b0d04b3f5e50 , .ucc57401836ba6bfe4b80b0d04b3f5e50:hover , .ucc57401836ba6bfe4b80b0d04b3f5e50:visited , .ucc57401836ba6bfe4b80b0d04b3f5e50:active { border:0!important; } .ucc57401836ba6bfe4b80b0d04b3f5e50 .clearfix:after { content: ""; display: table; clear: both; } .ucc57401836ba6bfe4b80b0d04b3f5e50 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucc57401836ba6bfe4b80b0d04b3f5e50:active , .ucc57401836ba6bfe4b80b0d04b3f5e50:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucc57401836ba6bfe4b80b0d04b3f5e50 .centered-text-area { width: 100%; position: relative ; } .ucc57401836ba6bfe4b80b0d04b3f5e50 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucc57401836ba6bfe4b80b0d04b3f5e50 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucc57401836ba6bfe4b80b0d04b3f5e50 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucc57401836ba6bfe4b80b0d04b3f5e50:hover .ctaButton { background-color: #34495E!important; } .ucc57401836ba6bfe4b80b0d04b3f5e50 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucc57401836ba6bfe4b80b0d04b3f5e50 .ucc57401836ba6bfe4b80b0d04b3f5e50-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucc57401836ba6bfe4b80b0d04b3f5e50:after { content: ""; display: block; clear: both; } READ: Overpopulation EssayAfterward, with Phyllis Bedells as his dancing partner at the Coliseum, he produced several â€Å"nursery rhyme† choreographies. Further ballet and revue engagements were followed in 1927 by an appearance in the revue White Birds (1927). With Vera Nemchinova, one of his former colleagues in the Diaghilev company, Dolin next formed the Nemchinova-Dolin Ballet, dancing in Swan Lake and his own The Nightingale and the Rose. During the following two years Dolin and Nemchinova toured Holland, Germany, France, and Spain, offering among other compositions, Dolin’s Revolution, Espagnol, and Rhapsody in Blue. The Nemchinova-Dolin company was disbanded early in 1929, Dolin rejoining the Ballet Russe. The second engagement lasted only a short while-Diaghilev’s death in August 1929 causing the termination of the group. But Dolin had, with the Diaghilev company, created important roles-in Balanchine’s Le Bal and Le Fils prodigue. It was at about this time, too, that he danced with the budding ballerina Alicia Markova, eventually to be called â€Å"the greatest Dolin’s first New York appearance, on February 25, 1930, featured him, together with Argentina and Gertrude Lawrence, in The International Revue, but the American critics were not enthusiastic and the revue closed after a few months. Dolin then returned to London, where he danced in two more revues, Charlot’s Masquerade and Stand Up and Sing. His next engagement took him to Berlin as ballet master and dancer for Max Reinhardt’s production of The Tales of Hoffmann. Upon returning to his native land, Anton Dolin joined the newly established Camargo Society Ballet, a British organization trying to revive ballet in England. It was with this group that Dolin danced the role of Satan in Job for the first time. From 1931 to 1935 Dolin appeared in revues and was guest dancer with the Vic-Wells Ballet, of which Markova was the new premier dancer. After four years of this dual arrangement, Dolin and Markova in 1935 left the Vic-Wells company to form their own ballet troupe with Dolin as director and both the artists as stars. Early in 1938, however, Markova left to become the principal ballerina of Massine’s newly organized Ballet Russe, while Dolin continued to dance in revues in England and later in Australia. As principal dancers of New York’s Ballet Theatre Dolin and Markova resumed dancing together in 1941. As choreographer with the troupe, Dolin recreated for modern audiences the nineteenth century classics Giselle, Swan Lake, Les Sylphides, and The Sleeping Beauty, and composed his own ballets, Romantic Age, Quintet, and Pas de Quatre. In the winter of 1944-45 Dolin and his partner Markova were seen in Billy Rose’s production, Seven Lively Arts. In October 1945 manager S. Hurok announced the formation of a new Markova-Dolin ballet troupe devoted to classical ballet, which he had booked for a irst-season engagement of sixty appearances throughout the United States. The ensemble dancers would be both selected and trained by Markova and Dolin. The group’s initial tour, which began in November, had capacity audiences, and its special booking arrangement brought it together for a joint appearance with Ballet Theatre in the larger cities of the United States. In June 1946 Dolin ventured upon another acting experience and essayed the title role of the play, The Dancer. When the Original Ballet Russe returned to New York in October, Dolin was among the performers. Aside from his stage performances, Anton Dolin has appeared in several British motion pictures, which include Invitation To Waltz, Chu Chin Chow, Forbidden Territory, and Dark Red Roses. In 1945 Dolin and Markova were brought to American screen in Republic Pictures’ musical A Song for Miss Julie. The dancer has had two books published, Divertissment (1931) and Ballet Go Round (1938). He has lectured at Oxford and Cambridge universities and over the radio in England, Australia, and the United States. Dolin was knighted in 1981 and died in 1983,

BKE 3053 Essays - Ethics, Applied Ethics, , Term Papers

BKE 3053 INTRODUCTION TO CORPORATE COMMUNICATION FACULTY OF LANGUAGE AND COMMUNICATION GROUP ASSIGNMENT 20% Question: You are required to do an assignment on Corporate Social Responsibility. In a group, choose an organization that you are familiar with. The organization that you choose should differ from other groups in the class. Discuss and write the details of the following matter:- Definition and concept of CSR Types of CSR The importance of CSR (in general). CSR activity conducted by the organization you choose. The implication/effects of CSR activities to the organization. The relationship between CSR and crisis communication in the organization. At the end of the class, you are required to do a group presentation. The duration of the presentation is between 20-30 minutes. Format of the assignment:- APA style. Between 15 to 20 pages. Font: Times New Roman; Size: 12; Spacing: 1.5 spacing Page number must be included. Note: Plagiarism is strictly prohibited. Quotations must be quoted accurately. Date of Submission: 22 nd November 2016 before 4.00pm

How to Make Powdered Olive Oil

How to Make Powdered Olive Oil Molecular gastronomy applies science to put a modern spin on traditional foods. For this simple recipe, combine maltodextrin powder with olive oil or any other flavorful oil or melted fat to make a powdered oil. Maltodextrin is a carbohydrate powder derived from starch that dissolves the instant it hits your mouth. It melts away, with no gritty or powdery sensation, so you taste the oil. Ingredients maltodextrinolive oil Food-grade maltodextrin is sold under many names, including  N-Zorbit M, Tapioca Maltodextrin, Maltosec, and Malto. While tapioca maltodextrin is one of the common types, the polysaccharide is made from other starches, such as corn starch, potato starch, or wheat starch. Use any flavorful oil. Good choices are olive oil, peanut oil, and sesame oil.  You can season the oil or use flavored rendered  fat, such as from bacon or sausage. One way to season the oil is to heat it in a pan with seasonings, such as garlic and spices.  Expect deeply colored oils to color the resulting powder.  Another option is to combine maltodextrin  with other fatty products, such as peanut butter. The only rule is to mix it with a lipid, not water or a high-moisture ingredient. Make Olive Oil Powder This is extremely simple. Essentially all you do is whisk together maltodextrin and oil or combine them in a food processor. If you dont have a whisk, you can use a fork or spoon. For a powder, youll want about 45-65% powder (by weight), so a good starting point (if you dont want to measure) is to go half and half with the oil and maltodextrin. Another method is to slowly stir oil into the powder, stopping when you have reached your desired consistency.  If you do want to measure ingredients, here is a simple recipe: 4 grams powdered maltodextrin10 grams extra virgin olive oil For a fine powder, you can use a sifter or push the powder through a strainer.  You can plate the powdered olive oil by serving it in a decorative spoon or topping dry foods, such as crackers. Dont put the powder in contact with a water-containing ingredient or it will liquefy. Storing Oil Powder The powder should be good about a day at room temperature or several days, sealed and refrigerated. Be sure to keep the powder away from moisture or high humidity. Powdered Alcohol Aside from offering the possibility to serve familiar food in new ways, one big advantage of using the dextrin is that it lets you turn a liquid into a solid. A similar process is used to make powdered alcohol. The difference is the chemical  used. Powdered alcohol is made by combining alcohol with cyclodextrin rather than maltodextrin. Cyclodextrin can be combined with up to 60% alcohol. If you want to make powdered alcohol yourself, keep in mind you need to use pure alcohol, not an aqueous solution. Cyclodextrin, like maltodextrin, readily dissolves in water.  Another use of cyclodextrin is as an odor-absorber. It is the active ingredient in Febreze.

Annotated Bibliography Assignment Example | Topics and Well Written Essays - 250 words

Annotated Bibliography - Assignment Example In this book, the author gives information on the latest designs that are used in the aircraft industry. Among the recent materials used are the composite materials which have been highly rated. The author is an associate in the Royal Aeronautical Society, which makes the book have full information on the development of the aircraft industry. The federal aviation gives information on all the acceptable standards of materials used in making aircraft and the manual that can be used by pilots in the course of their working. The federal foundation is a body that controls the aircraft industry with control over a number of issues. This material hives information on how the technology has been improving in using composite materials in making aircraft. The author incepts that there are advantages in the use of the composite materials. The author is the head of strength analysis group. National oceanography centre. (27th June 2006). Composites in aerospoace- case studies. Southampton: National oceanography centre. Retrieved from: http://www.infosys.com/industries/aerospace-defense/case-studies/documents/living-composites.pdf With a team of experts, the national oceanography gives the case studies that have been used in making the composite materials a success. The experts have studied the use of the composite materials and how they should be improved in their usage. Edwards T. (September, 2008). Composite material revolutionizes aerospace engineering. New York: Engineering consultancy Atkins. Retrieved from: http://www.ingenia.org.uk/ingenia/issues/issue36/edwards.pdf Edwards gives all the information that is used in making the composite materials used in the aerospace. This information also gives the future of the use of composite materials as the technological improvement of aeronautical engineering. Edwards is a chief structural engineer and has ample information about composite

Nuclear attacks on Hiroshima and Nagasaki Essay

Nuclear attacks on Hiroshima and Nagasaki - Essay Example The paper would be looking at the various perspectives that could have motivated the Americans to use this weapon of mass destruction. During the WWII1, Japan joined forces with the Germany and Italy, the enemies of the Allied Forces and fought against them vigorously. It accessed several small nations like Vietnam, coastal China and in its efforts to increase its oil reserves, after the boycott of oil supply by America, its attacks and subsequent accession to Indonesia, considerably expanded its territorial rights over a large area in Pacific Ocean. This aggressive behaviour further escalated the tension between Japan and the Allied forces specially America and Britain. The war between the two intensified, leading to bloodiest attacks of Pearl Harbour by Japanese forces and invasion of Okinawa by US forces. Even though, the allied forces regained territories and reduced the Japanese influence in the Pacific, they were unable to overpower the might of Japanese forces. Hence, after the fall of Mussolini of Italy and Hitler of Germany, Japan became the sole target of the allied forces. HiroshimHiroshima was the headquarters of the Japanese army and one of the most advanced cities of Japan. It therefore became the first target of the nuclear attack by America. American President, Harry S. Truman, deliberately targeted Hiroshima because the devastation of the city and killing of a large part of the population, would, according to the American President, convincingly show the repercussions of the Japanese refusal for an amicable peace treaty (Hersey, 1989). The detonation of 'Little Man' (name of the nuclear bomb that was dropped) on Hiroshima on 6th August 1945, became a reality and created unprecedented holocaust, ever recorded in the history of mankind. It killed more than 90,000 people, maimed and injured grievously more than 30,000 and genetically damaged the surviving population. The second attack on the city of Nagasaki became significant because it was an important off shore trading centre and an important port of Japan. Though, much of the population was shifted from the mainland, 'Fat Man', the atomic bomb that was dropped on 9th August 1945, was equally devastating in its effect. About 70,000 were killed instantly and more than 60,000 injured. The total casualties in the two attacks defied the imaginations of the world. Japanese government called an immediate ceasefire and surrendered to the allied forces and signed the 'instrument of surrender' on 2nd September 1945, which officially ended the World War II. The Emperor Hirohito of Japan surrendered for the overall welfare of his people and his surrender was subject to keeping the sovereignty of the Crown intact. Japan surrendered and the WWII came to an end. Reasons cited for bombings Japan was increasingly becoming powerful and the allied forces wanted to curb the growing influence of the Japanese. Hiroshima and Nagasaki were major cities of Japan that were commercial hub. The decision to bomb the two cities had mainly two objectives. The foremost being, to establish the

The Concept Of The Afterlife Religion Essay

The Concept Of The Afterlife Religion Essay Throughout the history of man one of the biggest questions that haunt human existence is the question of the Afterlife. Is there a God? Is there a heaven or a hell? Do we have souls? And what happens to it once it leaves this earth and the physical body? The prospect of the unknown has brought about many different ideas and theories; each religion, culture and era has developed their own notions and set truths in order to explain what will happen once we die. In order to gain some understanding on this subject this paper will exam the four biggest religions; Christianity, Islam, Buddhism and Hinduism and how they explain the unknown and the divine plane beyond ours. Christianity In the Christian religion they believe in the concept that after physical death the soul maintains consciousness and there is an in-between state between death and the resurrection of the body. Another concept is that until the resurrection, which will happen during the Second Coming or the return of Jesus Christ also known as Judgment day, the spirit sleeps. These two ideas are divided into three main sects; The Catholic Church, the Orthodox Church, and Protestantism. Although all three of these groups are similar in that they believe that upon death the soul will face judgment for his or her actions while on earth, they each have their different perception of when and how it will happen. These in-between states mentioned above are classified into two planes, Heaven and Hell, within the New Testament. Even though Hades appears in both the New Testament and in the Revelation, to express the concept of hell, the idea of hell does not derive from the place in Greek mythology that is the underworld the place of the dead. This is due to the fact that it is a place that consists of the undead both good and bad. Therefore to better understand hell one talks about Tartarus a place in the underworld even lower than Hades were the wicked go. Hell is described to be a place or state, were souls who have not repented for their sins and/or have rejected Jesus Christ as their savior, suffer eternal damnation. In biblical teachings it is said that the soul passes into hell after God has judged them irredeemable for their actions while on earth. Hades also consist of Elysium, a utopia were those who have lived worthy lives go. This is known as the kingdom of God or Kingdom of heaven, discussed mostly in Revelations in the New Testament. It is considered a place or state that is inherited by the righteous a place of paradise and eternity with god. Although the literalness of heaven is debatable, it is said while on earth, Jesus often preached about the heven as a reward, a final destination, for those who have been virtuous and followed the word of his father. Christians believe that in the end of time Jesus Christ will rise again and all who have died will be resurrected for the Last Judgment. This is when the kingdom of God will be fully established; in Revelation 21 it states that an army of angels will come down from heaven to fight those who oppose God and reestablish Gods eternal reign over all of his creations. It is the final day ware the wicked will be punished and the righteous rewarded. Therefore those who want to be saved must repent for their sins and follow the teachings of Jesus Christ so that they can be with him after Judgment day. The Catholic Church believes that upon death those souls who have been saved do not go straight to heaven but go through a process of purification in purgatory in order to be cleansed before they can be in Gods presence. Souls who have not been saved however go straight to hell to be damned for all eternity. They also believe that those who have not been baptized cannot go to heaven for they commit original sin, but dwell in Limbo, if they have died without moral sin. Waiting for the Day of Judgment when Jesus will come back to earth to bring those souls to heaven. The Orthodox Church believes that both heaven and hell are in the same dimension, and one does not experience either separated from God, hell just like heaven is simply being with God although hell still means living in eternal damnation and suffering. According to the orthodox tradition God loves all human being including the sinners, therefore he does not cut anyone off from himself but instead those who go to hell are t hose who self-exclude themselves from everybody else .The Protestants believe that hell was created by God in order to punish the devil, and his fallen angels. It is believed that after judgment day those souls who did not seek deliverance from God while on earth would be sent to hell to be punished for their sins, which are most people. However unlike Martin Luther who believed that the soul stayed unconscious and slept after death, John Calvin, believed that souls maintain awareness after physical death and went straight to hell upon dying. He based this off of the fact that Protestants believed that because Jesus Christ had already paid for our sins on the cross, there should be nothing stopping ones soul from going straight into heaven or hell. Islam The description for life after death in the Islamic faith comes from the Quran, which states two main concepts for the afterlife or Akhirah, the oneness of God and the unavoidable day of resurrection, the Islamic Day of Judgment. Due to this In Islam human beings experience are broken down into four stages, the first two are mans experience on earth (1. the stage of the womb and 2. The stage of the mortal world). It is in these two stages that man is tested to determine his place in the afterlife. Muslims believe that God holds every human being whether they are Muslim or not accountable for their actions and deed while they live on earth. Therefore it is taught within Islam that the only purpose to life is the preparation for the afterlife and attaining a spot in paradise. In order to do this the Quran teaches that mans has to practice integrity and generosity to others and to devote ones self to Allah, the one and only God. Salvation only comes with the practice of moral and ethica l responsibility while on earth. The last two stages are mans experience once the spirit leaves its earthly body. The stage of the grave, known as Barzakh, is broken down into three events; the first is when the soul leaves the body, the second is the reflection of ones actions and endeavors while alive, and the third is a state of cold sleep where man awaits Judgment day. The final stage, the hereafter or rest of eternity comes after the Day of Judgment, when all human beings have been resurrected and judged in the eyes of God to either spend their eternal lives in Jannah (heaven or paradise) if they were virtuous or Jahannam (hell or spiritual state of suffering) if they were unrighteous or in denial of the truth of Allah. There are two different types of souls that are excluded from these stages and do not have to wait till Judgment day; the first are those who die fighting in Gods name, they are honored by immediately being allowed to rise to paradise by Gods side; and the secon d are those who are the enemy of Islam, they are punished by going straight to the spiritual plane of suffering. However, those who are sent to hell do have the ability to ascend to the spiritual state of heaven once they have been purified by Jahannam unless they are non-muslim or Kafir, then they are punished for eternity. Both Jannah and Jahannam have different levels within their own spiritual plane, each reserved, depending on how one was measure during their time on earth. Buddhism Due to the fact that Buddhism was born out of Hinduism it contains some of the same basic principles for the afterlife, such as rebirth after death (individual passing from one form to another) and karma (accumulated sums of ones good or bad deeds), along with the same end goal to escape the never ending cycle of reincarnation because life is suffering. This escape is only obtainable if one lets go of all their desires they hold on the earth using the Buddhist form of liberation or Nirvana. Nirvana is not a place or a state, but the end of rebirth, directly translated it means extinction, referring to the elimination of all ones desires, allowing one to become free from all earthy attachments. Buddhism diverts from Hindu beliefs on the subject of eternal souls, according to Buddha human beings do not obtain a soul. His doctrine of anatta explains that because individuals experience memories, impulses, traditions, desires and so on, they are deceived into thinking that they have souls because these attachments can be perceived as encompassing an ego. However this is not the case, humans are just a container of emotions and habits that are reused over and over again as the body is reincarnated life after life. Therefore in order to escape from the constant suffering that is existence humans need to purge themselves of their false self, leaving nothing to reincarnate hence being free of the cycle(8). The type of rebirth one may have depends on the how moral ones actions were in his or her previous life. For example if one projected negativity such as hatred or greed, committing physical or emotional harm to those around him or her, that person would be reborn into a lower realm (a.k.a animal, ghost, demon etc.). If one were to promote positive and constructive actions based on love, metta (kindness) and peace they would be reincarnated into a happy realm, becoming a person or arising into a heavenly realm in their next life. In death one need to stay aware of the dying process for as long as possible, because as one passes the thoughts that are experienced impacts either the state they are in after death, or if nirvana is not achieved, their next reincarnation experience. According to Tibetan Buddhism after death, the spirit goes through bardos (a limbo like plane were the individual waits till rebirth), this is made up of three different stages spread over forty-nine days. The first stage is called Chikai Bardo or the bardo of dying which can take from a half a day to four, after death, giving the deceased time to realize they have passed. In that moment of realization the spirit experiences a euphoric awareness of a clear white light. For those who are more spiritually intuitive this awareness last longer and will lead to a higher plane of truth. However for the average person this will not happen and their spirit will descend into a secondary state or clear light. In the second stage, Chonyid Bardo or bardo of Luminous mind. The individual will experience the backlash of the karma they had created during their life, facing vision of both serene and wrathful representations of human feelings. In order to achieve nirvana the spirit has to confront and navigate itself through these personifications free of harm. The third stage is the process of rebirth/reincarnation and it is called Sidpa Bardo or the bardo of rebirth. It is only the truly enlightened spirits that have shed all their earthly desires through nirvana that can skip the process of the three bardos and ascend directly to the dimension of paradise. Hinduism Like Buddhism Hinduism believes in reincarnation, however Hinduism sees the soul (atman) as immortal and eternal while the body is the one that undergoes constant birth and death. A soul goes through the process of reincarnation over and over again until it has fully developed and becomes perfect. Perfection however is not an easy feat, a soul has to enter many bodies live many different lives and have many different experiences. Only after this can a soul finally become part of the divine. For those soles that are never able to make the transformation to perfection, they will only be able to be one with god again through the process of great destruction. Destruction is needed in order to end the cycle of creation, which for Hindus only occurs once the individual spirit separates from the source. After the process of creation has occurred and the soul and true self has separated from the One, it conceals itself and becomes part of an uncivilized form that has both a jiva also known a s a false self, and an ego. Because of the ego the form is cursed with earthly attachments such as desires and urges. The Jiva and ego also suffer from delusions and ignorance, the soul having lost all of its knowledge of truth upon separating from God. For this reason they behave in a self-centered manner displaying characteristics that are both selfish and inconsiderate. It is because of this childish behavior, as though they are the only ones in the universe and are completely different from other beings that the soul suffers as it does. Upon death the jiva and soul survive this time period is seen as both a period of recuperation and learning. Before being reincarnated into another physical body the soul has to go through judgment based on its past lifes Karma. Depending on the morality of their past deeds along with how many other past births they have experienced, the jiva either goes to heaven or hell until they have been rewarded or punished enough for its past life actions. Then taking the knowledge that it has gained from this experience and ready to try again the jiva is prepared to be born again. It is through Karma that the true self slowly awakes within the jiva, because it teaches the jiva that good actions bring about positive results and bad actions pain therefore by making mistakes and learning from them the jiva will overcome its ignorance. This however takes time, therefore throughout the cycle of life the individual jiva experiences a limitless number of births and deaths also known as Samsara. The purpose for this is that each time a jiva is reborn it brings a little bit more knowledge from its time in between physical bodies helping it to gradually realize its unity with God and self. Each physical body it is born into, like in Buddhism, depends on its deeds in its previous life; therefore the jiva may be reincarnated into a lesser life or a higher life. It is not until the jiva has gone through a countless number of rebirths and lifetimes that it can begin to gain some awareness to the truths around it and seek higher forms of happiness. It is this self-awareness that will bring completely detached or want of earthly pleasures and desires that the jiva is in search for, because only then can it be completely liberated (moksha)from the constant cycle of death and birth. The afterlife allows for so many possibilities because no one truly knows what will become of them or their soul once they have passed on. Each of these religions explores different theories and philosophies and has come to their own ideas on the subject, however despite their differences one similar tenant does run through them. They all agree that in the afterlife one will be punished or rewarded based on their actions while on earth. Whether it is by a supreme being such as God while existing in another world (heaven or hell) such as the Christians and Muslims believe or through the correction mechanism like Karma that comes through being reincarnated in which the Buddhist and Hindus believe.

How Education Shapes Life Chances Essay

Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. In sociology we have various schools of thoughts or theories and each of these have their own view on the impact of sociology on â€Å"life chances† Functionalist one of the â€Å"theories† of sociology are mainly concerned with the function of education to society and to seek solution to the following questions, â€Å"what is the relevance of education to the social system and â€Å"what are the relationship between education and economic system†. The functionalist believe strongly in value consensus, value consensus is a social contract entered into by members of the society on how best they can leave together. They believe education is aimed to produce social stability, to keep society smooth and to resolve conflict. In the words of a functionalist the individual has to submit to this higher order, which exist outside them and which was there before they were born and will continue after their deaths. That goes to say that the functionalist believes that every human being should succumb to this great order since the society is greater than any individual. Moore and Davis (2006) claimed that education carry’s out three major far-reaching functions which are firstly, socialization, where youths per take in key cultural values such as achievement, individualism, competition, equality of opportunity, social solidarity, democracy and religious morality. â€Å"Emile Durkheim† on the other hand argues that increase in individuality has an optimistic relationship to deviancy and could threaten social solidarity among members of the society and especially the youth who are more prone to these circumstances. But â€Å"Talcott Parsons† an American sociologist believes that the main social significance of education is its capacity to channel a viaduct between the family and broader society by aiding children to drop the particularistic standard of the family and adapt to the universalistic values of the wider society, which is solely grounded on achievement and not attribution, since all students are provided with equal chances. Functionalist Davies and Moore argued further as their second point that â€Å"meritocracy† influences success and failure and this would show the position of all individual level. Highly endowed and skilled persons would take up the most tasking challenges and would be sufficiently compensated. Making some people above or placed high on the social ladder, as every student is handed the same equivalent opportunity to prove their talent they won’t have the feel swindled for any social inequality that would be produced. So no matter your class or gender, race so far you are possess any skill and you are willing and able to strive hard you would succeed in life. Talcott Parsons also believed that education is an instrument for the assigning of roles in the society. Examinations and qualifications are created to show, establish and to make known of students talents to skill and capacities to the career which is best well-matched for them. The school is therefore a tool to assign these positions hence the school is a â€Å"microcosm of macrocosm†. In reference to the functionalist education teaches skill need for industrial society, it might be general skill that everyone requires such as numeracy and literacy or the specific skill needed for particular work. For Marxists the education system is seen as an important part of the superstructure in society. This is along with other institutions such as the media, religion and the family. They also argue that education does not give everybody a fair chance and that it uses the â€Å"alienation of schoolwork†, (the idea that children will do the work if they are rewarding for doing so), to socially control people until they are ready for â€Å"exploitation† in the world of work. Schools are considered to be unfair on working-class children because they are generally middle-class institutions and so middle-class children will generally do better. Marxists also strongly believe that â€Å"the hidden curriculum† is being used too strongly by schools. By teaching pupils to follow instructions (e. g. â€Å"sir† and â€Å"miss† and folding their arms) they are preparing them for the â€Å"exploitation† during work of when being asked to do something and then automatically doing it. This means that workers could be â€Å"used† in the process and then fined out about the capitalist system that we live in the hard way. While Marxists do share many ideas of functionalists e. g.the fact that education prepares us for out acceptance of the values of society they also see how the education system is alienating children. Functionalists, on the other hand, seem unable to see this and believe that the education system can only do well to children by teaching them norms and values. The interactionist theory believes that the teacher is the most significant tool to pupil’s educational achievement. It implies that teaches assess pupils not by ability or intelligence, but by traits that relates to class, gender and ethnicity, such as attitude, appearance and behavior. According to an internationalist the way pupils are influenced by teachers include: labeling-involves two people in an interaction with one have the power to label stick on the other. For example when teacher tag students as â€Å"smart and bright† or as â€Å"troublemakers and lazy† this forms a mirror through which the students skills and performance is viewed, when there is an occurrence of any mishap in the school those labeled as trouble makers would be called first also when the teachers when marking the works of those label bright tend to have pity for them. A This can cause what is known as self-fulfilling prophecy; this signifies a situation whereby an individual student will behave in the way that he or she has been labeled. For instance the bright labeled children would have a high esteem while others would be discouraged and may not prepare properly for school work and some may resolve into cheating and this would result into trouble. Also students might have different teachers and therefore each teacher might have a different labeling for the same child . Peer groups label might have a different label from that of the teachers, for example the teacher label some students as smart and bright but in peer group label they can be labeled as nerd or dweebs and lose respect from peers. Students also label teachers normally in accordance to their strictness or openness, rule enforcement, punishments given and the amount of worked handed to the students by the teachers this would determine which category either good or bad is the label for the teacher. These labels can be negotiated, that is the ‘bright’ child might start misbehaving or the ‘trouble-maker’ might turn , Life chances refer to the opportunities open to individuals to better the quality of life of themselves and their families. Therefore this definition suggest that there are opportunities available for individuals and families to improve their lifestyles, and suggests that this is possible if there is no poverty, and for people to be socially inclusive. The concept was introduced by German sociologist Max Weber. These opportunities refer to length to which an individual gain’s access to resources, such as food, clothing, shelter, health care and our main area of study education. How does education (shape) people’s life chances? The question appears to be seeking an investigation into the relationship between the education a person receives and the opportunities which it provides. The (key) words seem to be education, shape and life chances. shape strikes me as a very definite word, defined in the (merriam-webster dictionary as meaning, form,create, especially. to give a particular form or shape to). For the purposes of this essay I am going to look at education in the sense of learning opportunities provided by the state and concentrate on issues of social class, race and gender. Life chances is a very vague phrase which could be construed as having a variety of different meanings, but in this case I would interpret it to mean opportunities of economic and social (That goes to say that education is an opportunity given to an inidivial to improve his or her life quality). Aside the fact that education might be considered boring, expensive, stressful and time consuming. From a personal view I (believe) that education surely does improve or aids to better one’s life chance, education Serve the ruling class to shape people’s thinking, also to improve the level of people so that from a natural person into a social person, education brought (rise of r technological advancements) , education brings about understanding and this has helped in settlements of many disputes also wars amongst countries, education helps to improve the welfare of the individual and the society, It promotes civilized, progressive, competent and efficient development of the individual and the society and lastly Dissemination of culture, transforming culture, and create a culture, to intellectuals to raise people’s literacy. These and many more is how education has helped. Education also (comes) in, in its relation to the economy.

Morality and Babyhood Essay

Characteristics of babyhood: (From 2 weeks to 2 years) i) Babyhood is the true foundation age. At this time, many behavior patterns, attitudes and emotional expressions are established. It is a critical period in setting the pattern for personal and emotional adjustments. ii) Babyhood is an age of rapid growth and development. Babies grow rapidly both physically and psychologically. Changes are rapid in appearance (height and weight) and capacities. The limbs develop in better proportion to the large head. Intellectual growth and change are parallel to physical growth and change. iii) Ability grows to recognize and respond to people and objects in the environment. The baby is able to understand many things and communicate its needs and wants. iv) The babyhood is an age of decreasing dependency. The baby begins to do things to itself. With decrease of dependency, a rebellion against being treated as baby. A protest takes protest comes in the form of angry outbursts and crying when independence is denied. v) It is an age of high individuality which can be realized in appearance and in patterns of behavior. vi) Babyhood is the beginning of Creativity, sex role and socialization for adjustment in future life. vii) Babyhood is a hazardous period. The physical hazards are illness, accidents, disabilities and death. Psychological hazards are disinterests and negative attitude. Havighurst’s Developmental Tasks During The babyhood Learning to take solid food Learning to walk. Learning to talk. Learning to control the elimination of body wastes. Learning sex differences and sex modesty. Getting ready to read. Learning to distinguish right & wrong and beginning to develop a conscience. Babyhood skills Hand skills – self-feeding , self dressing,and play skills Leg skills-Jumping, climbing stairs, running without falling speech development in babyhood Talking is one of the biggest milestones there is, and the latest research suggests there’s a lot you can do to help your child become a master chatter. Months before my daughter Ella spat out her first official word (â€Å"bath! â€Å"), she was a Chatty Cathy in terms of sheer noise–exercising her pipes by howling for a feeding, squealing at a sock puppet, or babbling â€Å"ba ba ba† at the top of her lungs. And it turns out there’s a reason behind the racket. For babies, it’s a kind of linguistic cross-training–a way they prep for the main event of real speech, otherwise known as one of the coolest milestones ever. The average age at which kids utter a bona fide first word is 12 months, and they’re able to manage two-word â€Å"sentences† by the time they’re 2. But (reality check! ) as any pediatrician will attest, babies hit language milestones at a wide range of ages. A child who seems behind can all of a sudden make a giant leap ahead of her peers, verbally. And a kid who starts talking early may get stuck on the same few words for months before adding more to her repertoire. So no comparing or panicking! Sure, you can hardly wait to hear that first word or â€Å"wuv you. † But like all Big Moments in your baby’s life–sleeping through the night, sitting up, first steps–it will happen when she’s ready. There are, however, proven ways you can nudge language development along, experts say. Check out our stage-by-stage (and completely anxiety-free! ) guide to baby talk for the scoop on what you’ll hear, when to expect it, and how best to keep up your end of the conversation. 1 Month Waaah. Crying may not sound conversational, but it’s your newborn’s primary way to communicate, meaning she uses it for everything from â€Å"I’m tired† and â€Å"I need food† to â€Å"It’s a little too bright in here. † Wailing also primes your baby for genuine language by strengthening the same neural pathways in the brain that are used for speech–and by giving her larynx, the organ in the throat responsible for sound production, a good workout. What to say back: Something that will soothe the fussing and squalling. While a good cry may exercise your baby’s vocal cords, the sooner you can comfort her, the more confident she’ll be that you’re really listening to her–and the more willing she’ll be to keep trying to â€Å"tell† you what she’s feeling. 2 to 5 months Ooh? aah. Those supercute coos are airy sounds that come straight from the larynx–making them easy to say for tiny babies still figuring out how to use their lips and tongues. They’re also fun. â€Å"Kids tend to focus on particular sounds: squeals, vowels, or growls, as we call them,† says D. Kimbrough Oller, Ph. D. , a professor of audiology and speech-language pathology at the University of Memphis. These will help your little one learn to control vocal tone and volume–something she’ll need to form her first word. What to say back: Anything in â€Å"parentese,† that singsongy voice that sounds like it came off a children’s CD–only it’s you repeating â€Å"Hiiiii! † Research shows the high pitch makes your infant really take notice of–and want to imitate–what you say. 5 to 7 months Ah? goo. When your baby begins to add in consonants, it means she’s now able to produce a full repertoire of sounds–a major linguistic milestone. â€Å"It’s harder to produce consonants because they require interaction between the tongue and the lips,† says Roberta Golinkoff, Ph. D. , director of the University of Delaware Infant Language Project in Newark. â€Å"It’s a big deal. † What to say back: Narrate the sights you see on your drive or your daily plans (â€Å"We’re going to the store for some milk, and then Daddy’s taking you to the park! â€Å"). Talking to a non-talker may feel bizarre, but research has found that infants actually understand far more than we realize. In one study, 6-month-olds who heard the word â€Å"mommy† responded by looking at a picture of their mom. 7 to 9 months Ma-ma-ma. Was that a first word? Hmm? Though your baby is probably still simply parroting sounds, once she starts babbling in distinct syllables, her â€Å"conversation† can sound so much like language that it’s hard to tell. Consider this her final dress rehearsal for putting those syllables together in a way that has real meaning. What to say back: Talk about the things around her so she’ll connect objects with words. Just don’t assume â€Å"bo-bo† means â€Å"ball† if she says it while reaching for her shoe. â€Å"Notice where your child is looking before you label an object. It’s very adaptive for babies–and a lot of parents do it naturally,† says Jenny Saffran, Ph. D. , director of the Infant Learning Lab at the University of Wisconsin-Madison. 9 to 12 months Nee-nigh. Getting out just the right sounds takes practice, so for now, your baby’s making up combos that indicate real objects–a halfway point between babbling and true speech. She may say â€Å"nee-nigh† for â€Å"bottle,† or â€Å"sho-sho† for â€Å"yogurt,† for example. What to say back: As long as you know what your baby’s trying to say, don’t quibble over correct pronunciation. Swapping in weird names for regular words is normal for new talkers–so your best move is to respond in a way that shows you understand: She says â€Å"banktee,† you produce her blanket. It’s cute to hear (and say) her made-up words, and experts say it’s fine if â€Å"banktee† becomes de rigueur in your household. Eventually, you’ll phase it out for the real thing. 12 to 15 months Dog. Whatever recognizable word your child produces first, it’s bound to be something she’s fascinated by and something she can easily say–which is why the single-syllable â€Å"Da,† â€Å"Ma,† â€Å"ball,† and, yes, â€Å"dog† are fairly common first words. â€Å"Kitten† and â€Å"television†? Not so much. What to say back: â€Å"Hurrah! † Cheering on her speaking attempts will motivate her to master new words. Plus, Golinkoff notes that the rule for babies learning to talk is â€Å"the more language in, the more language out. † So keep chatting! By doing so, you’re supplying the words for interesting objects and emotions. Add that to praising her for using the ones she already knows and you’ll soon have a total motor mouth on your hands. 15 to 18 months Go. After your toddler has spit out that first word, she’ll learn what she needs to do to make others–including different parts of speech, like verbs and adjectives. By 15 months, most kids are able to say 20 or more words, and the lexicon expands as weeks go by. What to say back: Cuddle up with a good story for a no-brainer vocab booster. Perfect at this age: board books filled with short-and-sweet words, like Where Is Baby’s Belly Button? by Karen Katz, or Dear Zoo, by Rod Campbell. â€Å"Talk about what’s in the pictures, as well,† suggests Julie Masterson, coauthor of Beyond Baby Talk: From Sounds to Sentences, A Parent’s Complete Guide to Language Development. â€Å"It’s fun for kids to hear you say ‘See the dog? It says ‘woof. ‘† 18 to 22 months Da-me-fo-bee. You know your toddler is saying something amazing–if only you could understand it. In their second year, kids become masters of nonsensical speech, producing strings of elegant gibberish that sound like a faux version of adult conversation (often complete with inflection and hand gestures). She’ll also be saying around 30 or so real words-but even those may not be crystal clear. What to say back: Ask questions that get your kid talking. If she says â€Å"boo-bee-lala† while building a block tower, ask â€Å"What do you like about the blocks? † One recent study in the journal Pediatrics showed that back-and-forth conversations between adults and little ones are the best way to improve their verbal skills. 22 to 24 months. More milk. By the time she turns 2, your toddler will likely be able to string two or three words together to make mini-sentences. A favorite to throw into the mix of the dozens of words in her growing vocabulary: â€Å"more. † It’s a sign that your kid is figuring out the ability of language to make things happen. What to say back: Give her what she asks for! (Within reason, of course. ) Being able to tell you what she wants is a major milestone for her, but it’s a happy day for you, too. Just think: fewer meltdowns over misunderstood requests! And by responding, you show her just how powerful and rewarding talking really can be. Prespeech forms of communication Four prespeech forms of communication are there Crying- Hurlock considers it to be the very first piece of human behaviour that has social value. It gradually becomes differentiated as the newborn reaches the third or fourth week of life. Cooing and Babbling-As the baby’s vocal mechanisms develop,he becomes capable of producing explosive sounds which develop into babbling or lallation. Babbling begins during the second or third month of life. Gesturing –This develops and is used by the baby not to supplement,but to substitute for his speech. Emotional expressions- This is most effective forms of preseech. Baby communicates with others by using some gestures and emotional expressions emotional development in babyhood month 1 Makes eye contact Cries for help Responds to parents’ smiles and voices Month 2 Begins to develop a social smile Enjoys playing with other people and may cry when play stops Prefers looking at people rather than objects Studies faces Gurgles and coos in response to sounds around her First begins to express anger Month 3 Starts a â€Å"conversation† by smiling at you and gurgling to get your attention Smiles back when you smile at him. The big smile involves his whole body — hands open wide, arms lift up, legs move Can imitate some movements and facial expressions Month 4 Is intrigued by children. Will turn toward children’s voices in person or on TV Laughs when tickled and when interacting with others Cries if play is disrupted Month 5 Becomes increasingly assertive Can differentiate between family members (parents and siblings) and strangers Likes to play during meals Month 6 May quickly tire of a toy but will never tire of your attention Temperament becomes increasingly apparent. You’ll see whether she tends to be easygoing or easily upset; gentle or active Recognizes his own name Coos for pleasure and cries with displeasure Can make noises like grunts and squeals; clicks his tongue Month 7 Starts to understand the meaning of â€Å"no† Enjoys social interaction Expresses anger more strongly Tries to mimic adult sounds Month 8 Can differentiate between familiar and unfamiliar May become shy or anxious with strangers Cries in frustration when he can’t reach a toy or do something he wants to do Month 9 Imitates gestures that other people make Looks at correct picture when an image is named. Smiles and kisses own image in the mirror Likes to play near parent (i. e. , in kitchen while Mom is cooking) May be more sensitive to the presence of other children Month 10 Separation anxiety may begin Self-esteem begins to develop Responds to positive recognition such as clapping Becomes cautious of heights Shows moods such as sad, happy, and angry Month 11 Tries to gain approval and avoid disapproval Can be uncooperative Month 12 May have temper tantrums Can fluctuate between being cooperative and uncooperative Shows a developing sense of humor May cling to parents or one parent in particular Development of understanding. As the babies grow the criteria of understanding increases. It depends largely on two factors : their level of intelligence and their previous experiences. Most important concepts that are related are Space Weight Time Self Sex-role Social Beauty The comic Functions and vertues od play: 1 it aids growth 2 it is a voluntary activity 3 language can be developed through it 4 it offers opportunities for matery of physical self PLAY PATTERNS OF BABYHOOD: sensorimotor play exploratory play imitative play make -believe play games and amusements Moral development in babyhood: Babies have no scale of values and no conscience. They are therefore neither moral nor immoral but nonmoral in the sense that their behavior is not guided by moral standards. Eventually they will learn moral codes from their parents, and later from their teachers and playmates etc. Learning to behave in a morally approved manner is a long, slow process. However, foundations are laid in babyhood and on these foundations children build moral codes which guide their behavior as they grow older. Because of their limited intelligence, babies judge the rightness or wrongness of an act in terms of the pleasures or pain it brings them rather than in terms of its good and harmful effects on others. They therefore perceive an act as wrong only when it has some harmful defect in themselves. They have no sense of guilt because they lack definite standards of right and wrong. They so not feel guilty when they take things that belong to others because they have no concept of personal property rights. Baby is in a stage of moral development which Piaget has called morality by constraint- the first of three stages in development. This stage lasts until the age of seven or eight years and is characterized by automatic obedience to rules without reasoning or judgment.

A Quick Tour of Art Through the Ages

Put on your sensible shoes as we embark on an extremely abbreviated tour of art through the ages. The purpose of this piece is to hit the highlights and provide you with the barest of basics on the different eras in art history. Prehistoric Eras 30,000–10,000 BCE: Paleolithic Period Paleolithic peoples were strictly hunter-gatherers, and life was tough. Humans made a gigantic leap in abstract thinking and began creating art during this time. Subject matter concentrated on two things: food and the necessity to create more humans. 10,000–8000 BCE: Mesolithic Period The ice began retreating and life got a little easier. The Mesolithic period (which lasted longer in northern Europe than it did in the Middle East) saw painting move out of the caves and onto rocks. Painting also became more symbolic and abstract. 8000–3000 BCE: Neolithic Period Fast forward to the Neolithic age, complete with agriculture and domesticated animals. Now that food was more plentiful, people had time to invent useful tools like writing and measuring. The measuring part must have come in handy for the megalith builders. Ethnographic Art It should be noted that Stone Age art continued to flourish around the world for a number of cultures, right up to the present. Ethnographic is a handy term that here means: Not going the way of Western art. Ancient Civilizations 3500–331 BCE: Mesopotamia The land between the rivers saw an amazing number of cultures rise to—and fall from—power. The Sumerians gave us ziggurats, temples, and lots of sculptures of gods. More importantly, they unified natural and formal elements in art. The Akkadians introduced the victory stele, whose carvings forever remind us of their prowess in battle. The Babylonians improved upon the stele, using it to record the first uniform code of law. The Assyrians ran wild with architecture and sculpture, both in relief and in the round. Eventually, it was the Persians who put the whole area—and its art—on the map, as they conquered adjacent lands. 3200–1340 BCE: Egypt Art in ancient Egypt was art for the dead. The Egyptians built tombs, pyramids (elaborate tombs), and the Sphinx (also a tomb) and decorated them with colorful pictures of the gods they believed ruled in the afterlife. 3000–1100 BCE: Aegean Art The Minoan culture, on Crete, and the Mycenaeans in Greece brought us frescos, open and airy architecture, and marble idols. Classical Civilizations 800–323 BCE: Greece The Greeks introduced humanistic education, which is reflected in their art. Ceramics, painting, architecture, and sculpture evolved into elaborate, highly crafted and decorated objects which glorified the greatest creation of all: humans. Sixth–Fifth centuries BCE: The Etruscan Civilization On the Italian peninsula, the Etruscans embraced the Bronze Age in a big way, producing sculptures notable for being stylized, ornamental, and full of implied motion. They were also enthusiastic producers of tombs and sarcophagi, not unlike the Egyptians. 509 BCE–337 CE: Rome As they rose to prominence, the Romans first attempted to wipe out Etruscan art, followed by numerous attacks on Greek art. Borrowing freely from these two conquered cultures, the Romans created their own style, one which increasingly stood for power. Architecture became monumental, sculptures depicted renamed gods, goddesses, and prominent citizens and, in painting, the landscape was introduced and frescos became enormous. First Century–c. 526: Early Christian Art Early Christian art falls into two categories: that of the Period of Persecution (up to the year 323) and that which came after Constantine the Great recognized Christianity: the Period of Recognition. The first is known primarily for the construction of catacombs and portable art that could be hidden. The second period is marked by the active construction of churches, mosaics, and the rise of bookmaking. Sculpture was demoted to works in relief only—anything else would have been deemed graven images. c. 526–1390: Byzantine Art Not an abrupt transition, as the dates imply, the Byzantine style gradually diverged from Early Christian art, just as the Eastern Church grew further apart from the Western. Byzantine art is characterized by being more abstract and symbolic and less concerned with any pretense of depth—or the force of gravity—being apparent in paintings or mosaics. Architecture became quite complicated and domes predominated. 622–1492: Islamic Art To this day, Islamic art is known for being highly decorative. Its motifs translate beautifully from a chalice to a rug to the Alhambra. Islam has prohibitions against idolatry, so we have little pictorial history as a result. 375–750: Migration Art These years were quite chaotic in Europe, as barbarian tribes sought (and sought, and sought) places in which to settle. Frequent wars erupted and constant ethnic relocation was the norm. Art during this period was necessarily small and portable, usually in the form of decorative pins or bracelets. The shining exception to this dark age in art occurred in Ireland, which had the great fortune of escaping invasion. For a time. 750–900: The Carolingian Period Charlemagne built an empire that didnt outlast his bickering and inept grandsons, but the cultural revival the empire spawned proved more durable. Monasteries became small cities where manuscripts were mass-produced. Goldsmithing and the use of precious and semi-precious stones were in vogue. 900–1002: The Ottonian Period The Saxon King Otto I decided he could succeed where Charlemagne failed. This didnt work out either, but Ottonian art, with its heavy Byzantine influences, breathed new life into sculpture, architecture, and metalwork. 1000–1150: Romanesque Art For the first time in history, art is described by a term other than the name of a culture or civilization. Europe was becoming more of a cohesive entity, being held together by Christianity and feudalism. The invention of the barrel vault allowed churches to become cathedrals and sculpture became an integral part of the architecture. Meanwhile, painting continued mainly in illuminated manuscripts. 1140–1600: Gothic Art Gothic was first coined to (derogatorily) describe this eras style of architecture, which chugged on long after sculpture and painting had left its company. The gothic arch allowed great, soaring cathedrals to be built, which were then decorated with the new technology of stained glass. During this period, too, we begin to learn more individual names of painters and sculptors—most of whom seem anxious to put all things Gothic behind them. In fact, beginning around 1200, all sorts of wild artistic innovations started taking place in Italy. 1400–1500: 15th-Century Italian Art This was the Golden Age of Florence. Its most powerful family, the Medici (bankers and benevolent dictators), lavishly spent endless funds for the glory and beautification of their Republic. Artists flocked in for a share of the largesse and built, sculpted, painted, and ultimately began actively questioning rules of art. Art, in turn, became noticeably more individualized. 1495–1527: The High Renaissance All of the recognized masterpieces from the lump term Renaissance were created during these years. Leonardo, Michelangelo, Raphael, and company made such surpassing masterpieces, in fact, that nearly every artist, forever after, didnt even try to paint in this style. The good news was that, because of these Renaissance Greats, being an artist was now considered acceptable. 1520–1600: Mannerism Here we have another first: an abstract term for an artistic era. Renaissance artists, after the death of Raphael, continued to refine painting and sculpture, but they did not seek a new style of their own. Instead, they created in the technical manner of their predecessors. 1325–1600: The Renaissance in Northern Europe A renaissance did occur elsewhere in Europe, but not in clearly defined steps as in Italy. Countries and kingdoms were busy jockeying for prominence (fighting), and there was that notable break with the Catholic Church. Art took a back seat to these other happenings, and styles moved from Gothic to Renaissance to Baroque in sort of a non-cohesive, artist-by-artist basis. 1600–1750: Baroque Art Humanism, the Renaissance, and the Reformation (among other factors) worked together to leave the Middle Ages forever behind, and art became accepted by the masses. Artists of the Baroque period introduced human emotions, passion, and new scientific understanding to their works—many of which retained religious themes, regardless of which Church the artists held dear. 1700–1750: Rococo In what some would deem an ill-advised move, Rococo took Baroque art from feast for the eyes to outright visual gluttony. If art or architecture could be gilded, embellished or otherwise taken over the top, Rococo ferociously added these elements. As a period, it was (mercifully) brief. 1750–1880: Neo-Classicism versus Romanticism Things had loosened up enough, by this era, that two different styles could compete for the same market. Neo-classicism was characterized by faithful study (and copy) of the classics, combined with the use of elements brought to light by the new science of archaeology. Romanticism, on the other hand, defied easy characterization. It was more of an attitude—one made acceptable by the Enlightenment and dawning of social consciousness. Of the two, Romanticism had far more impact on the course of art from this time forward. 1830s–1870: Realism Oblivious to the two movements above, the Realists emerged (first quietly, then quite loudly) with the conviction that history had no meaning and artists shouldnt render anything that they hadnt personally experienced. In an effort to experience things they became involved in social causes and, not surprisingly, often found themselves on the wrong side of authority. Realistic art increasingly detached itself from form and embraced light and color. 1860s–1880: Impressionism Where Realism moved away from form, Impressionism threw form out the window. The Impressionists lived up to their name (which they themselves certainly hadnt coined): Art was an impression, and as such could be rendered wholly through light and color. The world was first outraged by their effrontery, then accepting. With acceptance came the end of Impressionism as a movement. Mission accomplished; art was now free to spread out in any way it chose. The Impressionists changed everything when their art was accepted. From this point on, artists had free rein to experiment. Even if the public loathed the results, it was still art and thus accorded a certain respect. Movements, schools, and styles—in dizzying number—came, went, diverged from one another, and sometimes melded. Theres no way, really, to accord all of these entities even a brief mention here, so we will now cover only a few of the better-known names. 1885–1920: Post-Impressionism This is a handy title for what wasnt a movement but a group of artists (primarily CÃ ©zanne, Van Gogh, Seurat, and Gauguin) who moved past Impressionism and on to other, separate endeavors. They kept the light and color Impressionism brought but tried to put some of the other elements of art—form and line, for example—back in art. 1890–1939: The Fauves and Expressionism The Fauves (wild beasts) were French painters led by Matisse and Rouault. The movement they created, with its wild colors and depictions of primitive objects and people, became known as Expressionism and spread, notably, to Germany. 1905–1939: Cubism and Futurism In France, Picasso and Braque invented Cubism, where organic forms were broken down into a series of geometric shapes. Their invention would prove elemental to the Bauhaus in coming years, as well as inspiring the first modern abstract sculpture. Meanwhile, in Italy, Futurism was formed. What began as a literary movement moved into a style of art that embraced machines and the industrial age. 1922–1939: Surrealism Surrealism was all about uncovering the hidden meaning of dreams and expressing the subconscious. It was no coincidence that Freud had already published his groundbreaking psychoanalytical studies prior to this movements emergence. 1945–Present: Abstract Expressionism World War II (1939–1945) interrupted any new movements in art, but art came back with a vengeance in 1945. Emerging from a world torn apart, Abstract Expressionism discarded everything—including recognizable forms—except self-expression and raw emotion. Late 1950s–Present: Pop and Op Art In reaction against Abstract Expressionism, Pop Art glorified the most mundane aspects of American culture and called them art. It was fun art, though. And in the happening mid-60s, Op (an abbreviated term for optical illusion) Art came on the scene, just in time to mesh nicely with the psychedelic music. 1970s–Present In recent years, art has changed at lightning speed. Weve seen the advent of performance art, conceptual art, digital art, and shock art, to name but a few new offerings. Ideas in art will never stop changing and moving forward. Yet, as we move toward a more global culture, our art will always remind us of our collective and respective pasts.