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.

The Role of Pride in Sophocles Oedipus the King Essay

â€Å"Oh my children, the new blood of ancient Thebes, why are you here?† said Oedipus when addressing his people during his first appearance (1-2). Flamboyant, yes, well in Oedipus the King, the main character Oedipus is a boastful and pompous character faced with troublesome pasts and future predicaments. In actuality, he is king of Thebes and the rightful ruler, but when a plague strikes he is quickly led into a misfortune of events that ultimately leads him to dig his eyes out in attempt to relieve him from the truth he discovers. It then becomes a revelation to distinguish the characteristic fault which leads Oedipus through such tragedy. Only to become apparent, Oedipus’s excessive pride is the main culprit behind his tragic ending. In†¦show more content†¦When Oedipus hears that he is the killer, his pride is wounded for he cannot accept the truth. His judgment is so blurred that he also begins to view Creon as a traitor for using Tiresias. Creon’ s words sum up Oedipus’s rage when he said, â€Å"Oedipus, your husband, he’s bent on a choice of punishments for me, banishment from the fatherland or death† (715-717). Jocasta is even surprised with Oedipus’s unusual character, as she said, â€Å"For the love of God, Oedipus, tell me too, what is it? Why this rage? You’re so unbending† (767-769). The reason why Oedipus pride is so wounded can be because his negative experiences with the Gods. As a baby, he was condemned to death, yet he survived and learned the horrible truth of his prophecy. In attempt to escape that life, he lost belief in the word of the gods because he refused that the prophecies should come true. This struggle between God and Oedipus only tears his moral beliefs as he has to be stone cold to survive his tribulations. This meant giving no consideration against people who presently posed a great threat to him. Ironically, due to Oedipus unflinching pride and stubbornne ss, he rolls the ball which unfolds a horrific chain of sequences. Had Oedipus been less stubborn and prideful, he might have never prompted Jocasta to reassure him, while in reality she was giving him the world’s worst news. As Jocasta reveals the truth behind Laius’s death, an oddly connection appears inShow MoreRelatedOedipus Essay788 Words   |  4 Pagesthe Greek tragedy Oedipus the King by Sophocles. In this play, Sophocles gives Oedipus the tragic flaw, hubris (excessive pride in oneself), which eventually causes him to run into his fate that he wanted to escape. Excessive pride in oneself has been the downfall of multiple characters like Oedipus. Oedipus wont accept the fact that he cannot escape his fate because of his uncontrollable arrogance. Pride has played a role in his life when he was first told about his fate. Oedipus once went to anRead More Destiny, Free Will and Choice - The Power of Fate in Oedipus the King1071 Words   |  5 PagesThe Power of Fate in Oedipus the King The concept of fate has existed since the time of the ancient Greeks. The Greeks believed very strongly in fate, which can be defined as either a power beyond human control that determines events, or the outcome or end. In Oedipus Rex, King Oedipus lives and dies by fate. Fate influences the entire plot, thereby allowing for some interesting developments that may be unpredictable to the audience. In Sophocles Oedipus Rex, fate truly is a huge factorRead MoreOedipus Rex Character Analysis1419 Words   |  6 Pages Sophocles was a tragedian writer in Greece, 497/ 496 BC, who aspired to create unique plays that contrasted against Greek society. In most literature, there is a clear division between the roles and characteristics of man and woman. While this play is a heroic archetype, Jocasta’s role in the play contrasts against Oedipus’s role, within the play â€Å"Oedipus Rex† to convey different emotions. The roles portrayed by the characters showcase that Sophocles specified each character to represent andRead MoreSophocles Oedipus The King1003 Words   |  5 Pagesnot all Greek citizens wanted destiny to take control of their lives. Some decided to choose freewill over the will of the gods. In Oedipus the King, Sophocles writes a cautionary tale meant to warn the doubters in Greek society that regardless of their beliefs in gods and prophecies, it i s necessary to heed their warnings. Oedipus, Jocasta, and Laius are Sophocles’ characters that prove that escaping one’s fate is not possible, as each of their predicted fates is realized despite extensive effortsRead More Boundaries of Destiny, Fate, Free Will and Free Choice in Oedipus the King1282 Words   |  6 PagesBoundaries of Fate and Free Will in Oedipus the King    The ancient Greeks firmly believed that the universe was guided strictly by order and fate. In Oedipus the King, Sophocles has examined the relationship between free will and fate, suggesting that free will paradoxically exists inside the boundaries of fate. It may be concluded, however, that man has free will and is ultimately held responsible for his own actions.    Oedipus destruction was brought about by a combination of fateRead MoreOedipus The King Of Oedipus868 Words   |  4 Pagescocky trait is heavily represented in the story â€Å"Oedipus the King† (c. 430 B.C.) by Sophocles. In the story, Oedipus the king of Thebes has the cocky trait and it results in torture for life. Oedipus’s arrogant personality shows throughout the story as he tries to find the killer of the former king of Thebes, his father. Oedipus tends to deem himself as a god throughout the story which plays a big role in interaction with people around him. Sophocles uses characterization to convey that overconfidenceRead More Comparing The Infernal Machine and Oedipus Rex Essay1443 Words   |  6 PagesComparing The Infernal Machine and Oedipus Rex (the King)   Ã‚  Ã‚   The myth of Oedipus’s incest and parricide has been retold many different times. The basic story line has remained the same. Oedipus leaves Corinth to try to escape a fate of incest and parricide. After he leaving the city, he ends up saving Thebes from the Sphinx, becoming king of the city and in the process fulfilling the prophecy. The character of Oedipus changes in each play to help support a different meaning to the entire mythRead More Self-Damnation in Oedipus the King Essay1312 Words   |  6 PagesSelf-Damnation in Oedipus Rex (the King)   Ã‚  Ã‚  Ã‚   Sophocles play Oedipus Rex (the King) is a tragic tale of fate and hubris. At first glance, it seems that the terrible fates of the main characters are merely the doings of mischievous or cruel gods. That Laios should die at the hands of his unknowing son, that Jocaste should later marry that son to commit the crime of incest, and that Oedipus, the son, should be the actor in both crimes all seem to be deeds scripted unfairly by the gods for theirRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - Defining Fate1000 Words   |  4 PagesFate in Oedipus Rex      Ã‚  Ã‚   During ancient times, the Greeks believed very strongly in a concept called fate.   What is fate?   Fate can be defined as a cause beyond human control that determines events.   It can also be defined as the outcome or end of some sort.   In Oedipus Rex, King Oedipus is a character that lived by fate and died by fate.   This element of fate truly impacted the storyline and the plot, while allowing for some interesting developments that may have been unforeseen byRead MoreOedipus Tragic Hero Analysis936 Words   |  4 PagesA king must possess select components of bravery, pride, and determination that coincide with one another in a manner to which others will perceive as commendable. Nevertheless, the very qualities that make a king rise above his citizens may be the exact characteristics that lead to his downfall. This concept could be correlated to the acclaimed work of Sophocles, Oedipus Rex, whereby the epitome of a tragic hero is created in the main ch aracter, Oedipus. Moreover, Sophocles has characterized

Critical Response Fahrenheit 451 - 1592 Words

The novel â€Å"Farenheit 451† written Ray Bradbury between 1950 and 1953 is thought provoking novel which raises important concerns about what the future may hold. Predominantly told through the eyes of the protagonist Guy Montag Bradbury warns humanity of a future containing mind manipulation, abuse of technology and heavy government censorship. The purpose of this book is clearly to warn society of the path we are headed to if we continue to value new technology over knowledge by showing us â€Å"that although knowledge can cause disharmony, knowledge of the past can help prevent man from making similar mistakes in the future†. The title â€Å"Fahrenheit 451† is significant to the book because it represents the temperature at which books ignite. Since†¦show more content†¦People with interests outside of technology and entertainment, are seen as strange and are usually avoid my majority of the population. This mass media smothering and extreme censors hip leads to many problems including violence, depression, and even suicide as seen in Montag’s wife Mildred. The theme of extreme censorship is conveyed through a variety of techniques including the use animal imagery and the symbolism of fire, water and the Phoenix. Throughout the novel animal and nature imagery is used to represent the force of truth and innocence. When Clarisse convinces Montag to taste the rain it changes him irreversibly showing him the enlightening power of unspoiled nature. Most of the novel’s animal imagery is ironic because even though the community is dominated by technology and disregards nature, many of the intimidating mechanical devices are modeled or named after animals for instance the Mechanical Hound and the Electric-Eyed Snake. Bradbury also uses powerful the symbolism of fire, water and the Phoenix to paint distinct images in the reader’s minds. Firemen see fire as a symbol of purification through the burning of books. This is quite ironic because rather than purifying the world they are contributing to the destruction of knowledge. The Chief of the FireShow MoreRelatedFahrenheit 451 Critical Essay1607 Words   |  7 Pagesï » ¿Lintang Syuhada 13150024 Book Report 1 Fahrenheit 451 Critical Essay Human beings are naturally curious. We are always in search of better ideas, and new solutions to problems. One of a basic idea of Indonesia has been freedom of thinking and a free flow of ideas. But in some societies, governments try to keep their people ignorant. Usually, this is so governments can keep people under control and hold on to their power. In trying to keep people from the realities of the world, these oppressiveRead MoreRampant Violence : Ray Bradbury s Fahrenheit 451893 Words   |  4 PagesRampant violence fills Ray Bradbury’s Fahrenheit 451. Violence is a reoccurring reality within the novel’s society. The novel’s most detrimental act of violence towards its people and their own individuality is the action of removing information and truths about different subjects. The most explicit example of this censoring of the truth and information is the burning of books by the firefighters in Fahrenheit 451. Destroying and eroding the truths and info rmation of the world allows the controllingRead MoreThe Importance of Literature to Humanity1298 Words   |  6 PagesPoliticians or simply people in a higher authority often use rhetoric language to manipulate and brainwash people with lies. In the novel Fahrenheit 451, Ray Bradbury shows the negative effects rhetoric language can have on those with an uneducated imagination and that without literature society produces a world filled with ignorance. The absence of books in Fahrenheit 451 creates darkness within the society. In literature darkness is a symbol of ignorance, evil, falsehood, oblivion, despair and the unknownRead MoreCensorship Is Monitoring Or Withholding Information Essay1694 Words   |  7 Pageswhat is acceptable and what should be banned only continues to rise as more taboo topics become acceptable. Some argue that keeping certain things behind closed doors is imperative for a harmonious living place. Others say that a small discourse is critical to remain sane. Censorship is a way of protecting society from itself. Leaders and parental figures can make the choice to monitor what is read, watched, and consumed, but until the world lives the life worthy of a children’s’ book the effort isRead MoreAnalysis of Ray Bradbury ´s Farenheit 451689 Words   |  3 PagesClarisse’s purpose is the start the metamorphosis of Montag, and she does this by asking Montag the question â€Å"are you happ y†, which leads Montag on a powerful journey to find the â€Å"noble† path (4) (Free Response Questions 1). After Clarisse servers her purpose by motivating Montag on the search for ideas and critical thinking (through the use of books) she promptly dies making herself and her ideas unattainable to Montag. Clarisse purpose in the novel is purely her ideas unlike other similar novels where romanceRead MoreThe Evolution Of Technology And The Demise Of Intellectual Thought2036 Words   |  9 Pages The Evolution of Technology and the Demise of Intellectual Thought Fahrenheit 451 by Ray Bradbury has long been a staple of literature classes around the globe. And for years, the popular consensus has been that the main theme of the novel is censorship. When examining the political environment at the time of the book’s publishing, it is easy to understand why many readers identified with a message of suppression and government regulation. It was 1953 and American Senator Joseph McCarthy wasRead MoreFahrenheit 451- a Critical Review4221 Words   |  17 PagesEN3110 - NOVEL FAHRENHEIT 451 – CRITICAL RESPONSE In Fahrenheit 451, Beatty exists as a paradoxical character which has a profound knowledge from the books he burnt but is still against the keeping of these intellectual products. Skillfully, Ray Bradbury has built up the important villain through whose arguments we can look at more aspects of the existence of books in our society, or generally the maintenance of knowledge. In the conversation betweenRead MoreAnalysis Of Salinger s The Catcher Rye 3756 Words   |  16 PagesSummer Reading-TASIS 2014 Rising 9th Grade Mainstream English The Catcher in the Rye by J.D. Salinger and Fahrenheit 541 by Ray Bradbury Please write a typed or handwritten response (200 words each in the language relevant to your course) to each of the following prompts on each of the works assigned for the course(s) you will be taking in 2014-2015: The Catcher in the Rye Initial Understanding: What are your thoughts and questions about the story? You might reflect upon characters, theirRead MoreThe Veldt: Science Fiction or The Inevitable Future1315 Words   |  6 Pages I just want you to look at it, is all, or call a psychologist in to look at it(Bradbury). Lydia immediately thinks there is something wrong with the nursery, but George refuses to comply. George not being skeptical shows how naive he acted in response to the nursery. Throughout the story, Lydia is often overlooked and thought of as a minor character, but her role in the beginning actually foreshadows their death. â€Å"And what has happened to George, once ruler and lord of his household? He seemsRead More The Dangers of Censorship in High School Essay2591 Words   |  11 Pagesregulate censorship, but that these are the very people who are convinced that what is being taught by sensitive educators is indeed appropriate and even necessary to the learning process. This seems a t elling point about what being educated must do for critical thinking abilities; those who understand how to read all types of texts with maturity are not disturbed by the realities contained therein. Kristol (I 972) claims that very few words of real merit ever were suppressed (p. 649). This is a difficult

Importance of Management free essay sample

Management  is a universal phenomenon. It is a very popular and widely used term. All organizations business, political, cultural or social are involved in management because it is the management which helps and directs the various efforts towards a definite purpose. According to  Harold Koontz, â€Å"Management is an art of getting things done through and with the people in formally organized groups. It is an art of creating an environment in which people can perform and individuals and can co-operate towards attainment of group goals†. According to  F. W. Taylor, â€Å"Management is an art of knowing what to do, when to do and see that it is done in the best and cheapest way†. Management is a purposive activity. It is something that directs group efforts towards the attainment of certain pre determined goals. It is the process of working with and through others to effectively achieve the goals of the organization, by efficiently using limited resources in the changing world. Of course, these goals may vary from one enterprise to another. E. g. : For one enterprise it may be launching of new products by conducting market surveys and for other it may be profit maximization by minimizing cost. Management involves creating an internal environment: It is the management which puts into use the various factors of production. Therefore, it is the responsibility of management to create such conditions which are conducive to maximum efforts so that people are able to perform their task efficiently and effectively. It includes ensuring availability of raw materials, determination of wages and salaries, formulation of rules amp; regulations etc. Therefore, we can say that good management includes both being effective and efficient. Being effective means doing the appropriate task i. , fitting the square pegs in square holes and round pegs in round holes. Being efficient means doing the task correctly, at least possible cost with minimum wastage of resources. Management can be defined in detail in following categories : Management as a  Process Management as an  Activity Management as a  Discipline Management as a  Group Management as a  Science Management as an  Art Management as a  Profession 1. It helps in Achieving Group Goals   It arranges the factors of production, assembles and organizes the resources, integrates the resources in effective manner to achieve goals. It directs group efforts towards achievement of pre-determined goals. By defining objective of organization clearly there would be no wastage of time, money and effort. Management converts disorganized resources of men, machines, money etc. into useful enterprise. These resources are coordinated, directed and controlled in such a manner that enterprise work towards attainment of goals. 2. Optimum Utilization of Resources   Management utilizes all the physical amp; human resources productively. This leads to efficacy in management. Management provides maximum utilization of scarce resources by selecting its best possible alternate use in industry from out of various uses. It makes use of experts, professional and these services leads to use of their skills, knowledge, and proper utilization and avoids wastage. If employees and machines are producing its maximum there is no under employment of any resources. 3. Reduces Costs   It gets maximum results through minimum input by proper planning and by using minimum input amp; getting maximum output. Management uses physical, human and financial resources in such a manner which results in best combination. This helps in cost reduction. 4. Establishes Sound Organization   No overlapping of efforts (smooth and coordinated functions). To establish sound organizational structure is one of the objective of management which is in tune with objective of organization and for fulfillment of this, it establishes effective authority amp; responsibility relationship i. e. who is accountable to whom, who can give instructions to whom, who are superiors amp; who are subordinates. Management fills up various positions with right persons, having right skills, training and qualification. All jobs should be cleared to everyone. 5. Establishes Equilibrium   It enables the organization to survive in changing environment. It keeps in touch with the changing environment. With the change is external environment, the initial co-ordination of organization must be changed. So it adapts organization to changing demand of market / changing needs of societies. It is responsible for growth and survival of organization. 6. Essentials for Prosperity of Society   Efficient management leads to better economical production which helps in turn to increase the welfare of people. Good management makes a difficult task easier by avoiding wastage of scarce resource. It improves standard of living. It increases the profit which is beneficial to business and society will get maximum output at minimum cost by creating employment opportunities which generate income in hands. Organization comes with new products and researches beneficial for society. What is the Importance of Management in Business? â€Å"Some underestimate the importance of management in business but the latest researches have shown that it is certainly not the case. The input of the labor, capital and raw materials can never become production without the catalyst of management. A business cannot survive without management because management is its means of support. Management is concerned with acquiring maximum prosperity with minimum efforts. Management is essential wherever group efforts are required to be directed towards achievements of common goals. In this management conscious age, the significance of management can hardly be over emphasized. It is said that any thing minus management amounts to nothing. There is no more important area of human activity than management since its task is that of getting things done through others. Some underestimate the importance of management in business but the latest researches have shown that it is certainly not the case. The input of the labor, capital and raw materials can never become production without the catalyst of management. Management is a dynamic life-giving element in an organization. In its absence, the resources of production remain underutilized and can never become production. In fact, without efficient management, no country can become a nation. Business is basically a group activity and management plays an important role in making it more effective. The group as a whole cannot realize its objectives unless and until there is mutual cooperation and coordination among the members of the groups. Management creates teamwork and team spirit in an organization by developing a sound organizational structure. It brings the human and material resources together and motivates the people for the achievement of goals. The available resources of production are put to use in such a way that all sort of wastages and inefficiencies are reduced to a minimum. If the managers in any business are not considerate and good at their job, nothing worthwhile can be expected of the subordinates. The motivation level of the employees is directly related to good management. Management creates and maintains an environment conducive to higher efficiency and performance. A business enterprise operates in a constantly changing environment. Changes in the business environment create risk and also provide opportunities for growth. A conducive and encouraging environment is indispensable for any business and sound management makes it possible easily. Negative Aspects of Technology Introduction The history of technology is as old as human life. This is because the usage of technology came into existence when the humans existed. Technology had a great progress since ages that is from mastery of fire by man to computers, rockets, electronics etc which shows the 21st century achievements. The technologies that evolved in the past and even now made our lives comfortable. People are totally dependent on technology. Technology helps in speedy development and changes. According to a dictionary the definition of technology is given as â€Å"the sum of the ways in which social groups provide themselves with the material objects of their civilization. (Technology, 2012). This shows that technology usage has become as part of our life. These technologies include computers, cell phones, emails, video conferencing and even the basic things like microwave oven and fridge. Technology has become important in every aspect of our life. It changed our way of life in both positive and negative ways. Over past decade, there are many new techno logies that have evolved and there is much advancement in the existing technologies. Technology separates individuals from reality. Problem The advancements in technologies have made our lives comfortable but there is a great negative impact of the technology in our lives. There are many factors that supports that technology has adverse effects on society. Technology is not always green. While new and rapidly advancing knowledge will surely become a dominant force shaping the future of mankind, experts tells that advancing technology always brings side effects. This is because humans modify nature to meet their needs and wants. So scientists feel that the development of technology is causing harm to the environment. Technologys Negative Impact on Business Technology has positive affects on global business. The Internet makes it possible for people to communicate easily with associates in other countries. Ecommerce makes it possible for consumers to purchase almost anything from almost anywhere. And the flow of information is fast and often free once you have paid for Internet access. However, technology also has negative impacts on business. Business Relationships Internet technology such as chat rooms, Skype and other software has made it possible to hold meetings without all parties being physically present in the same place. A drawback is that meeting with somebody over the Internet is much less personal than meeting face-to-face. Internet technology in business decreases the personal aspect of business relationships. Business people used to network in restaurants and on golf courses. Today, the lack of physical proximity decreases brainstorming and other communications that use a personal touch. Employee Morale Installing monitoring software in the workplace sends the message to employees that the company does not trust them, according to research done under the aegis of professor Howard Besser while teaching at New York University. Giving employees responsibility, trust and respect boosts their morale and productivity. Showing them that they are not trusted and must be recorded decreases morale and worker productivity. This is true regardless of the actual reasons for installing monitoring software, according to the same research. Spam Spam refers to unwanted and unsolicited email messages. Spam is widespread and has negative impacts on business, according to the article Impact of Information Technology on Global Business published by Purdue University. Wading through spam email is a waste of time, and spam filters can only do so much. Users of spam filters must then check for necessary email messages diverted incorrectly as spam. Brick and Mortar The popularity of ecommerce has had a negative impact on brick-and-mortar retail stores. Smaller stores are finding more and more difficult to compete with both Internet businesses and larger retail stores. For example, small community bookstores must compete with Amazon. com as well as large stores such as Barnes amp; Noble that sell in person and online. Sometimes the smaller stores end up going out of business.

Telugu language Essay Example

Telugu language Essay Telangana is a new proposed state to be formed out of the state of Andhra Pradesh in India. The city of Hyderabad would serve as the joint capital of Telangana and Andhra Pradesh for ten years. [2][3] On 30 July 2013, the ruling Congress party resolved to request the Central government to make steps in accordance with the Constitution to form a separate state of Telangana (the 29th independent state of Republic of India), within a definite timeframe. The timeline for the creation of the new state involves an elaborate process, which has been allotted 122 days, or at least four months. [4] The split has to be approved by the Parliament of India before the state is officially created. Also the ongoing Samaikyandhra Movement is trying to keep the state united. Etymology The Word Telangana might have been derived from Telugu which is the spoken language in this region and Telugu language is thought to have derived its name from trilinga, as in Trilinga Desa, the country of the three lingas. According to a Hindu legend, Shiva descended as linga on three mountains namely, Kaleshwara, Shrishaila and Bhimeswara, which marked the boundaries of the Telugu country. [5][6] The term Telangana was designated to distinguish the Telugu region from Marathwada as part of Hyderabad State. [7] Early Reference during Kakatiya rule One of the earliest reference to the word Telangana can be seen from the name of Malik Maqbul, who was called Tilangani, which infers that he was from Tilangana. We will write a custom essay sample on Telugu language specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Telugu language specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Telugu language specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He was born a Hindu named Nagaya Ganna and was called Yugandhar. He was son of Dadi Nagadeva. Yugandhar was the commander of Warangal Fort (Ka? aka paludu in Telugu After elevation to commander status he was referred as Gannama Nayaka. After the fall of Warangal in 1323, the Kakatiya king Prataparudra and his trusted minister and commander Gannama Nayaka were captured and taken to Delhi. [9] King Prataparudra committed suicide by drowning himself in the Narmada River. Yugandhar converted to Islam and was iven a new name, Khan-i Jahan Maqbul Tilangani] History Early history Kotilingala in Karimnagar was the capital of Assakajanapada, considered one of the 16 great janapadas of early India. This area yielded coins issued by pre-Satavahana kings. Coins of Chimukha, the founder of Satavahana dynasty and those cast in lead copper issued by later kings were found. [11] The Satavahana dynasty (230 BCE to 220 CE) became the dominant power in the area. It originated from the lands between the Godavari and Krishna Rivers. After the decline of the Satavahanas, various dynasties ruled the area such as the Vakataka, Vishnukundina, Chalukya, Rashtrakuta and Western Chalukya dynasties. [citation needed]. The Satavahana dynasty had its roots in Koti Lingala on the banks of the Godavari River, in present day Karimnagar district Torana built by the Kakatiyas in Warangal in 1163 Charminar in Hyderabad Kakatiya dynasty The area experienced its golden age during the reign of the Kakatiya dynasty that ruled most parts of what is now Andhra Pradesh from 1083 to 1323 CE. Ganapatideva, who came to power in 1199, was known as the greatest of the Kakatiyas, and the first after the Satavahanas to bring the entire Telugu area under one rule. He put an end to the rule of the Telugu Cholas, who accepted his suzerainty in the year 1210. He established order in his vast dominion that stretched from the Godavari delta in the east to Raichur (in modern day Karnataka) in the west and from Karimnagar and Bastar (in modern day Chhattisgarh) in the north to Srisailam and Tripurantakam, near Ongole, in the south. It was during his reign that the Golkonda fort was constructed. Rudrama Devi and Prataparudra were prominent rulers from the Kakatiya dynasty. The dynasty weakened with the attack of Malik Kafur in 1309 and was dissolved with the defeat of Prataparudra by the forces of Muhammad bin Tughluq in 1323. Qutbshahis and Nizams The area came under the Muslim rule of the Delhi Sultanate in the 14th century, followed by the Bahmani Sultanate. Quli Qutb Mulk, a governor of Golkonda, revolted against the Bahmani Sultanate and established the Qutb Shahi dynasty in 1518. On 21 September 1687, the Golkonda Sultanate came under the rule of the Mughal emperor Aurangzeb after a year-long siege of the Golkonda fort. [12]In 1712, Qamar-ud-din Khan was appointed to be Viceroy of the Deccan with the title Nizam-ul-Mulk Administrator of the Realm. In 1724, he defeated Mubariz Khan to establish autonomy over the Deccan Suba and took the name Asif Jah, starting what came to be known as the Asif Jahi dynasty. He named the area Hyderabad Deccan. Subsequent rulers retained the title Nizam ul-Mulk and were referred to as Asif Jahi Nizams or Nizams of Hyderabad. When Asif Jah I died in 1748, there was political unrest due to contention for the throne among his sons, who were aided by opportunistic neighboring states and colonial foreign forces. In 1769, Hyderabad city became the formal capital of the Nizams. Nizam signed a subsidiary alliance in 1799 with British and lost its control over the states defense and foreign affairs. Hyderabad State became a princely state among the presidencies and provinces of British India. Telangana was the seat of numerous dynasties. Chowmahalla Palace was home to the Nizams of Hyderabad.