Railway shipment of hazardous cargo, Safety, and homeland security Essay

Railway shipment of hazardous cargo, Safety, and homeland security - Essay Example The law provided various guidelines on packaging and operational rules safeguarding the shipment of such commodities using the railway line (Downey, 2014). After the 1975 Act, various laws and bills have been adopted to control the conveyance accorded to hazardous products within the country. Through these improvements, there has been reduced number of accidents and spillage of dangerous materials and gases into the atmosphere. These transportations of the materials through railway line are gradually improving and in the future, there will be limited or no cases of accidents or destruction of property through this form of transport. The United States Railway system is used for moving various types of hazardous cargo across the country. The system is responsible for transporting toxic gas cargos across the state. Twenty percent of all of the gases transported in the country are done through the railway system. According to Spraggins (2015), this percentage is equivalent to 1.7 million carloads of toxic gases moved by rail. The perfect example of gas transported by rail is chlorine, which is essential for both the public health and major private laboratories. In addition, chlorine is necessary for purifying water. Due to its importance and its hazardous nature, twenty-two percent of chlorine is transported through railways (Spraggins 2015). It translates to 35000 carloads of chlorine annually. In addition, the railway system is utilised for freight of crude oil across the country. Approximately millions of gallons of highly flammable oil are hauled by rail to various destinations in the country. Reports and statistics by the American Association of roads in 2009 indicated that there were 9500 railcars that moved across the country in 2008 carrying crude oil (Mark, Seely, & Barrett, 2006). The high number crude of oil moved was because of its use

Early Childhood Education Essay Example for Free

Early Childhood Education Essay A Catholic Early Childhood Program endeavours to provide an environment and educational experience that is concerned with the development of each child as a whole person, and which acknowledges his/her innate spirituality. It seeks also to foster a religious awareness through meaningful everyday life experiences. This religious education experience endeavours to complement and support that which is offered through the home environment. Early Childhood Education lays the foundation for further schooling and provides the initial interface between home and school in a child’s life. Recognising parents as the first educators of their children, early childhood education seeks to build upon home learning. In establishing programs for young children it is important to remember that Catholic schooling is intentionally directed to the holistic development of students from within, assisting them to become fully integrated human persons. Our Early Childhood Program will provide an environment and educational experience which acknowledges the innate spirituality of every child, fosters the child’s ability to wonder, experience awe,overcome difficulties, love others and reflect God, their Creator. The Program will: ? Recognise that learning is a gift from God and the role of parents, as the first Educators of their children, is seen as vital. ? Recognise, value and build upon the child’s prior knowledge. ? Understand the: o Importance of developing problem solving and thinking strategies through play. o Structure through which young children experience their world. o Experiences necessary to give form to the child’s world which are expressed symbolically  through language, numbers, representations, movement, models and metaphor. ? Listen to children and their families, respecting their values, cultures, experiences and provide opportunities which support learning. ? Closely observe, describe and record the children’s efforts and achievements by monitoring progress and planning experiences which build on their knowledge, understandings, skills, attitudes and values. ? Facilitate a challenging environment which motivates and enriches learning and gives the child the opportunity to experience: o Independence and guidance o Free choice and direction o Incidental moments and planned activities o Child initiated and teacher navigated o Individual and group work o Free inquiry and explicit teaching The aims of our Early Childhood Education Program are to encourage children to: ? Develop a positive self image. ? Love learning and value their individual learning styles. ? Be responsible for their learning. ? Respect their own knowledge, background and culture. ? Take risks, persist and be self-paced with their learning.? Know, understand and use their personality, talents, personal ways of being creative. ? Learn through problem based play activities by doing and being actively involved. ? Learn through adults and others who scaffold their endeavours. ? Respect, value and accept all people. ? Experience the joy in the mystery and wonder of the universe. ? Feel valued and safe. PRE KINDY PROGRAM Pre Kindy is an educational program for children aged three years. The program is play based and provides children with meaningful experiences that promote the development of spiritual, social,  emotional, language, intellectual, creative and physical skills. These sessions focus on the child’s unique stage of development and the understanding that all children vary in their individual development. The teachers will create a caring, safe and stimulating environment that will nurture the child’s disposition to wonder, explore and construct meaning about the world. KINDERGARTEN Our Kindergarten Program aims to provide a relaxed, secure environment where children can develop at a pace appropriate to their uniqueness. Our Kindergarten Program will focus on all areas of human development – spiritual, emotional, physical, social, creative and intellectual with activities designed to assist your child to experiment and explore in ways that foster learning in an informal and fun way. PRE-PRIMARY CENTRE Infant Jesus School offers five full days of Pre-Primary experience from the beginning of the year. A close working relationship between Pre-Kindy, Kindergarten, Pre-Primary and Primary staff and students facilitates a smooth transition to Year One.

How Teenagers Consume Media

How Teenagers Consume Media Digital media is profoundly transforming consumer behaviour and traditional media business models. While creating new opportunities, its disruptive influence is being accelerated by the global recession. At the vanguard of this digital revolution are teenagers. While their habits will obviously change (especially when they start employment), understanding their mindset seems an excellent way of assessing how the media landscape will evolve. To this end, we asked a 15 year old summer work intern, Matthew Robson, to describe how he and his friends consume media. Without claiming representation or statistical accuracy, his piece provides one of the clearest and most thought provoking insights we have seen. So we published it. There are several issues that immediately jump out from the piece. Teenagers are consuming more media, but in entirely different ways and are almost certainly not prepared to pay for it. They resent intrusive advertising on billboards, TV and the Internet. They are happy to chase content and music across platforms and devices (iPods, mobiles, streaming sites). Print media (newspapers, directories) are viewed as irrelevant but events (cinema, concerts etc.) remain popular and one of the few beneficiaries of payment. The convergence of gaming, TV, mobile and Internet is accelerating with huge implications for pay-TV. For mobiles, price is key both in terms of handset prices  £100-200 as well as taking pay as you go as opposed to contracts. Mid-range feature phones still dominate, meaning that Sony Ericsson does well as thats their sweet spot. High-end smartphones are desirable but too expensive. Most prefer to own separate devices for music, and messaging. Texting is still key and use of new data services limited due to cost. Wi-Fi is more popular than 3G. While these trends will not necessarily surprise, their influence on TMT stocks cannot be underestimated. How Teenagers ConsumeMedia Radio Most teenagers nowadays are not regular listeners to radio. They may occasionally tune in, but they do not try to listen to a program specifically. The main reason teenagers listen to the radio is for music, but now with online sites streaming music for free they do not bother, as services such as last.fm do this advert free, and users can choose the songs they want instead of listening to what the radio presenter/DJ chooses. Television Most teenagers watch television, but usually there are points in the year where they watch more than average. This is due to programs coming on in seasons, so they will watch a particular show at a certain time for a number of weeks (as long as it lasts) but then they may watch no television for weeks after the program has ended. allows them to watch shows when they want. Whilst watching TV, adverts come on quite regularly (18 minutes of every hour) and teenagers do not want to watch these, so they switch to another channel, or do something else whilst the adverts run. The majority of teenagers I speak to have Virgin Media as their provider, citing lower costs but similar content of Sky. A fraction of teenagers have Freeview but these people are light users of TV (they watch about 1  ½ hours per week) so they do not require the hundreds of channels that other providers offer. Newspapers No teenager that I know of regularly reads a newspaper, as most do not have the time and cannot be bothered to read pages and pages of text while they could watch the news summarised on the internet or on TV. The only newspapers that are read are tabloids and freesheets (Metro, London Lite) mainly because of cost; teenagers are very reluctant to pay for a newspaper (hence the popularity of freesheets such as the Metro). Over the last few weeks, the sun has decreased in cost to 20p, so I have seen more and more copies read by teenagers. Another reason why mainly tabloids are read is that their compact size allows them to be read easily, on a bus or train. This is especially true for The Metro, as it is distributed on buses and trains. Gaming users, which has had an impact on phone usage; one can speak for free over the console and so a teenager would be unwilling to pay to use a phone. PC gaming has little or no place in the teenage market. This may be because usually games are released across all platforms, and whilst one can be sure a game will play on a console PC games require expensive set ups to ensure a game will play smoothly. In addition, PC games are relatively easy to pirate and download for free, so many teenagers would do this rather than buy a game. In contrast, it is near impossible to obtain a console game for free. Internet Every teenager has some access to the internet, be it at school or home. Home use is mainly used for fun (such as social networking) whilst school (or library) use is for work. Most teenagers are heavily active on a combination of social networking sites. Facebook is the most common, with nearly everyone with an internet connection registered and visiting >4 times a week. Facebook is popular as one can interact with friends on a wide scale. On the other hand, teenagers do not use twitter. Most have signed up to the service, but then just leave it as they release that they are not going to update it (mostly because texting twitter uses up credit, and they would rather text friends with that credit). In addition, they realise that no one is viewing their profile, so their tweets are pointless. Outside of social networking, the internet is used primarily as a source of information for a variety of topics. For searching the web, Google is the dominant figure, simply because it is well kn own and easy to use. Some teenagers make purchases on the internet (on sites like eBay) but this is only used by a small will) so that they can transfer it to portable music players and share it with friends. How teenagers play their music while on the go varies, and usually dependent on wealth -with teenagers from higher income families using iPods and those from lower income families using mobile phones. Some teenagers use both to listen to music, and there are always exceptions to the rule. A number of people use the music service iTunes (usually in conjunction with iPods) to acquire their music (legally) but again this is unpopular with many teenagers because of the high price (79p per song). Some teenagers use a combination of sources to obtain music, because sometimes the sound quality is better on streaming sites but they cannot use these sites whilst offline, so they would download a song then listen to it on music streaming sites (separate from the file). Cinema Teenagers visit the cinema quite often, regardless of what is on. Usually they will target a film first, and set out to see that, but sometimes they will just go and choose when they get there. This is because going to the cinema is not usually about the film, but the experience -and getting together with friends. Teenagers visit the cinema more often when they are in the lower end of teendom (13 and 14) but as they approach 15 they go to the cinema a lot less. This is due to the pricing; at 15 they have to pay the adult price, which is often double the child price. Also, it is possible to buy a pirated DVD of the film at the time of release, and these cost much less than a cinema ticket so teenagers often choose this instead of going to the cinema. Some teenagers choose to download the films off the internet, but this is not favourable as the films are usually bad quality, have to be watched on a small computer screen and there is a chance that they will be malicious files and insta ll a virus. Devices Mobile Phones 99% of teenagers have a mobile phone and most are quite capable phones. The general view is that Sony Ericsson phones are superior, due to their long list of features, built in walkman capability and value ( £100 will buy a mid-high range model). Teenagers due to the risk of it getting lost do not own mobile phones over the  £200 mark. As a rule, teenagers have phones on pay as you go. This is because they cannot afford the monthly payments, and cannot commit to an 18-month contract. Usually, teenagers only use their phone for texting, calling. Features such as video messaging or video calling are not used -because they are expensive, (you can get four regular texts for the price of one video message). Services such as instant messaging are used, but not by everyone. It usually depends whether the phone is Wi-Fi compatible, because otherwise it is very expensive to get internet off the phone network. As most teenagers phones have Bluetooth support, and Bluetooth is free, they utilise this feature often. It is used to send songs and videos (even though it is illegal) and is another way teenagers gain songs for free. Teenagers never use the ringtone and picture selling services, which gained popularity in the early 00s. This is because of the negative press that these services have attracted (where the charge  £20 a week with no easy way to cancel the service) and the fact that they can get pictures and music on a computer -then transfer it to their phones at no cost. Mobile email is not used as teenagers have no need; they do not need to be connected to their inbox all the time as they dont receive important emails. Teenagers do not use the internet features on their mobiles as it costs too much, and generally, if they waited an hour they could use their home internet and they are willing to wait as they dont usually have anything urgent to do. Teenagers do not upgrade their phone very often, with most upgrading every two years. They usually upgrade on their birthday when their parents will buy them a new phone, as they do not normally have enough money to do it themselves. Televisions: Most teenagers own a TV, with more and more upgrading to HD ready flat screens. However, many are not utilising this HD functionality, as HD channels are expensive extras which many families cannot justify the added expenditure. Many of them dont want to sign up to HD broadcasting services, as adverts are shown on standard definition broadcasts, so they cant see the difference. Most people have Virgin Media as a TV provider. Some have sky and some have Freeview but very few only have the first five channels (BBC One, BBC Two, ITV, Channel Four and Channel Five). Computers: Every teenager has access to a basic computer with internet, but most teenagers computers are systems capable of only everyday tasks. Nearly all teenagers computers have Microsoft office installed, as it allows them to do school work at home. Most (9/10) computers owned by teenagers are PCs, because they are much cheaper than Macs and school computers run Windows, so if a Mac is used at home compatibility issues arise. Games Consoles: Close to 1/3 of teenagers have a new ( What is Hot? Anything with a touch screen is desirable. Mobile phones with large capacities for music. Portable devices that can connect to the internet (iPhones) Really big tellies What Is Not? Anything with wires Phones with black and white screens Clunky brick phones Devices with less than ten-hour battery life Disclosure Section Morgan Stanley Co. International plc, authorized and regulated by Financial Services Authority, disseminates in the UK research that it has prepared, and approves solely for the purposes of section 21 of the Financial Services and Markets Act 2000, research which has been prepared by any of its affiliates. As used in this disclosure section, Morgan Stanley includes RMB Morgan Stanley (Proprietary) Limited, Morgan Stanley Co International plc and its affiliates. 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Section 78 of the Police and Criminal Evidence Act 1984 Essay -- common

To a man with a hammer everything looks like a nail. I would submit this is the case in regards to Section 78 of the Police and Criminal Evidence Act 1984. The courts have been granted a tool and since its introduction have been wantonly applying it case after case. I will endeavour to argue that s.78 has been developed into the tool the courts sought as oppose to the tool they have been granted and the wording of the statute ignored. The point of s.78 has been glossed over and it has instead been utilized as if it were a subsection of s.76. Whilst ‘unnecessary’ is perhaps the wrong term to use the purpose of s.78 has been defeated. I would first draw attention to how section 78 of PACE should be used. A judge has the discretion to use s.78 if â€Å"the evidence would have such an adverse effect on the fairness of the proceedings that the court ought not to admit it.† The key issue here is that the exclusion has to relate to the fairness of the proceedings. Whilst is states that circumstance surrounding the manner in which the evidence was obtained are relevant, the actual reason for its exclusion remains a question of the fairness of proceedings. An example of this can be found in the case of O’Loughlin where the defendant would not be able to cross-examine the witness. This would be a strict application of s.78 where the fairness of the proceedings is adversely effected. Unfortunately cases like this are a rarity. Bernard Robertson directs us to a long list of authorities in his article where the application of s.78 is inappropriate and/or wrong . Further to this he advocates his argument that cause must proceed effect. The cause is the admission of the evidence and the effect is the unfair proceedings. Only after the cause (the ad... ...[1994] 98 Cr. App. R. 209 DPP v Marshall (Robert Dennis) [1988] 3 All E.R. 683 M. A. Gelowitz, Section 78 of the police and criminal evidence act 1984: Middle ground or no mans land?, L. Q. Rev. 327, 1990 at 329 M. A. Gelowitz, Section 78 of the police and criminal evidence act 1984: Middle ground or no mans land?, L. Q. Rev. 327, 1990 at 329 R May, Fair play at Trial: an interim assessment of section 78 of the police and criminal evidence act 1984, Criminal Law Review, 1988 R v Harwood [1989] Crim. L.R. 285 Andrew L.-T. Choo, Entrapment and Section 78 of Pace, The Cambridge Law Journal, Vol. 51, No. 2 (Jul., 1992), pp. 236-238 Andrew L.-T. Choo, Entrapment and Section 78 of Pace, The Cambridge Law Journal, Vol. 51, No. 2 (Jul., 1992), pp. 236-238 R v Gill and Ranuana [1989] Crim. L.R. 358 R v Samuel [1988] 2 WLR 920 R v Foster [1987] Crim LR 821

Aristotle Versus Plato

THE CONCEPT OF IMITATION IN PLATO AND ARISTOTLE Abstract Plato and Aristotle argue that artist (Demiurge) and poet imitate nature, thus, a work of art is a reflection of nature. However, they have different views on the functions of imitation in art and literature. Plato believes in the existence of the ideal world, where exists a real form of every object found in nature. A work of art –which reflects nature is twice far from the reality it represents. Aristotle, on the other hand, does not deal with the ideal world, instead he analyses nature. He argues that a work of art does not imitate nature as it is, but as it should be.In this sense, an artist does not violate the truth but reflects the reality. Key Words: Imitation, art, literature, mimesis, etymology, ethic. Introduction Plato and Aristotle attribute different meanings to the term ‘mimesis’; Plato considers ‘mimesis’ in ethical and political context, Aristotle uses ‘mimesis’ as an aesthetic phenomenon. They both agree that poetry is mimetic but they have different idea about poetry and ‘mimesis’. The present paper aims first to define ‘mimesis’ and explain the historical and linguistic background of the term, then to analyze the concept of ‘mimesis’ in Plato and Aristotle.In literature the word ‘mimesis’ has two diverse applications; it is used â€Å"to define the nature of literature and other arts and to indicate the relation of one literary work, which serves as a model. † Plato and Aristotle take ‘mimesis’ to define the nature of art, yet they ascribe different meanings and value to it. Plato and Aristotle consider the historical and etymological background of the term, therefore, it is necessary to know about the linguistic and historical background of the term ‘mimesis’ to understand what kinds of meaning and value they attribute to the concept.Linguistically, the ro ot word is ‘mimos’; mimesthia, mimesis, mimetes, mimetikos, and mimema are derived from ‘mimos’. Mimesthia denotes imitation, representation or portrayal; mimos and mimetes designate the person who imitates or represents, whereby ‘mimos’ originally refers to the recitation or dramatic performance in the context of dramatic action. The mime, which is a kind of banquets given by wealthy man, is most probably derived from mimos The noun ‘mimesis’ as well as corresponding verb mimeisthai refer to the re-enactment and dance through itual and myth. In Athenian drama the re-enactment is equivalent to acting out the role of a mythical figure and ‘mimesis’ in such a context connotes the imitation of the earlier re-enactment of the myth and rituals. Historically, the word ‘mimesis’ as re-enactment first appears in such rituals, and the historical origin of the term, as located in Dionysian cult drama, coincides this meaning in that ‘mimesis’ in both cases refers to imitation, representation and expression.It is argued that myth, and divine symbols of the rituals are transformed to artistic-dramatic representation through which it became possible to represent the divinity and gods in drama. Tragedy, for instance is the transformation of the myth and rituals. In a different context ‘mimesis’ may refer to identification. People identify themselves by means of their mimetic ability when they see themselves in the other and perceive a state of mutual equality. In this sense, ‘mimesis’ is distinct from mimicry, which implies only a physical, and no mental relation.That is, a person regards the ‘Other’ as equal and assumes the ‘Other’ to be doing the same in reverse. Associated with the physical aspect of ‘mimesis’ is its performative aspect, as an actualization, a presentation of what has been mimetically indicated. Thus, the term ‘mimesis’ is combined with an action-oriented speaking. The term ‘mimesis’ may also refer the simile, similarity and representation; it may refer to the symbolization of the world when we take it as a transformation of myth. Mimesis’ has also been cited since classical times in the exploration of relationships between art and reality. The meanings and applications of the term changes according to the context it is used. Therefore, Plato and Aristotle ascribes different meanings and value to ‘mimesis’ with respect to the contexts they use it. The Concept of Imitation in Plato takes the term ‘mimesis’ with several meanings and connotations in the dialogues and alters the meaning of the term according to the context in which he uses it.He uses ‘mimesis’ in the context of the education of the youth; he discusses the function of ‘mimesis’ as likening oneself to another in speech and bodily behav iour and as addressing the lower part of man’s soul; he also refers to the epistemology and metaphysics of the concept. He takes the word ‘mimesis’ with pedagogic attributes and uses it in educational and ethical context when he says ‘guardians of an ideal state should be educated to imitate only what is appropriate’.In the third book of the Republic, for instance, Plato provides further definitions of ‘mimesis’, centering on the relation between ‘mimesis’ and poetry, ‘mimesis’ and education and also poetry and education. ‘Since young people learn essentially through imitation, it is significant to select the models’. ‘Mimesis suggests unfavourable effect on the part of the young people’ and ‘poetry is one important source of the youth’s experience with examples and models’; therefore, if the world of models and examples ought to be controlled in the interest of educ ation, poetry must be likewise subject to control.Plato argues the case in the Republic as follow: The youth cannot distinguish what is allegorical from what is not, and the belief they acquire at the age are hard to expunge and usually remain unchanged. That is important that the first stories they hear should be well told and dispose them to virtue. The contents, forms, and representational modes of poetry play an important ethical role in the education of guardians and should, because of the effects they exercise through mimetic process, be based on ethical principles.Young people should only imitate brave, sober, pious and noble men, which will increase their strength and will not infect them with weakness. In this sense, it is argued in the Republic that tragedy and comedy, as mimetic poetry, represent injustice among the gods in the assertion that gods are responsible for unhappiness among people. In the Platonic conception, gods cannot be evil; heroes cannot be weak. The poet ’s representation violates the truth and by representing the deficiencies of gods and heroes, has negative effect on the community and the education of youth.Mimetic poetry not only misrepresents gods and heroes and leads young people to immoral behaviours but also appeals to and strengthens the lower, desiring part of the soul. According to Plato, poetry encourages short-term indulgence in our emotions when reason would forbid their gratification because it is useless or harmful for the citizen who considers life as a whole. ‘Reason is a capacity that enables moral quality and authorities.Poetry is intuitive and stirs up a part of a citizen that ought to be kept quiet and fosters the lower part of the soul against the rule of higher part, reason’ Poetry becomes a dangerous rival to morality, which ‘is able to corrupt even good man and is a very dangerous thing encouraging all the lower desires and making them hard to cope with suffering in the theatre, and taking pleasure in laughing at comedies tends to affect our attitudes in real life and make us cynical and unserious.Sex, anger, and all desires, pleasure and pains are fostered by poetic imitation, thus, Homer and tragic poets are not true example for a citizen’. Poetry, then, taking its theme as human emotion and human frailty, threatens to disturb the balance and rational disposition of the individual for the individual, by way of his mimetic abilities, is infected through poetry. Philosophy provides wisdom and truth in the education but poetry has a potential capacity to demoralize mind.For example, Homer’s poetry was drawn on for educational purposes as a collection of knowledge and wisdom and enter in to competition with philosophy, it should therefore, be censored. It is obvious that poetry endangers the ideal citizens who can control and manage their feelings and remain reasonable, thus should be censored. While being an aspect of misrepresentation and somethi ng used in a dangerous way for the education of young people, ‘mimesis' may also come to mean re-enactment in Plato’s dialogue when it refers to the imitation of a man in action in drama.In the Republic, Plato uses the term to refer to the behaviour of the philosopher: â€Å"As he looks upon and contemplates things that are ordered and ever the same, that do no wrong, are not wronged by, each other, being all in rational order. He imitates them and tries to become like them as he can† A similar process occurs in tragedy, which is the artistic and dramatic re-enactment of ritual and myth and transformation of religion. Through tragedy it becomes possible for a man to represent the divinity and gods.For instance, the re-enactment, in Athenian drama, is equivalent to acting out the role of a mythical figure. ‘Mimesis’, in such a context, designates the imitation of earlier re-enactment, the instances of which is taken from myth and rituals. The nature o f ritual is spiritual and pleasing and such primitive rituals serve communal interests, in that each member of community gets rid of self. A tragic play may lead to self alienation; and may lead to identification with the fallen character and with the hero. The process of re-enactment, then, leads one to enter into another’s feelings and suffering.Plato insists that no one of truly noble character could suffer as a tragic hero does, since one whose soul is in a state of harmony is not to be influenced and hurt. Therefore, he objects to the re-enactment of ritual. Mimetic behaviour should be avoided because it may lead to identification with fallen characters and with the hero. Plato in the Republic argues that ‘or have you not observed that imitations, if conditioned, settle down youth’s life, and turn into habits and become second nature in the body, the speech and the thought .Apart from this, people identify themselves by means of their mimetic ability when th ey see themselves in the other and perceive a state of mutual equality. In this sense ‘mimesis’ is distinct from mimicry, which implies only a physical and no mental, relation: a person regards the ‘Other’ as equal and assumes the ‘Other ‘ to be doing the same in reverse. In this respect, a person who imitates is doomed to self-sacrifice and lack of self-identity.Moreover, the process of mimetic identification becomes a source of pleasure in the form of tragedy, which correspondingly frames the myth or re-enacts to substitute the myth in the form of dramatic representation. In the seventh book of the Republic, which is about law, he states ‘we are ourselves authors of tragedy, and that the finest and the best we know how to make’. In fact, our whole polity has been constructed as a dramatization (mimetic) of noble and perfect life; that is what we hold to be truth in the most of real tragedies’. However, in art, ‘mimesi s’ has a different function.Aesthetically, ‘mimesis’ refers to misrepresentation. Reality and truth can only be understood through reason. The artist works with inspiration and imagination: the two faculties don’t give us the true image of reality, and the end of tragedy is a partial loss of moral identity. On the one hand, there is ‘mimesis’ as a re-enactment of Dionysian rituals in the form of tragedy which leads to self-sacrifice and wrong identity and which addresses the lower part of the soul and corrupts the ethical development of the youth. On the other hand, there is ‘mimesis’ as an imitative, imperfect image of reality.In a sense, Plato’s resistance to ‘mimesis’ is not only due to the fact that tragedy (mimetic art) may lead the audiences back to the ritual and irrational mode of primitive society but also due to the fact that mimetic art is an imitation of objects (eidon), which are imitations themsel ves. He objects to ‘mimesis’ for the fact there is no relationship between what is imitated and what is real. ‘Mimesis’ designates the ability to create expression and representation on the part of poet, painter and actor, both in a general and specific sense.For example, the painter produces a relationship between an image he created and the object. If the relationship consists in the production of similarity, then, there arises a question of where the similarity between image and object lies. If the images he creates don’t make a reference to reality and real object, and if the relationship between object and image is on the level of similarity created by the poet through art, then, there appears a lack of link between true and false. But in Plato’s philosophy the relationship between objects and reality does not consist of likeness or similarity.According to Plato, Demiurge creates the idea and by beholding the idea Demiurge produces the ob ject; his ability is exalted in the imitation of the Idea. The poet, on the other hand, creates the images neither by seeing the idea nor from more substantive knowledge of the object since he produces nothing but phenomena by holding up a mirror. In this sense, the artist produces appearance and his work cannot provide us with true insight. Then, when a poet writes about the bed, for instance, it is not a bed manufactured by the craftsman from the idea nor does it have any relation to the real bed; it is only simulation and phenomena.There is also a difference between the knowledge of the poet and the knowledge of the craftsman. Man makes things and makes images. The craftsman makes the things following the original copy or model; the poet follows the image of the model or copy; therefore he gives only a proportion of reality. The proportion of knowledge and opinion, truth and falsity plays a contrasting role in distinguishing imitation as proportion of being to appearance. Plato a rgues that to understand the image, one needs to know the reality and the path to reality is in philosophy and reason, not in poetry and emotion.Although Plato admits that every object in nature is a reflection of the Idea, he doesn’t object to the reflection of object in nature. Plato uses mirror and water as constant metaphors to clarify the relationship between reality and the reflection of eidon. Plato argues that the poet holds up mirror to nature and in his work we see the reflection of nature not reality. He objects to the reflection of objects in the mirror, since things are divided into two parts: visible and intelligible. The first of the visible things is the class of copies, which includes shadows and reflections in the mirror.The second class of visible things is that of which the previous is a likeliness or copy. Plato objects to the reflection of object in the mirror, since mirror (poet) imprisons and limits the image. And he also objects to the imitation, sinc e the poet imitates without knowledge. Therefore, it is not its imitative character but its lack of truth and knowledge, which brings poetry to its low estate. Homer and all the poetic tribe are imitators of images of virtue and other things but they do not rely on truth. Poetry, after all, is a madness that seizes the soul when it contemplates in true knowledge of goods.Plato’s objection to ‘mimesis’ may also interpreted as a reaction to the sophistic thinking that aims to produce images that the listener will regard as real, all of which take place in the world of phenomena. Image, thought, and opinion combine into a world of appearance characterized by nonbeing, a phenomenal nature and similarity. And as long as illusion and reality are not distinguished, science, ignorance, and appearance merge together. Within the concept of ‘mimesis’, then, Plato creates an independent sphere of the aesthetic consisting of appearance, image and illusion and exc ludes it from the domain of philosophy.He insists that there are no phenomena without being, no images without reality, no ‘mimesis’ without a model. Yet reality and idea cannot be represented without knowledge and images are not part of reality. Plato, in the Republic, in Ion, and in Symposium uses the concept of ‘mimesis’ with several meanings. He refers to the education of the young in Book X of the Republic; in Ion he develops a metaphysical discourse on the concept of imitation, and in Book III of the Republic he objects to imitation because ‘mimesis’addresses and strengthens the lower part of the spirit.Plato refers to ethical aspects of ‘mimesis’ whenever he refers to the concept of imitation. That is, ‘mimesis’ is an ethical matter in Plato’s dialogues. He is not interested in the aesthetic aspect of ‘mimesis’; therefore, he does not pay attention to the form and matter of ‘mimesisâ₠¬â„¢and art. Plato deals with the value of ‘mimesis’. Aristotle is the first to deal with ‘mimesis’ as a theory of art. He dwells on the concept of ‘mimesis’ as an aesthetic theory of art and ‘considers imitation in terms of the form in which it is embodied’.By imitation, ‘he means something like representation’ through which ‘mimesis’ becomes the equivalent of artistic and aesthetic enterprise’. Unlike Plato, Aristotle also argues that ‘mimesis’ is not morally destructive since reason controls art. II. The Concept of Imitation in Aristotle Aristotle states that all human actions are mimetic and that men learn through imitation. In particular, ‘mimesis’ is the distinguishing quality of an artist. He argues that ‘public classifies all those who write in meter as poets and completely misses the point that the capacity to produce an imitation is the essential quality of the poet’.The poet is distinguished from the rest of mankind with the ‘essential ability to produce imitation’. A poet may imitate in one of three styles in poetry; he may use pure narrative, in which he speaks in his own person without imitation, as in the dithyrambs, or he may use mimetic narrative and speaks in the person of his characters, as in comedy and tragedy. A poet may use mixed narrative, in which he speaks now in his own person and now in the person of his character, as in epic poetry. Mimetic poetry may also differ according to the object of imitation.In this respect, tragedy differs from comedy in that it makes its characters better rather than worse. ‘Mimesis’, particularly, becomes a central term when Aristotle discusses the nature and function of art. In the Poetics, he defines tragedy as: ‘as an imitation of human action that is serious, complete and of a certain magnitude; in language embellished with every kind of artistic ornament, the various kinds being found in different parts of the play; it represents man in action rather than using narrative, through pity and fear effecting the proper purgation of these emotion’.Aristotle is interested in the form of imitation and goes on to consider plot, character, diction, thought, spectacle and song as constituting elements of a typical tragedy. The action of plot must be complete in itself with a proper beginning, middle and an end. All parts of action must be equally essential to the whole. Each part of the tragedy is imitation itself. Character in tragedy imitates the action of noble man who has to be a man of some social standing and personal reputation, but he has to be presented us in terms of his weaknesses because it is his weakness that will make his fall believable.Aristotle thinks that all types of art are mimetic but each may differ in the manner, means, and object of imitation. Music imitates in sound and rhythm, painting in color and po etry in action and word. Aristotle’s ‘mimesis’ does not refer to the imitation of Idea and appearances, like that of Plato. He argues that each area of knowledge is imitation in the sense that as a human being we all learn through imitation. However, he carefully makes a distinction between different kinds of knowledge.For instance, he claims that art and philosophy deal with different kind of truth; philosophy deals with concrete and absolute truth, whereas art deals with aesthetic and universal truth. The difference, for instance, between mimetic poetry and history is stated as ‘one writes about what has actually happened, while the other deals with what might happen’. Art, unlike science, doesn’t abstract universal form but imitates the form of individual things and unites the separate parts presenting what is universal and particular.Therefore, the function of poetry is not to portray what has happened but to portray what may have happened in accord with the principle of probability and necessity. Since poetry deals with universal truth, history considers only particular facts; poetry is more philosophical and deserves more serious attention. In addition, aesthetic representation of reality is not technical, factual, philosophical, and historical. Aristotle compares aesthetic process (mimesis) with the process that takes place in nature.While nature moves through internal principles, art moves through organic principles like plot, action, characters, diction, and there is a unity among them. In a sense, art imitates nature and the deficiencies of nature are supplemented in the process of imitation, and art follows the same method, as nature would have employed. Thus, ‘if a house were natural product, it would pass through the same stages that in fact it passes through when it is produced by art, they would move along the same lines the natural process actually takes’. Poets, like nature, are capable of c reating matter and form.The origin of nature is nature itself and the origin of art is the artist and the defining characteristic of the artist is the ability to create, through imitation, as nature does. The artist constructs the plot as an organizing principle, character constitutes the relation and carries on the action and style gives pleasure. For instance, the plot of tragedy and Dionysian rituals display similar organization. The rituals begin with the spring, which is a striking and beautiful time of the year, and they represent the strength of gods and nature upon primitive society.Tragedy, like the image of spring, has a striking and fascinating beginning and, like ritual, a tragic play pervades and shapes the feelings of the audiences. Dionysian ritual is a sacrifice of human being for gods and nature in the hope for a better and peaceful beginning. Similarly, the tragic hero is symbolically sacrificed after which there appears a peace. Then, the poet takes tragedy, as a mimetic representation of myth, from the natural course of an event that takes place in nature and reorganizes it.In this sense, ‘mimesis’ designates the imitation and the manner in which, as in nature, creation takes place. Mimesis, as Aristotle takes it, is an active aesthetic process. He argues that ‘imitation is given us by nature and men are endowed with these gifts, gradually develop them and finally create the art of poetry’. The poet does not imitate reality but brings reality into existence through ‘mimesis’. The poet recreates and reorganizes already known facts and presents them in a fresh and attractive way; therefore, though audiences know the story of Sophocles’ Oedipus, they go and watch it.The reality as presented to us through ‘mimesis’ is superior and universal not only because we are pleased to learn through imitation but also because such reality is better. Homer, for instance, depicts Achilles not only a s a bad character but also depicts his goodness. Mimesis is thus copying and changing. The poet creates something that previously did not exist and for which there are no available models. Even in dealing with historical materials, the poet needs to fashion it in accord with his art rising to a higher level than is found in reality.Art is fictitious but the mimetic and aesthetic nature of art pervades the fictitious deviation and a work of art forces the thing to appear as something more beautiful and better than that nature and human being posses in common, ‘for it is always writer’s duty to make world better’. It can be argued that Aristotle defines and argues about art with respect to ‘mimesis’, and the concept of imitation in Aristotle is an aesthetic matter. Mimesis is not only ‘origin of art but also a distinguishing quality of man, since imitation is natural to mankind from childhood on’; in addition ‘all men find pleasure i n imitation’.He claims that there are ‘things that distress us when we see them in reality, but the most accurate representation of these same things we view with pleasure. In this sense, catharsis is not a moral and psychological matter but a natural end of the aesthetic act as Salkaver discusses below: Fear and pity are dangerous emotions: painful and troubled feelings arise from the imagination of an imminent evil and cause destruction and pain. Pity, in particular, is a kind of pain upon seeing deadly or painful evil happening to one who does not deserve.However, in the representation of such feelings one feels empathy and gets rid of them. So, a work of art gives a man an opportunity to get rid of painful and troubled feelings arising from the imagination of an imminent evil that may cause destruction and pain on the part of the citizen. Aristotle develops a consistent theory of art upon the concept of imitation. He begins saying that all human actions are imitatio n, then, he focuses on poetry and other areas of studies like history and philosophy. Lastly, he dwells on the poet and the concept of imitation as taken and practiced by playwrights.All his arguments upon ‘mimesis’ are, both in general and in specific sense, have aesthetics quality, since he does not take imitation as social, moral or political phenomena but as an activity of the artist. CONCLUSION Plato’s main concern is with the public recitation of dramatic and epic poetry and in Plato there is emulation between philosophy and poetry. The poet influences the character of the young in every way and has corruptive impact upon the education of the young mind. In addition, poets don’t have a true knowledge of the things.Plato suggests that the emotional appeal is a threat to reason, that mimetic art is remote from reality, that the poet is not serious and knows nothing about poetry and cannot give satisfactory information about his art. It is obvious that he resists the concept of imitation in the case of poetic composition. Tragedy, in particular, and poetry, in general are concerned with pleasure rather than instruction and since it is not possible to imitate a wise and quiet person in the play, since such a person does not fit the content of tragedy, ‘mimesis’ is ethically distracting.Therefore, the function of various discussions of mimetic art in the Republic is ethical: wherever he mentions art he discusses it in relation to education and ethics. Although Aristotle agrees with Plato that poetry has the power to stimulate emotions, he does not pay much attention to the ethical and epistemological aspects of ‘mimesis’. Yet he dwells on the pleasure that men take in learning and argues that tragedy discharges the feelings and spectators leave the play in a state of calm, free of passions.He does not restrict art and poetry and the concept of ‘mimesis’. Aristotle’s ‘mimesisâ€℠¢ is defined by mythos and praxis’, which brings the concept close to areas of time and action- in contrast to Platonic ‘mimesis’, which is closer to image, imagination and imitation. He argues that tragedy is the imitation (mimesis) of a man in action. Aristotle’s ‘mimesis’ is active and creative; and he gives a dynamic character to ‘mimesis’ by introducing mythos and praxis, thus, defines art as ‘mimesis’ and the artist as character.Plato worries about the moral effect of poetry, while Aristotle strikes to psychology and returns repeatedly to shuddering terror (phobos) and pity (eleos) that the tragedy is creating in the spectator, who therefore repeats or imitates what has already taken place on stage. Plato argues that there is a duality between art (mimesis and narrative art) and ethics. The more poetic the poems are the less suited are they to the ears of men. Artistically, the better the comedy is, the worst it is, since the more attractive and perfect the comedy is the more disastrous its effects are.For instance, Homer, in the â€Å"Iliad† tells us or narrates the story of cypresses, as he was himself a cypress. He tells the story as far as it makes the audience feel that not Homer is the speaker, but the priest, an old man. This manner of representation (impersonation), according to Plato, leads to the loss-of-self or transformation of identity and becomes a matter of moral destruction. Aristotle takes the same activity of impersonation in a different way.He praises Homer for not telling excessively in his own voice since, after a few words he immediately brings on stage a man or woman or some other characters that represent the action with larger perspective. As a conclusion, ‘mimesis’ has since the antiquity been discussed to refer to the relation between reality and representation. The nature of discussion upon the concept of ‘mimesis’ as a theory of art changes according to the person who discusses the term and the way he deals with the term.Auerbach, for instance, distinguishes the reality and ‘mimesis’ in literature with respect to the narrative techniques and argues that Homeric epic is not mimetic but realistic since; narration of the tales comprehends every detail and leaves no space for interpretation. Plato, on the other hand, agrees that reality cannot be represented; therefore, ‘mimesis’ is misrepresentation of truth. Aristotle becomes the defender of ‘mimesis’ against Plato and develops a theory of art with reference to ‘mimesis' and claims that art (mimetic art) is superior to philosophy and histpry.

Insurance Law Assignment Essays

Insurance Law Assignment Essays Insurance Law Assignment Essay Insurance Law Assignment Essay Parker, Understanding Business Law, 5th deed, Lexis Nests, 2011, IPPP) Required: a. Explain what is meant by utmost good faith and why it is of particular importance in the context of insurance contracts. (10 marks) b. How is this principle reflected in the provisions of the Insurance Contracts Act 1984 (Act) as amended? (5 marks) Part B (20 marks) Miranda leased a shop as the headquarters for her cosmetics retail business, and took out an insurance policy against fire and theft. The building was later destroyed in a fierce blaze. Damaged equipment and items found on the site after the fire indicated that the premises were used not only as a shop but as a manufacturing plant for Miranda cosmetics. Miranda had not disclosed this intended use in the insurance proposal. A. Explain to Miranda, using appropriate case law and legislation, whether the insurer can now reject Marinaras fire claim. (12 marks) b. Wicked it make any difference to your answer to Part a. Of this question if an insurance investigator finds evidence of a break-in, and concludes that the fire may well have been started by burglars seeking to hide the fact they had stolen goods and equipment? (8 marks)

Defense Mechs In Lit Essays - Defence Mechanisms, M. Butterfly

Defense Mechs In Lit Essays - Defence Mechanisms, M. Butterfly Defense Mechs In Lit Who hasnt been hurt if their life? A loved one passing away, a lover tearing at the heart, a rejection of something desired. Everyone has certain stresses in which they have to deal with and react to. As the burden of the stress mounts, certain levels of anxiety arise. How do humans behave in the depths of this anxiety? People have developed varied counter measures called defense mechanisms in an attempt to confront their issues. Many of the theories behind defense mechanisms commenced with the work of Sigmund Freud. Freud believed that a conflict existed between the id, ego and the superego. This accounted for the anxieties within human existence. Freud stated that individuals use these mechanisms subconsciously, and that it is normal and acceptable to do so. Yet a metaphorical line can be drawn. A line where if crossed can be damaging to ones psyche. It may cause the individual not to deal with the situation or problem, but rather to repress them. Thus damaging the individual or those around him further. The repressor does not deal with his feeling directly. He hides them. Directs them using the mechanism. I will examine the use of defense mechanisms in the context of two works explored in class. These are the movie The Fisher King and David Hwangs M. Butterfly. Both of the lead characters in each of these works use defense mechanisms to mask certain pains that have caused conflict. There are parallels and differences in the comparison of the two. The days coming to an end. Youve finished work and want some down time to unwind. So you get the wife and head out to eat. Sit down and relax for what should be an enjoyable evening. Yet, your serenity is obliterated, destroyed with the explosion of a gun. Parrys world is destroyed by the death of his wife in the Fisher King. He is committed to an asylum. When he leaves and enters the world again, his vision of reality is blurred. Parry develops a number of defense mechanisms in order to combat the war in his mind. Parry initially forms what is known as repression. This is the most commonly found defense mechanism. It is simply a repression of the memory. Basically, in essence, forgetting The repression of the memory is not permanent, however, as it is stored in the subconscious and can inflict the subject at any time. The stored memories can often times be violent to the subject and can lead to a blacking out period in which the subject will awaken with no memory. Parry endured what seemingly was a classic case of repression. He would not think of his wife in a normal sense. He did not look back at fond memories or at the time they had together. He simply tried to forget her. And when memories resurfaced, he displayed classic examples of repression. The violent outburst followed by a period of time where the memory would again be repressed until the next emotional upheaval. But perhaps the more intriguing defense mechanism employed by Parry is that of fantasy. Everyone has fantasies. But Parry creates a world, a fantastical vision of knights and demons and the Holy Grail. Within the movie this plays very well as allusions and metaphors can be played off Parry dementia. The actual memory of his wifes passing is that of a red fiery knight, coming to strike Parry. To hurt him. To destroy his world. There is a certain level of intimacy one achieves with the member of the opposite sex. Could it be possible to be that intimate for a number of years and not to realize a shocking truth? A reality that while one might not want to grasp has to be visibly apparent. I am referring to M Butterfly. An adaptation of a play by David Hwang. Gallimard simply does not comprehend that Song is male. He sees her as the epitome of feminism. Whilst all the while, she is obtaining secrets that will later condemn him. Gallimard displays a variety of defense mechanisms. But these are encountered for reasons polar to Parry. While Parry mechanisms were designed to mask an event of the past, Gallimard

The amulet by Hal Borland (book report)

The amulet by Hal Borland (book report) The Amulet is a realistic fiction book. I think it has an interesting title because you don't know what to expect before you read it. I don't think it has an appropriate title because it has almost nothing to do with an amulet.The author of The Amulet is Hal Borland. Hal Borland was born in Nebraska and spent most of his boyhood on a ranch in eastern Colorado. He graduated from the Columbia School of Journalism. Some other works by this author include When the Legends Die, The Seventh Winter, and King of Squaw Mountain. I would not read another book by this author because in this book there's not enough action and the story is really boring.The setting of this book mostly takes place in the western United States.Quincy Scott - A brave young man.Jake - An older man who is very brave.Columbia University School of JournalismQuincy Scott had been living a good life in Colorado working for a man named Dave Rowley and was planning to buy a farm and get married to his fiancÂÆ'Â ©. One day while he was working he saw a band of southerners that were on their way to reach confederate forces. Though he didn't know why he felt like he needed to go with them and help. Quincy joined a couple of others and started out. After many hours of riding their mules day after day, stopping many times to ask for blankets and extra food they made it. Quincy and the others waited for days until the battle started. After a day of the battle the Union forces started to retreat and the Confederates followed. Since Jack and Quincy were only volunteers they decided to go home since they both missed their families.What I think the author might...

The Grand Chessboard Assignment Example | Topics and Well Written Essays - 2000 words

The Grand Chessboard - Assignment Example In the Introduction of â€Å"The Grand Chessboard† by Zbignew Brzezinski, he shows how Eurasia, a combination of Europe and Asia, basically held the world power through politics, based on geographical and economic values. This was true even as the Americas began colonization and ultimately, the industrial revolution that brought the United States in line with other world powers. In the twentieth century, and through several world wars, the development of technology, economy and trade, has rapidly pushed the United States forward as a world political arbitrator in the complex relationships between the countries that make up the Eurasian conglomerate. In World War II, when essentially the United States was invaded on its own shores for the first time by a foreign power, the United States stepped away from its previously held stance of isolationism and idealism, and joined the global conflict to protect its own interests. In doing so, the United States became a global power to be contended with on a serious level. It can be safely said that without the introduction of the United States to the Allied powers group in the war, the outcome would have been very different. Europe and Britain would be under the dominance of Hitler’s Germany, and Asia, under the influence of Japan, albeit a rather limited one (Brzezinski,5). From the end of World War II, war was fought on an ideological level between Communist Russia, China and the Western powers of Europe and the United States as part of the â€Å"Cold War.† ... For 300 years, the Roman Empire ruled the region on its highest level, maintaining internal vitality and unity as part of its successful dominance. What finally broke the Roman Empire was the division of governing different areas in the Empire rather than keeping control centralized in one spot, the disintegration of morals and ideology, and a sustained inflation which required sacrifices the people no longer wanted to make. At the time of writing this book, Brzezinski viewed America as ‘standing supreme in the four decisive domains of global power,’ those being economic, militarily, technologically, and finally, culturally. Today, there is less supremacy, mainly because of the economic situation, even though the effects are worldwide, not just in the United States. The economic situation today almost forces America to show military might in areas of the world where changes in a foreign country could severely affect the American economics. Many wars in our present time a re more about economics rather than a political ideology, although they are somewhat tied hand in hand. What is unique about America is its influence in creating dialogue with other nations in an effort to promote a universe of international communication and peaceful interaction to avoid unnecessary potential conflicts (Brzezinski, 28). That’s not to say that other countries are not doing this too, but it seems the United States is in the middle of everything major concerning world events and their potential resulting effects. As Brzezinski notes, to support this claim, America’s supremacy has helped institute NATO, a collective international security group with an integrated command that represents the world at large;

Film assignment Essay Example | Topics and Well Written Essays - 500 words

Film assignment - Essay Example In analyzing the role of Songlian, the film uses her character to depict the role of women in the traditional Chinese tradition. Songlian is placed in a homestead which houses mistresses (Yimou, 1991). The house is owned by Master Chen who has four mistresses. Songlian is the fourth mistress. Her arrival in the house was well prepared for as she was pampered. However, this was not the case of all mistresses in the house. Each mistress was pampered upon request by the master (Yimou, 1991). For this reason, there was competition on the mistress who could capture attention of the master. As a woman, Songlian was subjected to discrimination. Firstly, her marriage to Master Chen was the only way that she could be accepted in the society. A married woman could be more respected than a woman who could not. This argument could be justified by the fact that Songlian and other mistresses were content with their position. However, this exposed them to dangers and risky moments. For instance, Songlian is punished for lying about her pregnancy. At the end of the film, she is almost going mad due to her tribulations under Master Chen (Yimou, 1991). One may point out that marriage in form of ownership was responsible for the poor life led by Songlian. Songlian was also from a poor background which made her more vulnerable. From her family’s perspective, her marriage to Master Chen was the only hope for the family. In addition, her family could not be able to protect her vulnerability in the hand of Master Chen due to their class differences. For this reason, Songlian was required to sublimit and be respectful to her husband regardless of her living conditions. Her dowry payment gave her husband the right to control her life completely. From the film, it is an obvious assumption that the Songlian’s gender and social class made her very vulnerable. In addition, the traditional Chinese culture did not provide much hope for women. The culture had mandatory requirements from

MANY TIMES NOVELS,MOVIES HAVE LIFE CHANGING EFFECTS ON THEIR Movie Review

MANY TIMES NOVELS,MOVIES HAVE LIFE CHANGING EFFECTS ON THEIR AUDIENCE.EXPLAIN HOW A SPECIFIC OR NOVEL HAS HAD A POSTIVE EFFECT ON YOUR LIFE - Movie Review Example Upon being released to video, and then later DVD, many stores refused to carry it for sale or rent, including Blockbuster and Walmart. It has been my experience that most people who hold an opinion of this movie hold an opinion based upon the controversy it generated rather than the content of the film itself. Since this seems a less than progressive way to form an opinion, I decided to watch it and form an opinion based on what the movie seems to be about to me. The Last Temptation of Christ has had a lasting effect upon my life not only for its content, but as a method of showing that misinformed public opinion can have a lasting and damaging effect upon works of art that extend into time and form. The protest against the film centers around the supposedly blasphemous qualities it contains, including Jesus marrying and having children. Indeed, the film does feature a section in which Jesus marries and has children. But far from being blasphemous, these scenes highlight Jesus' sacred qualities because they take place within a vision-His last temptation on the cross. The point of the movie is that Jesus denies the temptation and accepts his mission as messiah. In other words, Jesus is heroic! Far from being blasphemous, the film is actually quite conservative in its adherence to religious dogma.

Visual analysis paper Assignment Example | Topics and Well Written Essays - 1500 words

Visual analysis paper - Assignment Example It was painted when the artist had just returned to Italy after spending 14 years at a Spanish court. By this time, she had married Orazio Lomellini, a Genoese ship captain. The artists obtained her inspirations and subjects for painting from the many visits to various courts and her contacts with painters of great renown such as Luca Cambiaso (Pizzagalli, p. 12). Through these contacts, Anguissola stayed in touch with current developments in art. The art is unique and more interesting to study than others by the painter are because the artist usually painted portraits. The art is oil-on-canvas and measures 49.5" x 43.5" or 125.7x110.5 centimeters. It is one of the Lowe Art Museum collections at the University of Miami. This masterpiece is among the well-known Counter-Reformist works, which portrayed the interests of counter-reformists in devotional images. The main purpose of these arts was to appeal to the viewers in an emotional manner, never achieved by reformist painters (Pizzagalli, p. 15). As a counter-reformation art, ‘The Holy Family with St. Anne and John the Baptist’ is depicted in a clear and accurate fashion with little imaginary or unnecessary embelishments and decorations. As is the case with other Renaissance paintings, this painting has teh features of the then developments in the depiction of light through space. In addition, light is representaed through its reflection from different surfaces. This representation of light through refleciton from surfaces and space helps the painting to achieve extreme realism. The use of oil paint instead of tempera  or  fresco, really helped the painter to achieve light representation. In this art, oli painting helped the artists to achieve a richer colour, finer detail and greater realism. Like other oil painting, these features must have been achieved by many weeks of reworking the paining.The artist, through the use of the visual features of the counter-reformation and reinassance

Perfect Body Image Essay Example | Topics and Well Written Essays - 1000 words

Perfect Body Image - Essay Example Thus, only some women really need perfect body image as a part of their professional occupation and life style. To these groups belong film stars and TV stars, fitness trainers and fashion models. Film and TV stars are the main groups which really needs an ideal body image. Modern people judged others, and expected to be judged by other people, as being "Fashion In" or "Fashion Out " depending on whether they met the operant criteria. Those who best portrayed the "Fashion In" look became what the people called "role models." Those women selected as role models then set the standards for what other people emulated and perceived as right and normal (Gilbert 98). The people's desires for being judged "Fashion In" could conflict with their interests in developing other characteristics they valued, such as the characteristic of individuality; however, most people remained painfully aware of the problems associated with low performance with respect to fashion. That is, they explained how an assignation as "Fashion Out" carried a heavy social cost by relegating a person to an inferior social position. When judged as "Fashion Out, " any person could expect to be considered as general ly undesirable. Gilbert (98) explained one of the indignities a person might expect to suffer when judged as "Fashion Out." "When a person is fashion out they will usually get talked about by other people to other people. Although it's not nice to talk about people, it's something that just happens" (Gilbert 91). This social reality made it important for the people to know the bases for judgments about one's fashion status. In the following excerpt from one conversation about fashion, the people tried to help me understand some of the complexities involved in distinguishing between In their images the "Fashion In" woman is adorned in name brand clothes and shoes that cost a certain amount of money. Thus if a woman does not come from a family with the required level of economic buying power, she is forced to find other means to make the appropriate acquisitions or accept a status as "Fashion Out." (Rothschild 65). Fitness trainers need an ideal body image in order to promote healthy life style and active life style. For this group of women, ideal body means health and good pussycat form. Through their approach these researchers constructed health as an individual's problem and responsibility. By continuing to individualize health and health behaviors, we are able to blame the "victim" (Gilbert 84). While individuals may certainly have power to control certain types of health-related problems, those who individualize the phenomenon of health also camouflage the social, relational, and communal aspects of health (Rothschild 65). They divert attention from much-needed discussion of society's collective influence, concern, and responsibility. Thus, rather than simply viewing health as unidimensional and personal, we might be better off to think of health as a dynamic and complex social phenomenon occurring at the intersection of individual, social, relational, and communal planes. Further, viewin g health in this way enables us to politicize the concept of health.

Worlds Religion Essay Example | Topics and Well Written Essays - 500 words

Worlds Religion - Essay Example Because man is a social being, with that same goal, had manage to form religion. Man’s individuality had caused the sprout of several religions then eventually to sects and other smaller groups. Despite their differences, still there’s the basic ideology shared by the world’s religions. But what has made few of these religions stand out? Let me have a very brief insight on how each of them had managed to be so. Christianity, being the largest religion, offers salvation as its primary attraction. Having â€Å"Jesus Christ† as its primary human influence, it shows the way for man to end his mortal sufferings. With the promise of liberation form sickness, poverty, isolation and all the possible torments, it had appeal to many. They had made the â€Å"Bible† as a historically reliable source comprehensible, making its proliferation easy. It had draw allot of ordinary people, as it deals with moral intuitions in a basic view of what is good and evil. Its success is not merely on the religious level though, for it has established a realm of mutual social support for the members that joined its church.

Visual analysis paper Assignment Example | Topics and Well Written Essays - 1500 words

Visual analysis paper - Assignment Example It was painted when the artist had just returned to Italy after spending 14 years at a Spanish court. By this time, she had married Orazio Lomellini, a Genoese ship captain. The artists obtained her inspirations and subjects for painting from the many visits to various courts and her contacts with painters of great renown such as Luca Cambiaso (Pizzagalli, p. 12). Through these contacts, Anguissola stayed in touch with current developments in art. The art is unique and more interesting to study than others by the painter are because the artist usually painted portraits. The art is oil-on-canvas and measures 49.5" x 43.5" or 125.7x110.5 centimeters. It is one of the Lowe Art Museum collections at the University of Miami. This masterpiece is among the well-known Counter-Reformist works, which portrayed the interests of counter-reformists in devotional images. The main purpose of these arts was to appeal to the viewers in an emotional manner, never achieved by reformist painters (Pizzagalli, p. 15). As a counter-reformation art, ‘The Holy Family with St. Anne and John the Baptist’ is depicted in a clear and accurate fashion with little imaginary or unnecessary embelishments and decorations. As is the case with other Renaissance paintings, this painting has teh features of the then developments in the depiction of light through space. In addition, light is representaed through its reflection from different surfaces. This representation of light through refleciton from surfaces and space helps the painting to achieve extreme realism. The use of oil paint instead of tempera  or  fresco, really helped the painter to achieve light representation. In this art, oli painting helped the artists to achieve a richer colour, finer detail and greater realism. Like other oil painting, these features must have been achieved by many weeks of reworking the paining.The artist, through the use of the visual features of the counter-reformation and reinassance

Worlds Religion Essay Example | Topics and Well Written Essays - 500 words

Worlds Religion - Essay Example Because man is a social being, with that same goal, had manage to form religion. Man’s individuality had caused the sprout of several religions then eventually to sects and other smaller groups. Despite their differences, still there’s the basic ideology shared by the world’s religions. But what has made few of these religions stand out? Let me have a very brief insight on how each of them had managed to be so. Christianity, being the largest religion, offers salvation as its primary attraction. Having â€Å"Jesus Christ† as its primary human influence, it shows the way for man to end his mortal sufferings. With the promise of liberation form sickness, poverty, isolation and all the possible torments, it had appeal to many. They had made the â€Å"Bible† as a historically reliable source comprehensible, making its proliferation easy. It had draw allot of ordinary people, as it deals with moral intuitions in a basic view of what is good and evil. Its success is not merely on the religious level though, for it has established a realm of mutual social support for the members that joined its church.

The Importance of Socialization Essay Example for Free

The Importance of Socialization Essay The Importance of Socialization In my research I used Down to Earth Sociology as well as the video on Genie. Socialization is important for children weather they are retarded or â€Å"normal†. These three stories of Genie, Anna, and Isabelle I think show just how important socialization is, and how a lack of socialization can affect a child. All three areas of language, intelligence, and emotion are affected when a child does not receive socialization. There are some similarities and differences in each of these three cases. Genie was in isolation until the age of ten, whereas Anna and Isabelle were in isolation until the age of six. All three girls were able to gain physical motions and learn to walk. Language however was different. Genie was only able to say words and associate their meanings, but never able to properly form sentences. Also, her progress was like the progress a normal child would have in a year, but she was behind ten years from her isolation. Anna could carry on a conversation through phrases, but not sentences. Isabelle was able to form sentences and ask complicated questions and even attended junior high. I do think that the age in which the girls were found was a factor in their language abilities. It is hard to say either way considering no tests can be done, but Anna came from a family with very low IQ’s and appears to have achieved more than Genie in a shorter time period. It appears to me that Genie may have been able to broaden her vocabulary, had she been found at six rather than ten. It is suggested in the text and movie that all three girls may have had some retardation even without their extreme isolation. This of course is next to impossible to state for a fact for any of the girls, but from my readings I would conclude that Genie and especially Anna may have had some retardation and Isabelle most likely would not have. The reason I believe Genie may have had some retardation is because of the readings they found on her when she was sleeping. Even if a child was in extreme isolation, I don’t think those readings would have been found, unless she was predisposed to retardation. The one psychologist that tried to say that Genie was not retarded said so because Genie was improving every year. While she was improving every year she did hit a point where she no longer achieved any higher forms of intelligence. Also, she reached these levels at a much slower rate than both Anna and Isabelle. Anna I believe to be predisposed to retardation because both her mother and her father had very low IQ’s. The age old dispute between nature vs. nurture has been concluded that both are important for a child’s development. In Anna’s case, both were poor to say the least. In Isabelle’s case she only had a poor nurture setting and considering Isabelle achieved more than Anna in the same time period at the same age is why I believe Anna was most likely predisposed to retardation. Another factor is the girl’s emotional states. Genie was abused when she made noise and was in a lot of different homes and settings after she was found. Anna was left in dirty clothes and was also put in many homes, before and after she was discovered. Isabelle was left in a dark room with her mother who was both deaf and mute. People that are put in consolatory confinement as punishment as adults suffer many psychological issues, so it is no surprise that these girls would suffer even more as children. Also, children that are in many different foster homes, or abused also have many emotional difficulties. Then you add to that Genie and Anna’s isolation and I am sure that affected their emotional state in who they became. Another area that may have affected Genie is all the tests that were done and how hard she was pushed. Any child in a home where the parents push them to be something are stressed out and I think Genie may have been from the way she reacted in tantrums. I believe these stories prove the importance of socialization. In all three cases the girls never reached the capacity to communicate on a level past junior high. Although it is questioned why some of the girls reached a further level then the others, there is no doubt that had the girls been socialized to begin with, they would have reached a higher level of intelligence regardless of any predisposed retardation. The emotional struggles these girls had to go through most adults would struggle with, so it is no shock to me that all three girls died before their time. Something that I think could have been done differently is for a child that is found in this type of situation should be given a loving environment and not foster homes. If a child has an environment that is like a home, but is monitored by a therapist I think the child can thrive more. Isabelle had a therapist who worked with her one on one and was not tossed from home to home and she turned out the best of the three girls. If one person had genuinely cared for Anna or Genie their situations may have had a happier ending. How can you be that one person that makes a difference in someone’s life to give them a happier ending?