Art Essay Example | Topics and Well Written Essays - 500 words - 67

Art - Essay Example The point of view of the visual art argument is to bring out the symmetrical structural balance as per the balanced colors used for painting. Therefore, this abstract composition piece is meant to bring out aesthetic balance of nature as per the colors that have been used through visual composition. Sensational effect is a factor to the aspect of the artistic abstract composition. This is due to the notion that, the colors and lines used bring out a sensational feel of any space that is a factor of the environment. My visual argument is based on the colors that have been used, the lines and patterns used for bringing out the balance as perceived of nature. This is based on the colors that have been used by the artist for this abstract piece. I used pattern, line, recurring patterns and proximity as my compositional interpretation of the abstract due to the emphasis that they bring out on aesthetics appeal. The most persuasive elements include balance brought in symmetrical from. This has been enhanced by the balance of use of colors. The balance brings out the feel of nature whereby, everything is aligned and proportional thus enhancing nature. The composition incorporated the use of line and color to form a pattern. The changes that are evident through the composition of abstr act are that, the colors have been manipulated to suit aesthetic appeal. The compositional choices are mainly based on color, line and form. This is because of the pattern that has been brought out through the line and colors used. Persuasive elements used include proximity in terms of softness of the painting and organizational structure. I believe that the pattern that has emerged gives the abstract painting a different view of aesthetics and appeal in nature most individuals’ perception is that, nature should always have specific colors

To What Extent Did Public Opinion Shape International Politics in the First Half of the Twentieth Century’ Essay Example for Free

To What Extent Did Public Opinion Shape International Politics in the First Half of the Twentieth Century’ Essay The first half of the twentieth century was indeed a time in history in which things such as two of the most deadly wars, the Russian Revolution, the Great Depression, the foundation of the UN and the start of the Cold War took place. But, were these events at any point influenced by the views expressed by citizens?. This essay is going to discuss public opinion during the first half of the twentieth century. To do so, the essay uses a journal article on public opinion written by Hans Speier as a guideline of the essay. In order to understand the impact of public opinion on international affairs, we must firstly define what we mean by public opinion. According to Slavko Splichal, ‘the concept of public, publicness, publicity, public sphere and public opinion are among the most controversial, ambiguous and nontransparent concepts in the social sciences, that have been used consistently since the eighteen century’. ‘Public opinion’ he adds ‘supposedly developed into a â€Å"inner-media† of political system, a mirror â€Å"generated by mass media to regulate the watching of the observers’. Then, ‘who precisely were the decision makers? Monarchs, presidents, foreign ministers, staff chiefs, or a combination of these?’ In the early twentieth century, public opinion did not have much of an impact in foreign politics. Speier says that public opinion ‘in its early phase [†¦] showed a marked preoccupation with domestic affairs, i.e., with issues of immediate concern to the life of citizens’. On the other hand ‘foreign policy issues appeared less relevant, but they were expected to be ultimately relegated from the realm of power to that of discussion and agreement, as governments would become more enlightened’. And Speier emphasised that public opinion would only support going to war if that was something that ‘were in the interest of enlightened mankind’. As Mike Sharp, Ian Westwell and John Westwood say: ‘In most European countries public opinion in the years preceding 1914 had accepted the likelihood, to some extent even the desirability, of war’. Talking about the interest of enlightened mankind, Woodrow Wilson stated: ‘National purposes have fallen more and more into the background; and the common purpose of enlightened mankind has taken their place’. Moreover he added that ‘this is a people’s war, not a statesman’s’. But Speier states that it was just after the First World War, when the ‘faith in the power of public opinion to render world politics reasonable’ was called into question. Speier argues that this was due to a series of events. The first of these was the demise of the League of Nations, which failed to fulfill its purpose, namely to prevent the outbreak of a new world war. Moreover, US President Woodrow Wilson was an advocate of the League of Nations, yet his country refused to join the organisation. Despite Wilson’s description of the Great War as a ‘people’s war, not a statesman’s’ and his intentions to join the League of Nations, the Senate refused to join the organisation. This action showed that public opinion did not have much influence in fact; it appears that statesmen still played a big role in deciding issues of internal relations. Secondly, Speier mention the ‘disillusionment concerning the lofty war aims of the Allies and the general distrust of propaganda which spread between the two world wars’, as a large section of the public thought that the Allies’ aims were overly idealistic and, more importantly, those aims were not fulfilled. The human cost of the World War was enormous. People had lost their families from the trenches and the reports from the soldiers were awful. War wasn’t glamorous and against this perception, idealism could do very little. Thirdly, Speier talks about the rise of fascism and National Socialism as the main events for which people all around the World dismissed any chance that public opinion could had a possibility to change politics or at least to have a say. On the one hand the emergence of Benito Mussolini’s fascist dictatorship in Italy was the beginning of a fascist era around Europe. This was followed by the establishment of the Nazi party in Germany, which led to the outbreak of the Second World War. In these systems everything was under the control of the state. That means, that all media coverage, either, radio, newspapers or books were censored by the government in power, to make sure that nothing against the government could be said. Censorship was the biggest attack against the public opinion. People could not give their own opinion and demonstrations were forbidden. In a form of state like that, the only presumptions that one can make are that public opinion was almost defunct. People could only see what the people in power wanted to show them. Apart from that, we need to bear in mind that the systems in these countries went further than censorship but rather they believed in the power of propaganda defined by Garth S. Jowett Victoria O’Donnell trying ‘to achieve a response that furthers the desired intent of the propagandist’, made public opinion disappeared. Hitler for example said: ‘ â€Å"Propaganda, propaganda, propaganda. All that matters is propaganda† ’ and it worked, the public bought into the idea of a perfect race in Germany. And again in the Soviet Union, millions of kulaks were exterminated under the death silence of the State in 1918. Fourthly, another factor is ‘the absence of inspiring peace aims during the Second World War’. Hitler had in mind two main objectives for the Second World War, which were ‘ first, to established German control in Europe, and the second (which might well come after his lifetime) to wrest control of the seas and world domination from Britain and the USA’. Both aims were quite demoralising. In practice this meant that the war was prolonged more than expected, which caused a delayed in the freedom of the public opinion. Throughout the war, Hitler made the German people think that the war was about to be won; ever-new levies of recruits were needed for the last effort. Fifthly, another factor is ‘the sterility of the resistance movements in the realm of political ideas’. In Germany for example there was no Parliament and therefore parliamentary opposition was not possible. In Europe during the Second World War both sides had different successes, Germany, for example, had not one because of the great power of the GESTAPO. On the other hand, France had some success through the famous sabotage, and this made that some news were filtered in by the media in the West. Finally Speier mentioned, ‘the use of weapons of mass destruction in the attainment of victory’. A clear example of this was the atomic bombing of Hiroshima and Nagasaki in August 1945 that left ‘up to 140,000 reported dead by the end of the year’ an event which did not help to show people the end of the war and to convince the Japanese public that they faced annihilation if they continued the war. Those events mentioned above were the cause of ‘demoralization [†¦] in the power of public opinion’ just after the First World War. To sum up, at the beginning if the twentieth century public opinion had a role in International Politics but it was just after the demise of the League of Nations, the disillusionment concerning the lofty war aims of the Allies, the rise of Fascism and National Socialism, the absence of inspiring peace aims during the Second World War, etc. that the World lost its confidence on public opinion as a way to change politics.

Differences between Pidgins and Creoles

Differences between Pidgins and Creoles Discuss some of the basic differences that characterize pidgins and creoles, based on your understanding of what is meant by the following quote: â€Å"Pidginisation is second language learning with restricted input, while creolisation was first language learning with restricted input.† (Mesthrie et al, 2009, p. 287) Pidgins are defined as a type of spoken communication with two or more languages. It has fundamental grammar and vocabulary. It is also meant to facilitate people who do not speak a common language. Lastly, it is not spoken as a native language. An example is the â€Å"Lingua Franca† which was first created among traders. This is called business language. They are created because traders come from different places and have different tongues; therefore a common language is formed. Creoles, on the other hand, refer to any pidgin language that becomes the first language in a speech community. A creole is â€Å"created† when the utterer of a pidgin language become gains a strong hold over utterers of another. This can be in the form of social or political hold over. Therefore, the pidgin language used in speech between these two groups may become the first language of the minority community. One such example is â€Å"Gullah (derived from English), spoken in the Sea Islands of the southeastern U.S.† http://www.reference.com/browse/creole Differences between Pidgins and Creoles: 1) Pidgin is a linguistic communication that comprised of components of two or more other languages and is used for communication among people. It can also be called business language. It is not a first language. Whereas, creole is a language that was at first a pidgin but has â€Å"transformed† and become a first language. 2) Structural difference: Creole languages have the â€Å"Subject Verb Object† word order whereas Pidgin can have any possible order. Also, reduplication is a common and general process in Creole languages but its very not very often found in Pidgins. 3) One important difference between Pidgins and Creoles is that pidgins do not have first language speakers while creoles do. However, this is not easy to make out because there are more and more extended pidgins beginning to acquire native speakers. Extended pidgins refer to when a pidgin becomes a creole. The cultural â€Å"side† of a pidgin usually defines this. This means that more pidgins are becoming first languages. 4) Another difference is that creoles may originate through abnormal transmissions but as children acquire them, they must, therefore, comply with the ‘blueprint of language that can also be referred to as how the language is going to constructed and formed. Blueprint here is comparable to how we relate to a blueprint of a house. However, for pidgins, as they are a result of a second language, although they have to be learnable by adults, they do not have to be acceptable by children. This means that pidgins do not have to comply with the ‘blueprint of language. Pidgins before they become accomplished languages in a community, are always second languages and usually after teenage. Explanation of quote: According to the definition, what Mesthrie et al meant when he said â€Å"Pidginisation is second language learning with restricted input† is that pidgins is not used as a first language. Following the definition laid out above, it is a language that is borne out of the contact between two different languages. As such, it has restricted contact as the contact between the speaker and the second language is not frequent. Also, it has been noted that pidgins are nothing close to the foreign language as it has only rudimentary grammar and vocabulary. As mentioned above, research has shown that all creole languages have the â€Å"Subject Verb Object† language rules whereas any possible order is allowed for pidgins. This means that while creole languages need to follow a given set of rules for word order, pidgins do not have to. Instead they can be formed in any way. For example, the pidgin â€Å"Ojibwe† has a free word order. This shows that pidgins is second language learning because learners do not follow a given set of language rules as the grammar is still not fixed and internalized. This goes to show as what Mesthrie has said; pidgins are essentially second language learning with restricted input from the native speakers of the second language themselves. The second part of the quote claims that creolization is first language learning with restricted input. As mentioned in the definition, through creolization, a pidgin becomes a language on its own. This language is then similar to non-creole languages in terms of grammatical and language rules. This claim stems from the crucial difference between creoles and pidgins the presence of native speakers and also a need to follow the â€Å"blueprint† of the foreign language. In creoles, the presence of native speakers now means that there are more interactions between both languages. Also, reduplication is a usual process in Creole languages but its rarely seen in pidgins. The repetition of a root to show â€Å"intensity, plurality, duration and frequency† shows that the second language learner has become more familiar with the foreign language. This implies that the learners are now almost on the same level as the native speakers in terms of familiarity with the first language and its grammar. This shows us that creoles are in effect first language learning. The need to now follow a blueprint of the foreign language and the added presence of native speakers means that creolization is in effect, a first language learning. To be a native speaker, one must be able to follow that languages linguistic rules. In creoles, we see that it is a requirement to follow the foreign languages rules. Thus, this tells us that the learning of creoles now assimilates to the foreign language as compared to pidgins. The later part of the second quote requires us to explain why there is still â€Å"restricted input†. The previous second language speakers who are now native speakers of the foreign language means that the people who still speak the foreign language as a second language now have immediate role models they can learn from. However, as these native speakers are still few in numbers, creoles are therefore said to be first language learning with restricted input.

Frankenstein :: essays research papers

Mary Shelly’s Romantic novel Frankenstein was a momentous accomplishment in the area of writing. Not only was the author only twenty-one when Frankenstein, or The Modern Prometheus was published in 1818, but the author was a woman. She became a very profitable author even though she only wrote one book, Frankenstein, which is said to be the first science-fiction novel. Victor Frankenstein, the protagonist of the novel, can be seen as a man who is mostly good, or a man who is mostly evil. Victor Frankenstein was a man who was passionately and sincerely in love with science and the quest for knowledge, a man who had one deep aspiration, and a man who got in over his head.   Ã‚  Ã‚  Ã‚  Ã‚  Because Victor Frankenstein was so zealous about science and what it could do, and because he was so entranced by the thought of creating human life, he eventually does finds the secret of life and artificially ‘births’ the Creature. His plunge into the maniac-like state that consumed him was slow, and gradual, each day he became more and more distant from society.   Ã‚  Ã‚  Ã‚  Ã‚  Because Frankenstein spent years of planning and hoping to find the secret of life, he never thought that he actually might be frightened when he saw the creature for the first time. But, this is exactly what happened. Even though he knew what he was trying to do, when it happened, and he actually saw the creature standing there in front of him--he was terrified. So, acting on impulse, and fearing he might get hurt from this monstrous creature, he ran away from it.   Ã‚  Ã‚  Ã‚  Ã‚  When Frankenstein was sure that the Creature killed William, he still didn’t tell anyone because he knew it would be no use; no one would ever believe him. He knew that his admitting to creating the monster would be to no avail and thought that no good could come out of it.   Ã‚  Ã‚  Ã‚  Ã‚  The biggest support for Frankenstein being mostly good is illustrated in the novel when he decides to not finish making the female companion to the Creature. He was being extremely selfish throughout the book until this point, but this time, he actually thought about someone else besides himself.

Accents Speak Louder Than Speech

Accents Speak louder than Speech What is an accent? An accent is the way you pronounce words. Everyone has an accent. It is insoluble to speak without one. You might consider yourself and others not to but you do. Usually you get your ‘accent’ from how, where and when you grew up, but not everyone has the same accent as the people who live around them. It might change without you noticing from new life experiences. Why do places develop different accents? The main reason for this is human nature. Usually we have an accent, which is roughly the same as the people we live with, because we want to fit in.That is how you learn speech by picking up the way people pronounce each letter. If a group separates into two groups, ie. If half move to Island A and the other half to Island B, and they are kept isolated for centuries, the pronunciation will be so different that you could almost say they were speaking different languages. This is what happened an interminable amount of t ime ago. People had no contact with people who lived far away because there were no phones, no radio, and the only travel was by foot.Another reason is that in the places that other countries invaded such as where the Vikings settled. People were influenced by the way they pronounced the vowels, and that is how the accent adapted. In Lancashire there is a theory that when people used to work in very big noisy cotton mills they had to speak in very loud, high pitched, shrilly voices to be heard and they got used to this and influenced the people around them. There used to be a negative perception of regional accents and RP was favoured, now BBC is positively discriminating in favour of regional accents.British town centres which used to be very different are becoming uniform, but what distinguishes them, are the accents and dialects. Also London is now a big influence to accents in England, because people are commuting in and out every day for work, so accents are disappearing in pla ces such as Oxford, Surrey and Sussex. U and Non-U U stands for upper class and non-u stands for middle class. U’s used a looking glass rather than a mirror, wore spectacles rather than glasses, were richer rather than wealthy.Anyone who was not U for example people who talked about serviettes rather than napkins, would betray themselves as in a U’s view, ‘not one of us’. Toilet was actually a very smart word for Edwardians, then the servants picked it up and used it and it went out of fashion. Being marked as u or non-u is not only about your vocabulary but also about the way you pronounce things, an accent. For example butter is ‘orf’ rather than ‘off’. Also you would say that you have a very nice ‘hice’ rather than home. Today people say that a ‘gentleman’ never pushes a trolley at a supermarket but uses a basket.He never eats between meals, which are breakfast, lunch, and dinner. Received Pronunciatio n RP is the shortened name for Received Pronunciation. It is regionally described as the regional neutral accent. It is widely used as a reference point in dictionaries and as a model for teaching English as a foreign language. The meaning of Received traditionally was ‘’that which is generally accepted† or â€Å"that accepted by the best society†. When people say that someone hasn’t got an accent it is usually referring to RP.

alzheimers a family disease essays

alzheimers a family disease essays Alzheimer's Disease does not kill instantly; it destroys the individual bit by bit, tearing away at their person-hood and self-identity. Most victims suffer for 9 to 15 years after onset of the illness. It is the most common type of dementia in the United States and Canada and after age 40, the risk of developing it doubles with aging every 5.1 years during adults' life. A form of dementia, the DSM-IV-R's (Diagnostic and Statistical Manual) criteria for diagnosing dementia include: impairment in short- and long-term memory, at least one of the following: impairment in abstract thinking, impaired judgement, other disturbances of higher cortical functioning, personality change, significant interference with work, social activities, or relationships, in addition, symptoms do not occur exclusively during the course of delirium; and specific etiologic organic factor is evidenced or can be presumed. For an individual with this terrible disease, living with memory loss and its associa ted disabilities are very frightening. Alzheimer's includes behavioral characteristics that extend beyond its cognitive explanations. These behaviors require study because of the influence on both the patient and caregiver. Treatment often looks to drugs for relief of symptoms and to slow the course of progressive decline, rather than on assisting the individual with coping mechanisms. It has been termed a "family disease", not only because of possible genetic relation between victims, but because family members provide 80 percent or more of the care giving. Chronic and progressive mental and physical deterioration decrease the victim's capacity for independence and increase the need for support from family members caring for the victim at home. The victim attempts to make sense of a seemingly new and hostile world, and this leads to dubious and uncharacteristic changes in behavior, personality, decision-making, function, and mood. Certain ...