Introduction To The Visual Arts Essays - Byzantine Art, Mosaic

Introduction To The Visual Arts Essays - Byzantine Art, Mosaic Introduction to the Visual Arts Throughout history art has played an intricate role in society's perception of life. Art is used as form of expressionism be it physical or emotional, religious or the mockery of religion. The birth of new artistic eras were due to the technological advancements of the world. Below are a few examples of works of art that from different era in our humanity. Francisco de Stefano's, named Pesellino during the renaissance, A Miracle of Saint Silvester is a scene representative of an episode of Saint Silvester's life who was pope during the reign of Constantine the Great. Originally this work forms the lower portion of an altarpiece. The scene may be recognized as showing the miracle by which the Pope Saint Silvester convinced Helen, the mother of the emperor Constantine, that her son's conversion to Christianity was justifiable. Saint Silvester is shown bringing back to life a bull that had been killed by a Jewish Doctor, who had argued for his faith. Witnessing this godly act all present at this scene were converted to Christianity. Helen is seen enthroned under the right hand loggia, the Emperor under the left hand, while the Jewish pagans witness the miracle. Pesellino uses rich colors that entice the spectators' attention, which was common during the Renaissance. The use of orange, blue, and gold allows the artist to draw the spectators attention to what he feels is imperative within the work. Pesellino composes with an extremely finished style which is apparent with the detail used in the facial features as well as the gold trim that is which is shown on all present within the work. This style of painting opened the door for many artists who followed. Andrea Del Sarto's Saint John the Baptist only one of few paintings in America composed by Del Sarto. He composed this work of the patron saint of Florence at the height of his artistic career. The harmonious balance composition, delicate modeling, and glowing tonalities are hallmarks of his artistic style. The graceful design and blending of rich colors reflect the idealized style of the High Renaissance. He also uses Christian and classical traditions such as the portrayal of a coarse hair shirt, pointing hand, and reed cross are representative of Jesus Christ. The use of light on the right arm and pointing hand draws the spectator to focus attention to the cross symbolizing Christ. The use of analogous colors, red and green gives the spectator a genuine portrayal of human skin and stimulates our eyes. The use of golden halo and ivy reef alludes to Bacchus, who was considered a pagan antetype of both Christ and the Baptist during the Renaissance. The late Roman Hunting Scene is mosaic that was escavated from Antioch in three pieces of pavement. The sheer size of this work is breath taking, 20 ft. 6.25 inches X 23 ft. 9.75 inches. The mosaic depicts the hunting of dangerous game, an aristocratic pastime which is represented throughout Roman work. At first glance from a distance one may mistake the pavement to be a carpet. At the center position is a hunter surrounded by animals in a pattern that doesn't clutter the mosaic. The animals are portrayed more naturalistic than the humans and were used to fill the voids in the mosaic. The tiles are arranged in an arching motion, which gives the illusion of movement to the spectator. Hunters on foot and horseback attack a variety of animals that are highly placed with in the animal kingdom. There is a sense of grotesqueness due to the portrayal of blood with in the mosaic. The hunters seem to consider their conquests as sporty due to their facial expressions. The hunters dress in a He llenistic style. Mosaics were produced by workshops consisting of mastercraftsmen and apprentices. Mosaicists painted or scored the basic designs ad figures into the wet surface. Tesserae were then laid onto a thin bed of sort mortar. Once the entire floor was finished, the surface was polished with an abrasive stone and fine sand. An excellent piece of architecture is the Chapter House from west central France. It served the purpose of prayer, study, and reflection. The gothic style of the arches, which support the

Shopping in English Vocabulary

Shopping in English Vocabulary Use  polite questions  when shopping or helping a customer in a shop. Polite questions are asked with could, may, and would. You can also ask for advice in shops using should. Shopping for a Sweater Shop assistant: May I help you?Customer: Yes, Im looking for a sweater. Shop assistant: What size are you?Customer: Im an extra large. Shop assistant: Would you like a plain sweater or something else?​Customer: Im looking for a plain blue sweater. Shop assistant: How about this one?Customer: Yes, thats nice. Could I try it on? Shop assistant: Certainly, the changing rooms are over there.Customer: Thank you. (goes into a changing room to try on the sweater) Shop assistant: How does it fit?Customer: Its too large. Do you have a large? Shop assistant: Yes, here you are. Would you like to try it on to see if it fits?Customer: No thats Okay. Thank you. Ill take it. Im also looking for some nice slacks. Shop assistant: Great. We have some very nice wool slacks over here. Would you like to take a look?Customer: Yes, thanks for your help.   Shop assistant: What are your measurements?Customer: Im a 38 waist and a 32 inseam. Shop assistant: What do you think about these?Customer: Theyre nice, but Id prefer cotton trousers if you have them. Shop assistant: Certainly, our summer slacks collection is over here. How about these?Customer: Yes, I like those. Do you have them in grey as well? Shop assistant: Yes, heres a pair. You said you the measurements are 38 by 32, didnt you?Customer: Yes, thats correct. Ill go try them on. Shop assistant: Let me know if you need any help.​Customer: Thank you. (comes back) These are great. So, that makes one sweater and a pair of grey slacks. Shop assistant: ​OK, how would you like to pay?Customer: Do you take credit cards? Shop assistant: Yes, we do. Visa, Master Card, and American Express.Customer: OK, heres my Visa. Shop assistant: Thank you. Have a nice day!Customer: Thank you, goodbye. Key Vocabulary Phrases Could / May I help you?Could I try it (them) on?How does it fit?How would you like to pay?Im looking for...Id prefer... Words Changing roomsSize - extra small, small, medium, large, extra large - Used with standard measurementsMeasurements - used with specific measurements for trousers, suits, etc.  Shop assistant/store clerkTrousers/Slacks/PantsWaist  Inseam  Credit cards Quiz Provide the missing word to fill in the gaps to complete this conversation with a store clerk.   Store clerk: Hello, _____  I help you find anything?​Customer: Yes, Im looking _____  a blouse and some matching trousers. Store clerk: Great. What _____  would you like?Customer: Im _____  for a white blouse and black trousers. Theyre for an important job interview. Store clerk: Okay. Please follow me to the business apparel section.Customer: Thanks for your help. Store clerk:  Its my pleasure. Do you see anything you like?​Customer: Yes, that blouse looks nice. Store clerk: What _____  are you?​Customer: Im a small. Now, lets take a look at the pants. Store clerk: These are nice. Would you like to _____  them on?Customer: Do you have anything else? Store clerk: Yes, we also have these trousers.Customer: I like those, Ill try those _____  . Store clerk: What are your _____  ?Customer: I have a 26 waist and 32 inseam. Store clerk: Heres a pair. Would you like to try them on?Customer: Yes, wheres the _____  ? Store clerk: You can try them on over there.Customer: Thank you. (tries the clothing on, walks out of the changing room to show the store clerk) What do you think? Store clerk: You look fantastic! Im sure youll get that job!Customer: Thanks! Ill take them. Store clerk: Would you like to _____  by cash or by credit card?Customer: _____  , please. Heres my visa card. Store clerk: Thank you. That will be $145. Answers May/could/canForColorSizeTryOnMeasurementsChanging roomPayCredit card

The theme of Midsummer is love, but what exactly is Shakespeare saying Essay

The theme of Midsummer is love, but what exactly is Shakespeare saying about love in his play - Essay Example It cannot be understood with reasoning and cannot be bargained, as love is blind. Helena exclaims in Act 1 Scene 1 lines 234-35: Shakespeare has expressed his emotions towards love through the characters of Piramus and Thisby by showing a play-within-the-play that ends in tragedy because of a misunderstanding like it happens in the play Romeo and Juliet where both die a tragic death. Because it is a comedy, reality and consequences of love are shown in a drama by perceiving the sad end of the drama perhaps the lovers in the Midnight Summer thank their fate for resolving their misunderstandings they had in the wood for their good. There is a complex angle of love, described by Shakespeare through Lysander who finds that it is his love for Hermia the feelings of which are hidden somewhere in his psyche but when he gives vent to his emotions than hiding them, he finds that his love for Helena is much more precious that the feelings he has for Hermia. The element of supernatural interference symbolizes that things turn out finally as desired by the phenomena beyond human reasoning, as in the play it is represente d by Oberon and the fairies in the woods who decide the fate of love. Shakespeare wants to project the power of the unseen positive forces that help lovers in their own magic ways to resolve their misunderstandings. In the end, it is the celebration of love materialized into marriage; it is the romantic love for which Shakespeare is renowned in presenting dramatically. Before the comic end and climax, there are a lot of coercions to compel the lovers to bow before the anti powers. True love is not easy to comprehend; related feelings of lust, hatred, and jealousy affect the natural process and flow of love. Love represents care, faith, affection and closeness in love relations, which Shakespeare is actually saying that true love can not be realized without facing opposition. Fate plays an

Career Management Plan Essay Example | Topics and Well Written Essays - 500 words

Career Management Plan - Essay Example The resources are mainly put into career development through trainings. Most career development trainings are paid for, thus, a person aspiring to develop his or her career ought to invest money. The success of a development project cannot be attained is there is no financial backing. Time is an expensive resource in business. Time defines many business aspects such as quality. Career management requires time for training and guidance. A person must devote adequate time to enhance the quality of development. Consequently, the time needed must be at par with the set requirements for a particular development undertaking. Another important resource in career management is building relationships. In the current world, most job opportunities arise from building working relationship with several people with similar interest. Building relationship helps a person to know more about the world of business, thus ripening the chances of a thriving career. Analyzing the need of employees is the single most important point in career management. It is the understanding of the need that drives appropriate actions. The development needs of the employees are brought about by a change in technology, means of production or a change in the management structure of an organization. To undertake career development by systems approach, this is the initial step that should be analyzed. At this point, the trainers are concerned about the content of the training and the level, type and amount exposure that they can instill on the employees. The training should also be interesting on the part of employees so that dating can be easy. This type of career management is common in many firms employing latest technologies. Material needed for training depend on the nature of training, level and type of training. An effective training undertaking must use the relevant material in which the

Corporate Tax Case Study Essay Example for Free

Corporate Tax Case Study Essay You are a CPA with an office in NearLakes City and clients consisting primarily of professionals, entrepreneurs, and small business owners. John Smith, Esq. , a practicing attorney with offices near yours, walks in your office and wants advice from you relating to a recent influx of cash he received as a result of winning a large jury verdict on behalf of his client in a personal injury case. His wife Jane Smith accompanies him during your meeting because she has some additional tax planning advice to ask of you. After reviewing John and Jane Smiths points of view, it will be your turn as a tax professional to decide on the best course of action from a tax perspective on their issues. Prepare a three page memo (at least 900-1,500 words per page) to John and Jane Smith addressing the issues presented. PLAYERS: JOHN SMITH ESQ. â€Å"I worked on this case for over two years. The jury awarded my client $2,000,000 in damages, of which my fee was $300,000 plus recovery of expenses paid up front in the amount of $25,000. How is the $300,000 taxed? What about the $25,000? What can I do to minimize the tax consequences of each? Also, I am thinking about buying the building that I currently lease my office space in. My current lease is $3,500 per month. How is this lease reported on my income tax returns (either personally or for my business which is a separate law practice established as an LLC)? Do I get better tax benefits for paying the lease or for buying the building? What are the differences? † PLAYERS: JANE SMITH-PROFESSIONAL â€Å"I think that the fees would be better used for paying off our house and buying a new, bigger house that Ive had my eye on. Does it make better tax sense for us to pay off the mortgage, sell the house, and buy a new house, or should we just use the money to buy the new house after selling the old house? Also, I sell handcrafted jewelry which earned me $20,000 last year. Do my business activities constitute a trade or business for federal income tax purposes? Or, is this just a hobby? Should I establish a separate trade or business to get tax benefits on these earnings? Does it make any difference that I use my car primarily for transporting my jewelry to different shops around town? Finally, I think I can earn more money if John were willing to invest $15,000 for new jewelry making equipment since my original equipment, which cost $10,000 five years ago, is almost obsolete. Does this make sense from a tax perspective? † Given the scenario, your role and the information provided by the key players involved, it is time for you to make a decision. If you are finished reviewing this scenario, close this window and return to this weeks You Decide item, in your course window, to complete the activity for this scenario. You can return and review this scenario again at any time. Prepare a three-page memo (at least 900-1,500 words per page) to John and Jane Smith addressing the issues presented: 1. John Smith tax issues: a. How is the $300,000 treated for purposes of federal tax income? b. How is the $25,000 treated for purposes of federal tax income? c. What is your determination regarding reducing the taxable amount of income for both (a) and (b) above? d. Is it more beneficial to continue leasing the business space or to buy the building? 2. Jane Smith tax issues: a. What are the different tax consequences between paying down the mortgage (debt) and assuming a new mortgage (debt) for federal income tax purposes?  b. Can John and Jane Smith utilize a 1031 tax exchange to buy a more expensive house using additional money from Johns case? c. Does Jane have a business or hobby? Why is this distinction important? d. Would Jane (and John) realize better tax benefits if she had a separate business for her jewelry-making activities? e. What tax benefits would Jo hn realize if he invested $15,000 in Janes jewelry making? f. Can Jane depreciate her vehicle or jewelry-making equipment? How? 3. John and Jane Smith tax issue: a. Should John and Jane file separate or joint tax returns? You Decide: Its your turn as a tax professional to decide on the best course of action from a tax perspective on their issues as presented above. For each issue, begin by restating the issue and numbering as shown above [i. e. , 1(a), 1(b), etc. ]. Next, explain and discuss the tax rules that apply to the issue, which you gleaned from your tax research. Then, conclude with a definitive answer to the issue, supported by citations to the sources used. So  for each issue, you should 1. state the issue; 2. explain and discuss the applicable law (IRC sections, regulations, court decision, and so forth); and 3.  present your answer in the form of a concluding paragraph that  refers to specific language from the IRC sections, regulations, court decisions, and other sources (if applicable) to support the conclusion. *A template has been provided for your use in preparing this activity. Please use it! Citations Citations are required. You must provide citations whenever you refer to the sources of tax law used in this memorandum. You may cite your sources in numbered footnotes, numbered endnotes, or in parentheses immediately after the sentence mentioning the cited source. Grading Rubric Category Points Description Superior 100–125 Content and subject:  Easily identifiable, clear; meets or exceeds page or word-length requirement; all required citations are provided Structure:  Apparent, understandable, and applicable; excellent flow and well structured Analysis:  Interesting and novel; provides different perspectives; demonstrates critical thinking and critical analysis at a high level   Mechanics:  Virtually devoid of errors in grammar, syntax, punctuation, and spelling Achieving 80–99 Content and subject:  Concrete overall, but may be slightly unclear; meets or exceeds page- or word-length requirement; some citations missing Structure:  Generally clear and appropriate Analysis:  Evidence relates to the content; evidence may lack some clarity; critical analysis and critical thinking apparent Mechanics:  Good sentence structure (syntax), grammar, punctuation, and spelling, with minor errors Average 65–79 Content and subject:  Fairly easy to read and understand, but paper meanders from topic or lacks cohesion or content; meets page- or word-length requirement; missing most citations Structure:  Overall good, with minor shortfalls Analysis:  Some critical thinking, but minimal or no analysis or further discussion by the adult learner Mechanics:  Sentence structure has some errors relative to syntax, grammar, punctuation, and spelling Below Average lt; 65 Content and subject:  Often unstructured and vague; content not totally applicable to the papers requirements or introduces substantial material not relevant to the assignment and/or the relevant discussion points; no citations provided for tax law research   Structure:  Mostly unclear and difficult to visualize Analysis:  Very limited with no analysis or further discussion by the adult learner that demonstrates adult learner critical thinking/analysis Mechanics:  Numerous mistakes in sentences, paragraph formatting, spelling, and grammar that subtract from the content of the paper; writing errors suggest minimal likelihood that paper was proofread for errors prior to submission; writing not at graduate level

Jack The Ripper Essay -- essays research papers

The Whitechapel Murders and those of Jack the Ripper are not generally one and the same. Over a period of three years towards the end of the nineteenth century a number of prostitutes were murdered under different circumstances – the murder of prostitutes was not an especially unique occurrence during those times but several of the murders drew particular attention on account of the savagery with which the victim’s bodies were mutilated. Within the Whitechapel Murders was a cluster of murders that demonstrated sufficient similarities as to suggest that they were committed by the same person. One of the first instances of serial murder was thus identified and sensationalised in the media as the work of ‘Jack the Ripper’, nicknamed on the strength of a letter, probably a hoax, sent to the Central News Agency and claiming responsibility for the killings. Jack the Ripper was a man, and the killer surely was a man, who did not have the intention to merely kill his victims; he needed to mutilate them. Such was the savagery of his attacks and the enthusiasm of the press, that he successfully terrorised the environs of Whitechapel in East London for several years. In spite of an extensive investigation of the killings, Jack the Ripper was never apprehended nor convincingly identified. The Ripper murders were conducted against a backdrop of appalling social deprivation and unimaginable poverty amongst the poor of East London. The advent of industrialisation resulted in widespread un...

Ozone Layer

IntroductionWhat is Ozone?The chemical formula for ozone is O3. The molecule of ozone constitutes three atoms of oxygen. Ozone is an allotrope of oxygen and is less stable than the diatomic species O2. Ozone is highly reactive form of oxygen. Ozone in the upper layer of the atmosphere protects the ultraviolet rays from reaching the earth surface on the other hand ozone in the lower layer of the earth surface causes respiratory problems in living organisms. About 90 percent of ozone is present in the stratosphere (15 to 50 km altitude). Ozone has two vital functions. First, it is responsible for filtering out large wavelength band of ultraviolet solar radiation, radiation which would be lethal to the creatures of the earth if it arrived, the earth surface in full intensity. Second, ozone warms the upper layer of the stratosphere, which is an important part of the mechanism of the weather phenomena of the earth atmosphere. The presence of ozone in the upper atmosphere was first recogni zed by Cornu in 1879 and Hartley in 1880.Formation of ozone layerThe formation of ozone layer is photochemical mechanism. The ultraviolet rays strike the oxygen molecules splitting the oxygen molecule into two independent unstable atoms of oxygen. These unstable oxygen atoms in search of stability combine with the unbroken oxygen molecules to form less stable ozone. Since ozone is less stable, ultraviolet rays further split it yielding oxygen molecule and oxygen atom. This process forms a chain and gets repeated again and again. This is a never ending process. Ozone is a trace gas in the atmosphere. Even in the stratosphere where it is most concentrated, it forms only a few parts per million of the local atmospheric composition.Discovery of ozone holeThe Antarctic ozone hole was discovered in 1985. A team of scientists from the British Antarctic survey reported a very larger seasonal fall in ozone values measured over their station at Halley Bay in Antarctica. Every year in Septembe r and October, ozone levels were falling significantly, by about 25 percent but sometimes by as much as 60 percent. The decline probably started around 1976. Data showed no significant changes during 1957 and 1975 but there were apparent changes from 1977 to 1984. When scientists reported the Antarctic Ozone hole and, more importantly, that the impact of ozone depletion would include increased risk of cataract and skin cancer and of reduced body immunity, the public, especially in the north, became worried.Depletion of ozone in the stratosphereThe debates point towards the oxides of nitrogen and water-vapor from the exhaust of high flying aircraft. This was followed by a widely published argument that inert chlorine containing compounds might significantly deplete stratospheric ozone. By 1985, the concerns about nitrogen oxides were largely laid to rest.The Montreal Protocol to the 1985 Vienna Convention for the protection of Ozone layer, signed on September 16, 1987 is one of the s mall numbers of international environmental agreements that have had rapid and concrete impacts on the actions of the nations and other groups responsible for the quality of environment.While the 1985 Vienna Convention only urged States to adopt measures to reduce their consumption of harmful chemicals, Parties to the Montreal Protocol agreed to reduce consumption, of key Chlorofluorocarbons (CFCs) to 50 percent of 1986 levels by 1988. Through the effort of industry, government and public interest groups, and motivated by improvements in scientific understanding, technical capability and a willingness to overcome social and economic barriers, reductions in use and phase-outs have progressed further and faster than expected while the list of controlled chemicals has expanded. At meetings in London in 1990 and Copenhagen in 1992, Parties accelerated the original reduction schedules and added the new substances to the list. Three years later, at the seventh meeting of the Parties in Vi enna, Parties agreed to phase-out methyl bromide.Incremental CostsMany actions that help protect the global environment incur incremental costs. For example, the choice of more expensive (but non-ozone-depleting) technologies and chemicals to provide a given level of refrigeration yields a global environmental benefit in the form of protection for the ozone layer in the Stratosphere. This global benefit has not been valued monetarily but had been judged implicitly to exceed the costs of phasing out ozone depleting substances (ODSs). Incremental costs are being incurred to protect global biodiversity, reduce the risk of climate change, and prevent the pollution of international waters. Benefits of protecting the global or regional environment accrue to many nations, rather than only to the country that incurs the cost of action. To minimize the global incremental costs, that is to achieve a given level of ozone-depleting substances phase out at the lowest cost to the world community. Future impactsThe negotiations concerning Ozone between 1982 and 1992 have launched and developed a new type of diplomacy, which can rightly be called global environmental diplomacy. While it is certainly true that the Montreal Protocol involved many countries with strong views on what should be done, there was always a willingness to take one step at a time. The phasing out of CFCs are could not be agreed upon in 1987, it was accepted 50 percent. The agreement to phase out methyl chloroform by 2000 was not agreed upon in London, it was accepted in 2003. Of course, countries agreed to the interim steps because they believed they could come back another time and make the step more stringent, which is what happened at every stage. But, the spirit of compromise was critical to the success of the Protocol.Likely, future demand for each ODS use was projected to the year 2010 (2015 for 1, 1, 1-trichloroethane) in the absence of any limitations imposed by the Montreal Protocol. The resulta nt unconstrained demand forecasts provided the baseline estimate of the quantities of the ODSs to be substituted if demand for products is to be fulfilled, thus maintaining the domestic benefit. Given the uncertainties associated with forecasting, especially so far into the future, the projections were only indicative of likely future trends.The future state of the ozone layer will remain still because it will be controlled not only by chlorine and bromine loading but also by the atmospheric abundance of nitrous oxide, methane, sulphate particles, carbon dioxide and water vapor and by the climate of the earth. It is essential to clarify the mechanisms potentially delaying the recovery of the ozone layer. Such work should be followed by research for predicting the future of the ozone layer, as well as risk assessments and countermeasures, taking into account the above mentioned uncertainties. It is also important to study the possible impacts of ozone layer destruction on human healt h and ecosystems.Works CitedDr. Christie Maureen. The Ozone Layer: A Philosophy of Science Perspective.Cambridge University Press (2001)Mohan Munasinghe. King Kenneth. Ozone Layer Protection: Country Incremental Costs.World Bank Publications (1995)Le Preste, Phillipe G. Reid, John D. Morehouse Thomas E. Protecting the Ozone Layer: Lessons, Models and Prospects.Springer (1998)

A Woman’s Voice: the Poems of Sappho of Lesbos

`A Woman’s Voice: The Poems of Sappho of Lesbos(6th Century B. C. )` Sappho Translated by Stanley Lombardo Alley Miller- HIS 100 – Mid-Term Exam Essay `Sappho of Lesbos lived in a time in Greece where we have very little record of female accomplishments. Her poetry influenced stylistic poetry of the time and can be compared in composition and style to Elizabeth Barrett Browning or Richard Brautigan of a more modern era. Perhaps, what may be most notable about Sappho is that not only did her work influence poets much later, but they were widely â€Å"revered throughout the ancient world†, even when many more modern female poets were looked down on with distain. One must ask, while reviewing her work: what can we learn about Sappho’s life, the historical context in which she lived, andthe influence of her status as a woman from her poetry? `Many poets through history have concealed their true sexual identity to achieve a status of acceptance in the greater population, but there is no indication in Sappho’s poems that would lead us to believe she made a similar choice. In addition, other than the possible inclinations toward an attraction toward other women, her poetry is vastly conforming to the feminine idea. She did not fight to hide her sexuality or her gender. This speaks to the reader that, perhaps, ancient Greece was widely liberal views of sexuality. Obvious reference to fe male-female affection, yet still openly accepted by her peers. This affection did not conform to the â€Å"heterosexual role stereotype† that many same sex relationshipsdepicted by other sources conform to. This heterosexual role idea usually dictates that no matter the gender of two lovers one must adhere to the masculine role while the other to the feminine. ` `In Sappho’s poetry we do not see this. Throughout, her poetry she focuses largely on women, referring to: Aphrodite, a female lover, the women that surround soldiers, and Helen of Troy. She describes each as having feminine qualities with beauty, gentility, and fragility. However, she still describes herself with the same qualities and even humbles herself by begging the god Aphrodite and bolsters male dominance in Poem 20 by referring to the man that seems to be in possession of her lover as â€Å"just like a god†. This phrase and this poem as a whole indicate that, while homosexual relationships may be accepted, one must ultimately put a heterosexual one first. ` The poet did not fight to hide her gender and wrote in a very soft, feminine way. She did not convey a feeling of dominance or toughness, but rather a soft, sweet, almost timid, connotation. Even when speaking of wars, she does it with certain subtleness thatsuggests beauty braiding in images like â€Å"delicate†, â€Å"gliding†, â€Å"flute’s melody†, and focused on the sweet senses. Sappho was â€Å"A Woman’s Voice† in a time where most other women’s voices were blotted out. She was praised even during her time, while some similar modern poets were forced to conceal for success. This says something about the time in which she lived: that while it was undoubtedly male dominated there must have been some level of female acceptance and worth.

The Quest essays

The Quest essays Adolescence is a period of life in which critical psychological and physiological changes occur. It is also the time when identity, a unified sense of self characterized by attitudes, beliefs, and ways of acting that are genuinely ones own (Insel, 1994), forms. The theory of Eric Erikson describes the psychological development of identity as a developmental stage in which individuals are faced with finding out who they are, what they are all about, and where they are going in life.(Santrock, 1997) During this stage, adolescents are trying to find an answer to the question Who am I? and making important life choices, such as career, intimate commitments, or morality. The identity formation period is very critical and it will affect the individual throughout the adulthood. If adolescent arrives at a positive path to follow in life, then a positive identity will be achieved; but if a positive future path is not defined, then identity confusion reigns. (Santrock, 1997) I interviewed a 13 year old girl from a well educated family. The interview was done in the privacy of her house in her own room and took about 40 minutes. During the interview, the teen was asked to answer a list of questions and encouraged to use as much details as possible. Each answer was carefully recorded and evaluated. The questions I asked her targeted fundamental self aspects that build the feeling of identity. The interview examined the following aspects: role experimentation, self certainty, peer relationships, family relationships, sexual orientation, career, and leadership. The girl I interviewed had a strong sense of uniqueness-she wants to be different and expresses herself colorfully. I found that appearance is very important, such as adoption of different fashions and in hair styles. Girls are very conscious of how they look. While admitti ...

English Conversation Lesson About Movies and Actors

English Conversation Lesson About Movies and Actors People love to talk about what they have seen in the cinema. Any class  will usually be well versed in both their own native countrys films and the latest and greatest from Hollywood and elsewhere. This subject is especially useful with younger students who might be hesitant to speak about their own lives. Speaking about films provides an almost endless font of possibilities for conversation. Here are a few ideas: Aim: Promoting conversation,  especially with younger students who might be hesitant to speak about their own lives.Activity: General introduction to films, dictation and short listening exercise, followed by students discussing their answers to dictated questions.Level: Intermediate to advanced Conversation Outline About Movies and Actors Introduce the topic by asking students to name different types of film and a film they know of that represents that genre. Example: Comedy - Manhattan by Woody Alan Dictate the following questions to the students.  They need only write down their responses. What is your favorite non-Italian, German, French, etc. (you name the nationality) film?What is your favorite Italian, German, French, etc. (you name the nationality) film?Who is your favorite actor or actress?What is the worst film you have ever seen?In your opinion, who is the worst actor or actress in film today? Have students put aside their answers to the above questions. Read the short description of the film provided with this lesson (or invent a short description of a film you know that most students have seen). Ask the students to name the film. Have students divide up into small groups and discuss a film they have all seen. After they discussed the film, ask them to write a short description of the film like the one you have read to the class. Groups read their summaries aloud to the other groups which need to name the films described. You can easily turn this into a little competitive game setting the number of times the descriptions can be read aloud. Returning to the questions at the beginning of class, ask each student to choose one of the questions and answer that question explaining to the other students their reasons for choosing that film or actor/actress as the best/worst. During this part of the lesson, students should be encouraged to agree or disagree and add their own comments to the discussion at hand. As a follow-up homework task, students can write a short review of a film they have seen to be discussed during the next session. Which Film? Ask students to name this movie: This film takes place on an Italian island. An exiled, communist poet comes to the island and slowly becomes friends with a simple, local man. The film seems to be about learning which can take place between friends. During the film, the poet helps his friend persuade a beautiful young woman to become his wife by helping the man write love letters. The film follows the maturing of a young, simple man through his contact with a famous man who he admires greatly. Answer: The Postman by Massimo Troisi - Italy, 1995

The Function of a Blank Assignment Example | Topics and Well Written Essays - 1000 words - 8

The Function of a Blank - Assignment Example It is mostly used for volatile organic compounds that are present in low concentrations. Condensation in the cold trap allows preconcentration for easier analysis by GC/MS Absorption is the process of transferring a gaseous compound into a uniform distribution in a liquid or solid. Involves the collection of gases, liquids, or solutes on a solid surface. Usually a porous solid is used, this provides vast surface areas. The less volatile a compound is, the more gas will be adsorbed. The quantity of a gaseous pollutant adsorbed by a given quantity of adsorbent depends on Concentration in the air over the surface, Surface area of the adsorbent, Temperature, Other gases competing for adsorption sites and Properties of the adsorbate. These methods of sampling are also referred to as the wet collection system. The most contaminated soil is used for the study of possible decontamination or to study the degradation or persistence of the contaminant. Some contamination may also favor other forms of land use than others. Therefore contaminated soil may be used for other applications Bio fixation involves the incorporation of particular organic material to aid in the regulation of other compounds that could be contaminants. An example of bio fixers is root nodules of some plants that fix nitrogen in the soil. Most organic compounds degrade naturally and are, therefore, termed to be biodegradable. Therefore, the concentration of biodegradable material reduces with time. ä ¸â‚¬ Foodborne illness is an illness that is carried in the food, to those who eat it. It may be caused by microorganisms such as Bacteria multiplying rapidly in food that is high in protein, such as meat or poultry. Temperature danger zones are temperatures that promote bacterial growth. The temperature danger zone ranges from between 40 ºF to 140 ºF (4.4 ºC-60 ºC) and food should be contained in these temperatures for more than four hours