Women's Equality in Pay Term Paper Example | Topics and Well Written Essays - 750 words

Women's Equality in Pay - Term Paper Example Within 10 years following that decision, equal rights were extended to individuals of all races and America changed for the better. However, more than a century after Brown v. Board of Education, the United States is still dealing with the effects of discriminatory practices, particularly in the world place. Equal Opportunity Employment legislation has paved the way for minorities to take up occupations that were, for centuries, closed off. Payments still exist in these positions, especially for women, who are still paid only 77 cents for every dollar that a man in the same position receives (Campbell, 1972). Scientists, commentators, and economists are quick to offer a rationalization for this phenomenon; nevertheless, it is a discrimination that Americans have ignored for many years. Although the pay gap is slowly lessening, progress has been slow, even with federal legislation mandating equal pay regardless of gender. The early 20th century was a time of great strides for women, a s they gained the right to suffrage, gained the right to serve in the military, and overcame the oppressive clothing norms of the past centuries. In addition, that time saw great increases in the number of women going to work. During World War II, women were called on to fill the domestic roles of men outside of the home in order to maintain a working economy. This time was instrumental in creating a strong representation of women in the American workforce. A vast number of women are employed in order to support their family, which is a strong change from the two-parent, father-working model of mid-20th century America (Campbell, 1972). Today, the primary breadwinner is not a man but a woman and a man, depending on the structure of a particular family. In order to address inequity in the pay of women versus men, the United States Congress passed the Equal Pay Act of 1963, which abolished and changed portions of the Fair Labor Standards Act. The intent of the legislation was to elimi nate wage discrimination based on sex. The political context of this new law was President’s John F. Kennedy’s New Frontier, which sought to establish a broad base of social programs in order to help Americans succeed and reach new heights. Congress acknowledged this view by denouncing pay discrimination as a burden on America’s economic resources and a practice that promotes unequal competition in the marketplace (Campbell, 1972). Indeed, the legislation helped decrease the wage disparity by nearly 20 cents per dollar. Nevertheless, the goals of the Equal Pay Act seem to have been too ambitious, reflected in the fact that the wage disparity has not been completely erased. The EPA does give women recourse in challenging the wages they are paid relative to men in court; if an employee can prove that wage discrimination has occurred, they can seek damages. To resolve the remaining wage gap that exists, politicians attempted to pass the Paycheck Fairness Act in 201 0. However, the bill failed when it reached the Senate. The PFA would have allowed employees to be able to disclose their wages to coworkers and required employers to justify wage differences in terms of business requirements. Although this legislation might have helped women access this information in a fair, open process and request the pay that they deserve based on the work they do, the legislation did not pass by a vote of 58 to 41. Conservative groups opposed the measure on the basis that it would cause â€Å"government micromanaging of business† and that civil courts would be overburdened with trials based on PFA regulations (Sherk, 2010). It is possible that the Paycheck Fair

The Outside of the Solar System Essay Example | Topics and Well Written Essays - 500 words

The Outside of the Solar System - Essay Example M91 has long been considered as a â€Å"missing† object and astronomers and historians hypothesized that it might be the NGC 4571, a passing comet, or a duplicate observation of M58. It was William C. Williams, an amateur astronomer from Texas, who found out that NGC 4548 fit Messier’s description and position for M91 and should be applied for M88 and not for M58 (French, 57).  In addition, galaxies such as NGC 4516, IC 3476, and NGC 4571, were also described in the article. NGC 4516 is a little galaxy which is located 8’ north of an imaginary line connecting M88 and M91. It has a very small glow elongated north-south and a small core with a distinct nucleus at the center of a shallow S curve. IC 3476 is an intriguing galaxy that rests 4.4†² east of the northern star, displays a lumpy brightness distribution and peculiar shape, and a relatively large, blotchy, bright area wide end. It surprised astronomers with a super nova in 1970 and has been assigned a morphological type of IB(s)m (French, 58). Lastly, NGC 4571 is a SA(r)c-type galaxy which rests on 28†² southeast of M91 and appears roundish with a small brighter core. All of these galaxies rests on the core of the Virgo cluster and are some of the reasons why heavens are sparkling with amazements.  The article summarized above relates to the Astronomy Course Content in terms of studying how far the stars or galaxies are, description of stellar nurseries, and exploring other galaxies aside from the Milky Way. One would have noticed that distances were stated in the article.

Meritocracy in UK Education: Bernstein and Bourdieu

Meritocracy in UK Education: Bernstein and Bourdieu ‘Education policy in the UK now contributes to a more meritocratic society. Discuss the various explanations that sociologists have offered for differences in educational outcomes Introduction Many policy developments regarding education have had as their express aim the need to make the education system fairer (including the 1870 and 1944 Education Acts and the 1988 Education Reform Act, which introduced the National Curriculm): that is, to achieve a position in which educational achievement reflects children’s innate ability.[1] However, despite these manifest aims the basic pattern of educational achievement remains stratified along lines of class, race and gender: in general, children from middle and upper class families (as defined by the occupational grouping of the father) tend to achieve both a longer and more qualified education (see Douglas, 1964 or Halsey et al, 1980). Similarly, race differentials of attainment are also evident (see Orr, 2003). Finally, educational outcomes, despite successive attempts to overcome them, remain gendered: girls tend to be concentrated within the ‘feminine’ subjects such as English, whilst boys tend to do bette r in mathematics and the sciences (see Thomas, 1990). However, the largest factor affecting educational outcomes in the UK remains class: this is not to say that all working class children fail educationally; however, there remains a strong correlation between social class and achievement levels. Thus, despite a widespread belief in the meritocratic nature of modern western society this belief may in fact be little more than a legitimating ideology: it is therefore the unequal educational outcomes of children with similar ‘natural’ abilities that social theorists have sought to explain. However, as many theoretical approaches have been utilised in this attempt as the number of theorists so involved: theorists with liberal, conservative, feminist and socialist leanings may further show actor-centred, structuralist or functionalist tendencies to their explanatory schemas. In this essay I have decided to concentrate on the work of two theorists, Pierre Bourdieu and Basil Bernstein, my reasoning is threefold: firstly, space limitations negate the feasibility of a broader survey; next, though Bernstein was previously influential within educational theory, it is the work of Bourdieu that now appears ascendant and to have wider applicability; finally, whilst both Pierre Bourdieu and Basil Bernstein have been associated with class-based analysis, it is that of Bourdieu that has subsequently been more widely adopted, therefore they provide neatly contrasting explanations of educational differentials. In the next section I outline the educational theory of Basil Bernstein; in the following that of Pierre Bourdieu. In the conclusion, I critically asses both approaches, arguing that, whilst at first glance they appear similar in that they both aim to account predominantly for the class-based dimension to educational differentials, in fact it is the more subtle and nuanced theory of Bourdieu that is better able to account for educational differentials of a wider type: those based on gender, race, and class. Basil Bernstein: The Elaborated and Restricted Codes Basil Bernstein (1925-2000) initially developed his account of the elaborated and restricted codes during his time teaching young men motorcycle repair in the 1960s. It was then that he noticed the different ways in which language was used by the tutors and pupils, leading him to conclude that it was in fact two different forms of language that were being used: the restricted and elaborated codes. He defined the ‘restricted’ code as being inherently context bound, emotion based and reliant on condensed symbols: ‘restricted codes are more tied to a local structure and have a reduced potential for change’ (Bernstein, 1972: 164). In contrast, the ‘elaborated’ codes ‘orient their users towards universalistic meanings’ (Ibid.) and are defined by Bernstein as utilising rationality and logic; ‘elaborated’ codes are thus described by Bernstein as being context-free; it is the elaborated code that Bernstein takes to be dominant within education. Bernstein believed that the elaborated language code is the norm for the middle classes, whilst the restricted code is usually used both within working-class and middle-class families, with differences the result of the ‘cultural transmission’, via socialisation, that turns the biological infant into a cultural being (Bernstein, 1972: 162). He argued that the process of socialisation naturalises the social order and occurs via social institutions such as the family and school. He identified two family types: the ‘positional’ and the ‘person-centred’, and these are likely to utilise specific modes of interaction (Bernstein, 1972: 170). Arguing that all children have access to the restricted code, Bernstein believed that it is only those from the person-centred family type (the middle-class families) who are likely to have had regular contact with the imaginative and interpersonal language of the elaborated code outside of formal education, giving them an advantage within education: Historically and now, only a tiny percentage of the population has been socialised into knowledge at the level of meta-languages of control and innovation, whereas the mass of the population has been socialised into knowledge at the level of context-tied operations (Bernstein, 1972: 163). In short, the language used within the home gives middle class children an advantage at school; they ‘speak the same language’ as the teachers. Bernstein does not argue that either mode is better than the other, his aims to be a descriptive, rather than a prescriptive, account; instead he argues that it is the educational system itself that favours one code above the other and thus privileges the children of one group, middle-class children. Pierre Bourdieu: Cultural Capital Similar to Bernstein, Pierre Bourdieu (1930-2002) developed his theory of cultural capital as part of an attempt to explain the class-based educational differentials between children with similar natural abilities. Two concepts are central to this schema: those of cultural capital and cultural reproduction. In the first, culture is viewed as similar to power (Bourdieu, 1986: 243) because, like money, one is able to inherit it and it can be translated into other social resources, including wealth and status (Bourdieu, 1986: 244-5). It is this transferability of cultural capital that leads to the second key concept, that of cultural reproduction: for in this schema the class that dominates economically is also able to dominate culturally and ideologically; thus, similarly to Bernstein, schools play a key role in socio-cultural reproduction by valuing middle-class culture more highly than that of the working-classes. Bourdieu isolates three distinct types of cultural capital, embodied, objectified and institutionalised: the first describes the way that cultural capital becomes incorporated into the very body of the individual (Bourdieu, 1986: 244-5); the second refers to artefacts which may be inherited (Bourdieu, 1986: 246); whilst the third refers to those academic qualifications which allow an individual access to economic capital via the job market (Bourdieu, 1986: 247). In this way schools, along with other institutions, help to both naturalise and perpetuate inequality. Like economic capital for Karl Marx, for Bourdieu cultural capital has the capacity to reproduce itself ‘in identical or expanded form’ (Bourdieu, 1986: 241). In short, for Bourdieu education plays a key role in legitimising and naturalising social inequality; for if all children are believed to have equal opportunities to succeed according to their ability then any failure must be a result of differences in their level of ability: it must be their own fault rather than the fault of the system as a whole. Bourdieu posits the educational shortcomings of the working classes on their situational constraints in two ways; firstly, the objective class position of the children’s family is used to provide the basis for assumptions regarding the kind of cultural resources they therefore hold; secondly, their social position limits the amount and type of capital an individual is likely to accrue and pass on to their children. Within Bourdieu’s theory, each economic class is thus assumed to have developed a ‘class culture’, or way of both acting in and perceiving the social world, and in this way social inequality is intern alised or embodied as it is also naturalised. Analysis and Conclusion The two approaches appear similar at first glance; both concentrate on the class-based aspects of educational inequality, and, as such, both are open to the criticism that they fail to account for other educational differences, such as those resulting from race or gender (McCall, 1992: 851). Further, both approaches are liable to be criticised for their economic determinism: John Frow has argued that with Bourdieu’s approach the cultural resources of an individual are merely assumed from their class position (Frow, 1995: 63) and this criticism might equally be applied to Bernstein. Finally, both approaches entail the idea that differential educational achievement is best explained with references to ‘barriers’ to achievement: both posit the way that society is organised, the education system in particular, as itself limiting the ability of some children to succeed. However, Bernstein’s theory has been criticised empirically, theoretically and ideologically; first, little empirical is cited to support his hypothesis and he conducted no participation observation of either middle or working class family homes (Rosen, 1974: 10). Theoretically, Bernstein utilises a crude conception of class analysis which ignores the ruling class entirely whilst also concentrating solely on the unskilled section of the working class (Rosen, 1974: 6). He fails to address the relations between the two classes (Ibid.), further, by concentrating on the role of the family his theory fails to acknowledge other institutions or the role of peer groups or the media (Rosen, 1974: 7). Finally, he fails to acknowledge the effect that the attitude of the teacher toward their students may have on their education. Whilst there is a ‘grain of truth’ to his argument, in that there are differences in the language use of the various social classes, by attributing t he failure of working class children solely to their language-use Bernstein misses the point: it is not the language that inherently contains power, but rather it is the broader education system that, by imposing middle-class culture via pedagogic authority, limits the ability of working class children to succeed. Although he aims to only describe the differences between the two language types, Bernstein himself falls into the ethno-linguistic trap of believing his own language use to be the superior form (Rosen, 1974: 6). Finally, as Deborah Cameron states: ‘the theory of codes could be boiled down to a political truism, those who do not speak the language of the dominant elite find it difficult to get on’ (Cameron, 1985: 159-160). Bourdieu’s approach is more subtle; although he agues, similarly to Bernstein, that language plays a key role in the under achievement of the working classes, Bourdieu’s explanation involves many other factors, including the development of a specific habitus, or set of predispositions, and the social, cultural and economic capitals. Thus Bourdieu does not point to language as the sole cause of working-class children’s educational failure, but instead describes a complex process that not only attempts to account for this failure but also its internalisation. Indeed, Bourdieu’s theory is supported by in-depth participation-observation, rather than the assumption and anecdote of Bernstein, reflecting his recognition of the complexity of the causes of unequal educational achievement. In recent years Bernstein’s theory, though once influential, has fallen out of favour within educational sociology, as a quick survey of recent articles reveals, whilst the theory of cultural capital has become increasingly influential (Burkett, 2001). Whilst at first glance the theories appear similar, in fact it is the theory of Bourdieu that is better able to account for educational differentials of a wider type: those based on gender, race, and class and many theorists have sought to thus extend the theory to account for these wider differentials (see, for example, McNay, 1999; Reay, 2004). Indeed, Ben Fine has argued that academia has been gripped by a kind of ‘capital’ mania (in Burkett, 2004: 234), in part, at least, attesting to the strength of the explanatory schema. Bibliography Bernstein, Basil (1972) ‘Social Class, Language and Socialisation’, Language and Social Context: Selected Readings, Giglioli, Pier Paolo (Ed.), London: Penguin Education, pp. 157-178. Bourdieu, Pierre (1986) ‘The forms of Capital’ in Handbook of Theory and Research for the Sociology of Education, Richardson, J (Ed.), London: Greenwood Press, pp. 241-258. Burkett, Paul (2001) ‘Book Review: Social Capital versus Social Theory: Political Economy and Social Science at the Turn of the Millennium’ by Ben Fine, London: Routledge, Historical Materialism, Vol. 12, No. 1, pp. 233-246. Cameron, Deborah (1985) ‘Beyond Alienation: An Integrational Approach to Women and Language’, Feminism and Linguistic Theory, London: MacMillan, pp 134 – 161. Douglas, J.W.B (1964) The Home and the School: A Study of Ability and Attainment in the Primary School, London: MacGibbon. Frow, John (1995) ‘Accounting for Tastes: Some Problems in Bourdieu’s Sociology of Culture’, Cultural Studies, Vol. 1(No. 1), pp. 59-73. Halsey, A.H; Heath, A Ridge, J.M (1980) Origins and Destinations: Family Class and Education in Modern Britain, Oxford: Clarendon Press. McNay, Lois (1999) ‘Gender, Habitus and the Field: Pierre Bourdieu and the Limits of Reflexivity’, Theory, Culture and Society, Vol. 16, No. 1, pp. 95-117. Orr, Amy (2003) ‘Black-White Differences in Achievement: The Importance of Wealth’, Sociology of Education, Vol. 76, pp. 281-304. Piper, David Warren (1984) ‘The Question of Fairness’, Is Higher Education Fair to Women?, Acker, Sandra and Piper, David Warren (Eds.), Guilford: SRHE and NFER-NELSON, pp. 3-24. Reay, Diane (2004) ‘It’s all Becoming a Habitus’: Beyond the Habitual use of Habitus in Educational Research’, British Journal of Sociology of Education, Vol. 25, No. 4, pp. 431-444. Rosen, Harold (1974 [1972]) Language and Class: A Critical Look at the Theories of Basil Bernstein (3rd Ed.), Bristol: Falling Wall Press. Thomas, Kim (1990) ‘The Question of Gender’ and ‘Feminism and Education’ in Gender and Subject in Higher Education, Buckingham: SRHE Open University Press, pp. 1 – 23. 1 Footnotes [1] See David Warren Piper (1984) for a discussion regarding the feasibility of attaining true ‘fairness’ in education.

Prevention and Treatment for TB at Arequipa Sanatorium :: Tuberculosis Health Medical Essays

Prevention and Treatment for TB at Arequipa Sanatorium Arequipa Sanatorium and its â€Å"pottery† for tuberculosis treatment was founded in 1911 in the town of Fairfax, Marin County in the Northern Bay Area of California. [1] It was from the outset a private enterprise initiated by Dr. Philip King Brown. On October 22, 1913, a twenty-one year old housewife weighing 111 pounds, was admitted to Arequipa for â€Å"coughing on exertion.† When she was discharged home on February 28, 1914, she had worked at Arequipa Pottery over 105 hours, and had earned four dollars and five cents for it. She never gained more than three pounds and was probably discharged more for her lack of ability to work, than for being â€Å"cured.† A month earlier, the nurse Superintendent at Arequipa had written a letter to the Associated Charities of San Francisco, saying that â€Å"unless (the woman) is able to earn her way in the pottery, I doubt that we will be able to maintain her at the Sanitarium any longer.† [2] This young woman’s experience with sanatorium treatment at Arequipa, underscores a contradiction in the treatment of tuberculosis in the Progressive Era. Arequipa means â€Å"Place of Rest,† and while enforced rest was fundamental to Brown’s regimen, he also considered work to be therapeutic. Requiring work from patients helped â€Å"solve† the problem of how women of â€Å"modest means† could avoid destitution from their illness. It also helped Brown financially support his enterprise. The contradiction of using both rest and work as treatment at Arequipa provides a window into the complexity of health and social reform in the Progressive Era. In The Tuberculosis Movement, Michael Teller notes that in the mid 1800s the notion of the hereditary origin of TB â€Å"darkened every hope of prevention or cure.†[3] In her 1996 cultural history Fevered Lives, Katherine Ott, argues that the acceptance of TB after Koch’s discovery of the tubercule bacillus in 1882, transformed â€Å"consumption† into the specific and more clearly defined diagnosis of â€Å"tuberculosis.† In fact, sufferers and the public experienced these two conditions as two separate but related diseases.[4] Prevention and treatment of tuberculosis in the Progressive Era, included both older ideas of the disease as hereditary and the new understanding that the disease was infectious. Without effective medical treatment and without a modern understanding of the dormant and active phases of the disease, eugenic ideas about pre-disposition to TB coexisted with limited and mechanical ideas about infection control.

Assessment In The Classroom Essay

The school has a comprehensive, well set out assessment-policy which I have tried to familiarise myself with during my second four week university block away from the school, as I sourced a copy of it during my serial weeks along with a number of other school policy documents both required for (and beyond) the school-policy professional activity exercise. I have found this has helped me get to grips with the procedures within the school and has helped me fit in. Though the school assessment policy document is comprehensive in its description of the responsibility for planning of and approaches to recording and reporting of assessment, and the use of assessment results. It also interestingly, takes time to highlight the importance of using whole class assessment as a means of reflecting and evaluating one’s own teaching practices; something which the PGDE course has stressed is a central part of the modern-day teaching profession. More specifically however, I have also been fortunate enough to witness the effective use of a variety of assessment practices by my teacher in the classroom which I feel has been invaluable in furthering my understanding of styles of assessment and how these work. Indeed while I was aware of many of the features of the school policy document, I feel that to see these in action in the classroom is a process which cannot be communicated in written form. That said, I have been aware of the majority of these as they feature in Assessment is for Learning (AiFL) and Building the Curriculum 5: Assessment (BTC5) policy documents and so this combined with the provision of information in the school assessment policy guide placed me in good stead to look out for these in practice. Two Stars and a Wish The two stars approach was something I was familiar with the workings of through our use of it in assessing our own poster-display work in ULT/ELT seminars. It was however interesting to see how differently children responded in the classroom. Beyond engaging with the terminology far more than my fellow-students (who often mixed up the order) children seem surprisingly keen to improve if they can and focus not only on the two stars element, but also focus (positively) on the wish – seemingly happy to take advice on what to do better next time (again, sometimes more so than my PGDE colleagues)! Self Assessment I feel very positive and encouraged by the use of self assessment by my teacher who has demonstrated how effective this approach can be in identifying both success and problems equally. Indeed self-assessment appears to me, to allow children to feel as though they are playing an active role in the learning process as a whole and not simply a subject of learning and assessment. The thumbs (up, middle or down) approach also seems appealing as it is very efficient in that it allows a simple yet comprehensive snapshot of how pupils rate their own understanding. Further follow-up questioning also seems to be an effective part of the self assessment process. She has also demonstrated however that self-assessment is not limited to the simplistic thumbs or traffic-light colour approach (which was most obvious to me), through her interesting use of a traffic light workbook stamp which children are required to colour-in (green, orange or red) on their own work, before detailing a short reason to justify their choice which provides useful and often specific feedback on teaching which would seem to be a useful tool in the reflection and improvement process. Peer Assessment The use of peer assessment appears prominent in my teacher’s classroom presumably because she so eagerly embraces cooperative learning and thus children are often not only self- assessing their own work but also that of their partner or group. I feel this could be an effective approach to introducing peer assessment of individual work to a class who have not experienced this before – as it may well demonstrate the importance of being polite (but honest) when assessing other pupils work. Formal assessment I was fortunate enough to observe my class being formally assessed on both writing and spelling during my serial placement. Though the need for a comprehensive awareness of assessment is arguably now greater (now that I am giving my own lessons) than was the case during my observation weeks, and it is difficult to discuss something which took place so many weeks ago, I feel I am able to reflect on these early experiences enough to be able to appreciate the key elements of formal assessment. I believe I have an awareness of the principled approaches needed to implement formal assessment. Ultimately I feel my teacher’s competent and varied use of these approaches to assessment (even at this early stage of my placement) has given me the working awareness needed to implement them and also the confidence to begin to take steps towards using a greater range of these in a number of my future lesson plans.

Grim First-Quarter Results for Newspapers Essay

This particular article talks about the continuing decline in newspaper subscriptions and purchases by the general public.   Many people believe that the newspapers and all print magazines are well on their way to being extinction.   Many critics believe the reason for this is because the news can easily and efficiently be found and read on the internet.   The world wide web offers a great source of news but beyond that it allows for people to have a discussion about news topics.   This leads to a more well rounded approach to every issue that becomes news worthy.   No longer is the public blindly fed whatever the newspapers want them to read. The public can aggressively seek out information, both sides of the story, on the internet.   Obviously, as an online news reader you have to be good at research and just as good at telling the truth from fiction.   However, I think the decline of the newspaper has very little to do with the internet and blogging. In today’s world, newspaper are so focused on selling adds and inserts that they fail to offer the public any interesting information.   Who wants to wade through all the advertisements only to find the information you want squished between what is on sale at the grocery store and what’s one sale at JcPenney’s.   When you pay for a newspaper you are paying for the news not be manipulated by marketing companies telling you what you should be, buy, and strive for.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Online I can search for exactly the news story I want.   I have direct access to all the information and I don’t have to dispose of all those paper inserts trying to sell me shoes.   Newspapers have failed to keep up with the demands on a now much more well informed public.   Instead of having better articles written by better authors to increase circulation (thus increasing profit) they have chosen to fill up every extra piece of space with marketing junk that most news reader could care less about.   Newspapers will die out but only because they believe money was more important than truth. lGrim First-Quarter Results for Newspapers lAd Revenue From Web Operations Become More Important to Publishers By Nat Ives Published: April 14, 2006 NEW YORK (AdAge.com) — Newspapers made a bit of a grim display this week when they reported their first-quarter earnings, revealing profit declines at The New York Times Co., Tribune Co., McClatchy Co. and powerhouse Gannett Co., but displayed at every turn the rising importance of the Web to their businesses. The New York Times Co. reported perhaps the brightest results yesterday, even though first-quarter profit fell 68.5% to $35 million from $111 million a year earlier. That apparent free fall, however, mostly reflected the extra income in last year’s first quarter when the company sold its headquarters in Times Square. About.com boosts Times Co. The Web played a big role in the company’s overall respectable results. Ad revenue rose 3.9% in the first quarter to $554.6 million, up from $533.8 million in the year previous quarter. The Times Co. ad increases were largely delivered by About.com; without that property, ad revenue would have increased just 0.7%. Earnings per share were 4 cents, a penny higher than the analysts’ consensus expectation compiled by Thomson Financial. â€Å"Our results in the first quarter reflect higher advertising and circulation revenues at The New York Times Media Group and the Regional Media Group, in part due to the introduction of innovative new products,† said Janet L. Robinson, president-CEO. But The Boston Globe’s unit, The New England Media Group, was again hit hard by consolidation among advertisers and a tough competitive environment, she said. Tribune looks to Web assets Another heavy-hitter, The Tribune Co., reported yesterday that its first-quarter earnings also fell to the tune of 28%, with flat ad revenue. The Tribune owns newspapers including The Los Angeles Times and The Chicago Tribune. Tribune expects online ad revenues to contribute about $350 million in 2006; it counts a stake a CareerBuilder.com among its Web assets. McClatchy Co., which agreed last month to buy Philadelphia Inquirer parent Knight Ridder, reported a 14.2% decline in first-quarter net income. Ad revenue at McClatchy, which houses newspapers including the Sacramento Bee, grew 1.4% to $237.1 million. The powerhouse that is Gannett turned in perhaps the most surprising report on April 12, announcing that net income sank 11.5% in the first quarter. Its newspapers’ ad revenue grew 5.7% to nearly $1.3 billion, but that factors in acquisitions without which first-quarter ad revenue would actually have fallen 1.8%. At its flagship USA Today, ad revenues declined 4.2%.

THE HISTORY OF THE GUITAR Essays - String Instruments, Guitar

THE HISTORY OF THE GUITAR Essays - String Instruments, Guitar THE HISTORY OF THE GUITAR The guitar is a fretted, stringed instrument, and is a member of the lute family. It originated in Persia and reached Spain during the twelth-century, where it?s versatility as both a solo and accompanying instrument were established. The theory of the guitar was discovered in the early centuries. They found that the sound of a bowstring could be enhanced by attaching a resonating chamber -most like a tortiseshell- to the bow. From the bow came essentially three main types of stringed instruments: the Harp family, which was the sound of plucked strings indirectly transmitted to an attached sound box. The second was the Lyre family, which was strings of a fixed pitch are attached to the directly to a sound chamber. And the third was the Lute family, this was were the pitch of strings was altered by pressing them against a neck that is attached directly to a sound chamber. Within the Lute family came two groups. The lutes proper which had rounded backs and the guitar type instruments w ith their flat backs. Guitar-shaped instruments appear in stone bas-relief sculptures of the hittites in northern Syria and Asia Minor from as far back as 1350 B.C. The word guitar also has origins in the middle and far east, deriving from gut, is the Arabic word for four, and tar, the Sanskrit word for string. The earliest European guitars did have four courses of gut strings. A 2 course is a pair of strings tuned in unison. These early guitars were distinguished from lutes by body sides that curved inward to form a waist and by four courses of strings. Some but not all early guitars had a flat back, while lutes always had a flat back. In the Middle Ages and the Renaissance the lute was the dominant fretted instrument. The lute with was pear-shaped and had five or more courses of strings was generally regarded as a higher class of instrument. By 1546 the guitar had gained enough popularity to merit the publication of a book of guitar music. By this time guitars had added another course, and modern tuning had come into existence. Chord positions were the same as they are today. The frets of the early guitars were made of gut and tied around the neck. This made placement of frets very difficult. The early guitars were also much shorter in length than todays guitars. The second most popular instrument during the Middle ages was the cittern. It was more like the modern guitar than any other during that time. It had metal strings, fixed frets, a fingerboard that extended onto the top, a flat back, and a movable bridge with strings anchored by a tailpiece; and it was played with a quill or plectrum(pick). But this modern instrument soon lost its popularity and disappeared by the late 1600?s. Through the 1600?s and 1700?s the guitar design changed very little, although interest increased around luthiers. In the 1770?s the first guitars with six single strings appeared, 3 blowing the evolutionary lid off the instrument. Within the next few decades, numerous innovations followed: body waists became narrower and body bouts changed shape, becoming circular in northern Europe and more oval shaped in southern Europe. Inlaid frets of brass or ivory replaced the tied on gut frets and the neck was extended one full octave(12 frets) clear of the body. Metal tuners with machine heads began to replace friction pegs, and strings were anchored by bridge pins, replacing the method of tying strings to the bridge. By the 1820?s most of the fingerboard extended all the way to the soundhole. As rapidly as the guitar changed so did it?s acceptance. By the 1800?s the Lute had all but disappeared. One of the best known makers of this new-style of guitar was Johann Georg Staufer of Vienna. Staufer and another maker Johann Ertel in 1822 designed a fingerboard raised off the top of the guitar, and experimented with different fret metals, settling on an alloy of brass,copper,silver, and arsenic. The first half of the 19th century was a time of great experimentation for the guitar. And many of the innovations that were credited to 20th century makers were actually tried a

Gay Marriage and Decision Massachusetts Supreme Judicial Court

Gay Marriage and Decision Massachusetts Supreme Judicial Court Introduction In 2003, Massachusetts Supreme Judicial Court ruled in favour of gays and lesbians, a decision which has stirred mixed reactions from different people worldwide. The practice is spreading fast, and becoming accepted by different countries and states, among them New Hampshire, Columbia, Connecticut, Vermont, California, New York, and Oregon. Other countries though, have strongly opposed the practice, with others passing legislation against it.Advertising We will write a custom essay sample on Gay Marriage and Decision Massachusetts Supreme Judicial Court specifically for you for only $16.05 $11/page Learn More Among those who have written articles on this contentious topic are Poet Katha Pollitt, who supports it and lawyer Charles Colson who strongly opposes this kind of marriage, asserting that it does not only affect those who embrace it but all. The future though, is uncertain about the legality of this issue, which could change at any given t ime. Katha Pollitt Pollitt supports the institution of gay unions and does not think it threatens the marriage institutions in any way. She analyzes the various reasons why people get married which she lists as procreation, men domestication, and the historical justification. According to her, there are couples who only get married when pregnancy occurs, and this alone cannot pass as a justification to marriage. What of the infertile, the impotent, the elderly, or those who indulge in family planning? What of those who get married for purposes of intimacy? Are their marriages illegitimate? These scenarios negate David’s and Jean’s lines of reason, because these marriages are as well valid as are those who are in it principally for procreation (571). Pollitt argues that this is one of the dictatorial and insolent reasons of marriage the writers could give. Supported by statistical evidence, Gilder argues that women literally domesticate men, affirming that most married men exempt themselves from wrong doings such as drug abuse, crashing cars, and committing suicide (571). On the contrary, he still affirms that husbandly failures such as disloyalty, betrayal, domestic violence, and abandonment, still exist in marriages. Pollitt on the other hand views these marriages as a â€Å"barbarian adoption,† and doesn’t feel that women should undertake it, because they haven’t been thriving in it nevertheless. Either, from the same point of view, she doesn’t believe that marriage should be limited to heterosexuals; because same sex marriages do not impose on the male enhancement project in any way. From historical point of view, Pollitt points out that the institution of marriage has revolutionalized with adoption of love, legality, monogamous and voluntary based marriages, as opposed to the old times , where marriages constituted of polyandry, arranged marriages, forced marriages, and child marriages. Gay marriages stand out like a fairy tale in both scenarios.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Critics of gay marriage according to Pollitt, have little consideration for many other factors that have weakened the bond of heterosexual marriages including wobbliness, individualization, the easy of dissolution, and flexibility, among others. She argues that basically, people get married despite their difference in age, cultures, health status, and even against the doctrines of their religious beliefs; so why not give a chance to gay marriages, who accordingly can procreate- as in the case of lesbians or adopt children where gays are involved. She goes further to say that in today’s contemporary society, marriage is not based on some baseless beliefs in social and biological theories, nor is it a societal dispensation, it is, and should be based on love, commitment and stability. According to he r, for as long as marriage exists, it should not be restricted to anyone who wants it. In conclusion, the bottom line of opposition to gay marriages according to Pollitt, lies with religious chauvinism, which strongly opposes gay culture; in fact there exist a an arresting connection of religion with opposition to gay relations. This explains why so many people can put up with civil unions as opposed to religious unions. The religious faithfuls believe that gays and lesbians cannot serve God as diligently, as they have already gone against the doctrines that dictate marriage. But Pollitt argues that marriage doesn’t necessarily have to be blessed by God but rather, what a government permits; according to her, it is entirely owned by the state. Despite that people undertake big church weddings, they still have to seek marriage licences from the state. According to her, gays and lesbians should be allowed to get married despite religious opposition. She concludes by saying that â€Å"gay marriage-it’s not about sex, it’s about separation of church and state† (Pollitt 572). Charles Colson Charles Colson, in his book â€Å"gay marriage: societal suicide† counters Katha’s viewpoint to gay marriages. According to Colson â€Å"marriage is the traditional block of human society† (577). He states that one the main reasons for marriage is uniting couples and procreation, principles which gay marriage negates, the result; crime, births out of wedlock, increased family breakups, among others. To reinforce his argument, Colson says he has witnessed the shortcomings of family breakages during his thirty-year ministry in prisons. Supported by figures, Colson argues that children brought up in family knit relations, are much more likely to be involved in felonies and disastrous life, than those brought up in split families. Further, children brought up in broken homes undergo more behavioural and academic predicaments, a vice w hich Colson argues that it’s largely contributed to by consenting gay marriages. Contrary to critics who don’t believe that heterosexual marriage are weakened by gay marriages, Kurtz argues that they indeed change the culture of marriage and parenthood, a fact that Norwegians have been experienced , through shooting up out of wedlock births and increased cohabiting after their courts imposed gay marriage in 1993.Advertising We will write a custom essay sample on Gay Marriage and Decision Massachusetts Supreme Judicial Court specifically for you for only $16.05 $11/page Learn More Supported by tradition and history, Colson argues that the best environment to bring up children is within a family with both parents and that’s why according to him, same sex marriages should never be legalized. He finalizes by saying that â€Å"marriage is not a private institution designed solely for the individual gratification of its participants† ( 578). He is in full support of the â€Å"Federal Marriage Amendment,† which he says will help abate chaos and crimes (Colson 578). Conclusion Comparing the two writers Pollitt and Colson, their arguments stand valid to any reader of their work. Pollitt arguably supports same sex marriages, basing on state legislation, modernity, and freedom of humanity. Colson on the other hand, opposes the practice and devalues it in line of history, societal morals, and religion, which he is a strong believer. He insinuates that the acts of crime and chaotic life experienced in today’s world, are a result of broken homes which are largely contributed to by same sex marriages. Despite that both arguments pass, we have to agree that same sex marriage is rapidly gaining recognition in most parts of the world despite whether there is legislation in support or not. Its one of the things the world has to adapt to, because it will continue to exist. Some people even argue that, gay and lesb ians are not made, they are born. So what would legislation achieve in that case? Much as Colson asserts that most crimes result from broken homes, it’s not entirely true; there are other causes as well. In conclusion, same sex marriages will happen, either, its one of the disorders the world is experiencing, largely contributed to by individual beliefs and the modern lifestyle. Thus, the choice of what to believe in is a personal choice, which more often than not, is defined by religion and the rule of law. X. J. Kennedy, Dorothy M. Kennedy, and Jane E. Aaron. The bedford reader. 10 Edn. Thornwood: Bedford Books, 2008. Print.

AntiWar Movement

The antiwar movement against Vietnam in the US from 1965-1971 was the most significant movement of its kind in the nation’s history. After evaluating different social theories such as: Functionalism, Conflict and Interactionism, I have decided to classify the Anti-War movement during the Vietnam War as a Conflict Theory. I feel the Anti-War Movement’s has characteristics of Neo-Marxism. Though the first American protests against U. S. intervention in Vietnam took place in 1963, the antiwar movement did not begin in diligence until two years later, when President Lyndon B. Johnson ordered massive U. S. military intervention and the sustained bombing of North Vietnam. Chambers) 2000. In the spring of 1965, â€Å"teach? ins† against the war were held on many college campuses. The Anti-War Movement was centered on America’s higher-education system, the students, playing leading roles. Teach-ins were extreme, massive public protests. By 1968 Protesters numbered close to seven million and over half of them were Caucasian college students. The teach-ins were primarily peaceful, but effective. They were successful in capturing the attention of the public as well as those in government. The motivation behind teach-ins were just that, with the hopes of further escalation in Vietnam to slow down or come to a halt. In April 1965, President Johnson gave a major Vietnam address at John Hopkins University, in response to the growing campus protest activity. This speech marked the political impact of campus demonstrations. (Electric Library) This is an example of Neo-Marxism. The protestors were getting a partial system change. They had the attention of the public, and most importantly the government. However, by 1967 a lot of anti-war activists began to think peaceful protests were not going to be enough to influence war policy, so they began using civil disobediences, strikes, public disruption, shouting at government speakers and guerilla theatre to get their message heard loud and clear. In March 1967, a national organization of draft resisters was formed. In April 1967, more than 300,000 people demonstrated against the war in New York. Six months later, 50,000 surrounded the Pentagon, sparking nearly 700 arrests. By this time it became typical for, senior Johnson administration officials to encounter demonstrators when speaking in public, forcing them to restrict their outside appearances. Many also had sons, daughters, or wives who opposed the war, fueling the sense of attack. Prominent participants in the antiwar movement included Dr. Benjamin Spock, Robert Lowell, Harry Belafonte, and Rev. Martin Luther King, Jr. With prominent leaders extending their support in the movement it gave the activist a great deal of motivation and validation. The social theory of Neo-Marxism was in full effect. By 1968, the Johnson administration realized the impact of widespread public opposition to the war and the troubling prospects in Vietnam, causing them to put a halt on the bombing of North Vietnam and to stabilize the ground war. This policy reversal was the major turning point. U. S. troop strength in Vietnam would climax at 543,000 (Chambers) 2000. The antiwar movement reached its peak under President Richard M. Nixon. In October 1969, more than 2 million people participated in Vietnam Moratorium protests across the country. The following month, over 500,000 demonstrated in Washington and 150,000 in San 4 Francisco. Militant protest, continued to spread, leading many Americans to wonder whether the war was worth a split society. And other forms of antiwar activity lingered on. The Nixon administration took a host of measures to dull the movement, mainly mobilizing supporters, smearing the movement, tracking it, withdrawing U. S. troops from Vietnam, instituting a draft lottery, and eventually ending draft calls. Once U. S. troops began coming home, the antiwar movement gradually declined between 1971 and 1975 (Chambers) 2000. The American movement against the Vietnam War was the most successful antiwar movement in U. S. history. The Neo-Marxism social theory is easily applied to the Anti-War Movement. The characteristics of the conflict were disorder, boycotts, intense conflict, commitment, and emotional involvement all of which resulted in system change. The activists involved in the Anti-War movement of this time were passionate and dedicated to seek change. They sought out peace and love for our Country and did not lose sight of their objective. They went to great lengths to achieve what seemed like the impossible. References http://www.encyclopedia.com/doc/1O126-VietnamAntiwarMovement.html AntiWar Movement The antiwar movement against Vietnam in the US from 1965-1971 was the most significant movement of its kind in the nation’s history. After evaluating different social theories such as: Functionalism, Conflict and Interactionism, I have decided to classify the Anti-War movement during the Vietnam War as a Conflict Theory. I feel the Anti-War Movement’s has characteristics of Neo-Marxism. Though the first American protests against U. S. intervention in Vietnam took place in 1963, the antiwar movement did not begin in diligence until two years later, when President Lyndon B. Johnson ordered massive U. S. military intervention and the sustained bombing of North Vietnam. Chambers) 2000. In the spring of 1965, â€Å"teach? ins† against the war were held on many college campuses. The Anti-War Movement was centered on America’s higher-education system, the students, playing leading roles. Teach-ins were extreme, massive public protests. By 1968 Protesters numbered close to seven million and over half of them were Caucasian college students. The teach-ins were primarily peaceful, but effective. They were successful in capturing the attention of the public as well as those in government. The motivation behind teach-ins were just that, with the hopes of further escalation in Vietnam to slow down or come to a halt. In April 1965, President Johnson gave a major Vietnam address at John Hopkins University, in response to the growing campus protest activity. This speech marked the political impact of campus demonstrations. (Electric Library) This is an example of Neo-Marxism. The protestors were getting a partial system change. They had the attention of the public, and most importantly the government. However, by 1967 a lot of anti-war activists began to think peaceful protests were not going to be enough to influence war policy, so they began using civil disobediences, strikes, public disruption, shouting at government speakers and guerilla theatre to get their message heard loud and clear. In March 1967, a national organization of draft resisters was formed. In April 1967, more than 300,000 people demonstrated against the war in New York. Six months later, 50,000 surrounded the Pentagon, sparking nearly 700 arrests. By this time it became typical for, senior Johnson administration officials to encounter demonstrators when speaking in public, forcing them to restrict their outside appearances. Many also had sons, daughters, or wives who opposed the war, fueling the sense of attack. Prominent participants in the antiwar movement included Dr. Benjamin Spock, Robert Lowell, Harry Belafonte, and Rev. Martin Luther King, Jr. With prominent leaders extending their support in the movement it gave the activist a great deal of motivation and validation. The social theory of Neo-Marxism was in full effect. By 1968, the Johnson administration realized the impact of widespread public opposition to the war and the troubling prospects in Vietnam, causing them to put a halt on the bombing of North Vietnam and to stabilize the ground war. This policy reversal was the major turning point. U. S. troop strength in Vietnam would climax at 543,000 (Chambers) 2000. The antiwar movement reached its peak under President Richard M. Nixon. In October 1969, more than 2 million people participated in Vietnam Moratorium protests across the country. The following month, over 500,000 demonstrated in Washington and 150,000 in San 4 Francisco. Militant protest, continued to spread, leading many Americans to wonder whether the war was worth a split society. And other forms of antiwar activity lingered on. The Nixon administration took a host of measures to dull the movement, mainly mobilizing supporters, smearing the movement, tracking it, withdrawing U. S. troops from Vietnam, instituting a draft lottery, and eventually ending draft calls. Once U. S. troops began coming home, the antiwar movement gradually declined between 1971 and 1975 (Chambers) 2000. The American movement against the Vietnam War was the most successful antiwar movement in U. S. history. The Neo-Marxism social theory is easily applied to the Anti-War Movement. The characteristics of the conflict were disorder, boycotts, intense conflict, commitment, and emotional involvement all of which resulted in system change. The activists involved in the Anti-War movement of this time were passionate and dedicated to seek change. They sought out peace and love for our Country and did not lose sight of their objective. They went to great lengths to achieve what seemed like the impossible. References http://www.encyclopedia.com/doc/1O126-VietnamAntiwarMovement.html

Inprovement science Article Example | Topics and Well Written Essays - 500 words

Inprovement science - Article Example iplinary team at Pacific Oaks Hospital has noted a rise in pressure ulcer rates and considered setting up strategies to decrease the pressure ulcer rates. Several models have been developed to improve the quality of human health (Sadeghi, Barzi, Mikhail & Shabot, 2013). Among the various models developed include the Public Heath Model and the Model for Improvement. The purpose for this project is to evaluate the Public Health Model and the Model for Improvement to assess how they can aid in decreasing the pressure ulcer rates. The public health care model is among the most important models ever developed. The model incorporates a variety of prevention and care strategies. Gilbert (2011) states that the model focuses on the causes of disease, socio-cultural and economic factors that might interrupt the quality of healthcare services. The model is characterized by unique elements such as leadership, surveillance, and partnerships. The model can be adopted to improve the quality of service and welfare of people suffering from pressure ulcer disease. Actually, the model can be employed in developing effective prevention, rehabilitation, and palliative care strategies at different stages of disease development. For instance, surveillance can enhance timely detection of the diseases. As a result, prevention schemes will be established on time and, therefore, reduce the identified pressure ulcer rates. The model emphasis on teamwork and strategic performance. However, the model directs that the size and nature of the team should be determined by the needs and nature of the organization. The model explains that it is important to set goals that the improvement strategy intends to achieve. According to Hickey & Brosnan (2012), setting of goals gives the team a roadmap of whatever it intends to achieve. The model reflects on the importance of establishing measures and selecting changes. In essence, establishing measures aids in assessing whether adoption of a specific

Chapter7 Essay Example | Topics and Well Written Essays - 250 words

Chapter7 - Essay Example Mass marketing increases the chances of brand recognition. Since the brand is being seen by any consumer, the level of brand recognition increases tremendously. This makes it easy for the business to expand its operations in the market. Custom marketing is cost effective. This is because it targets the potential customers of a product or a service (Kotler 24). As a result, a lot of money is not wasted trying to reach clients who are not likely to make a purchase. Custom marketing plays a critical role in attracting customer loyalty and increasing the number of referrals. This is because it informs and persuades the customers to purchase the products or services. With the increasing levels of competition in the market, custom marketing is the best strategy for business-to-business market. This is because it will address the specific needs of the customers. In addition, it will enable the company to segment the market and position them strategically in the market. However, the company should combine it with other modern marketing strategies such as the use of social media. Moreover, an in-depth research should be conducted to understand the tastes and preferences of the target

FINAL PROJECT Term Paper Example | Topics and Well Written Essays - 500 words

FINAL PROJECT - Term Paper Example He goes to the court three to four days a week. Now seven years have passed since the start of practice. The interviewee has only one partner in his firm, and he himself fundamentally assumes the responsibility of the firm’s management. He chose this occupation because the work in it is enough to ensure an uninterrupted income. The following text discusses the crux of my discussion with the interviewee. I asked him about 19 questions. What he said in reply to those questions is mentioned in the text below: To possess the basic skills as an associate in a firm, one needs to have basic understanding of legal precedents, the ability to manage a heavy caseload, and the ability to behave professionally in court.  The firm assigns responsibilities to the personnel according to the volume of work and the individualistic capabilities of individuals. Time management is compulsory for success of an insurance litigation lawyer. The interviewee said that he has developed interest in his field over the course of time. He was not very optimistic about it in the start, through with time, the routinely issues grabbed his attention. The interviewee said that in order to maintain a good clientele in this field, the employees must have good rapport with the customers.

The importance of peer relationships for children social development Essay

The importance of peer relationships for children social development - Essay Example Social development entails continued enhancement of skills relevant to help ones interact with the immediate social environment consisting of people and prevailing conditions and situations. The peer relationships development in children is aided by the combined role played by parents, practitioners as well as the attitudes of the children being taught. Moreover, peer relationships create a sense of responsibility in children, eradication of loneliness caused by family troubles, as well as the enhancement of social competence. These are rationales to the development of social development in an individual. Many problems in children are as a result of poor social upbringing, which ultimately leads to the withdrawal of some children from their peers. However, the recent years have seen researchers, scholars, as well as academicians getting actively involved in the study of the effects of peer relationships in human life (Ford and Harris, 1999). The discussion in this paper aims at inves tigating into the importance of peer relationships in social development. The role of practitioners is crucial to establish at this juncture, as well as the key elements of peer relationships to enhance a better understanding. The reasons as to why children withdraw from their peers as well as the rationale of peer relationships in the future life of children will also be established. Key elements of peer relationships Peer relationships are attributed to a number of significant elements, which include self/irritability, family, school and peers as well as work. Self/ irritability element determines the response of distinct individuals to occurrences/ phenomenon. Some children who are faced with difficulties resulting from physical, family troubles, abandonment, resiliency, and exceptionality respond slowly to peer-relationships. In contrast, those in the relevant contexts often demonstrate a quick response to the peer relationships. Secondly, family context plays a pivotal role in the performance of a child in the social realms. Bronfenbrenner’s systems refer this as the main micro-system influence (Siegel, 2008). Mesosystems explain the influence that occurs as a result of how children respond to the immediate environments, which are composed of a connection between any of the two micro-systems. For instance, a connection between family and school, a child who has difficulties in family life will definitely have difficulties interacting with teachers as well as other children. Recent research has indicated teachers as contributors of poor peer relationships due to their utilization of favoritism on some children. The same is impacted in the societal set up since the child has already developed a negative attitude. Peers are also long-term rationales for the extents of peer relationships and finally social development. These are the friends that one has to interact with in all contexts. Harsh treatment by some peers is also a major cause of withdrawal. Some peers also result in poor

Online issue Essay Example | Topics and Well Written Essays - 1000 words

Online issue - Essay Example sing with the advancement in technology and the most common today affect money transactions, social websites, corporate security and personal privacy. When it comes to conducting money transactions online the main challenge is based on password management where the passwords that most people put in place are likely to be broken or hacked easy. However, this is not only an educational challenge but also an administrative one since the company under which a person is doing their transaction should be able to counter this (Bortz, 1). The common issue is that when the transaction is being conducted there is no sure way to determine if it is really that person doing it; additionally, with current authentication standards, often people take on faith that theyre being contacted by the "real" sender the message claims. Concurrently, with social websites becoming more popular day after day, the chances and issues of insecurity continue to pile up too in terms of information and privacy concerns all over the world. Malevolent people have been attracted by the tome and easy access of user’s personal information available on social networking sites; surprisingly, the same technologies that attract users to participate also make the sites prone to infectious malware that can shut down an organizations networks or even steal credentials (Pelgrin 1). Common risks on social websites include phishing, spoofing and web application attacks that attempt to steal a person’s identity; the attacks are often successful due to the assumption of being in a trusting environment social networks create and the more information a person posts, the more information becomes available for a potential compromise by those with malicious intentions. It’s very advantageous conducting business online since it offers entrepreneurs a variety of recompenses and to be more convenient than other methods; despite the advantages, however, there are also some problems that can arise when doing

How to develop a teaching plan for diabetes management for nurses Essay

How to develop a teaching plan for diabetes management for nurses - Essay Example Their teaching plan need proper customizations to this population and find ways that will help evaluate and monitor the program. Create a needs assessment survey Needs assessment survey briefly is a way of asking a group of a selected population what they see as the most important needs of that group. The analysis of the survey results are then used in guiding the future actions of the nurses. Generally, the needs most rated are therefore, addressed first depending on the available resources thus taking different forms. The resources will determine which type of survey to be carried out, such as informal methods for example, asking around in the community, friends, or postal carriers (Franz, 2001). Information is also retrieved from local hospitals where several people get their diagnosis, additionally it can also take the form of a professional-written survey, and then it is emailed to several people. Moreover, a need assessment survey have some common characteristics, for example, they have pre-set list of questions to be answered by the willing people, they also have a pre-determined sample of the number of participants to answer these questions. Finally, the results of the survey are then tabulated, summarized, dispersed, discussed, and then used (Funnell, Brown, Childs, Haas, Hosey, Jensen, & Weiss, 2009). In this case, the need assessment survey will be done on a small town population where the purpose will be to develop a program for the diabetic population in the effort to educate them on self-management. Therefore, the objective of the survey is getting to know the needs of diabetic patients also how the nurses can help them cope with their changing lifestyle. The first thought of this project is what the nurses can do to evaluate the needs of the targeted group and implement them appropriately in the proposed program. The first step will be compiling a list of relevant questions and relevant topics that would be useful in the assessment. This will ens ure that the targeted group provided the required information in the assessment (Funnell, Brown, Childs, Haas, Hosey, Jensen, & Weiss, 2009). The other step is developing, for example, a questioner that will be provided to the targeted group and then distributed to the citizens of the town. Included with the assessment is an information page about the survey also a page for the residents of the town to fill if they were interested in the next part of the program. After the responses from the residents, an analysis of the results will be done to display the resident’s view. This will help learn how the program will be funded financially, how it will be managed in terms of administrators, and how the participants will be selected. This need assessment survey will help the nurses in various ways. First, the analyzed answers will provide quantitative facts about how people with diabetes feel; also, it will help the nurses develop teaching plans for their patients (Funnell, Brown, Childs, Haas, Hosey, Jensen, & Weiss, 2009). Evaluate needs assessment to define areas of focus Need evaluation is a commonly used in program planning, where it helps determine which program aspects or activities are the mostly needed and for the specific population. Most importantly, this method is used to help build up new programs or else justifying the existing program

Online issue Essay Example | Topics and Well Written Essays - 1000 words

Online issue - Essay Example sing with the advancement in technology and the most common today affect money transactions, social websites, corporate security and personal privacy. When it comes to conducting money transactions online the main challenge is based on password management where the passwords that most people put in place are likely to be broken or hacked easy. However, this is not only an educational challenge but also an administrative one since the company under which a person is doing their transaction should be able to counter this (Bortz, 1). The common issue is that when the transaction is being conducted there is no sure way to determine if it is really that person doing it; additionally, with current authentication standards, often people take on faith that theyre being contacted by the "real" sender the message claims. Concurrently, with social websites becoming more popular day after day, the chances and issues of insecurity continue to pile up too in terms of information and privacy concerns all over the world. Malevolent people have been attracted by the tome and easy access of user’s personal information available on social networking sites; surprisingly, the same technologies that attract users to participate also make the sites prone to infectious malware that can shut down an organizations networks or even steal credentials (Pelgrin 1). Common risks on social websites include phishing, spoofing and web application attacks that attempt to steal a person’s identity; the attacks are often successful due to the assumption of being in a trusting environment social networks create and the more information a person posts, the more information becomes available for a potential compromise by those with malicious intentions. It’s very advantageous conducting business online since it offers entrepreneurs a variety of recompenses and to be more convenient than other methods; despite the advantages, however, there are also some problems that can arise when doing

Political Power in the Prince by Machiavelli Essay Example for Free

Political Power in the Prince by Machiavelli Essay Machiavelli argues in another major work that the purpose of politics is to promote a â€Å"common good.† How does this statement relate to the ideas Machiavelli presents in The Prince? The fact that two of Machiavelli’s greatest and most famous works on political power came into being thanks to the downfall of his own political career is quite ironic. More ironic however is the way he contradicts his statements in each book about the purpose of political power. As previously stated, one of Machiavelli’s major works, referring directly to The Discourses on Livy (1517), argues that the purpose of political power is to promote a â€Å"common good†. Meanwhile, The Prince presents a ruler less worried about the â€Å"common good† and more concerned about maintaining and expanding political power at all costs. â€Å"Laws make men good,† states Machiavelli in book one of the discourses, after a long explanation about how men created politics to create order. At first men searched for the strongest and bravest among them to mold him into a leader they could obey. Machiavelli then says: â€Å"From this beginning came recognition of what is proper and good, as opposed to what is pernicious and wicked.† However, as time went on, the people became harder to satisfy and politics became more complicated. New forms of government and laws were created in order to keep the people in order because as he states in The Discourses: â€Å"men will never be good, except by necessity†. Simple leaders became the tyrants he promotes in The Prince. They sought to be feared by their people in order to be obeyed and maintain power. In The Prince the leader is no longer the strongest and the bravest, but the prudent, more astute. The leader is one that can predict things such as treachery and conspiracy and end it before it can cause further problems in his government. The Prince discusses many ways for an astute leader to rule his state and maybe one or two of these promote the â€Å"common good† of the people, and it isn’t even actual common good. In The prince, the appearance of a common good is more important than having it as a reality. A ruler must appear to be honest and good but doesn’t necessarily have to be. I believe the relation between Machiavelli’s two texts on the purpose of political power is that one describes what politics were made to be while the other discusses what they have actually come to be and how to keep them that way. Instead of a â€Å"common good† it goes more along the lines of what is good for the ruler. While the statements contradict each other more than once, I believe the texts to be somewhat complementary in the sense that alone, they each give a different side or view of what politics actually are, while reading them both gives the reader an expanded, more complete understanding, not only on what politics are and how to maintain that political power, but also on why it has to be that way â€Å"for the good of the people.†

Exoticism in Art: Picasso and Gauguin

Exoticism in Art: Picasso and Gauguin The Exoticism in the Work of Picasso and Gauguin Ask important critical questions in the text. Intricately merge discussion of the two images Write about two pages on each image Introduction Picasso and Gauguin frequently deal with the ideas and values associated with non-western culture. This dissertation looks at one manifestation of this process: what is often referred to as the ‘exotic. This dissertation will look at what the exotic means, specifically for Picasso and Gauguin. It will examine why they were drawn to the idea of the exotic and how they made it their own. How did they imagine it would make their work more vital, vibrant or vivid? By comparing the exotic nature of the work of Picasso and Gauguin it is possible to see the similarity inherent in their exotic ideals and ignorance of non-western culture, however they differ in relation to how their work evolves and their anarchist views. They heard about Africa through a European centred view which †¦.. This It will be shown that they lusted after an exotic world, and how this emerged from a limited Western society and artistic landscape. A Western society based on the reliance on the myths and colonialist ideals, shaped by the mass-media . media. Exoticism is the allure of a culture different from the artist or viewers own, it is about a fascination for the aesthetics of another culture and a yearning for difference. This notion of ‘difference in a Western artists work represents the fantasy of escape from all forms of Western culture and academic systems of art. Exoticism is a term derived from the location of the ‘Orient, a term used in 19th-century France to denote the Near East and the surrounding areas of Northern Africa and Western Asia.[1] Looking at the imperialist power relation between East and West at the time,[2] the ‘exotic does not merely convey information but actually constructs its subject.[3] It positions the Orient, or the exotic, as the lesser half of a dichotomy where the West holds the power and strength of being ‘normal, the Orient becomes the ‘other in relation to it. The Western artists who created exotic art had the problem not only of their own conventional understandings, but of having to represent non-Western culture and non-Western art itself for Western consumption.[4] French symbolists coped with this by appropriating the distant object of ‘the exotic, by describing it in a familiar language to their society.[5] Picasso was a great exoticist although he never travelled to Africa. He could be called a sedentary Gauguin because where Gauguin travelled himself, Picasso had the exotic nature of Eastern islands brought to him through photographs and writings, creating a type of ‘arm-chair exoticism.'[6] Picasso drew from other works and created his own interpretations. His art has an originality of a practical order, the search for correct material is an art of imitation and distorted variations upon the original.[7] Whereas, Gauguin expands on the myth of Tahiti,[8] emphasizing the ‘exotic and the French preconceptions with a foreign culture. For Gauguin the myth of Tahiti would bring his aims into sharp focus. [9] Picassos ‘African period is termed as falling between 1907-1909, however, after this period his later work was still strongly influenced by Iberian sculpture. Picassos work from the first two decades of the twentieth century will be the prominent focus of this debate, beginning with his first ventures into exoticism during his ‘African period, starting from his first inspirations through African art. Matisse claimed that it was he who introduced Picasso to African art in 1906 when he purchased an African mask [10] and brought it to a dinner party at Gertrude Steins home, who was a good friend of Picassos. Several This is impossible to prove but several of Picassos friends such as Max Jacob vividly remembered Picassos connection to African art: ‘fascinated by the black idols, he had been working all night. Cubism had been born (seckel, 233),.[11] And and in March 1907 there is evidence that he purchased two Iberian sculptured heads, starting his what would eventually grow into an wide extensive and varied collection of African art,.[12] including a large collection of African and Oceanic sculptures and masks. In 1907 he created Les Demoiselles dAvignon which appears to be heavily influenced by African sculpture and was possibly inspired by Picassos visit to the Musee de Trocadero in May or June 1907[13] which housed African masks and sculptures. [14] It is here he is said to have had a ‘revelation about African sculpture.[15] However, Picasso vehemently denied any African influence in his work. In the 1920s when asked if this had an influence on his work he replied â€Å"Lart negre? Connais pas!† (African art? Dont know it!†)[16] For Picasso, African influence was as much a part of social criticism as it was for as a search for a new art.[17] He amassed a large collection of African and Oceanic sculptures and masks†¦ D espite his taste for exoticism from an early age , It it was not until 1891 when Gauguin first arrived in Tahiti that he finally entered his Polynesian period.,[18] despite his taste for exoticism from an early age. In Gauguins day, race provided the predominant intellectual and practical framework in which cultural, linguistic and psychological differences could be examined and expressed; because of its adaptability it was also an effective colonial tool for substantiating any cultural or national hierachy. Gauguin mirrored the typical Nineteenth Century French attitude of Africa; expressing a preference for difference combined with a willful ignorance of historical and cultural practices, marking it as exoticism.[19] Gauguin pursued an interest in travelling and he appeared to have a great desire for difference but until he lived in Tahiti he seemed to have relatively little interest in learning much about the foreign lands and cultures he saw. [20] A lot of the inspiration and influence in their work, that delves into an exotic world was marred by Frances feelings on Eastern culture during this period and how they saw it as ‘primitive. Since the arrival of the European colonial power in Africa from the fifteenth century, the islands were sites of exoticism for Europeans, where fantasies about race, sex and utopian societies could be fulfilled. [21] The artists viewed ‘utopian societies as being about the search for an ideal world; in terms of social, moral and political aspects. In the early 1900s there were utopian visions of a liberal movement which merged with the symbolist movement in art. Anarcho-symbolist ideas helped Picasso form an idea of himself as an artist in a European society and about the virtues of unsophisticated ‘primitive art.[22] The liberation was a revolutionary new struggle for a new society.[23] The European artists first major source of images and information about Africa, would have come through the popular press, itself influenced by fantasy and prejudice. The European prejudice was based on the perceived threat of the minority forces to the tradition European values, coupled with the absence of positive feelings towards them.[24] Political interests also influence the press and this predated actual French contact with urban and tribal populations in Africa and were reinforced by novels and accounts by missionaries, and explorers, often accompanied by fantastic illustrations. To this were added the forced labour and fear in the two congos why, which dominated discussion in late 1905.[25] These elements culminated in modernists minds to form both political outrage and yet essentially romanticized notions about instinct and ‘fetish worship. Explain?! * Summary of each paras to be put at the end of intro. I shall begin by exploring the ‘lure of non-western culture for the artists, why they were inticedenticed by difference and how this influenced their work; the fantasy created by accounts of explorers and how European colonialism influenced their work. In my second chapter I shall explore why they desired sexually primitive women, how they saw them as accommodating the white male bourgeoisie and how they juxtaposed African sexuality against European bourgeois norms. I shall also explore the seemingly different sex codes of the East. In my final chapter I shall create a critical exploration as to what extent they found the exotic nature they were looking for, how it lived up to their expectations and whether it made their work more vital, vibrant and vivid. I shall also explore whether their work showed the ‘true nature of African culture. Chapter 1-The Lure of the Exotic The logic of exoticism is a cycle; the more one is immersed in a culture, the more one discovers sameness and seeks even greater difference. [26] The more Picasso and Gauguin found out about non-western society, the more enticed they became by this foreign culture, leading to it featuring predominantly in their work. The colonialism, fantasy and culture of non-western society offered new means of expression for the artists and are integral in assessing the lure of the exotic for Picasso and Gauguin. I shall also examine why they were enticed by Africa and how the accounts for explorers and knowledge of colonialism influenced them to explore Africa. For Gauguin, Tahiti was a place in which he could fulfill his fantasies, plunging into a free and exotic culture, free from the constraints of his own French culture. He described living in Tahiti as: ‘civilisation is leaving me little by little†¦ ‘I have all the pleasures of a free, animal and human life. I escape from the artificial; I enter into nature. Gauguin wrote this shortly after coming to the island paradise.[27] The anarchist background of Picasso meant that everything to do with Africa was charged with political meaning during this time and leant meaning to their force of Primitivism. The critic Leiris was close to Picasso, and as such strongly influenced and paralleled his thoughts on African Art. He explores the difficulties created by his own relationship as a European to non-European culture, especially Africa. Leiris, in his article ‘LOeil de lethnographe (The Eye of the Ethnographer) he explores the fashion for African art and the exoticism of the Africa of fiction and dreams to explore the absurdities and racial assumptions behind European negrophilia.[28] He feels that the European ideal of Africa will always be about exoticism and fantasy, the real and fantastic, confused between the contradictions of the objective and subjective.[29] Gauguin obviously identified himself in some way with what he imagined to be a ‘savage life. Gauguin saw himself both as the subjugated savage and the dominating conqueror. This is significant because of the period, a time of renewed European colonialism and vigorous debate about imperial policies.[30] Fantasy of the exotic; the traveler is constantly asking to recall the fabled exoticism of ‘primitive cultures. Travelers who ventured in to Africa in the early Nineteenth Century frequently returned with fantastical tales of human sacrifice, cannibalism, violence, sensuality and doom that were made much of in the French press, emphasizing the purported savagery of customs they misconstrued in accordance with their pre-conceptions.[31] Picassos art represented the naà ¯ve fantasy of the ‘Other and was possibly based on the fantastical tales and images brought to France by travelers who had ventured into Africa. Picassos ‘African period of art took inspiration solely from art objects which came to stand in for Africa itself. There is great irony in Picassos work because while he was obsessed with African imagery he never travelled to the continent.[32] African objects became kinds of forces, often unspoken and unlicensed, which he needed in order to break the constraints of modernity. Africa was most useful to Picasso when it was confined to the unconscious, mediating other needs and desires while not serving as a primary faction in itself. [33] Iconography was taken from African sculpture as an artistic device for distinguishing avant-garde art, and a conceptual tool for signifying anarchy and transgression.[34] Black imagery whether drawn from popular carvings or from African carvings, suited the arti sts need for inspiration, difference and subversion.[35] In pre-war Paris, African carvings entered the art market and fuelled the avant-gardes need for new forms of expression. African carvings that reached Paris at the turn of the century were generally and collectively referred to as ‘lart negre or ‘les fetishes.'[36] Europes avant-garde absorbed African imagery into cubism and expressionism, as part of an artists short-hand that stood for the exotic, authentic and spontaneous; sentiments sympathetic with their anarchist status. Expand on his anarchist status For instance even the African forms were not painstakingly represented, the primitive was implicit in depictions of the female nude and the aggressive manner in which the model was sexualized.[37] The French popular Press with mass illustrations such as le journal illustre, lillustration and Le Tour de Monde and the illustrated supplements of the newspapers Le Petit Journal and Le Petit Parisien, played up to fantastical tales, as part of a successful attempt to justify the French conquest. This largely influenced Picassos fantasy of the exotic through its subjugated view of Africa and political fluency. The press followed the war only superficially, concentrating instead on the legendary grotesque practices of the natives. [38] what war? explain Picasso may be seen as more greatly influenced by the French press because he never travelled to Africa, preferring to learn about it from texts and images, whereas Gauguin lived in Africa, immersing himself in the culture and seeing for himself the juxtaposition between fantasy and reality. With primitivism Picasso crossed a geo-political frontier and imported African bodies into Western salons during the peak of colonialism. Picasso may have drawn on the dialogue of postcards whose recurrent subject matter was female nudes[39]. Anne Baldassari drew upon an inventory of Picassos collection of picture postcards, they included postcards of ‘alien people and tribal groups. For example, Picasso possessed albumen prints (used as a photographic device in the early 1900s, it describes negatives exposed to sunlight and printed onto light sensitive albumen paper[40]) (it was the first commercially exploitable method of producing a photographic print-taken from wiki) dating from 1860-80 which included visiting card portraits of Polynesians and a series of postcards from West Africa mainly produced by Daker-based postcard publisher Edmund Frontier.[41] reword A photo-postcard by Edmund Frontier entitled ‘Femme Malinke (Malinke Woman) 1906 appears to directly inspire Picassos ‘Female Nude with Raised Arms 1908. In the images the women appear to situate themselves in an almost identical pose, standing upright with their arms raised above their heads. [42] Picasso uses cubist abstraction to accentuate the features into a more ‘Africanised style, accentuating her womanly curves; the shape of her buttocks and thighs. He also uses strong features that appear inspired by African masks; lozenge shaped eyes and a strong jaw. The postcard evokes a tribal woman, adorned with necklaces (possibly a symbol of her tribe?) ‘Female Nude with Raised Arms saw Picassos African art emerge into a cubist style[43], the feminine body is broken into feminine abstraction, similar to Picassos ‘Three Women 1908. Picassos seemingly primitive endevoursendeavours carried him beyond what many of the public admired about his rose and blue period.[44] Picassos transition from ‘Africanism into cubist proper for which Cezanne seems to be the dominant model.[45] expand Picassos cubism is an abstracting and reorganization classical constraints and a mediated representation of art up until this time.[46] The concepts of pathological distortion or symbolic syntax such as caricature supplies promoted Picasso to undertake a re-ordering and distortion of facial features.[47] The asymmetry of a womanswomans face is not normally part of any of the known mask traditions of Africa. However, the torso of the woman is quite clearly inconceivable without the precedent of non-European mask art.[48] When avant-garde artists such as Picasso began working with African sculptures, they did not make the distinction between curios and genuine ethnographic objects. They were more concerned with what the objects in their paintings would signify rather than their authenticity. [49] Few artists appreciated the African objects; such as masks and statues for their aesthetic beauty and instead were fascinated by their crudeness of expression. Picasso in ‘Female Nude with Raised Arms represents the more grotesque forms of African carvings, rather than depicting her feminine beauty because of their sharp contrast with European art.[50] Through artworks based on evoking a ‘tribal‘ life and art which he saw as violent and degenerate, Picasso is able to implicitly reject colonialism through pointedly revealing ethnic difference.[51] Tribal life was seen as collective or primitive socialism. Everything has become capitalist and liberal Western societies have vanished in the political and cultural milieu of the twentieth century. Therefore, tribal life represented a taboo form, which Picasso was keen to accentuate. Gauguin also drew inspiration from fabled stories and travelers, especially the traveller Moerenhaut. Gauguin read with considerable care the very detailed anthropological and historical accounts provided by Moerenhout, as well as the writings of other travelers.[52] Moerenhaut had clearly benefited from a good, classical French education[53] and found the lure of non-Western culture within the differences in civil law and religion which in turn inspired Gauguin to create such works as ‘There lies a temple (1892) Gauguin wanted to represent the original Tahiti, as it was before colonialism, to do so he had to look in accounts of travelers, those who had been fortunate enough to have seen or heard from the mouths of the elders accounts of travelers stories of ancient times,. But but Gauguin borrowed elements of the book by Moerenhaut to reconstruct a world through the texts he had read, interlinking it with his own experience.[54] Gauguin wrote his own account of his travels, part reality and part myth on which interpretation of a great many of his paintings can be based. In ‘There lies a Temple the composition reveals a conflict between reality and fiction.[55] It shows a composition based on the scene of Tahiti, with abundant vegetation rendered in green, pink-violet and orange which sets the tone; behind it runs a fence, its forms inspired by Asian models, which creates a barrier uninterrupted by openings anywhere. In the centre of the image is the sunrise, in radiant yellow, that dominates the overall composition of the painting. Gauguin, during his time in Tahiti maintained his penchant for complimentary complementary colours and still mostly applied them in an impressionist style. In Tahiti the dazzling light can produce hues that are unusual to the Western audience and therefore appear exotic with tropical intensity.[56] The inspiration for the titleeponymous temple lies in front of a mountain ran ge at the right-hand side of the painting, a monumental stone temple figure, at the foot of which rising smoke emanates. Yet there were no temples left standing in Tahiti, no stone images of gods and no fences marked the boundaries of sacred areas.[57] It is perhaps more inspired by Moerenhauts book in which is described the worship of the moon goddess Hina in the form of a ten-metre high stone statue located on distant Easter Island. Gauguins paintings therefore, like Picassos, may be considered an unauthentic and inaccurate ethnological report which does not benefit future European artists-p.38. Instead it expands on the myth of Africa, not due to Gauguins lack of knowledge, but perhaps to expand on the lure of the exotic and fulfill the expectations of his French audience, representing the world with which outsiders associated him. The religious aspect of the painting seems deliberately falsified, in all letter to his wife he explains the title ‘here lies the temple by sayi ng ‘there lies the temple, a place reserved for the cult of gods, and for human sacrifice (ref in text)[58] All from gs skirt-reword and relate to temple and raised arms painting Gauguins use of exoticism in his work and his preference for difference combined with an almost willful cultural and historical ignorance that was extremely common in 19th century France. [59] The violence and anarchy of an old Tahiti was apparent, but Gauguin preferred to stress the gentleness and compassion of the culture. Gauguin also expressed a willful and historical ignorance of Tahiti, a typical attitude in France at the time; expressing the barbarity of native lore and traditions yet the fundamental humanity of a culture that gave rise to them.[60] Gauguin was determined to develop new themes in keeping with his new surroundings and to adapt some old ones to a new context. [61] The history of the 19th Century French past is conjoined with the South Pacific; their religious beliefs, cultural and sexual? practices. Gs skirt-p.155 The women in Gauguins ‘Ta Matete, ‘The Market are prostitutes, posed like the figures in ancient Egyptian wall painting. The one in yellow at the right holds a cigarette between the fingers of her right hand; two others proudly display health inspection certificates as if they were the painted fans of the French society women. Such behaviour was inconsistent with order, stability, prosperity and the overall French mission civilitrice. -P.155 gs skirt-Anti-govermentalgovernmental sentiment was expressed in more thamthan just verbal form, natives flaunted laws and customs which promoted moral proprierty, physical health and industry. Relate to a painting by Picasso. Both used symbolism to enhance the viewers perceived idea of the debasement and cultural inferiority of another race. Chapter 2-The Desire for a Sexually ‘Exotic Culture Sex codes less rigidly defined-‘what! are you jealous? Concept of identity-the masculine, how Gauguin was seen as feminine. Male dominance, woman as prostitutes- Olympia, poses women posed to accommodate men-comparison of les demoiselles and spirit watching Caricatures of women-represent cultural ignorance? Gauguin and Picasso desire a sexually exotic woman because they are enticed by the schemata of difference and want to project fantasies of white masculinity on to the seemingly base woman. Often ignoring the beauty of women and concentrating on the historical and cultural example of subjectivity. [62]expand They use caricatures and stereotypes of African women in their artwork, Picasso often using features of African masks as inspiration while Gauguin situates his women in a suggestive and sexually enticing manner for the viewer. White male dominance Gauguin and Picasso create a conundrum of oppositions between the passivity of the black female and dominance of the white male conqueror. [63] The ‘primitive creates a paradox: it entices artists in the desire for an exotic nature and yet similataneouslysimultaneously repels them. The fantasy of the exotic woman is pressured to the point where often cracks start to appear and white masculinity prevails[64] crisis of masculinity-continued. P.76 expand 20.p.165. Although Gauguin sought to disparage masculine sexual impulses, in reality the dominating power of the masculine and exaggerated male sexual strength was also naturalised and secretly admired at the same time that it was condemned. Gauguins sympathy for, yet possessiveness over the women in his work sent a threatening message as did the depiction of dread and desire implicit in the female. 20. p.165 Although Gauguins texts such as Noa Noa sought to construct him as ‘savage rather than reveal his true self, he nevertheless exposed in such works culturally formed attitudes towards sexuality, nature and his own desires. Gauguin and Picasso in ‘Spirit of the Dead Watching and ‘Les Demoiselles dAvignon shows two different modes of representing woman as prostitutes, living up to mans desires. They mark a divide between the sexes: between men who can continually ask for sexual services and women who have no opportunity to dispute this. reword 22.p.598 These scenes bring up conundrums between European and other, white and black, female and male, pure and perverse and heterosexual and homosexual. (reword, taken from les dem essay) The subjects of Picasso and Gauguins work are often represented in a hazardous sexual directness, which non-western culture tended to avoid. The power of this sexual primitiveness therefore makes it unclear as to whether Picasso and Gauguin intended their masculine viewer to dominate the female figures or for the figures to dominate them. Women were posed to accommodate the viewer. The exotic nature of Picasso and Gauguins work merged with white masculine prejudice to create a threatening image which was at once desirable and yet hazardroushazardous in its sexual directness. Some of their paintings projectsproject the power of female sexuality onto a largely masculine culture. . Griselda Pollock; ‘Tehamanas body is appropriated to signify Gauguins desire as a white man and artist. [65] (put in about lack of acceptance of Gauguins work at the time?) In ‘Les Demoiselles dAvignon the second sex puts the male viewer at the advantage yet a moral disadvantage for men who exploit human beings. However, instead of letting her bathe in innocence the picture offers up a guilty thrill at viewing up close the ritual performed well away from the curious and censorious.[66] Similarly in ‘Spirit of the Dead Watching the man is put at an advantage through the cultural debasement of the women as prostitutes, exemplified through the male view of the womens indifference to the males subjectificationobjectification.[67] In a text attributed to Gauguin a Tahitian woman is compared to a cat in her savagery and impulsive vigour.[68] ‘She asks to be raped. She is totally indifferent to any consideration you might have for her. ‘She lives as [if] she will never be wanting and this prevents her from being unduly calculating.'[69] (p.214) It is in the debasement of Tehamana that he finds her the most beautiful. [70] Similarly in à ¢â‚¬ËœSpirit of the Dead Watching the woman is in a pose where she appears to seemingly ask to be raped. This differs from ‘Les Demoiselles dAvignon where the women seem sexually powerful in the poses, standing and posed facing the viewer as opposed to Spirit of the Dead watching where the woman is lying down with her back to the viewer. The sexually threatening undercurrents of Les Demoiselles is unlike ‘Spirit of the dead watching who appears fearful despite the sexual directness which Gauguin appropriates as an example of the cultural laxness of the society. Find a ref to back this up. ‘Les Demoiselles dAvignon lends force the power of exotic power through sexual directness. Rubin draws attention to the mesmerizing mesmerising and even terrifying caricatures expand of the masks, it is a transgressive confrontation that projects a trauma, ‘something that transcends our sense of civilized experience, something ominous and monstrous.'[71] ‘While Spirit of the Dead Watching, rather than lending force to the woman as prostitute instead depicts her with a submissive nature. ‘Les Demoiselles assumes the viewer to be male and heterosexual, it tells us what are desires are and marks a divide between the sexes: between men who can routinely contract for sexual services and women who have no opportunity to dispute this.[72] Gauguins ‘The Spirit of the Dead Watching or ‘Manao Tupapau as Gauguin refferedreferred to it, is a tropical version of the Olympia. The title ‘Manao Tupapau means ‘Thought or Belief and the Specter and can have two meanings: either she is thinking of the specter or the specter is thinking of her.[73] In itthe picture, the figure stares with open eyes at the viewer while the ubiquitous figure of the dead keeps watch.[74] The enduring theme of the young, nude Maori girl who has a great fear of the hooded spirit of the dead.[75] p117-gs skirt- Gauguin compares women to animals ‘All indeed wish to be ‘taken, brutally taken, without a single word. All have the secret desire for violence because this act of authority on the part of the male leaves to the woman-will its full share of irresponsibility. (ref citation in book) This appeals to mans desire of the submissive woman, for the dominating conquererconqueror. The woman lies on the bed, naked on her front, seemingly accommodating and enticing the viewer. Gauguin, perhaps to encourage and emphasize his claim that he had found ‘paradise on earth wanted an innate ability to love. [76] ‘Spirit of the Dead Watching, ‘In this position almost anything might make her look indecent, yet it is in this way I want her. [77] The woman represents the image of the prostitute through the flowers strewn in the background of the painting representing a type of ‘exotic and tropical version of Olympia in the mode of prostitute. Gauguin said of this image ‘ my‘my feeling for the decorative sense leads me to strew the background with flowers.'[78] ‘The Spirit of the Dead Watching conveys a new subject; ‘his savage identity to the old world. Foster, Hal, Prosthetic Gods; Primitive Scenes, MIT Press, 2004, p.6 ,like the savage identity represented in Picassos Les Demoiselles d Avignon. In these scenes Picasso and Gauguin challenge our conceptions of identity through the aesthetic and psychological conceptions of art and psyche challenged by colonial encounters. Sometimes these scenes bring up conundrums of Europeans identification with the East, and the conundrum opposition of female and male, ; pure versus and perverse; and heterosexual and homosexual. Taken from essay on les dem! There is no simple notion of a women as ‘pure or ‘peverseperverse as Gauguin and Picasso show women as both pure and perversewith both of these contradictory elements. With Picasso and Gauguins work there is no simple divide between the depiction of African women as pure and virginal, yet simultaneously images ofpotential prostitutionprostitutes. For instance, Gauguin painted his adorned mother in a darkly sensual Tahitian mode even though she was fair and fine, typically considered ‘European characteristics. He also used his mother as the muse for ‘exotic eve Eve (1890) And often presented Tahitian women as Virgin Marys, yet even as he depicts them as pure, he also used them as prostitutes.[79] In ‘Spirit of the Dead Watching it upholds male colonial prerogatives, yet it is equally, a hybrid artwork, which undercuts the paradigm of sexuality upon which European masculinialism, depends. . The posture and anatomy of Tehamana may be seen as boyish, it is possibly an assault on European sexual nudes. Charles Maurice a friend of Gauguins writes that Tehamana is depicted as an ‘androgynous little girl.p.121 sex in Tahiti in gs skirt-rewrite There is an interesting juxtaposition in the discourse between the notion of the ‘femme fatale that Picasso and Gauguin often depict, and yet a ‘womanly vulnerability which reasserts the masculine power of the European conquererconqueror. Gauguin introduced this conflict between womanly power and women as a ‘femme fatale and men as lacking in sexuasexual potency,lly lack and homoerotic.[80] On the theme of inc