Art History Slide Notes

Venus of Willendorf from Willendorf, Austria 28,000 – 25,000 BCE Limestone Naturhistorisches Museum, Vienna Paleolithic – representation of a woman – female anatomy is exaggerated – serves as a fertility image – no facial features, just hair/hat – freestanding sculpture Statuettes of 2 worshipers from the Square Temple at Eshnunna (Tell Asmar), Iraq 2700 BCE (early dynastic/Sumerian) Soft gypsum and inlaid with shell + black limestone Iraq Museum, Baghdad – represent mortals praying – tiny beakers were used in religious rites men wear belts + fringed skirts + have beard + shoulder-length hair – women wear long robes – heads tilt upwards with large open eyes – not proportionate, eyes=too big and hands=too small Bull-headed lyre from tomb789 (King’s Grave), Royal Cemetery, Ur (Tell Muqayyar), Iraq 2600 BCE Bull’s head = gold leaf over a wooden core Hair, beard = lapis lazuli University of Pennsyl vania Museum of Archaeology and Anthropology, Philadelphia – sound panel depicts a hero grasping animals that look human, serving at a banquet + playing music Spotted horse+ negative handprint rom Pech Merle, France 22,000 BCE (Paleolithic) Wall painting (cave) – negative hand imprints – horse in profile Hall of the Bulls from Lascaux, France 15,000 – 13,000 BCE (Paleolithic) – coloured and non-coloured silhouettes Wall painting of horses, rhinos, aurochs from Chauvet Cave, Vallon-Pont-d’Arc, France 30,000 – 28,000 BCE – oldest cave paintings – advanced features (overlapping animal horns) Bird Headed Man with Bison from Lascaux, France 15,000 – 13,000 BCE Paleolithic – depicts a possible hunting scene – early example of a narrative Victory Stele of Naram-Sin from Susa, Iran 2254 – 2218 BCE (Akkadian empire) Pink sandstone Louvre, Paris – king defeats his enemies; one has spear through throat, one begs for mercy, one thrown off cliff – 3 stars=3 gods – hierarchy of scale is used to emphasize king’s absolute power and influence; he is the focal point b/c he wears horned crown (signifies divinity) + larger + leads army (who look at him for guidance) up the mountain + in profile – diagonal tiers, relief sculpture – narrative Stele of Hammurabi from Susa, Iran 1780 BCE (Babylonian) Basalt Louvre, Paris – top = relief of Hammurabi with sun-god, Shamash – Hammurabi salutes Shamash, hand up and is able to rule as he is given permission from Shamash – one of the first examples employing foreshortening (representation at an angle) e. g. Shamash’s beard = series of diagonal lines Palette of King Narmer (back) from Hierakonpolis, Egypt 3000 – 2920 BCE (Predynastic) Slate Egyptian Museum, Cairo – relief carving – utilitarian object; carried eye makeup which was also used to protect eyes from sun – circle stands for union of Upper + Lower Egypt King of Narmer = detailed, largest, calve muscles, directional lines lead up to him, wears a crown, has a beard, has an aggressive pose, holds a baton, has a bull’s tail, wears decorated kilt Horus – King’s protector/falcon – organized into registers very flat, linear Palette of King Narmer (front) – 2 heads of a cow (top) with woman’s face = identified as goddess – hieroglyphic represent Narmer’s name – narrative art King Narmer combined Upper + Lower Egypt Khafre enthroned (Statue of Khafre) from Gizeh, Egypt 520 – 2494 BCE (4th Dynasty) Old Kingdom Diorite – hardest stone to sculpt Egyptian Museum, Cairo – idealistic portrait – carved for the pharaoh’s valley temple and for the king to reside in, in case the mummy disintegrates – king sits firmly/rigidly upright on throne (fused); bare-chested, detailed kilt, feet placed firmly on the ground, right hand fisted, false beard atta ched, royal linen nemes headdress with the uraeus cobra of kingship on the front, looking strong and young (regardless of age), calm, head tilted slightly upwards – might have held omething important in his hand—a symbol that shows Khafre=king – throne’s legs show intertwined lotus and papyrus plants (which happen to be symbolic of the united Egypt) – falcon sits on the back of his head with its wings around for protection. falcon=Horus – perfectly symmetrical, flawless, well-developed, muscular body to show that he was a divine ruler – statue’s function was to make sure it lasted for eternity, so no breakable parts Menkaure and Khamerernebty from Gizeh, Egypt 2490 – 2472 BCE (4th Dynasty) Graywacke Museum of Fine Arts, Boston double-portrait, high-relief sculpture, contained sculpture – she holds onto him, signifies that they are married – carved for Menkaure’s valley temple – Menkaure is rig idly frontal, his arms lie straight and close to his well-built body, has clenched fists, even with left foot forward body stays rigid, physique is idealistic, short beard – Khamerernebty’s right arm encircles the king’s waist, left hand rests on his left arm, clothing is light to show female form – both look out into space, not at each other – function – to show the timeless nature of the stone statue that was also designed to provide an eternal substitute home Nefertiti bust by Thutmose from Amarna, Egypt 1353 – 1335 BCE (18th Dynasty) New Kingdom Painted limestone Agyptisches Museum, Berlin – Nefertiti (Akhenaton’s wife) has expression of entranced musing + sensitivity + delicacy – work, unfinished b/c of missing left pupil – long curved neck balance long crown, broken right ear – portrayed as elegant beauty, symmetrical – found in Thutmose’s workshop – purpose? Thutmose’s model Akhenaton, Nefertiti, 3 daughters from Amarna, Egypt 1353 – 1335 BCE (18th Dynasty) New Kingdom Limestone Agyptisches Museum, Berlin – sunken relief – intimate family portrait = new, never been done before undulating curves replace rigid lines – figures possess prominent bellies (characteristic of Amarna period) – family bask in life-giving rays of the Sun (Aton, the sun disk) – mood = informal, anecdotal – Akhenaton lifts 1 daughter to kiss, one sits one Nefertiti’s lap who gestures toward father, youngest one reaches to touch pendant on mother’s crown – flowing scarves suggest wind Innermost coffin of Tutankhamen, from his tomb from Thebes, Egypt 1323 BCE (18th Dynasty) New Kingdom Gold with inlay of enamel + semiprecious stone Egyptian Museum, Cairo – tomb contained sculpture, furniture, jewelry – mummy within the innermost of 3 coffins dressed in official regalia, nemes headdress, fake beard – effects of mask and tomb treasures express power, pride, wealth – innermost coffin – gold, portrays pharaoh as Osiris (god of underworld/afterlife) Egyptians – enjoyed life – loved to eat + drink – loved and embraced life – believed afterlife = important – evolved and made their gods (sun gods) – left behind artworks to show that the kings were to exist eternally in the afterlife – majority = farmers – had intimate relati onships with Gods – preserved bodies – made solid tombs that preserved materials – wore jewellery to look good, loved precious stones would never have bothered to live in Egypt if it weren’t for the Nile – believed that they would have a straight narrow path like the Nile – believed that people have spirit – Middle kingdom disintegrated, Egyptians were invaded by the Hyksos (shepherd kings) with chariots + horses, but were later overthrown by Ahmose – Ahmose = 1st king of the 18th Dynasty (first to call Pharaoh), ushered in the New Kingdom, in which borders were extended and new capital, Thebes (in Upper Egypt)became a luxurious metropolis with palaces, tombs, temples – have ceremonial meal/feast/banquet at the deceased tomb 1/year – purpose? Commune with deadFacts about Egypt – houses = mud brick and were made to not last – Nile river (longest river on Earth) floods 1 a year – desert = sand, dry – no rainfall for decades – rich mud = good for growing plants – ultimate god – Re = is the Sun, creates dry land, – – creates life by ejaculating/spitting, creates gods of dryness/wetness – only wealthy people could afford mummification between the Old and Middle kingdom, Egypt was in a state of civil unrest – rock-cut tombs were characteristic and became popular during the middle kingdom, even replaced the mastaba as standard Egyptian tomb – temples were built to honour pharaohs, gods – long narrow passageways = characteristic of Egyptian temples (eg, Hatshepsut + Amen-Re) – successful hunting = metaphor for triumphing over death + disorder, which ensured a happy existence in the afterlife – King Tut – died at 18 â₠¬â€œ NEW KINGDOM – temple of Hatshepsut, Ramses, Amen-Re Old kingdom = pyramids Middle kingdom = rock-cut tombs New kingdom = temples Predynastic Period Early Dynastic Period Old Kingdom (3,4 dynasty) Middle Kingdom (11-14) New Kingdom (18,19)Old stone age (Paleolithic period) Sumerian (3500-2340 BCE) Akkadian (2340-2180 BCE) Babylonian (2125-1750 BCE) Mastaba – an Egyptian tomb made of brick/stone that is rectangular in shape with sloping sides, featuring a chapel with a false door. Some included a serdab – a small room that housed a statue of the deceased elonging to take into next world – portrait sculpture â€Å"he who keeps alive† Slide exam – Title, Artist, Date, Period, Medium. Be able to analyze style + significance, be able to compare MINOANS No big statues, no ideas that there were kings, built palaces on slopes, bull-leaping ceremonies, typical to have columns with cut stone bottoms, artists painted on wet plaster (fresco) which has the advantage of a picture staying on the wall, Minoans adored nature , 2 key elements Minoan art – line and color. Unlike the Egyptians who painted in fresco secco (dry fresco), Minoans painted on a white lime plaster and used a true (wet) fresco. Volcanic eruption on Thera (Cyclades), 4. 12 big eyes, holds snake, skirt has folds, snakes didn't come from Crete, came from Asia Minor. Unlike Egypt, no temples/monumental statues of gods, kings, or monsters have been found in Minoan Crete, Minoan sculptures usually small in size, Proto geometric Geometric Oritentalizing Archaic Early classical High clausal Late classical Hellenistic

Curricular theory and theorists Essay

The word curriculum has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. [1] This gives us some basis to move on. For the moment all we need to do is highlight two of the key features: Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: Curriculum as a body of knowledge to be transmitted. Curriculum as an attempt to achieve certain ends in students – product. Curriculum as process. Curriculum as praxis. Curriculum as a body of knowledge to be transmitted Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek. Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations. For example, when teachers talk of the syllabus associated with, say, the Cambridge GSCE exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined. A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Those who compile a syllabus tend to follow the traditional textbook approach of an ‘order of contents’, or a pattern prescribed by a ‘logical’ approach to the subject, or the shape of a university course in which they may have participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or ‘delivered’ to students by the most effective methods that can be devised [3]. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. ‘It is also because this view of curriculum has been adopted that many teachers in primary schools, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner’. Curriculum as product The dominant modes of describing and managing education are today couched in the productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. It is the work of two American writers Franklin Bobbitt, 1928 and Ralph W. Tyler, 1949 that dominate theory and practice within this tradition. In The Curriculum Bobbitt writes as follows: The central theory is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of ‘scientific management’ is often associated with the name of its main advocate F. W. Taylor. Basically what he proposed was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training programs, where particular tasks or jobs have been analyzed and broken down into their component elements and lists of competencies drawn up. In other words, the curriculum was not to be the result of ‘armchair speculation’ but the product of systematic study. Bobbitt’s work and theory met with mixed responses. As it stands it is a technical exercise. However, it wasn’t criticisms such as this which initially limited the impact of such curriculum theory in the late 1920s and 1930s. Rather, the growing influence of ‘progressive’, child-centred approaches shifted the ground to more romantic notions of education. Bobbitt’s long lists of objectives and his emphasis on order and structure hardly sat comfortably with such forms. The Progressive movement lost much of its momentum in the late 1940s in the United States and from that period the work of Ralph W. Tyler, in particular, has made a lasting impression on curriculum theory and practice. He shared Bobbitt’s emphasis on rationality and relative simplicity. His theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experience can be provided that is likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? Like Bobbitt he also placed an emphasis on the formulation of behavioural objectives. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. We can see how these concerns translate into an ordered procedure and is very similar to the technical or productive thinking steps set out below. 1. Diagnosis of need 2. Formulation of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences.

Business Financing and the Capital Structure Essay

The financial marketplace is the area where companies engaged in financial trading are able to get capital to run. The financial market can also be referred to as capital markets. Stock markets are the place where companies come to trade among themselves; they represent individual investors or corporate investors. Trade in stocks has been deemed among the most lucrative areas a person can trade in; the returns are good. Stocks can simply be defined as shares bought for trading purposes and profits gained are ploughed back into the U.S. economy. (Saccomani and Chambers, 2008) Trade in U.S. financial markets offer various benefits; an organization can get loans to fund their activities through floating of bonds. When organizations are able to run efficiently then everybody gets to benefit, the government benefits through increased tax collection and more people get employed. The stock market offer individuals an avenue to put their money in lucrative stock instruments where the funds are managed by financial experts. Individuals do not have to worry about their limited financial expertise because at the stock markets well informed brokers or their employees will help them. Individuals are offered a variety of trading avenues which involves minimal labor and less capital intensive. (Saccomani and Chambers, 2008) The Federal Reserve is a name that is used to define the Central Bank in America. The bank was a creation of U.S. Congress for purpose of offering a safer and easier trading environment in America. The Fed is tasked with the management of the American monetary policy. They also regulate banks as well as monitoring risks at the stock markets. The Fed is comprised of seven members; who constitute the board of governors. Members of the board also constitute the F.O.M.C. (Federal Open Markets Committee); this committee decides on what interest rates to be charged by banks as well as purchase of treasuries. The Fed`s primary role is that of regulation. (Ltaifa et al, 2009) The Fed chairman`s role is that of a supervisor; he is tasked with the role of bringing the board to consensus of various monetary issues. The chairman is a presidential appointee hence he reports to the president from time to time on the country`s financial matters. The chairman also has the responsibility of steering the committee on interest rates. (Ltaifa et al, 2009) Departments or components of the Fed Reserve need to play their respective roles effectively so as to take the country in to financial success. The chairman should always maintain a steady control of all fiscal policies. The board should not enact self-centered policies that may endanger the banking sector or stock markets. The board and the chairman have to make prudent assessments of U.S. financial performance before taking any steps meant at changing any monetary policy. Interest rates affect the economy; particularly the spending power of individuals. The rates charged on bank loans lays a heavy burden on citizens; the net effect is loans become expensive hence doing business becomes harder. Higher interest rates on returns at the stock markets offer a reversed effect to the citizen; this brings about more disposable income because the return on investment is higher. (Batten and Szilagvi, 2011) The world suffers when markets get affected by whatever elements; this happens because the various economies around the world are interconnected hence any financial downfall of one will weaken the other. The Euro zone crisis is one such example where a problem begins in one country but after sometime affects a number of countries within same geographical location; countries that trade together. In the U.S. such a crisis occurred between 2007-2010, individuals found themselves not being able to finance their loans and other credit obligations. Care and keenness is needed when one wishes to traverse this terrain. References Saccomanni, F., & Chambers, A. (2008).  Managing international financial instability: National tamers versus global tigers. Cheltenham: Edward Elgar. Ltaifa, Navil Ben, Kaendera, Stella, & Dixit, S. V. S. (2009).  Impact of the Global Financial Crisis on Exchange Rates and Policies in Sub-saharan Africa. Intl Monetary Fund. Batten, J., & Szilagyi, P. G. (2011).  The impact of the global financial crisis on emerging financial markets. Bingley, U.K: Emerald. Source document

Causes of Tension Between Cuba and the United States Essay

On January 9, 1959, following their successful overthrow of the oppressive Batista regime, a band of freedom fighters, anchored by Fidel Castro, marched through the Cuban capital city of Havana. Upon his arrival, Castro immediately seized control of the Cuban government and declared himself the highest executive of the island nation, Premier of Cuba. In April of 1959, Castro visited the United States in order to gain support for his policies in leading Cuba. The majority of Americans warmly embraced Castro, â€Å"assuming that this charismatic leader would guide Cuba to democracy† (Cuba). Some Americans remained cautious in accepting Castro, however, primarily disturbed by his previously demonstrated socialist sympathies. In the following month, Americans were given reasons to become anti-Castro as the Premier took hold American owned sugar plantations, Cuba’s multi-national companies, and the nation’s petroleum holdings (Cuba). By the end of 1959, the nation beg an to show signs of Communist involvement. Communist affiliated groups took control of the nation’s military, bureaucracy, and labor movement, and Soviet interest in the island increased. In February of 1960, â€Å"Anastas Mikoyan, vice-prime minister of the Soviet Union, came to Cuba. . . . A major topic [of the meeting] was the Soviet Union’s purchase of Cuban sugar and [the Cuban] purchase of Russian oil† (Franqui 66). Following the meeting, the Soviet Union entered into a trade agreement with the USSR, causing the United States to drastically limit the import of Cuban sugar into the nation. In response, Cuba nationalized all remaining American properties and negotiated an expanded trade agreement and loans with the Soviets, causing the United States to break all diplomatic relations with the country (Cuba). Before the end of 1960, the USSR had begun sending military aid to the Cubans. (Cuba) â€Å"The U. S. government was by now convinced that Cuba had become a Communist state† (Dolan 92-93). The falling of Cuba into a Communist regime proved extremely important to the U. S., primarily due to Cuba’s proximity to the United States, only 90 miles. In addition, â€Å"there were reports that the Soviet Union intended to make a staging base out of Cuba for the  communization of the other Latin-American countries and rumors that construction projects inside Cuba appeared to be designed for launching missiles† (Rivero 170). To stop the spread of Communism in the Western Hemisphere, Americans felt that â€Å"the island’s government had to be toppled† (Dolan 93). Upon hearing from Cuban exiles that a great deal of unrest had been present on the island, Washington saw the time as ripe for an invasion attempt (Rivero 183). The U.S. government put the Central Intelligence Agency in charge of plotting the attempt, along with officers from the Pentagon. The goal of the CIA-planned attempt would be to mask American involvement in the coup, so that the United States could not encounter accusations of â€Å"illegally endangering the sovereignty of an established foreign government† (Dolan 93). The plan entailed using Cuban exiles to carry out an uprising, seemingly attempting to liberate their country. Following the planning of the invasion, the CIA utilized their Guatemalan bases in training 1,300 exiles (Dolan 93). News of the supposedly secret plan leaked to Castro, who â€Å"accused Washington of planning the worst sort of intervention in the island’s affairs† and damned the United States for â€Å"dropping the attitude of neutrality it had long professed in regard to Cuba† (93). The Premier put the island’s defense forces on alert and ordered them to prepare and be ready for an attack. On March 29, 1961, President John F. Kennedy gave the CIA permission to proceed with the launch the Cuban invasion. Changes were made to the plan however, the most important being the ban of U.S. air support of the campaign, excluding air attacks on three Cuban air bases (Rivero 184). Along with the ban came the necessity of â€Å"a simultaneous mass uprising by the Cuban people† (184); without mass popular support, the invasion was doomed to failure. Two days prior to the invasion, B-26 bombers attacked three crucial Cuban air bases, San Antonio, Cuba’s main base, Camp Liberty in Havana, Castro’s main headquarters, and the military airport at Santiago de Cuba (Rivero 184). A second wave of B-26 strikes was planned as well, but was called off by President Kennedy, who was suspected to have â€Å"felt that strong U.S. participation would threaten a war with Russia† (Dolan 95). The cancellation of the second group of air strikes left Castro with one-third of his air  force and the goal of destroying the entire air force unfulfilled. Two days after the air strikes took place, approximately 1,500 CIA-supported Cuban exiles landed near the Bay of Pigs. The men were accompanied by â€Å"old, unmarked American B-26 bombers that dropped leaflets urging the Cuban people to rise against Castro and join the attack force† (Dolan 93). The invaders assumed that the leaflets would draw the widespread support of Cubans unhappy with their government. In the three days in which the people would supposedly aid in holding off Castro’s forces, the invaders were to set up a provisional government and appeal for American help. From there, the United States would recognize the provisional government and intervene in overthrowing the Castro regime (93). The CIA plan assumed excessively, mostly due to the optimism derived from the agency’s previous successes in staging coups in Guatemala and Iran, and all of the invasion plans resulted in complete failure: â€Å"The expected assistance did not come from the island’s dissidents. On being hit by Castro’s air force, the attackers asked that U.S. Navy jets be sent to help them.† The planes, however, never appeared, due to the Kennedy-issued ban on U.S. air involvement (Dolan 95). After two days, Castro’s forces had thoroughly suppressed the attack, killing 150 of the men, and capturing approximately 1,200 of the attackers (95). According to the authors of Cuba and the United States: Troubled Neighbors, â€Å"Kennedy had never liked the idea† (Dolan 95) of an American-sponsored invasion of Cuba, mostly due to his belief that it would undoubtedly fail. The plan had been created under the Eisenhower administration, and Kennedy had little input in its creation. Nevertheless, the President allowed the â€Å"invasion† to occur, and â€Å"despite his opposition to the whole affair, he accepter full responsibility for its failure because he was in office at the time it was staged† (95). While Kennedy had been assured that the plan he approved would be both secret and successful, â€Å"he discovered too late that it was too large to remain secret and too small to succeed† (Wyden 310). Kennedy was greatly upset by the failure of the invasion, and he held himself personally responsible, for both the lives of the men who died as well as for the 1,200 men whom â€Å"his government had helped send to their imprisonment† (qtd. in 310). Kennedy viewed the failure as â€Å"the ultimate  failure of his career† (310), and from the defeat, â€Å"his prestige suffered a severe blow† (Dolan 96). About a year and a half later, however, â€Å"he was to regain that lost prestige† (96), in his impressive handling of the Cuban Missile Crisis. Works Consulted Cuba Exhibit – History. The Sixth Floor Museum at Dealey Plaza. 2001 . Dolan, Edward E., and Margaret M. Scariano. Cuba and the United States: Troubled Neighbors. New York: Franklin Watts, 1987. Franqui, Carlos. Family Portrait with Fidel. New York: Random House, 1984. Rivero, Nicholas. Castro’s Cuba: An American Dilemma. New York: Van Rees P, 1962. Sierra, J.A.. Timetable History of Cuba: After the Revolution. 27 Aug. 2001 < www.historyofcuba.com/history/timetbl4.htm> Wyden, Peter. Bay of Pigs: The Untold Story. New York: Simon, 1979.

Body Image Research Proposal

I have chosen to study this topic because body image is such a controversial issue in today’s society, especially with adolescent boys and girls. While reviewing select articles on this topic, I noticed that there was a drastic difference in body image between boys and girls. I began to wonder what the reason for this was and through further study of these articles, I realized it had a lot to do with media influences and the role that friends family play in developing body image and so my questions revolve around studying these roles and influences. Much of the media targeted towards girls focuses on portraying only women that fit societys unrealistic expectations of the perfect woman whereas media targeted at men has much more variance in the types of men they portray. According to much of the literature on this topic, this is seen as one of the largest contributing factors to negative body image in adolescent girls. PURPOSE OF THE STUDY RESEARCH QUESTIONS 1) How does the media and advertising contribute to adolescents body image? 2) How do body image issues differ among adolescent boys and girls? What role do family and friends play in developing adolescents’ body image? RESEARCH METHODOLOGY ROLE OF THE RESEARCHER PARTICIPANTS -individual interviews -observation in this situation would be too difficult as it develops over a length of time, not an instantaneous thing -interviews allow to create open ended questions that help the conversation flow to understand how body image has been influenced, types of friends, family involvement, interests, hobbies (are they into pop culture, do they admire celebs, do they spend lots of time watching tv/movies)

Organizational Behaviour Assignment Example | Topics and Well Written Essays - 750 words

Organizational Behaviour - Assignment Example In news conveyance media, the comparison between the newspapers and television broadcasting shows the different constraints through which they undergo to achieve the goal of communication to the public and helps to determine how the operations in those media affect the behaviors of the involved individuals. In television broadcast of information, the involved use voice and video to elaborate the information that they want to present to their audience. This method ensures that the receiver of the information can be able to follow the progress of events in the situation in the covered scene. The method involves the use of voice to describe the events that take place at the scene. On the other hand, newspaper medium reports things that took place in the past times and the presenters of that information use descriptive words and photos of the scene to elaborate the transition of events. This method of spreading information implies that readers of the newspapers may not get the direct exc hange between the involved people unless they infer it from the description of the news reporter (Warner 525). In terms of behavior of the reporters in the television and the newspaper media, it is possible to determine those of the newspaper have to develop their descriptive ability so that they can achieve the goals. On the other hand, television reporters may use less description and reinforce it with the video of the events at the scene they have covered in the process of collecting information. In broadcasting, the newspaper reporters have to have abilities to choose the best way to present the information through developing captivating headlines. On the other hand, television reporters may not require headlines to the information they have to the people but they may start with a short summary of the news they have about the covered scenes during the news session. The newspaper medium of communication is efficient if the target receivers can read and understand the information contained. This means that newspaper presentation of news is limited to a smaller population who can read. Additionally, if an individual cannot read and understand the language in which newspaper information is presented, it means it would be impossible to communicate to such people. Another limitation of newspaper reporting is that it cannot present information immediately it has happened but presents things that happened in the past. This means that newspapers may not be effective in communicating urgent information because the process of collecting editing, preparing and distributing information in the newspaper is long (Warner 526). In broadcasting events to the public, television medium is effective because it can reach those who can understand the language of the news and makes the understanding of information easy by use of videos. The other thing that makes television broadcasting effective is that it can present live coverage of the scene of events. This makes the medium v ery efficient way of attaining the goal of communication especially when the there is an issue of emergency that the target population need to receive (Warner 526). In the process of presentation of information to the public,

Joe dimaggio's life and significance in his era Research Paper

Joe dimaggio's life and significance in his era - Research Paper Example In 1936 DiMaggio joined New York Yankees and he played for them till 1951 (Anonymous. â€Å"Life Story†). Yankees managed to win nine championships by using the leadership and class of DiMaggio. He is the only player who was an important part of four world champion teams and eventually these were his first four fulltime seasons (Anonymous. â€Å"Life Story†). This is an incredible record in the history of North American sports. DiMaggio’s skills were incomparable and to honor his potentials he was chosen as the most valuable player of the American League. To his fans he was known as â€Å"Joltin’ Joe†. Broadcaster Arch McDonald used to call him ‘Yankee Clipper’ for his gracefulness in the ground. In his career DiMaggio scored 361 home runs. Furthermore there are 389 doubles and 131 triples under his name. There were almost 4529 put-outs that involved DiMaggio. In the year 1954, DiMaggio was given place in the ‘National Baseball Ha ll of Fame’ (Dennis Gaffney. â€Å"Joe DiMaggio†). Off the field DiMaggio was not as successful as he was inside the field. As a person he was known to be a shy individual. Dorothy Arnold (Oomph Girl) was his first wife, but their marriage crumbled after three years. He took retirement in 1951 and worked as a commentator, but unfortunately he was not liked very much. Then he worked as a coach as well as vice president of Oakland Athletics (Dennis Gaffney.