Power And Pathos Of The Hellenistic Era - 1784 Words

Power and Pathos uses 50 absolute masterpieces to tell the story of the spectacular artistic developments of the Hellenistic era (4th to 1st centuries B.C.), when new forms of expression began to prevail throughout the Mediterranean basin and beyond. There was an extraordinary leap forward in the development of techniques to form the first instance of globalization of the language of art in the known world. Art was in effect, going international. This exhibit has gathered together some of the most spectacular ancient bronze sculptures that still exists today. It displays monumental life sized figures of Gods, Heroes, Athletes and rulers. Ancient cultures invented bronze. They discovered that making an alloy of copper and tin produced a strong metal that could hold great detail and objects cast with it can easily be reproduced. The ancient Greeks prized bronze for its visual worth and they used it create statue of the human body. Unfortunately, because bronze is a metal that can be ca st and is expensive, it can also be melted down. Hence, large bronze statues have rarely survived from antiquity, as most were melted down so that their valuable metal can be reused. The ones that are still preserved today are mostly the same ones that were either lost at sea or buried underground. This paper in particular discusses two of the statues exhibited at the Power and Pathos exhibit at The Getty Center in Los Angeles. It analyses and compares the statuette of Alexander the Great onShow MoreRelatedSimilarities And Differences Between Ancient And Hellenistic Period And The Piombino Apollo1296 Words   |  6 Pagesscholars to distinguish this statue as Hellenistic rather than Archaic. The modelling of the back is one of the biggest alterations that occurs between actual kouros from the archaic period and the Piombino Apollo. The back of the statue is much more artistically advanced than the front regarding modelling (Ridgway 1967: 48). The subtle modelling of the muscular structures and ridges of the spine of the back suggest the desired realism of the Hellenistic era, instead of the basic and ridged ‘idealized’

Essay sch33 (1.1) - 707 Words

ACTIVITY Task 1 Task 1 (3.1) Design and make a leaflet for parents to welcome them when they and their children first join the setting. The leaflet should describe your policies and procedures directly related to anti-discrimination and inclusion, and the key values that your setting promotes. Use the leaflet as an opportunity to invite parents to tell you about their family culture and beliefs, remembering that disclosing this sort of information is entirely optional. Ask parents to let you know if there is anything that your setting can do to better support their beliefs, culture, values and preferences, as a way to better reflect the community’s diversity. Amongst other ideas of your own, you may want to ask them to†¦show more content†¦Intervening sensitively when children make racist comments to one another Task 3 (3.2) Imagine that you encounter the following situations at your setting. Briefly plan an activity for each one (for staff or for children, as appropriate) that shows how you could challenge the beliefs underpinning each situation and promote change. 1. You are a setting manager. You overhear room leader Jonathan say to fellow practitioner Laura that it is not fair that Afia is allowed time to pray during work each day. Answer: Base on the setting of the nursery the children need is first priority. As a setting manager, I would plan a staff meeting and discuss any concern then I would be able to implement the prayer time if possible. 2. You are a room leader. At story time Farukh says he does not want to hear a particular story because it is about a ‘brown’ girl, and ‘brown’ girls are not interesting. Answer : As a room leader I would ask him an open question that would enable him to express himself, such as what girl interest him? And depending on his answer I would then get some cultural books from around the world and explain to the class that everyone is special even though they are all different colour from different background. 3. You are a setting manager. Your deputy Hannah says that she cannot provide

Australian and British Education Systems A Comparison

Question: Compare and contrast urban and rural life. In recent decades there has been a growing trend for rural to urban migration in many developing countries around the world, and by 2030, over 5 billion people are expected to be living in cities and towns (UNFPA, 2015) as people move in search of employment and a better life for their families. Conversely, in some parts of the developed world an opposite trend can be observed; that is people moving out of urban areas in search of an improved quality of life for themselves and their families. As the pace of change increases, it is important to assess the benefits and challenges of each lifestyle. While it is true that cities offer great diversity in opportunities for education, work and culture, there are drawbacks that go with this, not only lower quality of life, but also environmental factors such as air pollution and higher rates of crime. One of the primary factors drawing people to urban centres is that in comparison to rural areas, t hey offer great diversity and choice, especially as regards education and employment opportunities. For example, parents have a number of choices available for the education of their children and can often select from a long list of both public and private school districts, which leads to the potential for better education. Furthermore, urban areas offer residents more opportunities and employment options at any number of companies or organizations. As Manning (2008) points out, rural places on the other hand, do not offer the same level of choice. Unlike urban areas, residents here do not have the best opportunity to choose from a range of employment options. While they can commute to larger towns, this becomes expensive and is not as convenient as working close to their home. However, in terms of educational opportunities, whilst there are not as many schools to choose from in rural areas, and sometimes these schools are not funded as well as others, children can grow up knowing t heir classmates and experience the benefits of smaller classes. Despite this lack of choice, there are a number of positive sides to rural living in terms of quality of life. For instance, living in a rural area allows residents to enjoy the natural world more easily instead of having to go to parks. In addition, people do not have to fight with the daily stresses of urban life such as being stuck in traffic, dealing with higher rates of crime, and in many cases, paying higher taxes. These absences of stressors can have a great effect on the overall quality of life (Combs, 2006).While there may not be a large number of stores and restaurants to choose from, those in rural areas have the benefit of land upon which to grow their own food, which is much healthier. Although urban populations have large numbers of social networks and networking opportunities, rural communities offer residents the ability to have long-lasting and more personal relationships since they encounter the same p eople more frequently. Answer: Introduction: The following essay aims at investigating and comparing the funding and the structure of the English primary education system by considering the problems that are related to the continuous changes in the years that follow and also highlights the comparison between England and Australian primary education systems. However it is believed that the two countries are completely different in their natures like for instance a public school in UK is usually owned privately and is very selective and exclusive in nature whereas a public school in Australia is run by the State Government. Therefore to begin with it can be seen that the main logic behind the two education systems are very different in both the countries. In UK the main aim of the education is to learn the facts of life that would help you in the later stages of life whereas in Australia they focus on the teaching to think, learn and adapt by oneself and thus many Australians do not stress on the facts as much as they do on the t eachings of independent thinking and the various skills of life (Barr, 2010). There is a lot of difference between the students in UK who have a very rigorous curriculum and also have loads of homework but the Australian students have a lesser rigorous curriculum and also are seen to spend more of their time in carrying out many group and independent researches that are based on many different topics. However both systems are very similar initially in the field of compulsory education and thus many direct comparisons can be made between the two curriculums. The Australian and British systems of education are very similar in the first few years of schooling and have the system of the two cycle which means there is one primary school that is for the is for seven to eight years and one secondary school of five to six years. Also both have very similar looking school uniforms but however it is when that the students get their leaving certificates that the two systems diverge drastically and quite suddenly (Schleicher, 2010). Funding and Structure: England and Australia are considered to be very strong in terms of its primary education that is provided to them. Children are usually placed in classes with one teacher who will be primarily responsible for their education and welfare for that year. This teacher may be assisted to varying degrees by specialist teachers in certain subject areas, often music or physical education. The continuity with a single teacher and the opportunity to build up a close relationship with the class is a notable feature of the primary education system Chapman, 2011). In studying the flows of the private and public funding in both the countries it is essential to consider if there is a correct balance in the contribution of both the sectors that they main goal is for as it is believed that they are many benefits of the private and public funds in relation to the primary education. However it is widely seen that private rates have received a great deal of attention in both the countries because they j ustify in their use of the private contribution through different modes of fee payments. On the other hand the major goals of primary education are achieving basic literacy and numeracy amongst all their students, as well as establishing foundations in science, geography, history and other social sciences. The relative priority of various areas, and the methods used to teach them, are an area of considerable political debate. However compared to Australia, in UK there are many different types of punishment given to the students as an early integral part of primary education (Dynarski, 1994). The roles of the structure of the UK system of primary education covered the appointing and support of the government in relation to being the teacher or employer of the teaching as well as the non- teaching staff. The Governors and principles are responsible for what goes on within the school such as they decide on the use of the school premises, delegation of school budgets; performance target setting in relation to National Curriculum assessments and also pupil discipline. Therefo re the two aspects of school structure have attracted more evaluative consideration in England and the other countries in relation to the school size and starting age. The available evidence suggests that neither of these has a strong impact on childrens attainment or progress at school (Hackett, et al (2013). Therefore in terms of structure it can be seen that the Australian schools usually are run in a more centralized system as compared to the UK system of education. The schools in Australia are mostly funded and run by the Department of Education within each State and therefore all the decisions about the amount of funding each school should receive and also about the staff allocation and its curriculum are all made by the State Government level and then is implemented within each school. However in England the schools are run and funded from a local board level. Also many students tend to attend their local high schools only after they have made an entry to a selective school as compared to the system in UK (Johnston Barr, 2013). Conclusion: In conclusion it can be said that there is a comparison of structural features in other countries shows considerable variation in such features as age of starting school, length of the school year, average size of school and length of primary schooling. This diversity may be of potential interest to those wishing to consider alternatives to the prevailing structures in primary education in England as compared to the structure in Australia. Hence in each of these areas both the countries and their approaches are similar yet different enough to be able to be inspected more closely (Norton, 2013). However it is very challenging to identify the influences of the specific structural arrangements that are to be considered in the various factors that highly influence the teaching and learning in primary schools. Thus there are many reasons as to why England would benefit from a closer policy with Australia in terms of growing a sense of cooperation, shared learning and also collaboration be tween the two countries and their system of primary education. References Barr, N. (2010). Paying for higher education: what policies, in what order? London: Independent Review of Higher Education Funding and Student Finance. Chapman, B. (2011). The Australian university stduent financing system: the rationale for, and experience with, income-contingent loans. In S. Armstrong, B. Chapman, Financing higher education and economic development in East Asia (p. Chapter 5). Canberra: Australian National University. Dynarski, S. (1994). Who defaults on student loans: findings from the national post-secondary student aid study. Economics of Education Review, 55-68. Hackett, L., Shutt, L., Maclachlan, N. (2013). The way we'll work: labour market trends and preparing for the hourglass. London: University Alliance. Institute for Fiscal Studies. (2011). The public expenditure and distributional implications of reforming student loans and grants. London: IFS. Johnston, A., Barr, N. (2013). Student loan reform, interest subsidies and costly technicalities: lessons from the UK experience.Journal of Higher Education Policy and Management,167-78. Norton, A. (2013). Mapping Australian higher education. Melbourne: The Grattan Institute. Schleicher, A. (2010). Is the sky the limit to educational improvement? UUK Annual Conference, September 2010. Cranfield: OECD and UUK.

Marcus Brutus, a Tragic Figure free essay sample

Like other tragic heroes, he had great promise, ability, and integrity of character, but he had a tragic flaw. He was too trusting and naive, and these qualities led to his death. Brutus was good in heart and mind, but easily manipulated which ends up being the flaw that gets him into a tragic situation. Brutus’ reversal of fortune occurs when he allows the conspirators to manipulate him into believing that he needed to assassinate Julius Caesar. Julius Caesar, a good friend of Brutus, had not shown many signs of being a tyrant, yet the conspirators persuaded and manipulated Brutus into believing that he was. This was the noblest Roman of them all: All the conspirators save only he in that they did in envy of great Caesar; He only, in a general honest thought and common good to all, made one of them,†(V,iiiii, 73-77). This quote indicates that Brutus was a noble and honest man, who wanted only what was in the interest of the general good. We will write a custom essay sample on Marcus Brutus, a Tragic Figure or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Throughout Brutus’ actions as a conspirator he thought that he was doing what was best for the Roman people, even when killing the soon to be ruler and good friend Julius Caesar. It was Brutus’ tragic flaw of being too trusting that leads to his inevitable, tragic death. When Brutus’ wife, Portia, takes her own life it is a tragic moment in Brutus’ life. This is one example when Brutus has a reversal in fortune. Brutus explains to Cassius what happened to Portia after their quarrel. â€Å"No man bears sorrow better. Portia is dead,†(IV,iii,151). This evidence shows just how tragic Portia’s death is for Brutus. With the Roman population turned against Brutus and the conspirators, along with this tragic loss for Brutus, this marks the beginning of the reversal of fortune for Brutus. Brutus shows his true remorse for killing Caesar in many occasions. When Caesar’s ghost visits Brutus, Brutus wants to question him and apologize for what had happened. Another example is when Brutus takes his own life at the end of act five. Farewell Strato. Caesar now be still. I killed not thee with half so good a will,†(V,iiiii,56-57). Brutus felt unbearable remorse for Caesars death, and his final words told that. Brutus had to take his own life because nobody wanted to have to such a noble and honest man as Brutus. When Brutus asks Clitus to kill him, Clitus replies, â€Å"What, I, my lord? No, not for all the world†¦I’ll rather kill myself,†(V, iiiii, 6-8). The reasoning for Clitus not killing Brutus is because he could not live with himself if he killed the noblest roman that had ever lived. This shows how noble and honest Brutus was, that he could not get someone to kill him, he had to do it himself. In conclusion, Brutus, the noblest roman wanted what was best for the roman people. His tragic flaw was he was too trusting. He felt he needed to kill Caesar for he thought he was a tyrant. His trust in Mark Antony led to his downfall. Brutus indeed ended up in a position, from his flaw in being idealistic and naive.

Sperm Whale Facts (Cachalot)

Sperm Whale Facts (Cachalot) The sperm whale (Physeter macrocephalus) is the worlds largest toothed predator and loudest animal. The whales common name is the shortened form of spermaceti whale, and refers to the oily fluid found in the animals head, which was originally mistaken for whale semen. The cetaceans other common name is cachalot, which derives from an ancient French word for big teeth. Sperm whales do have large teeth, each weighing up to 2.2 pounds, but they dont actually use them for eating. Fast Facts: Sperm Whale Scientific Name: Physeter macrocephalusCommon Names: Sperm whale, cachalotBasic Animal Group: MammalSize: 36-52 feetWeight: 15-45 tonsLifespan: 70 yearsDiet: CarnivoreHabitat: Oceans worldwidePopulation: UnknownConservation Status: Vulnerable Description Sperm whales are easily recognized by their distinctive shape, their flukes (tail lobes), and blow pattern. The whale has a large rectangular head with narrow jaw, raised ridges on its back instead of dorsal fins, and huge triangular flukes. It has an S-shaped blowhole set toward the front, left side of its head that blows a forward-angled spray when the whale breathes. The species displays a high degree of sexual dimorphism. While males and females are the same size at birth, mature males are 30-50% longer and up to three times more massive than adult females. On average, males are about 52 feet in length and weigh 45 tons, while females are 36 feet in length and weigh 15 tons. However, there are documented reports of males measuring 67 feet long and weighing 63 tons and claims of males reaching 80 feet in length. While most large whales have smooth skin, sperm whale skin is wrinkled. Usually it is gray in color, but there are albino sperm whales. Sperm whales have the largest brains of any animals, either living or extinct. On average, the brain weighs about 17 pounds. Like other toothed whales, the sperm whale can retract or protrude its eyes. The whales communicate using vocalization and echolocation. Sperm whales are the loudest animals on Earth, capable of producing sounds as loud as 230 decibels. The sperm whales head contains the spermaceti organ which produces a waxy fluid called spermaceti or sperm oil. Studies indicate spermaceti helps the animal generate and focus sound, may facilitate ramming combat, and could serve a function during whale diving. While whales vomit most undigestible matter, some squid beaks make it to the intestine and cause irritation. The whale produces ambergris in response, much like oysters synthesize pearls. Sperm whales have distinctive triangular flukes. georgeclerk / Getty Images Habitat and Distribution Sperm whales live in oceans around the world. They prefer ice-free water that is over 3300 feet deep but will venture close to shore. Only males frequent the polar regions. The species is not found in the Black Sea. It appears to be locally extinct off the coast of southern Australia. Diet Sperm whales are carnivores that primarily hunt squid, but also eat octopuses, fish, and bioluminescent tunicates. The whales have excellent vision and may hunt by watching the water above them for squid silhouettes or by detecting bioluminescence. They can dive for over an hour and at depths up to 6600 feet in search of food, using echolocation to map their surroundings in the dark. Aside from humans, the only significant sperm whale predator is the orca. Behavior Pods of sperm whales sleep at night. The whales position themselves vertically with their heads near the surface. Mature males form bachelor groups or live solitary lives except for mating. Females group with other females and their young. Reproduction and Offspring Females become sexually mature around 9 years of age, while males mature at 18 years. Males fight with other males for mating rights, probably using teeth and ramming competitors. The pair separate after mating, with males providing no care to offspring. After 14 to 16 months gestation, the female gives birth to a single calf. The newborn is about 13 feet long and weighs over one ton. Pod members cooperate to protect calves. Calves typically nurse for 19 to 42 months, sometimes from females besides their mothers. After reaching maturity, females give birth just once every 4 to 20 years. The oldest recorded pregnant female was 41 years old. Sperm whales may live over 70 years. Female sperm whales care for other calves within the pod. by wildestanimal / Getty Images Conservation Status The IUCN classifies the sperm whale conservation status as vulnerable, while the United States Endangered Species Act lists it as endangered. Sperm whales are listed on Appendix I and Appendix II of the Convention on the Conservation of Migratory Species of Wild Animals (CMS). Numerous other agreements also protect the whales throughout much of their range. Sperm whales reproduce slowly and are widely distributed, so the total population size and population trend are unknown. Some researchers estimate there may be hundreds of thousands of sperm whales. Threats While largely protected worldwide, Japan continues to take some sperm whales. However, the species greatest threats are ship collisions and entanglement in fishing nets. Sperm whales may also be at risk from chemical pollution, noise pollution, and debris such as plastic. Sperm Whales and Humans The sperm whale is featured in Jules Vernes Twenty Thousand Leagues Under the Sea and in Herman Melvilles Moby-Dick, which is based on the true story of the sinking of the whaleship Essex in 1820. While sperm whales do not hunt humans, its theoretically possible a person could be eaten. There is one story of a sailor swallowed by a sperm whale in the early 1900s and surviving the experience. Sperm whale teeth remain important cultural objects in the Pacific islands. While sperm oil use has fallen out of vogue, ambergris may still be used as a perfume fixative. Today, sperm whales are a source of ecotourism income for whale watching off the coasts of Norway, New Zealand, the Azores, and Dominica. Sources Clarke, M.R. Function of the Spermaceti Organ of the Sperm Whale. Nature. 228 (5274): 873–874, November, 1970. doi:10.1038/228873a0Fristrup, K. M. and G. R. Harbison. How do sperm whales catch squids?. Marine Mammal Science. 18 (1): 42–54, 2002. doi:10.1111/j.1748-7692.2002.tb01017.xMead, J.G. and R. L. Brownell, Jr. Order Cetacea. In Wilson, D.E.; Reeder, D.M (eds.). Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Johns Hopkins University Press. 2005. ISBN 978-0-8018-8221-0.  Taylor, B.L., Baird, R., Barlow, J., Dawson, S.M., Ford, J., Mead, J.G., Notarbartolo di Sciara, G., Wade, P. Pitman, R.L. Physeter macrocephalus. The IUCN Red List of Threatened Species 2008: e.T41755A10554884. doi:10.2305/IUCN.UK.2008.RLTS.T41755A10554884.enWhitehead, H. and L. Weilgart. The Sperm Whale. In Mann, J.; Connor, R.; Tyack, P. Whitehead, H. (eds.). Cetacean Societies. The University of Chicago Press. 2000. ISBN 978-0-226-50341-7.

Assignment Essay Example | Topics and Well Written Essays - 500 words - 31

Assignment - Essay Example The River Woods facility is projected to be more automated with recent technology in production of appliances (Cameron). This will also ensure that the facility produces more at the least cost while using the least human resource power. The organizational structure of River Woods facility is also under review and most of the top official agree that the facility should be managed by a general manager. The new manager under the proposal is likely to face the following challenges. One of the challenges is the new manager may become overworked. The manager is also likely to face resistance from the subordinates due to the new kind of leadership. The manager may also face communication problems, which are likely to be brought out by the organizational structure and the changes in technology at River Woods. The manger is also likely to become ‘bossy’ since he/she will be ata position of making some of the important decisions in the company. Operating River Wood facility will require a manager who is willing and more able to meet the objectives of the company. In order to manage effectively one is required to have the ability to control others and influence their decision. Owning the position of a manger automatically gives one the legitimate power to assign and give duties in addition to commanding what takes place in the organization. The other source of power the manager at River Woods is likely to exercise is the expert power based on his knowledge and his level of education. The skills he possesses will be able to influence his/her subordinates regarding the control of operations at the facility. The ability of the new manager to socialize and cultivate a good relationship with the subordinates will give him/her referent power. The interpersonal skills and good relationship in an organization always provides a company with the ability to attain its objectives. The new manager will obtain power by being

Corrections and Juvenile Justice Pt 2 Research Proposal

Corrections and Juvenile Justice Pt 2 - Research Proposal Example Juvenile offenders also dealt with abandonment issues, adjustment problems, and were eventually removed from their homes due to poor supervision on the part of the parents. In 1972, the FBIs Behavioral Science Unit was established in Quantico, Virginia for the purpose of studying the techniques and analyzing the patterns of serial killers. Their hard work and efforts resulted in foolproof methods of identifying variable elements the serial killer possessed, which would later distinguish him/her from a single-incident (murderer) and other categories of multicide, including the mass murderer (an act in which a number of people are killed by a single assassin in a short period of time), and spree murderer (multiple killings take place over a longer period of time, days, weeks, years (Douglas & Olshaker, 1995). With this information, the FBI was able to research into collected data and research demographic information collected on their primary subjects childhood and to determine their propensity to commit the aforementioned criminal acts. As a result, their findings yielded useful and profound information about the subjects juvenile delinquent history, wh ich was later utilized in creating profiles of serial murderers as well as violent offenders. For many years, researchers believed that both personality and situational factors must be taken into account in the assessment of dangerousness in juvenile offenders, and offered instructions on how to identify the factors (Quinsey, 1995). In recent years, it can now be accepted that violent behavior in youths as well as dangerousness, is a complex behavior which is determined by biological, psychological, and sociological factors (Ward & Gibson, 2010). Experts categorize youth that persistently offend the law in order to gain clarity and understand their behaviors. There are three types of juvenile offenders according to Jones, Harris, Fader, and